Impact of QEC Leaders Intellectual Competencies on Quality Enhancement of Higher Education Institutions
This study investigates the impact of QEC Leaders' intellectual competencies on Quality Enhancement of Higher Education Institutions - HEIs and Universities. Quantitative data from QEC Officials of public and private sector universities in Islamabad is collected. QEC Leaders' intellectual competencies were measured by adapting Leadership Dimension Questionnaire (LDQ) from Dulewicz and Higgs (2005, 2008). Quality Enhancement was measured by using Quality Enhancement Questionnaire (QEQ) developed by HEC QAA (2006). A survey questionnaire based methodology was used to collect data from QEC Leaders of public and private universities of Islamabad. Correlation and regression analyses were used to test research hypotheses. Findings imply that QEC Leaders' strategic perspective significantly contribute towards Quality Enhancement generally and specifically towards Implementation of SA Mechanism. Furthermore, QEC Leaders possessing strong vision and imagination competencies have significant influence on Empowering QEC and high ranked QEC to contribute in the Quality Enhancement. Leadership competencies are the basic elements contributing for betterment of performance of an organization and quality enhancement. A vital role is played by the QEC Leaders for achieving organizational objectives and goals to enhance quality of Institutions and provide conducive working environment which ultimately encourages the attitudes, behaviors and motivates the followers. This study was limited to examine relationship between QEC Leaders' intellectual competencies and Quality Enhancement of HEI's in Islamabad. Further research is suggested to validate this model all QECs of Pakistan. Findings provide implications for academicians and QEC professionals to formulate policies for improving Quality of Education in Pakistan. The study provides directions for future research.
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Quality Enhancement, QEC Managers, Leadership, Intellectual Competencies
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(1) M Iftikhar Ali
PhD Scholar (Education), Department of Education, Bahria University, Islamabad, Pakistan.
(2) Umbreen Ishfaq
Assistant Professor, Department of Education, University of Haripur, KP, Pakistan.
(3) Riaz Ahmed
Associate Professor, Department of Education, Bahria University, Islamabad, Pakistan.
01 Pages : 1-9
http://dx.doi.org/10.31703/gssr.2022(VII-IV).01 10.31703/gssr.2022(VII-IV).01 Published : Dec 2022Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver
The study's aimed to identify the effect of the P4C teaching maneuver on the critical thinking skills (CTS) of teacher candidates by using a quantitative, quasi-experimental approach. The population comprised of teacher candidates of B.Ed. (Hons) programmes of University of Education whereas the sample was intact two sections of 5th-semester candidate teachers in Division of Education, UE Lahore. CTS were assessed through Watson Glaser Critical Thinking Appraisal (WGCTA). The results of the t-test suggested that P4C significantly improved the CTS (Inference and Overall CTS) of teacher candidates in the experimental group as compared to the control group. However, both groups' teacher candidates were equally skilled in the remaining WGCTA sub-scales (Recognize Assumptions, Deduction, Interpreting Information, and Evaluation of Arguments). It is suggested that a comparable study be carried out at all educational levels (primary, secondary, higher education) in both public and private sectors as well as in other disciplines by adopting a mixed-method approach.
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Quality Enhancement, Pre-Service Teacher Education, Philosophy for Communities, Teaching Maneuver
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(1) Soofia Noor
PhD Scholar, Division of Education, University of Education, Lahore, Punjab, Pakistan.
(2) Huma Lodhi
Assistant Professor, Division of Education, University of Education, Lahore, Punjab, Pakistan.
(3) Farah Shafiq
Assistant Professor, Division of Education, University of Education, Lahore, Punjab, Pakistan.