Bibliographic record
Abstract
Contents Editorial: Building the Vision – Higher Education and Quality Assurance in East Africa Pammla Petrucka........................................1 Why Measurement Matters: The Learning Outcomes Approach – A Case Study from Canada Sarah Brumwell, Fiona Deller & Alexandra MacFarlane.....................................5 Quality Issues in Kenya’s Higher Education Institutions Rosemary Kagondu & Simmy M. Marwa..............................23 University Students Learning Experiences: Nuanced Voices from Graduate Tracer Study Omar Badiru Egesah & Mary Nyawira Wahome .................................43 Institutional Constraints Affecting Quality Assurance Processes in Tanzania’s Private Universities Samson John Mgaiwa & Johnson Muchunguzi Ishengoma..................................57 Broadening Perceptions and Parameters for Quality Assurance in University Operations in Uganda Frederick Kakembo & Rita Makumbi Barymak..........................69 Student Evaluation of Teaching: Bringing Principles into Practice Geoff Tennant & Tashmin Khamis.........................89 Reflections on an Innovative Mentoring Partnership Facilitators and Inhibitors to Success in Faculty Development Tashmin Khamis & Marilyn Chapman.......................105 Quality Assurance Self-assessment: A Catalyst at Aga Khan University Tashmin Khamis & Khairunnisa Dhamani...........................................125 Assessing the Cognitive Domain through MCQs: Critical to Quality Assurance in Higher Education Khairunnisa Aziz Dhamani & Zeenatkhanu Kanji..................................135
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.019 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".