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This paper investigates how differences in resource endowments of universities shape variation in their response to regulatory pressures. Earlier research on higher education institutions tends to conceive regulatory rules as the primary basis of action and does not attend to differences in the salient characteristics of universities. This paper is based on the premise that satisfying regulatory demands requires resources that are compatible with these demands, making resource endowments of universities a potentially significant source of variation in their responses to regulatory pressures. We empirically investigate the relationship between human resource characteristics of economics, management, and political science departments of Turkish universities and how these departments responded to the intensifying regulatory pressure to publish more in indexed journals. Findings reveal that departments which predominantly employ researchers trained in North American universities published significantly more in indexed journals between 2000 and 2008. These departments are better endowed with respect to resources that are necessary for publishing in indexed journals, most importantly knowledge of theory, methodology, and style sought by indexed journals. The paper shows that attending to differences in resource endowments of universities as well as regulatory goals and tools facilitates understanding of how regulation-driven processes unfold. [ABSTRACT FROM AUTHOR]

Tertiary teaching is interactive process and by no means unilateral. Lecturers are increasingly interested in students' knowledge and understanding. Assessing students with the tests proposed provides the lecturers feedback on the students' accomplishments; not only on parts of teaching material did they acquire, but also the information on which parts do they understand better and which parts do they understand worse. Moreover, lecturers can discover if there is a problem with their teaching. In this paper, we provide the analysis of student's assessments by utilizing the above-mentioned principles, revealing some encouraging results. [ABSTRACT FROM AUTHOR]

The educational history of the Sultanate of Oman has undergone rapid development. In 1970, there were three primary schools. Today, there is universal education, with modern public and private institutions. In 1985, the first teacher education institutions offered a diploma programme. In 1994, six Colleges of Education, offering a degree, were established. Recently, the Directorate General-Colleges of Education, Ministry of Higher Education, introduced a quality assurance process in these colleges based on self-assessment, external review, feedback, and monitored change. This paper outlines how the process was established, the challenges it presented, and the solutions that have been developed. [ABSTRACT FROM AUTHOR]