Systemic Knowledge-Based Assessment of Higher Education Programs

This book gathers educators and administrators working in postgraduate and Master’s programs in education, business administration, and management; most of the researchers and practitioners are based in Mexico. They explain theory, research, methods, and case studies related to knowledge management in educational programs. Chapters are grouped in sections on knowledge management actors and processes in higher education, middle school education, and elementary education. Some topics include graduate students in education in Mexico, the influence of the labor sector in knowledge management, evaluation of institutional management based on leadership competencies in middle school education, and evaluation of the management of a second language study development program at a secondary school in Mexico.

A table of contents is followed by a detailed table of contents where abstracts reflect the overview of the chapters. The body of the work is divided into three sections: section one, Knowledge Management Actors and Processes in Higher Education, is represented in chapters 1-7; section two, Middle School Education as Predecessor of Knowledge Management, is discussed in chapters 8-11; and section three, Elementary Education as Early Factor of Knowledge Management, evaluates education assessments in the early years. Chapters include references, key terms and definitions, and end notes. The back matter includes references, a compilation of references, information about the contributors, and an index.
The critical information is found in competencies, interviews, models, plans, questionnaires, studies, surveys, systems, and theories. Geographically, information targets Central America and Mexico. Useful to universities and research centers, Systemic Knowledge-Based Assessment of Higher Education Programs brings together assessment information. This volume will be best used by academicians, administrators, education majors, researchers, and other professionals interested in elevation of global learning evaluation in the twenty-first century.