Article Gold Open Access 2022

Development and validation of a PLE scale from academic administrative perspective (PLES-AA) in tertiary education: A pilot study in China

XX
Xu, Xiaoshu
 KK
Kolletar-Zhu, Kimberly
 LJ
Liu, Jia
 ZY
Zhang, Yunfeng
 CN
Cai, Na
PLOS ONE
Journal · Vol. 17 · Issue 8 August · Art. e0272214
Abstract

The study aims to construct and validate a rubric to assess the effectiveness of PLEs from an academic administrative perspective (PLER-AA) in tertiary education in China. A qualitative-quantitative sequential mixed-method design was used for the scale validation. A total of 206 teachers and administrative staff participated in the Confirmative Factor Analysis (CFA), which supported the 4-dimensional scale, with policy (n = 4), program design (n = 4), curriculum/instruction (n = 4), and capacity (n = 4). Meanwhile, another 189 teachers and administrative staff participated in the current sequence of PLE applications in higher education surveys, revealing a developing phase in China. Consequently, the rubric can be used as a benchmark that provides insight to educators and administrators in developing PLEs in tertiary education in China and worldwide. © 2022 Xu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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Index Keywords

China human questionnaire Humans Surveys and Questionnaires Article Factor analysis curriculum human experiment teacher clinical article pilot study Pilot Projects organization quantitative analysis Factor Analysis, Statistical tertiary education validation process administrative personnel case report Organizations
Author Affiliations
College of Foreign Languages, Wenzhou University, Wenzhou, Zhejiang, China
Centre for Portugese Studies, Macao Polytechnic University, Macau, Macao
Department of Foreign Studies, Zunyi Medical University, Zunyi, Guizhou, China
Vocational Education Teachers Institution, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, China
Funding & Acknowledgements
No funding information
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