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

Xiaoshu Xu; Kimberly Kolletar-Zhu; Jia Liu; Yunfeng Zhang; Na Cai

doi:10.1371/journal.pone.0272214

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

Xiaoshu Xu
, Kimberly Kolletar-Zhu
, Jia Liu
, Yunfeng Zhang
, Na Cai

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

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.

Original language	English
Article number	e0272214
Journal	PLoS ONE
Volume	17
Issue number	8 August
DOIs	https://doi.org/10.1371/journal.pone.0272214
Publication status	Published - Aug 2022

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10.1371/journal.pone.0272214

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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.",

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AU - Liu, Jia

AU - Zhang, Yunfeng

AU - Cai, Na

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

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