IQA models: an introductory literature review and suggestions for developing an IQA model for Vietnamese higher education

The purpose of this study is to describe, (1) the steps of the internal school quality assurance system, (2) the strategy for implementing internal school quality assurance, and (3) the implementation of the implementation of the internal school quality assurance system. The method used in this study was descriptive qualitative with a case study research design. This research was conducted in Al-Kautsar Plus Primary School Malang by involving the Principal as key informants and additional informants as teachers. This study collected data using interview techniques, documentation studies and observations. The results of this study are, (1) the SPMI school's internal quality assurance steps in the school's internal quality assurance through the Plan, Do, Check and Act steps. (2) the school strategy in improving the quality of the superior schools is done internally, the development of syllabus, evaluation of minimum completeness criteria (KKM), graduation standard requirements (SKL), supervision of learning, and learning, and (3) the impact of the implementation of internal quality assurance carried out by Al-Kautsar Plus Primary School in the City of Malang, is school achievements have been achieved both nationally and internationally and the image of the school has increased.

An attempt to algorithmize the process of creating and evaluating the quality of educational institutions' educational and scientific activities using an analogy with software products testing in the IT field is made in this paper. In the scope of this paper for describing the algorithm of creating the educational and scientific activities model for educational institutions, abstract-logical, analogue, and induction-deduction methods are used. The content of each of the given algorithm blocks, particularly from the point of view of its influence on the social and economic development of the state is considered. The multi-stage mechanism for checking the model performance according to the algorithm «testing – quality control – internal quality assurance – external quality assurance» is proposed. Indicators such as the economic model; implementation risk assessment; market research of services and competitors; creation of the network of sub-accounts of educational and scientific services providers; formation of the estimation for each element of the system operation; calculation of the estimated financing for the implementation of activities; search for donors and/or own funds to finance the main components of the system; the place of the educational institution in national and/or international rankings, rankings by specialty, et.; employer feedback; the average salary of the graduate of educational program; graduate carrier growth rate are proposed as socio-economic indicators of educational and scientific activity model (system) for educational institution. The presented algorithm of creating and testing an effective educational and scientific activity model for educational institution makes it possible to determine the conditions of multi-stage verification of the quality assurance mechanisms effectiveness, particularly at the stages of testing, quality control, internal and external quality assurance according to the relevant stakeholders' feedback (testers). At each stage of the algorithm, socio-economic impact factors, which are the tools for further adjustment (if necessary) and optimization of the model are identified.

Quality assurance systems in higher education play a key role in supporting and improving the quality of educational services provided by Higher Education Institutions (HEIs). The role of Internal Quality Assurance (IQA) in higher education is now well-established. This paper considers the professional competencies of IQA practitioners in HEIs. The focus is on building a body of knowledge for IQA. The objective is to contribute a theoretical framework that supports professional development of IQA practitioners in HEIs. The competency framework is synthesised from information available in literature. The framework is made up of two parts. The first part provides a map of the key functions of IQA. There are nine domains of the functions. The scope of IQA work includes, amongst others, setting the regulatory framework, evaluation, auditing, reviewing and facilitating improvement. The map of functions serves as the reference point of the competency framework. The competency framework is based on the triad model of knowledge, skills and attitude. The framework has nine domains which include; knowledge, communication, managerial, analytical, digital, research, interpersonal, personal skills and attitude. This forms the body of knowledge for IQA. IQA practitioners need this competency repertoire in order to perform their functions effectively and efficiently.

Academic quality is defined as the equivalent to academic standards related to student learning outcomes, which consist of specific levels of knowledge, skills, and abilities achieved by students participating in a program. The achievement of academic standards is accommodated by implementing both internal and external quality assurance practices. Internal quality assurance refers to policies and practices used by the higher education institutions to monitor and improve the quality of their education, while external quality assurance refers to policies and practices set up by external parties to assure the quality of higher education institutions and programs. Petra Christian University has built and implemented its internal quality assurance since 2009 based on its unique quality culture. After its ten-year journey and the achievements that Petra Christian University has reached in 2019, the Industrial Revolution 4.0 and Society 5.0 are challenges ahead that Petra Christian University has to face.

The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.

Quality assurance of higher education is made up of two parts: internal quality assurance (IQA) and external quality assurance (EQA). Both belong to a union of the coexistence and balance of yin and yang. But in reality there exists a paradox of “confusion of quality assurance (QA) subject consciousness, singularity of social QA and lack of QA independence”. The present paper suggests that “giving priority to the internal QA, the external QA is promoting the internal and appropriately combining both the internal QA and the external QA”. Key words: Higher education, internal quality assurance (IQA), external quality assurance (EQA), appropriate combination.

Quality assurance in higher education has become an endeavor of global proportions. With the increasing necessity of quality assurance system, the efforts have been initiated within the higher education sector in Mongolia to seek a feasible internal quality assurance system that is in line with the international standards. The main objective of this article is to identify the problems encountered Mongolian higher education system specifically to the implementation of internal quality assurance in HEIs and explore factors that are influential to the implementation of internal quality assurance system of Mongolia. Thus, this article is expected to give recommendations at institutional level by pinpointing the facts that should be taken into account in developing and implementing a workable and effective internal quality assurance system for Mongolian higher education institutions. This article reviewed literatures on the quality assurance systems in higher education area, and determined the current situation and challenges encountered in quality assurance of Mongolian higher education institutions. The findings of the article indicate that the four main issues — the factors influential to the establishment of effective IQA system, quality assurance structure, lack of understanding towards IQA activities and implementation as the view of preparing only for self-evaluation report, and the lack of transparent information system. The article finds that the participation of both external and internal stakeholders in quality assurance process and activities is the key to the development and implementation of an effective internal quality assurance system.

During the years 1997 to 2003 the medical services of the statutory health insurance in the German Federal State of Baden-Württemberg carried out a total survey regarding structure, process and outcome with regard to the quality of care of outpatients in the German long-term care insurance system. This survey provides information on the development of the quality of care. All outpatient nursing services licensed by the statutory long-term care insurance funds in Baden-Württemberg (n (1997 - 2000) = 863; n (2000 - 2003) = 779) were subjected to a uniform assessment based on a consented concept applied in all German Federal States. Our results demonstrate a tendency to fewer but larger nursing services providing care for an increasing number of patients. Qualification of head nurses and of caregiving staff in general has significantly improved. Information for the patient/consumer on the conditions of contracts which have to be made between a nursing service and the patient is still deficient in more than 20 % of cases. Adherence to proper procedures in the process of nursing has improved, especially with respect to taking a complete medical/nursing history and defining the individual resources of a patient and aims for therapy/nursing. However, only in (1/3) of the cases could we find a documentation of continuous adaptation of the planning of therapy. Efforts of in-house quality management and internal quality assurance by the outpatient nursing services have improved. Regarding the outcome of nursing there has been a decrease in the provision of stimulating care from 87 % of cases to 75 %. The majority of patients of outpatient nursing services do not receive benefits of the long-term care insurance system but of the statutory health insurance. This fact underlines the importance of a general conceptual framework for internal and external quality assurance.

This research aims to determine internal and external quality assurance strategies in maintaining school integrity and community trust in order to strengthen the foundation of educational quality. This research uses a qualitative approach with a case study type of research. Data collection techniques use interviews, observation and document study. The research results show that: (1) the school emphasizes character building and improving internal quality as a strategy to maintain its integrity; (2) transparent communication and promotion of academic achievements through social media are used to build public trust; (3) the strategy used by schools to achieve an A predicate in the accreditation process is to implement team work; (4) the school takes steps to prepare for accreditation which include understanding standards, planning, team formation, submitting applications, simulations, visitations, internal evaluations, and follow-up; and (5) the school received the highest assessment in the accreditation results for the school management component and the quality of graduates. Based on the research results, it can be concluded that the internal and external quality assurance strategies implemented by schools are very important to maintain school integrity and community trust in strengthening the foundations of educational quality. Internal quality assurance has a more dominant role in maintaining school integrity and strengthening the foundation of educational quality.

Purpose This study systematically reviews Quality Management Support Systems (QMSS) in Nepalese higher education, focusing on affiliated colleges under public universities. It examines existing quality assurance (QA) frameworks, identifies challenges, compares Nepal’s QA practices with India, Malaysia, and Bangladesh, and explores factors shaping a quality culture. Methods Following PRISMA guidelines, a systematic review was conducted using academic databases and official policy documents up to 2025. Sources addressing QA in Nepalese affiliated colleges were selected. Data were thematically analyzed, resulting in five themes: QA readiness, accreditation, internal QA, stakeholder involvement, and the policy–practice gap. Findings Nepal has formal QA and accreditation systems, but implementation is inconsistent. Affiliated colleges face unclear policies, limited resources, and fragmented governance. Accreditation is often viewed as compliance rather than continuous improvement. Internal Quality Assurance Cells exist but are underused, and stakeholder participation is low. Comparison suggests Nepal could benefit from India’s structured accreditation, Malaysia’s national QA integration, and Bangladesh’s focus on internal QA. Conclusions Nepal’s affiliated colleges need clearer QA mandates, capacity building, stronger stakeholder engagement, and incentive-linked accreditation. Shifting from compliance to continuous improvement is key to developing a quality culture.

ABSTRACTBangladesh’s approach to devising a Quality Assurance Framework in higher education has eventuated in less than a decade. The framework provides criteria within which universities must operate and encompasses internal self-assessment review and monitoring besides external quality assurance, with the intrinsic goal of operationalising national protocols for a qualification framework. Based on the author’s reflection regarding a programme self-assessment exercise as part of internal quality assurance procedure, this paper aims to present an overview of Bangladesh’s higher education through contextualisation of the quality assurance initiatives. By analysing the scopes and limitations in the enhancement of quality, this article also proposes how a robust internal quality assurance framework is indispensable to hasten the process of programme accreditation. The article concludes with some recommendations for future revision of Bangladesh’s quality assurance system.

This study examines the internal quality assurance (IQA) practices at Gondar University, one of Ethiopia’s oldest and largest public universities. Despite its long history dating back to 1954 as a public health training institution, the university has faced challenges in institutionalizing a comprehensive Quality Assurance system. The establishment of the Education Quality Assurance and Audit Directorate (EQAAD) in 2003 marked a significant step towards formalizing Internal Quality Assurance processes. Through qualitative data collected via interviews and document analysis, this research explores the achievements, key focus areas, challenges, and gaps in the university's Quality Assurance framework. Among its accomplishments are the development of the Education Quality Improvement Package (EQIP), hosting national QA conferences, conducting graduate tracer studies, and implementing self-audits and program evaluations. However, the study reveals systemic challenges including limited staffing capacity, insufficient financial resources, inconsistent implementation of QA procedures, and minimal involvement of top management and academic staff in routine QA activities. Structural and procedural weaknesses such as unclear leadership roles, lack of reward mechanisms, and under emphasis on research and community engagement were also identified. The findings highlight the need for stakeholder engagement, policy innovation, and resource mobilization to strengthen the QA culture. The study concludes that while Gondar University has laid a foundation for quality enhancement, sustained institutional commitment is essential for meaningful improvement.

Given the importance of microbiology results on patient care, high quality standards are expected. Internal quality assurance (IQA) could mitigate the limitations of internal quality control, competency assessment and external quality assurance, adding a longitudinal insight, including pre- and post-analytical steps. Here, we implemented an IQA program in our clinical microbiology facilities with blind resubmission of routine samples during 22 months. One-hundred-and-twenty-one out of 123 (98.4%) serological analyses and 112 out of 122 (91.8%) molecular analyses were concordant. Among the discordances in molecular biology analyses, 6 results were low positive samples that turned out negative, likely due to stochastic repartition of nucleic acids. Moreover, one identified retranscription error led us to implement automated results transmission from the Applied Biosystems instruments to the laboratory information system (LIS). Regarding Gram stain microscopy, 560 out of 745 (75.2%) of compared parameters were concordant. As many as 67 out of 84 (79.8%) pairs of culture results were similar, including 16 sterile pairs, 27 having identical identification or description and semi-quantification and 24 only showing variations in semi-quantification with identical description or identification of colonies. Seventeen pairs had diverging identification or description of colonies. Culture was twice only done for one member of the pairs. Regarding antibiotic susceptibility testing, a major discrepancy was observed in 5 out of 48 results (10.4%). In conclusion, serological tests were highly reproducible. Molecular diagnosis also revealed to be robust except when the amounts of nucleic acids present in the sample were close to the limits of detection. Conventional microbiology was less robust with major discrepancies reaching 39.5% of the samples for microscopy. Similarly, culture and antibiotic susceptibility testing were prone to discrepancies. This work was ground for reconsidering multiples aspects of our practices and demonstrates the importance of IQA to complete the other quality management procedures.

Higher education quality assurance is aimed at quality education. Universities must systematically carry out the quality assurance process through the Higher Education Quality Assurance System and refer to the National Higher Education Standards. There are two quality assurance systems in higher education, namely; internal quality assurance and external quality assurance. The internal quality assurance system is a systemic activity of quality assurance of higher education by each university autonomously to control and improve the implementation of higher education in a planned and sustainable manner. Meanwhile, the external quality assurance system is an assessment activity carried out by outside units to determine the feasibility of universities. This study aims to fully describe two main things in the quality assurance system in higher education institutions, namely; internal quality assurance and external quality assurance. In obtaining this research data, a qualitative approach to the type of library research is used, by collecting data from books, journals and articles. Data analysis is carried out using content analysis. The results of the study found that: First, internal quality assurance includes: policies and procedures for quality assurance; approval, monitoring and periodic review of programs and awards; student assessment, quality assurance of teaching staff/lecturers; learning resources and student support; information systems; public information. Second, external quality assurance, namely: the use of procedures; process development; criteria for decisions; process in accordance with the purpose; reporting; follow-up procedures; periodic review of the implementation; and system-wide analysis

PurposeThe purpose of this paper is to examine how the Japanese and Taiwanese national quality assurance (QA) agencies, National Institution for Academic Degrees and Quality Enhancement (NIAD-QE) and Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), transform their respective frameworks in response to social demands, and analyze and compare the respective approaches for the key concepts of autonomy, accountability, improvement and transparency.Design/methodology/approachUsing a qualitative document analysis approach, this paper initially examines the higher education system, major policies and QA developments, after which the methods associated with the QA restructuring transformations are outlined in terms of motivations, expectations and challenges. Finally, the NIAD-QE and HEEACT evaluation policies and frameworks are compared to assess how each has prepared to respond to emerging challenges.FindingsDuring the QA framework restructuring, both the NIAD-QE and HEEACT struggled to achieve autonomy, accountability, improvements and transparency. While the new internal Japanese QA policy is assured through the external QA, the Taiwanese internal QA, which has a self-accreditation policy, is internally embedded with university autonomy emphasized. The QA policies in both the NIAD-QE and HEEACT have moved from general compliance to overall improvement, and both emphasize that accountability should be achieved through improvements. Finally, both agencies sought transparency through the disclosure of the QA process and/or results to the public and the enhancement of public communication.Originality/valueThis study gives valuable insights into the QA framework in Asian higher education institutions and how QA has been transformed to respond to social needs.