Lost and Found: University Teachers about the Change of Higher Education Quality

Abstract

The article considers last three years’ changes of higher education quality from the perspective of university teachers as key actors of an educational process. The study focuses on the main factors infl uencing the quality of higher education and the nature of changes in the post-pandemic educational environment, in particular, through the use of digital solutions. The authors deliver primary (general) results of Russian university teachers’ poll regarding the triggers for changing the quality of higher education, the eff ectiveness of educational and pedagogical activities in the digital environment, as well as points to be paid attention at in ensuring the quality of higher education. The results of the poll show signifi cant changes in higher education over the period studied, especially in applied teaching practices and in lesson formats, these shifts contributing to the change of education quality in general. Global, institutional, and individual infl uencing factors together give multidirectional impact on the quality of education, thus forming diff erent experiences and perceptions of higher education quality dynamics. University teachers, however, are quite diff erently engaged in the university education quality assessment. Due to understanding themselves as key stakeholders in education quality assurance, university teachers identify their course load and additional non-curricular functions as the main barriers in developing their own eff ectiveness. The article is addressed to heads of academic programs and educational institutions, to executive authorities responsible for quality assurance and assessment in higher education, as well as to the representatives of research community in Russian higher education.