Abstract
PurposeThe purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs).Design/methodology/approachA systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017.FindingsThe findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia.Research limitations/implicationsThis paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs.Practical implicationsPolicymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence.Originality/valueThis paper highlights the importance of quality in HEIs.
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