Shaping quality in higher education: beyond the external quality assurance to genuine internal control and quality

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Purpose This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach. Design/methodology/approach The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on. Findings The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions. Practical implications Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education. Originality/value The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

Numerous studies and surveys have examined the utilization of Information and Communication Technologies (ICTs) in Higher Education (HE), but the lack of studies on the utilization of ICTs in Quality Assurance and Accreditation (QAA) of HE led us to perform a Systematic Literature Review (SLR). This review mainly benefits QAA agencies and researchers interested in utilizing ICTs for QAA of HE. Several contributions of ICTs to QAA of HE are identified. 1) Compared to QAA agencies, Higher Education Institutions (HEIs) are more likely to implement ICTs. 2) Most ICTs in HEIs are for Quality Assurance (QA). 3) Most previous studies were conducted in Europe, demonstrating that efforts have been made to align QAA agencies and HEI QAA units with European Standards. Consequently, ICTs are more often utilized by European HEIs. Furthermore, we investigated the QAA status in a developing country (Afghanistan) as a case study.

In accordance with the Law of Ukraine "On Higher Education" "The system of ensuring the quality of educational activities and the quality of higher educa-tion (system of internal quality assurance) by a higher education institution is evaluated by the National Agency for Quality Assurance of Higher Education or independent institutions accredited by it for the assessment and quali-ty assurance of higher education on the subject of its compliance with the requirements for the system of quali-ty assurance of higher education approved by the Nation-al Agency for Quality Assurance of Higher Education". The development of the systemof internal quality assurance of the institution of higher education remains a problem, since there are currently no clear requirements for the criteria, procedures and measures of its evaluation. How-ever, there are minimum and recommended system re-quirements and, if we analyze the regulations on the internal quality assurance systems of the higher educa-tion institution, on the divisions of the higher education institution that ensure the functioning of the system as a whole, we can come to the conclusion that in the most institutions of higher education neither minimum nor recommended system requirements are not hold.Methods:analysis and synthesis. Results.The study of the development of the system of internal quality assurance of a higher education institu-tion was conducted.Originality.Originality. In this article, based on the re-sults of the research:the system of internal quality assurance of a higher education institution is a system that consists of a set of interconnected elements (department of internal quality assurance of the educational process, four groups of stakeholders (students of higher education according to the educational program; graduates of the educational program; representatives of employers (customers); repre-sentatives of theacademic community (research and teaching staff)), the academic council, the group of tele-communication networks and information systems, the information and communication service, as well as the scientific and organizational department), which form a single whole, interact with the environment and among themselves was determined;the presence/absence of the cycle of changing the sta-tus of a stakeholder, applicant -graduate -employer representative -scientific and pedagogical worker in the system of internal quality assurance of a higher education institution is the most important criterion for evaluating this system was established;the methodology of studying and introducing the expe-rience of professional activity into the educational process was defined;the presence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of the higher education institution was substanti-ated.The existence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of a higher education institution was substantiat-ed, the methodology of studying and introducing theexpe-rience of professional activity into the educational process was proposed.

Numerous studies and surveys have examined the utilization of Information and Communication Technologies (ICTs) in Higher Education (HE). However, the absence of studies that specifically investigate the utilization of ICTs in Quality Assurance and Accreditation (QAA) of HE led us to perform a Systematic Literature Review (SLR). This review mainly benefits QAA agencies and researchers interested in utilizing ICTs for QAA of HE. Several facts regarding ICTs contribute to QAA of HE are identified. 1) Compared to QAA agencies, Higher Education Institutions (HEIs) are more likely to implement ICTs. 2) Most of the ICTs in HEIs are for Quality Assurance (QA) and not Accreditation. 3) Most previous studies were conducted in Europe. These studies demonstrate that efforts have been made to align the QAA agencies and HEI QAA units with European Standards, resulting in ICTs utilization into European HEIs.

The massive global growth of private sectors transforms higher education. It naturally sparks great interest and debate. But analysis lags far behind, as does cross-national documentation. Promoters glorify roles (e.g., access), while critics demonize roles (e.g., moneymaking). Policy makers tend to hold simple views of what private higher education does or what they want it to do, while participants tend to generalize from their own institution. Public discussion thus often revolves around narrow and misleading declarations. The gap is large between self-serving or ill-informed views and more complex reality. Private higher education is least understood where it has just recently become prominent—and that is in much of the world. A few decades ago, private higher education was absent or marginal in most countries. Today, it captures a major or fast-increasing portion of enrollments in Eastern and Central Europe, the Middle East and northern and sub-Saharan Africa, East and South Asia, and Latin America. Furthermore, new forms of private

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

Th e article discusses the features of the innovative type of social development and reveals the essence of an innovative society. The conditions of its formation. Particular attention is given to the quality of higher education. We study the system of higher educa- tion quality: quality of higher education building, the quality of the process of higher edu- cation and quality results of higher education. Different approaches to ensure the quality of higher education as a prerequisite for becoming an innovative society in Ukraine. Critical to the innovative development of higher education Ukraine should solve the problem of quality assurance. Its review should be carried out in the context of the Bologna Process, to which Ukraine was in 2005. Being a member of the Bologna process, Ukraine has committed to work to bring the quality of national education in line with Europeanм standa r d s and harmonization of legal and regulatory changes in higher education accord- ing to the standards and recommendations of the European higher education. The real change in the quality assurance of higher education institutions of higher education must take place with the implementation of the Law «On higher education», according to which the defined quality assurance system of higher education, which consists of: 1) system of universities as educational activities and quality of higher education (sys- tem of internal quality assurance); 2) a system of external quality assurance of higher education institutions and quality assurance; 3) quality assurance system of the National Agency for Quality Assurance in higher education institutions and independent assessment and quality assurance. Effective tool to ensure the quality of higher education in Ukraine serve European and national qualifications framework, including Qualifications Frame- work European Higher Education Area (2005), the European Qualifications Framework for lifelong learning (2003), the National Qualifications Framework (2011) and the imple- mentation of internal and external quality assurance in accordance with the standards and guidelines for quality Assurance in the European higher education area. Thus, innovative society marks a transition from a society based on industrial technologies to society, the basic content of which is innovation. It connects humanity with innovations its future fate, seeing them as the main source of social needs and the most important means of solving practical and spiritual problems. One of the most important conditions for innovative development of Ukrainian society is quality assurance, to ensure which requires imple- mentation of competency approach to the analysis of the quality of higher education, the implementation of complex tools of internal and external quality assurance in accordance with the standards and recommendations of the European Higher Education as a basis for the integration of the national system of quality assurance in the European system of as- sessment of learning outcomes of higher education applicants.

Cet article examine a quel point l'enseignement superieur a Hong-Kong et a Singapour a ete affecte par un aspect de la mondialisation, la force du managerialisme, en particulier dans les mecanismes et systemes de direction et de gestion qu'ont adoptes la City University of Hong-Kong et la National University of Singapore en reponse a une vague mondiale d'assurance de la qualite.

Quality assurance (QA) and accreditation in higher education include the systematic management and assessment of procedures to monitor performance and to address areas of improvement. In the context of globalization, without assuring the quality of higher education programmes it is not possible to ensure credit transfer and student mobility, to address manpower needs, or to improve economic productivity. In the globalised environment the emergence of trans-national institutions and the use of electronic media for distance education pose a great challenge to quality assurance agencies, in (i) clarifying issues pertaining to quality assurance procedures and (ii) developing acceptable criteria for assessment. A joint effort between higher education institutions and accreditation bodies is needed to ensure effective coordination and communication, adhesion to an ethical code of good practice, and objective, fair, and rigorous quality assessment and accreditation.

In post-war Taiwan, the operation of higher education institutions (HEIs) has gradually transformed from the state-dominated model to the self-operated along with the line of socio-political modernization. This chapter depicts the historical development of higher education in Taiwan which serves as the factor influencing the implementation of quality assurance in higher education including quality accreditation, quality control, and quality audit. It then moves forward to discuss the current higher education policies associated with the quality assurance, particularly the higher education accreditation in the program level since the year of 2006. Furthermore, currently the Ministry of Education (MOE) has started to encourage more and more of the institutional self-evaluation rather than quality accreditation from Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT). Focusing on the theme of quality assurance, the principal investigators adopt McDonaldization and Academic Capitalism as the theoretical concepts to figure out the pro and con of quality assurance in Taiwan’s higher education for figuring out the paradigm shift and seeking some possible niche for the future development.

Developing regions like Pakistan have been facing various challenges to ensure the quality of education. Poor governance and ignorance of merit in different decisions have emerged as key hurdles for Higher Education Institutions (HEIs) towards promoting quality education. In this context, Higher Education Commission (HEC) of Pakistan has established Quality Assurance Agency (QAA), to safeguard the interests of all stakeholders concerning the HEIs. Quality Enhancement Cells (QECs) created across various HEIs of Pakistan to meet the objectives of QAA. Notably, Mehran University of Engineering & Technology (MUET) Jamshoro, being the pioneering Institute, itself initiated the task of adoption of quality assurance practices way before QECs established across various HEIs in Pakistan. MUET acquired ISO 9000 certification in 2003, whereas, QAA created QECs around 2006. Primarily, this paper highlights the impact of MUET's quest in ensuring the provision of quality in higher education by discussing the effectiveness of ISO system in the education sector concerning developing regions, where education systems are facing downfall and how it help in betterfunctioning of QEC of MUET. This paper will highlight the vision and performance of MUET in maintaining its quality standards while facing various pressures from different stakeholders of the society.

The article is dedicated to the issue of student involvement in higher education quality assurance and evaluation – a vital and highly relevant issue in today’s higher education of Ukraine. Changes instigated by the Law of Ukraine «On Higher Education» of 2014, foresee an active role of students in the formation and evaluation of higher education quality as 1) final beneficiaries, 2) interviewees and participants in accreditation of study programmes, 3) external evaluation experts during study programmes accreditation, as ruled by current legislation. Taking into account the significance of students’ role in quality assurance, it is necessary to find out: how university students interpret quality of higher education and higher education quality assurance; how students perceive their role in the formation and enhancement of higher education quality; to what extend they are ready and committed to influence and improve the quality of higher education. Accordingly, the aim of this article is to investigate students’ opinion on the quality of Ukraine’s higher education. To this end, students’ survey was conducted with the focus on the following: what is quality and quality assurance in students’ opinion; how respondents assess the quality of education in their HEI and in Ukraine in general; whether students can influence the quality of study programmes and quality of higher education; what hinders improvement of study programmes and enhancement of quality of higher education. The survey was conducted in May – October 2020; the respondents were 115 students of five Ukrainian universities (years three and four of bachelor programmes and master students) who volunteered to take part in the survey. The research resulted in the following conclusions: 1) There is no integral, holistic understanding of higher education quality among student community. Representatives of different HEIs interpret higher education quality differently, though in total 60% of respondents interpret quality as « new, relevant information and knowledge». 2) On the whole, respondents value the quality of higher education rather low: only 25% of students regard it as high. At the same time, most of surveyed students rate the quality of their study programme higher, than the quality of higher education in their university or the quality of educational services in Ukraine in general. 3) Students of different HEIs are rather diverse in their interpretation of quality assurance of higher education and choice of different means for quality enhancement. On the whole, respondents give preference to those tools that anticipate active students’ participation in quality assurance, like asking the teacher to change the manner of teaching, or leaving a complaint with student self-government, discussing the quality of teaching in a focus group, or filling in an evaluation questionnaire. 4) Students who participated in the survey demonstrated critical thinking and fair judgement of their negative impact on the quality of higher education by stating that low student motivation is the most significant factor that obstructs quality enhancement. Other factors cited by respondents include low teacher motivation, underdeveloped infrastructure at HEIs, teacher workload. 5) The positive finding of the survey is that the majority of students are confident in their capability to influence the quality of higher education in their HEI and only 21% responded they are deprived of the possibility improve higher education quality.

Program documents of the international, national and regional levels institutionalize the problem of ensuring the higher education quality at the level of one of the priority areas of ensuring social development. This significance of the issue of the higher education quality is due to its direct connection with both the increase in the level of competitiveness of higher education institutions and with the development of the human capital of the state. The vast majority of scientific research carried out in this direction is focused on solving purely theoretical issues of the functioning of the quality assurance system of higher education or issues of the quality assurance system of the National Agency for Higher Education Quality Assurance. This concentration of scientific attention leaves unexplored the issues of the practice of functioning of the quality assurance system of higher education in general and the practice of quality assurance of educational activities at the university level. Within the framework of this publication, the research attention was focused on the issues of structuring the system of ensuring the quality of educational activities and the quality of higher education by institutions of higher education, and on determining the conditions for the effective use of the circular model of building the structure of the internal quality assurance system. The relevant issues were considered through the prism of public administration of the competitiveness of higher education institutions and the development of the human capital of the state. In accordance with the results previously obtained by the authors of this publication on actualization of the content of the system of internal quality assurance at five main levels (the level of the academic council of higher education institutions and its commissions; the level of the administration of higher education institutions; the level of units directly involved in the implementation of educational programs; the level of scientific and pedagogical workers involved in the implementation of educational programs; the level of support of procedures and practices for ensuring the quality of educational activities and the quality of higher education) was considered the potential of using the of circular model for building the structure of the system of internal quality assurance in higher education institution. The article contains a justification for the appropriateness of using a circular model of structuring the system of internal quality assurance of educational activities and the higher education quality by the administration of higher education institutions. The article draws attention to the advantages and disadvantages of the circular structuring model, as well as defines the conditions for its effective use. In addition, the article contains a generalization regarding the limitations of the competence of public administration subjects in formation of the internal quality assurance system.

The higher education and training sector focus on lifelong learning, world of work and the future. With regard to this, the current focus of higher education sector is on quality assurance procedures that emphasise accountability, compliance and standards which could be acquired through quality assurance of student’s assessment. This paper demystifies the quality of students learning in further education training college and higher education sector. Quality assurance of student’s assessment is the most important activity and further education and training college is also the specialisation that needs to be natured for economic development of any global community. But in contrary quality assurance of student’s assessment is the most overlooked activity further education training college sector within the holistic higher education paradigm – the academic culture that has endangered and alienated students and staff to the detriment of the system as a whole. If quality assurance system as pertained to higher education assessment of students learning parameter of further education and training college are to be recognized, the increasing diverse nature of higher technical and vocational education institutions, in the millennium, accountability, high standards and compliance will need to be balanced by a greater emphasis on encouraging and promoting innovation, self-improvement and credentials of higher calibre of individual student’s ability and competence in combating local and regional poverty. It is of salient phenomena for both quality assurance agencies and institutions themselves to operationalise viable mechanism and adapt their policies, procedures and culture if higher education and training system is to respond positively to student’s quality assurance assessment and be provided with essential required skills in lifelong learning, work and the future framework for the new millennium. This paper argues that whilst quality assurance of student learning assessment is understandable within the theoretical and practical academic framework in higher education institutions, there have erupted heuristic issues that deserve immediate and particular attention in the 21 century. DOI: 10.5901/mjss.2013.v4n14p447