Abstract
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.
Highlights
Higher Education (HE) plays a significant role in producing professionals and experts in diverse fields
1) Compared to QAA agencies, Higher Education Institutions (HEIs) are more likely to implement Information and Communication Technology (ICT). 2) Most ICTs in higher education institution (HEI) 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
ICTs are utilized for QA at both QAA agencies and QAA unit of HEIs with the goal of improving assessments of HEIs and Higher Education Program (HEP)
Summary
Higher Education (HE) plays a significant role in producing professionals and experts in diverse fields. The benefits of a static educational system have not been as widely accepted by fast-developing markets and societies. Governments, independent educational organizations, and universities have established practical steps toward assessment of their educational services by focusing on quality. QAA agencies around the world have utilized ICTs for QAA purposes. Governments, universities, QA agencies, researchers, ICT companies, and other regional and international organizations have introduced various ICTs. In the past few decades, ICTs have been utilized in HE for QA on an enormous scale. Oliver [5] highlighted the impact of ICTs on contemporary HE and explored potential future developments. His paper discussed the role of ICTs in transforming teaching and learning, and explored how ICTs impact future programs offered by universities and colleges
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