Abstract
Abstract Since 2010, Quality Assurance (QA) has been officially adopted and has become a priority of the Higher Education (HE) system in Algeria. This study is part of this framework and aims to explore the role of leadership in the QA process as perceived by Quality Management Managers (QMRs). It is based on a qualitative approach through interviews with 27 QMRs from different institutions. Content analysis technique was used to analyse data. The results show that QMRs consider the lack of commitment and involvement of institutions’ higher management as a major constraint to the success of quality processes. The study reveals that the main barrier to QA is related to the limitations of institutions’ governance, which do not promote autonomy and effectiveness. The study suggests that two elements seem to be crucial: autonomy and training/awareness of institutions’ higher managers. Those elements are closely linked and could be at the origin of the success or failure of quality mechanisms.
Highlights
Higher Education Institutions (HEIs) around the world are evolving in a very dynamic and turbulent environment that requires adaptation and evolution of practices
The first focus was on Internal Quality Assurance (IQA), which referred to intra-institutional practices aimed at quality controlling and improving from within the institution (Hou et al, 2015; Nguyen, 2016)
Table below shows different themes that emerged from the analysis and that represent the main barriers faced from the Quality Assurance Managers (QAMs) perspective
Summary
Higher Education Institutions (HEIs) around the world are evolving in a very dynamic and turbulent environment that requires adaptation and evolution of practices. The massification of Higher Education (HE), new forms of governance, new technologies, and graduates’ employability are the main challenges facing academic institutions (Campbell & Rozsnyai, 2002; Harvey & Newton, 2004; Roskosa & Stukalina, 2018). All of these elements have prompted a greater call for Quality Assurance (QA) in order to prepare institutions to better meet the expectations of their environments. In Algeria, the LMD system (Licence-Master-Doctorate) was officially adopted in 2003 and implemented in HEIs from 2004 This major reform made QA an essential component and a priority of the HE system.
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