Higher Education Assurance Research Articles

The application of curriculum analytics for improving assessments and quality assurance in higher education

Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic studies. Well-mapped curricula that reference relevant standards and articulate aligned assessments are foundational for effective teaching and learning. Curriculum quality assurance measures are commonly accepted as a means of assuring accurate mapping. Assurance processes are, however, resource-intensive, error-prone and reflect human biases. Few studies have adopted an analytical approach to ensure programme quality assurance steps are traceable to a fundamental level of these maps: single courses and their assessment items. In this study, we adopted a novel curriculum analytics methodology to validate the mapping of professional standards to course-based assessments in a higher education degree program. Using an Australian initial teacher education programme as a case study, we applied and analysed results from a structured methodology that may be implemented across other disciplinary programs. Practical implications for quality assurance in higher education and the methodological contributions of this novel approach are further discussed. Implications for practice or policy: Quality assurance mechanisms in higher education serve to demonstrate that specific accreditation standards have been attained or maintained. An evidence-based approach is needed to ensure curriculum mapping and quality assurance. This study's novel curriculum analytics approach provides a robust foundation for demonstrating assessments’ compliance with accreditation standards at the degree program level. A data-driven approach for quality assurance presents opportunities for wider and scalable applications across other institutions.

FUNDAMENTALS OF QUALITY ASSURANCE IN THE HIGHER EDUCATION SYSTEM

This study explores the critical issue of quality assurance in higher education systems, both in Kazakhstan and globally, where universities operate in a «consumer market» with students selecting educational programs, institutions, and resources. Based on an analysis of international and domestic research, the study aims to identify the foundations of quality assurance in higher education. The authors highlight key aspects of higher education quality, including student quality, teaching characteristics, academic regulations, and administrative support. Educational quality is examined within the context of international standards as a matter of national importance, with education levels serving as a foundation for economic development of both state and society. The research analysis reveals that various approaches, methods, and criteria for quality management are employed in creating systems for ensuring and assessing the quality of higher education institutions in Kazakhstan and abroad. These include the evaluative method of university activity quality management (SWOT analysis), Total Quality Management (TQM) strategy, and an approach based on the requirements of international quality standards ISO 9000:2000. The study notes that Kazakhstan has adopted a management model based on the ISO 9000:2000 international quality standards. This comprehensive review contributes to the understanding of quality assurance mechanisms in higher education and their implications for educational policy and practice.

Library and Information Sciences in Romanian higher education today

With 33 years of existence in Romania, higher education in the field of library and information science is today organised by four universities: University of Bucharest, Babes Bolyai University of Cluj Napoca, Lucian Blaga University of Sibiu and West University of Timisoara. In 2005, the Bologna Process was implemented in this field as well, with specialized education being organized in three specific cycles: undergraduate and master's studies, postgraduate studies and doctoral studies. Starting with this moment, we are assisting the attempt to standardise the curriculum, implicitly the set of skills and competences that graduates must have after graduation. This is supervised by the Romanian Agency for Quality Assurance in Higher Education; the competences and skills are listed in the register drawn up by the National Agency for Qualifications, and they are correlated with the ESCO register (European Skills, Competences, Qualifications and Occupations). By analysing the most recent RAQAHE recommendations (updated in 2022), the ESCO and NAQ registers, we aim to highlight the topicality of the study programmes offered by the four universities. The discussions can be held, in essence, on how prepared graduates are for the labour market and what would be the next steps for a more frequent adaptation of the content of subjects in curriculum in order to take into account the views formulated by The European Network Of Public Employment Services in June 2023, as a contribution to the European Year of Skills. It allows us to formulate some conclusions on the current state of curriculum in Romania.

‘It’s paradoxical, but it works' – Towards ambidexterity in external quality assurance: the case of Roman Catholic ecclesiastical higher education

ABSTRACT This article focuses on organizational responses to seemingly paradoxical mandates, in the context of external quality assurance in higher education. With the promulgation of the Apostolic Constitution Veritatis Gaudium in 2018, Roman Catholic ecclesiastical higher education institutions have been required to be evaluated by a designated external quality assurance agency, the Holy See’s Agency for the Evaluation and Promotion of Quality in Ecclesiastical Universities and Faculties (AVEPRO). Operating internationally, the Agency is tasked to both evaluate quality with an accountability mindset and promote quality with a continuous enhancement outlook. These two approaches to quality processes can be considered conflicting notions. Using the lens of paradox theory and organizational ambidexterity to observe the nature of and responses to tensions, this study considers how AVEPRO managed the challenge of reconciling both QA and QE imperatives. Although ambidexterity studies have mainly focused on the private sector, this analysis shows that this theoretical framework can provide a relevant lens in other contexts where paradoxes exist, such as external quality assurance agencies in higher education. Findings show that an innovative organizational structure and a creative mindset can reconcile quality assurance and quality enhancement processes through different channels.

Quality Assurance of Higher Education at the University Level in Division Bahawalpur

This informative study aims to clarify the quality assurance in higher education at the university level in the Division of Bahawalpur. The objectives of this study are: to find out the difference in quality assurance among students of different universities (public and private), to compare learning and teaching strategies, to identify reasons for quality assurance failure, to analyze physical infrastructure and academic facilities, and to compare the administrative facilities between these institutions. A descriptive quantitative survey design was selected for this study. The population of this study is all universities (Government and Private) located in the Division Bahawalpur and 07 universities were chosen as a sample. Of these 07 universities, 514 students (boys and girls) and 48 teachers (males and females) participated in this study as a sample. The simple random sampling technique is used. For data collection, two self-structured questionnaires were employed; one for students and one for teachers, each consisting of 40 items. After data collection, it was analyzed with the help of SPSS. The findings revealed that public universities have difficulty keeping up-to-date infrastructure and attempting to adapt contemporary teaching tactics, whereas private institutions often have superior administrative resources and more sophisticated teaching methodologies. It is suggested that to guarantee uniformity in educational quality, all universities should use a common quality assurance system and provide a favorable learning environment, increase spending on academic facilities, and encourage cooperation between public and private institutions to exchange best practices in quality and learning for progress.

Development Approach for Quality Assurance in Higher Education on Area-Based and Community based on the Concept of Management of Educational Institution as the World of New Learning to Promote Students’ Living Valuable Lives

The misalignment between educational standards and the needs of students and the labor market often results in education that is underutilized. Thus, enhancing quality assurance in education to achieve learning outcomes that improve the value of life is essential for students to lead meaningful lives and attain true success. This study aims to: 1) examine the current and desirable states and priority needs, and 2) proposed development approach for quality assurance in higher education according to Area-Based and Community based on the concept of management of educational institution as the world of new learning to promote students’ living valuable lives. The respondents were 291 participants from 36 institutions. The results indicated that the overall current state is at a moderate level, the overall desirable state is at a high level, and the overall priority needs index (PNIModified=0.236). The proposed approaches are: 1) establishing policies and standards for data in various disciplines, considering societal trends, economy, environment, and other factors, with a focus on goal-orientation and regular updates both quantitatively and qualitatively; 1.1) developing a comprehensive database with national and international interlinks, 1.2) advancing technologies for teaching and learning management with an emphasis on outcomes, self-adaptation, discovery, and creativity, 1.3) fostering knowledge construction with innovative data; 2) formulating pedagogical policies and strategies that cater to students' potential and interests: 2.1) creating integrated trans-disciplinary courses that reflect learning outcomes, 2.2) developing modern learning resources, 2.3) establishing data collection methods for evaluating outcomes, including the progress and success of both teachers and students; 3) setting policies for supervision and monitoring of data management linked to instructional management and research, with a focus on academic integrity and national context: 3.1) developing an integrated data system for knowledge, innovation, and research that highlights the creation of new ideas for career development, 3.2) ensuring data access for discovering methods to improve instructional management, foster creative innovations, and develop positive career attitudes and societal security.

What are the perceptions of faculty and academic leaders regarding the impact of accreditation on the continuous quality improvement process of undergraduate medical education programs at Caribbean medical schools?

BackgroundAccreditation and regulation are meant for quality assurance in higher education. However, there is no guarantee that accreditation ensures quality improvement. The accreditation for Caribbean medical schools varies from island to island, and it could be mandatory or voluntary, depending on local government requirements. Caribbean medical schools recently attained accreditation status to meet the Educational Commission for Foreign Medical Graduates (ECFMG) requirements by 2024. Literature suggests that accreditation impacts ECFMG certification rates and medical schools’ educational processes. However, no such study has examined accreditation’s impact on continuous quality improvement (CQI) in medical schools. This study aims to gather the perceptions and experiences of faculty members and academic leaders regarding the impact of accreditation on CQI across Caribbean medical schools.MethodsThis qualitative phenomenological study inquiries about the perceptions and experiences of faculty and academic leaders regarding accreditation’s impact on CQI. Purposive and snowball sampling techniques were used. Participants were interviewed using a semi-structured interview method. Fifteen participants were interviewed across ten Caribbean medical schools representing accredited medical schools, accreditation denied medical schools, and schools that never applied for accreditation. Interviews were audio recorded, and thematic data analysis was conducted.ResultsThematic analysis yielded six themes, including accreditation and CQI, CQI irrespective of accreditation, faculty engagement and faculty empowerment in the CQI process, collecting and sharing data, ECFMG 2024 requirements, and organizational structure of CQI.ConclusionsThere is ongoing quality improvement at Caribbean medical schools, as perceived by faculty members and academic leaders. However, most of the change process is happening because of accreditation, and the quality improvement is due to external push such as accreditation rather than internal motivation. It is recommended that Caribbean medical schools promote internal quality improvement irrespective of accreditation and embrace the culture of CQI.

The Role of Accreditation Experts in the Development of Quality Assurance in Higher Education

One of the crucial steps to enhance the quality of university education that began to proliferate globally in the 1980s is quality assurance in higher education. Quality assurance, which gained widespread attention since the 1980s, has been one of the most significant reforms in higher education worldwide. This process has rapidly developed with substantial support from international and regional quality assurance organizations. In Mongolia, external quality assurance was introduced in 1998. Initially, universities underwent institutional accreditation, followed by curriculum accreditation. However, there has been a lack of research on the accreditation process, particularly on the reports by external quality assurance experts. Internationally, making external quality assurance reports and their outcomes accessible is crucial for increasing trust in higher education. This study aims to examine the reports by expert teams involved in the external accreditation of higher education. Twenty reports were randomly selected from the 2022 curriculum accreditation reports by the Accreditation Organization and analyzed. The research results revealed issues such as inadequate involvement of stakeholders (employers and graduates) in curriculum development and improvement, conducting surveys solely to meet accreditation criteria, poor synergy between courses, and the need to support students' participation in academic work. Additionally, a common problem is that universities use quality assurance activities merely as a tool to meet accreditation criteria rather than integrating them into the system. Дээд боловсролын чанарын баталгаажуулалтын хөгжилд магадлан итгэмжлэлийн шинжээчийн оролцоо Хураангуй: Дэлхий нийтэд 1980-аад оноос олширч эхэлсэн их дээд сургуулиудын сургалтыг чанаржуулах асуудлын нэг чухал алхам нь дээд боловсролын чанарын баталгаажуулалтын асуудал байв. 1980-аад оноос өргөн дэлгэрсэн чанарын баталгаажуулалт нь дэлхий дахинд өрнөсөн дээд боловсролын хамгийн чухал шинэчлэлийн нэг байсан бөгөөд энэхүү үйл явц олон улсын болон бүсийн чанарын баталгаажуулалтын байгууллагуудын дэмжлэгийг ихээр авч асар хурдан хөгжсөн байна. Манай улсад хөндлөнгийн чанарын баталгаажуулалтыг нэвтрүүлэх ажил 1998 оноос эхэлсэн бөгөөд эхлээд их, дээд сургуулиуд байгууллагын магадлан итгэмжлэлд, дараа нь сургалтын хөтөлбөрийн магадлан итгэмжлэлд орж эхэлсэн байна. Магадлан итгэмжлэлийн үйл ажиллагаатай холбоотой судлаачдын судалгаа шинжилгээний ажил, тэр дундаа хөндлөнгийн чанарын баталгаажуулалтын шинжээчдийн тайлангийн талаарх судалгаа хийгдээгүй байна. Олон улсад хөндлөнгийн чанарын баталгаажуулалтын тайлан, хөндлөнгийн чанарын баталгаажуулалтын үр дүнг нээлттэй байлгах нь дээд боловсролд итгэх итгэлийг нэмэгдүүлэхэд чухал ач холбогдолтой мэдээлэл болж байна. Энэхүү судалгааны ажлаараа дээд боловсролын хөндлөнгийн чанарын баталгаажуулалтад оролцож буй шинжээчдийн багийн тайланг судлахаар зорьсон. Судалгаанд Боловсролын магадлан итгэмжлэх байгууллагаар 2022 онд сургалтын хөтөлбөрийн магадлан итгэмжлэлд ажилласан шинжээчийн багийн тайлангуудаас санамсаргүй түүврийн аргаар 20 тайланг сонгож авч шинжилгээ хийсэн. Судалгааны үр дүнгээс харвал сургалтын хөтөлбөрийн боловсруулалт, сайжруулалтад хөтөлбөрт оролцогч талуудын (ажил олгогч, төгсөгч зэрэг) оролцоо дутмаг, магадлан итгэмжлэлийн шалгуурыг бүрэн хангахын тулд талуудаас судалгаа авдаг, хичээл хоорондын уялдаа холбоо муу, оюутны эрдэм шинжилгээний ажлын оролцоог дэмжих шаардлагатай зэрэг асуудлууд байна. Мөн сургуулиуд магадлан итгэмжлэлийн шалгуурыг хангахын тулд чанарын дотоод баталгаажуулалтын үйл ажиллагааг тогтолцооны түвшинд бус хэрэглүүр төдий ашиглаж байгаа нийтлэг тулгамдсан асуудал байна. Түлхүүр үг: Магадлан итгэмжлэл ⸱ Шинжээч ⸱ Шалгуур шаардлага Шинжээчийн тайлан

ORGANIZATION OF INTERNAL QUALITY ASSURANCE SYSTEMS AS A CONSTRUCT OF THE NATIONAL QUALITY ASSURANCE SYSTEM: PRACTICE OF KAZAKHSTANI UNIVERSITIES

The restructuring of the quality assurance system of higher education in Kazakhstan is considered a condition for the formation of competitive human potential. The research interest of the authors of this article is aimed at the practice of organizing the internal quality assurance system as the first component of the three-dimensional model of the National Quality Assurance System, which also includes the external quality assurance system and mechanisms of management and regulation of the quality assurance system. The activity of Kazakhstani HEIs with orientation on the European Standards and Guidelines for Quality Assurance in Higher Education in the European Higher Education Area (ESG EHEA) is carried out through the activity of designing a system of measures, including planning, organization and implementation of the actual internal system of quality assurance, adequate to the features of the educational environment of the HEI. As a result of design activity, "author's" normative, organizational, personnel conditions of internal quality assurance systems are created. The purpose of our research was to analyze the practices of organization of internal quality assurance system by HEIs of Kazakhstan as a construct of the National Quality Assurance System. The study allowed us to identify the common and special in the organization of internal quality assurance systems in the context of the implementation of quality assurance methodology in higher education organizations, in the context of academic freedom.

Алгоритм моніторингу та перегляду освітніх програм у системі внутрішнього забезпечення якості

The article presents an algorithm for monitoring and periodic review of study programs in the university system for quality assurance in higher education. It is proved that the responsibility for quality assurance in higher education is delegated to the institutional level, where the learning process is directly planned, organized and implemented. The procedures and order of monitoring, periodic review and updating of study programs at five organizational levels of the internal quality assurance system (IQAS) are characterized. It was determined that information about stakeholders' satisfaction of the quality of training and their recommendations for further improvement of study programs is collected at the first level of the IQAS. The second level of IQAS (department) is responsible for monitoring the study programs and periodic review based on changes in the legislative framework, taking into account the best pedagogical education of Ukrainian and foreign universities, the results of stakeholder surveys, etc. Responsible persons of the third level of IQAS (faculty) control the deadlines, the process of preparation and completion of procedures for external quality assurance in higher education, periodic review of study programs, curricula, programs of subjects for their compliance with higher education standards, urgent requirements of the labor market, educational needs and the interests of students. At the fourth level of the IQAS, structural units monitor the content of study programs for compliance with the Licensing Requirements for Educational Activities, the regulatory framework of higher education of Ukraine, and the current regulatory university documents. The fifth level of the IQAS is responsible for monitoring compliance with the requirements of the internal quality assurance system, including the academic integrity system at all organizational levels. It is summarized that compliance with the procedure for monitoring and periodic review of study programs will allow the university to achieve strategic goal of providing high-quality educational services to students based on sustainable cooperation with stakeholders.

Optimizing Quality Approaches and Investigating Lecturers' Perception for Course Quality Assurance in Higher Education

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education.

Role of leadership styles in connecting quality culture and university performance: a higher education perspective from Saudi Arabia

PurposeThis study examines the influence of quality culture (QC) on university performance (UP) within the higher education (HE) context of Saudi Arabia, exploring the mediating roles of transformational (TFL) and transactional leadership (TNL) styles.Design/methodology/approachThe study utilizes a cross-sectional survey approach, collecting data through online surveys from administrators representing public and private universities in Saudi Arabia. Data analysis is conducted using PLS-SEM.FindingsThe findings indicate that QC exerts a notable direct influence on UP, along with an indirect effect mediated by TFL and TNL. Additionally, the influences of TFL and TNL on UP are statistically significant. However, the effect of TNL on UP and its role as a mediator in the QC-UP relationship demonstrate partial significance.Research limitations/implicationsThis study enriches the theoretical comprehension of quality assurance in HE by incorporating QC as a dynamic capability within Dynamic Capability Theory and TL and TFL as valuable resources within Resource-Based View theory. However, limitations such as a cross-sectional design and reliance on input solely from university administrators must be acknowledged.Practical implicationsThe study offers practical insights for policymakers, administrators, and quality managers, emphasizing the economic benefits of robust QC in universities. It highlights QC's impact on policy, curriculum development, and public trust, advocating tailored strategies to improve efficiency and collaboration, crucial for overcoming bureaucratic barriers, especially in public universities.Originality/valueThe originality of this study lies in introducing TFL and TNL as mediators between QC and UP within a university setting.

DEVELOPING A SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION IN UKRAINE

The purpose of the article is to allocate and substantiate the stages of development of the higher education quality assurance system in Ukraine, and to determine the characteristic features of each stage.To achieve this goal, the following general scientific methods were used: analysis, synthesis, comparison and generalization.The article identifies and substantiates the stages of development of the system of quality assurance in higher education in Ukraine. The characteristic features of the initial stage (1991‒1999) were the institutional structuring of the national system of quality assurance in higher education. The peculiarities of the adaptation stage (2000‒2010) are the declaration and alignment with the principles and fundamental ideas of the Bologna Process of the regulatory and legal framework for quality assurance in higher education in Ukraine. At the formative stage (2011‒2014), the regulatory and legislative framework for Ukraine’s accession to the Bologna Process was approved. The characteristic features of the modernization stage (2015‒2019) are the establishment and launch of the National Agency for Quality Assurance in Higher Education, the launch of accreditation of educational programmers; and the establishment of internal quality assurance systems in higher education institutions. In 2020, the modern stage of development of the higher education quality assurance system in Ukraine began.The practical significance of the results obtained is that they can be used in further scientific research on the mechanisms of quality assurance in higher education in Ukraine.

The effect of lean tool on research culture and research performance in Indonesia’s higher education institutions

Quality Assurance in higher education is a lean tool to improve the quality and performance of HEIs, including lecturer research performance. This study examines the effect of implementing Quality Assurance in higher education as a lean tool on the research culture and research performance of lecturers at Indonesia’s private HEIs. The data represent respondents’ perceptions of the research variable indicators. 184 questionnaires were suitable for processing. Data were collected from 184 lecturers from approximately 25 private HEIs in Jakarta, Indonesia. A 5-point Likert scale was used to measure indicators of research variables. Statistical data analysis was carried out using Structural Equation Modeling with the Smart-PLS ™ program. The results show that Quality Assurance as a lean tool has a significant impact on research performance (β = 0.643; p = 0.000) and research culture (β = 0.361; p = 0.000). Research culture affected research performance significantly (β = 0.281; p = 0.000), and research culture significantly mediates the effect of Quality Assurance as a lean tool on the research performance (β = 0.102; p = 0.010), and the effect is strong (Ѵ = 0.181). Research findings reveal that the successful implementation of Quality Assurance as a lean tool is determined more by organizational readiness than individual readiness; this is reflected in the existence of effective research centers. An effective research center will support the standardization of research processes through continuous improvement so that lecturers behave more actively in scientific activities and perform research more productively.

Performance Management and Quality Assurance in Higher Education

This article proposes a framework to promote continuous quality improvement in higher education by bringing performance management and quality assurance together in a single approach. Blending the two systems eliminates the challenges of a two system approach. The study employed a quantitative methodology, with data collected by means of a closed-ended questionnaire administered to academic and administrative staff at four purposely selected public higher education institutions in Zimbabwe’s four major ethnic regions. The questionnaire drew insights from a framework developed by Silimperi et al. (2002) on essential elements for developing quality assurance systems. Fourteen elements were used to determine the possibility of blending the two systems. Of these, nine had a mean score of 4.0, three above 3.5 and two had a mean score of less than 3.5. These results indicate a high likelihood that the systems can be blended.

Strategic endowment fund management: Elevating quality assurance in higher education - insights from case studies and best practices

This research explores the pivotal role of strategic endowment fund management in elevating the quality assurance standards within higher education institutions. Quality assurance in higher education is of paramount importance, especially in a global context where educational excellence is a driving force for socioeconomic development. Drawing from an extensive analysis of case studies across diverse geographical regions and institutional types, this research identifies key strategies and best practices that have yielded tangible improvements in educational quality. It explores the innovative ways in which endowment funds are established, managed, and leveraged to address specific quality assurance challenges faced by higher education institutions. Furthermore, it examines the ethical considerations inherent in fund allocation and distribution, ensuring equitable access to resources for quality enhancement. In doing so, this research paper not only underscores the critical association between endowment fund management and higher education quality assurance but also provides a repository of practical insights and best practices that can guide policymakers, educational leaders, and philanthropic organizations in their efforts to sustain and elevate the quality of higher education worldwide. As higher education institutions grapple with the challenges of the 21st century, strategic endowment fund management emerges as a powerful tool in ensuring that educational quality remains at the forefront.

THREE OBSTACLES OF INTERNAL QUALITY ASSURANCE SYSTEM OF PRIVATE HIGHER EDUCATION IN INDONESIA

Objective: The implementation of internal quality assurance in higher education faces many obstacles. This research is focused on the obstacles of implementing the internal quality assurance system in Private higher education. Internal quality assurance system is a system carried out by universities independently. Method: The approach used in this research is qualitative with case study method. The case studied is the obstacle to the implementation of internal quality assurance system. Data collection uses combining an internal document review with semi-structured interviews. The qualitative interview data were subject to thematic analysis, a method for systematically identifying, organizing, and offering insight into patterns of meaning across a dataset. Result: In terms of administrative obstacles, it was found that the internal quality assurance agency at Puangrimaggalatung University only had 62.5% of standard documents. The organizational constraints found include 1) Limited understanding of internal quality assurance system only for structural officials, not for all but not for all stake holders in tertiary institutions. 2) Difficulties in determining measurable indicators of successful implementation of the internal quality assurance system, and 3) Unclear responsibilities among various structural positions resulting in overlapping of authority, which complicates internal quality assurance system implementation. In terms of psychological constraints, data is obtained in the form of neglect, disdain or cynical attitude towards quality assurance systems and processes. Conclusion: Based on an in-depth study of the data that has been collected, it is concluded that the implementation of the internal quality assurance system at private universities is going well however. there are obstacles in 3 areas, namely 1) Administrative obstacles 2) organizational obstacles and 3) psychological obstacles.

Evolution of quality assurance in higher education from INQAAHE GGP to ISGs − Are quality assurance agencies in Asia ready to the emerging modules?

PurposeIn 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.Design/methodology/approachThe research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.FindingsThree are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.Originality/valueThe findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.

Systems and Mechanisms of Applying Quality Assurance in Higher Education.

Systems and Mechanisms of Applying Quality Assurance in Higher Education.

Optimizing quality enhancement cells in higher education institutions: analyzing management support, quality infrastructure and staff training

PurposeThis study aims to investigate the relationship between management support, quality infrastructure, staff training and the effectiveness of quality enhancement cells (QECs) established in higher education institutions.Design/methodology/approachData were acquired via a structured questionnaire dispatched to faculty members across 12 public and private universities, primarily situated in Punjab, Pakistan. Among the 200 questionnaires distributed, 180 were retrieved and 140 were deemed valid. The proposed relationships were examined using SPSS–25 and PLS–SEM.FindingsThe results show a positive and significant relationship between management support, quality infrastructure and staff training with QECs' effectiveness. The study also highlights that the effectiveness of QECs is “Good” in only two of the 12 universities, while in most universities it is “Barely Acceptable”. Furthermore, QECs' effectiveness is slightly better in public universities compared to private institutions.Research limitations/implicationsThe study employs convenience sampling and a cross-sectional approach, focusing on faculty members from 12 universities, primarily in Punjab, Pakistan. To enhance future research, larger samples and probability-based sampling should be considered, while involving quality managers and students for a broader perspective.Practical implicationsThe research suggests policymakers and university leaders should strengthen their support by providing resources, quality infrastructure and training for academic and administrative staff. This would enhance the effectiveness of QECs and improve the overall quality of education in both public and private universities.Originality/valueThis study contributes to the literature on quality assurance in higher education by emphasizing the significance of QECs concerning management support, quality infrastructure and staff training – areas that are often overlooked in Pakistani universities.