Quality Assurance Culture Research Articles

Adoption of an evidence-based practice approach in the child and family care system in Europe: A comparative survey study

The European policy is placing a strong emphasis onadopting an evidence-based practice (EBP) approach. However, this process has not been sufficiently described and comparatively explored between countries with different family policies, delivery systems, target populations and professional cultures of evaluation and intervention. This study proposed a multicomponent model of implementation strategies to empirically examine the degree of adoption of EBP at national, agency, and practitioner levels in a sample of20 member countries of the European family support network: A bottom-up, evidence-based and multidisciplinary approach (EurofamNet), with a great geographical distribution and different political status: 12 EU members, 6 EU candidate members and 2 non-EU members. Consensual responses to the survey (17 questions) were provided by members of EurofamNet national networks made up of entities at the national, regional, and local levels across sectors. Three clusters of responses were identified, Cluster 1 Initial Level (30%, mainly EU candidates), Cluster 2 Medium Level (40%, EU and non-EU members) and Cluster 3 Advance level (30%, EU and non-EU members). Countries at the Initial Level showed a lack of / or less degree of achievement in the implementation strategies. Countries at the Medium and Advance levels showed progressive steps towards EBP adoption through the implementation of collaborative leadership, translational efforts on agreed EBP guidelines, official recognition of services and professional teams applying EBP guidelines, multi-agency and intersectoral EBP adoption, professional training on EBP guidelines, and dissemination strategies. Our findings highlight the complexity of the transformation process and the multiple determinants involved in bringing the quality standards into the practice environment. Lines of improvement are suggested to help countries reinforce the culture of quality assurance in the child and family services.

Insights into teachers' training and professional development: introducing online technologies

The article deals with the problem of professional development of teachers and lecturers in Ukraine in today's challenging conditions. The authors of the article are representatives of the development team of the online course "Content and Language Integrated Learning (CLIL) Methodology" for educators. It is a product of the collective creativity of the Foreign Language Teacher Training Capacity Development as a Way to Ukraine’s Multilingual Education and European Integration (MultiEd) project team, сo-working under the umbrella of the Erasmus+KA2 programme. The course is hosted on the Moodle platform of Zaporizhzhia National University; it is aimed at training specialists capable of adapting and implementing advanced teaching methods in the educational process of the New Ukrainian School. This course is designed for subject teachers, foreign language teachers in secondary and higher education, as well as educational institution leaders who understand the contemporary challenges of education in line with the demands of the job market and are interested in modernizing existing educational programs, improving teaching and learning methods, and implementing a culture of quality assurance in education. The course is developed in the Ukrainian and English languages; it is flexible in time and choosing subject themes to fill the gaps in knowledge. The article presents the stages of course development and implementation, description of its content and structural elements. The course was piloted in all UA universities, partnered with the MultiEd team, encompassing 583 participants, 466 of which successfully completed the course. This article focuses on the results of 194 participants’ training on the Moodle platform of Zaporizhzhia National University (March – November 2023), their progress, evaluation and critical remarks, and highlights the prospects of its use in the system of professional teacher training

Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture

Abstract. This research aims to determine the implementation of Physical Education (PE) learning management related to 21st-century skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 < 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 < 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values ​​is 0.983 > 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 < 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st-century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st-century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.

Market Policy Reforms and Education Quality in Public Higher Education in Tanzania: The Role of Quality Assurance Mechanisms

Globally, following financial austerity facing universities, many Higher Education (HE) systems have introduced Market Policy Reforms (MPR) as an alternative way of providing solutions on how states should finance higher education, increase access, and manage HE systems efficiently and effectively. The study used a qualitative research approach and a multiple case study design. Qualitative data collected from interviews, focus group discussions, and documentary reviews were subjected to content and thematic analysis. The study findings showed how mechanisms of quality assurance work to ensure quality in HE institutions. For instance, institutionalising quality assurance guidelines policies from the Tanzania Commission for universities is an essential mechanism that forces universities to comply with the set guidelines and circulars. Also, the directorates of Quality Assurance (QA) play a significant role in inculcating a culture of quality assurance practices to achieve the university's core mission. The implementation of MPR has influenced the access of a significant number of students, but expansion of access does not commensurate with available resources. The study recommends that at times of massification, external and internal QA mechanisms are indispensable for promoting and maintaining quality standards in HEIs.

Internal Quality Assurance System to Improve Lecturer Performance and Its Relevance to Education Quality at ITB Swadharma

To improve teacher performance and education quality at ITB Swadharma, this research explains the Internal Quality Assurance System (IQAS). The qualitative case study research focuses on ITB Swadharma's Quality Assurance Institute (QAI). Data collection methods include direct observation, document and archival searches, and interviews. The research shows that IQAS at ITB Swadharma improves education through research and innovation. ITB Swadharma can improve inclusivity, relevance, and comprehensiveness by focusing on program evaluation, student empowerment, technology implementation, industry collaboration, internal quality monitoring, stakeholder engagement, and best practices adoption. The institution can better adapt to education sector and student needs with IQAS. ITB Swadharma can improve educational quality by incorporating students, alumni, staff, the local community, and industry partners. According to ITB Swadharma's QAI's academic and quality documents, the IQAS Cycle implements IQAS policies and ideas. Leadership commitment, auditor shortages, and IQAS routineness are issues. Quality assurance expertise, auditor training, and a culture of quality assurance address these issues. The results of annual IQAS examination are used to promote quality. Quality management criteria from the National Accreditation Board for Higher Education (BAN PT) and the Independent Accreditation Agency (LAM) influence IQAS implementation.

Internal Audit and Sustainable Quality Assurance Practices in Zimbabwean Tertiary Institutions: A Literature Perspective

In the recent years the issue of quality of service delivery in Zimbabwean tertiary institutions has been at the centre of discussion at different fora. It is against this background that this paper sought to explore the role of internal audit in fostering sustainable quality assurance practices in Zimbabwean tertiary institutions. Thus, the discussion on interaction between internal audit with the view to create a sustainable quality assurance culture in tertiary institutions was viewed through a lens comprised the agency, and stakeholders theories. The methodology was qualitative in nature, grounded in content analysis, and interpretation with the view to provide a rich and thick inquiry into the issue. Hence, from the discussion it was noted that in tertiary education, and training, the production of goods, and services involves the interaction of mutually exclusive facets such as institutional management, resource mobilization, teaching-learning, and monitoring practices. This discussion came to a conclusion that the interaction of different facets of tertiary institutions based on control, compliance, accountability, and transparency thereby creating sustainable quality assurance practices that are vital in enhancing the right to use, and the quality of teaching-learning in tertiary institutions. Researchers recommends for an improvement of the existing quality assurance in teaching-learning, as a way to guarantee quality culture in tertiary institutions.

АККРЕДИТАЦИЯ, КАК СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ ВУЗОВ

In the Kyrgyz Republic, the urgency of the problem of creating a modern system of quality assurance in education is beyond doubt. The introduction of an independent accreditation procedure, reforming the structure of the university system and other initiatives confirm the intensification of the process of reforming education. As part of our article, we want to acquaint with some of the conclusions of our analysis of sources on accreditation as a system for assessing the quality of education in universities, and its importance in fostering a culture of quality and quality assurance. The article analyzes the formation of a system of quality assurance and culture and their principles of development in the activities of universities in modern times. The analysis of scientific sources begins with the definition of the concept of "quality". When people talk about quality assurance and the formation of a quality culture, we can talk about changes in the educational process at a university: this is, first of all, a change in organizational culture and principles toward building democratic relations. These changes are taking place for the successful formation of a culture of quality in universities, thereby in the life of teachers, and university graduates. Such a system ensures the use of not only quantitative indicators but qualitative criteria for all levels of the education system.

Стандартизация и модернизация казахстанской высшей школы

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

To what extent do some Jordanian universities meet the requirements of the standards of the Higher Education Accreditation Commission and Quality Assurance

The research aims to show the degree of application of quality assurance standards in Jordanian public universities from the perspective of faculty members, by selecting a random cluster sample representing Jordanian public universities The research reached the following results, there are no variations in the extent to which quality assurance standards are used in several Jordanian public universities due to the university variable. Faculty members at various Jordanian public institutions report variations in the degree to which quality assurance standards are applied, which they relate to the gander and academic rank variable. The study makes several recommendations, the most significant of which are as follows: Faculty members at Jordanian institutions should be encouraged to adopt a culture of quality assurance. Ensuring that research projects and approved study programs adhere to international norms, fulfill academic accreditation criteria, and meet quality assurance standards.

Initiative Quality Assurance Culture for Medical Laboratory Activities in the Primary Care Units Staff: A Case Study in Roi Et, Thailand.

The Action Research aimed to develop of Quality Assurances System for Medical Laboratory in the Primary Care Units (PCUs), Roi Et province, Thailand. Data were collected by a questionnaire, in-depth interviews within a participatory process, employing both descriptive statistics, and inferential statistics. The results revealed that the process for the system included 7 steps: 1) Situation analysis, 2) Analyze and evaluate the situations, 3) Making a plan, 4) Action within planning, 5) Observation, 6) Reflection, and 7) Evaluation and implementation. The results also concluded consisted of 4 main activities: 1) Internal Quality Control 2) Intra-facilitator and support 3) Informal Quality Assessment and 4) Participatory System Evaluation. Recommendations of the study were included the model as of the main local policies, and create and encourage quality concept as the positive attitudes for staff and generate quality of working culture among the PCUs team.

Innovation and Reform in Course Planning, Teaching, and Assessment: The CEFR in Canada and Switzerland, A Comparative Study

Change and innovation in education require carefully thought-through procedures as well as time, and benefit both from exchanges of expertise between contexts and from quality assurance (QA) processes. A key document that stimulates change in planning, teaching, and assessment is the Council of Europe’s (2001) Common European Framework of Reference for Languages (CEFR). However, its innovation potential in language education has been affected by a lack of impact studies and QA procedures. This article reports on the QualiCEFR study, which aims to encourage a culture of QA in relation to planning, teaching, and assessment and to identify promising practices in those processes. The study compared CEFR implementation in Switzerland and Canada employing a mixed-methods design and a QA approach, thematically analyzing data from over 40 interviews. Results have helped to inform the development of an online tool produced in a sister project of the European Centre for Modern Languages (ECML).

Towards a culture of quality assurance in optometric education in sub-Saharan Africa

Background: New optometry education programmes in sub-Saharan Africa share a responsibility for blindness prevention by virtue of producing the countries first practitioners. Programmes need to be relevant and of a high quality to ensure sustainability. A quality culture is not a single event involving an accreditation audit but an integrated continuous system across core academic areas and accepted by all concerned in the programme.Aim: The aim was to determine the extent to which quality assurance is integrated into the 11 participating optometry education programmes in sub-Saharan Africa.Setting: The study was conducted in sub-Saharan Africa.Methods: A qualitative approach, employing a phenomenological design was used in the study. Key academics in leadership were purposively selected and then consented to participate in interviews covering the core academic areas, namely, governance, recruitment and selection, teaching and learning, curriculum design, staff development, research, community-based training and student support. Transcribed data was iteratively analysed.Results: Only one sub-Saharan country undergoes the three levels of quality audits within a regulated optometric environment. Despite a few pockets of best practices in some core areas, there was a reported general lack of quality assurance initiatives, national guidelines and adequate leadership capacity.Conclusion: This study highlighted the absence of regulatory authorities and mandatory quality audits, which contribute to the general lack of a quality culture in optometry programmes. Schools should aim to embed a culture of quality that produces competent, socially relevant graduates and impactful research. It is recommended that schools at national, regional and global levels collaborate towards the development of a quality assurance culture across optometry education programmes in sub-Saharan Africa.

English

The study examined the implementation challenges of quality assurance in public universities in Ghana with a focus on University for Development Studies (UDS). The study adopted a qualitative case study design. The data for the study was collected through in-depth interviews, document analysis and participants observation. The study revealed that the Directorate of Academic Quality Assurance (DAQA) undertakes many activities geared towards quality assurance and enhancement of quality in the University. The findings of the study suggest that UDS has taken pragmatic steps to assure quality in its operations. However, the implementation challenges of quality assurance include: staffing and offices; quality culture; physical and financial resources; commitment and support for quality assurance; and absence of a current strategic plan. The author recommends that as a multi-campus University, there should be staff and offices on each of the Campuses for effective coordination of quality assurance activities. The study concludes that the Directorate of the Academic Quality Assurance should be supported to develop a quality assurance culture in the University. Key words: Quality assurance, challenges, establishment, directorate, university.

Quality Assurance Culture in Niger Delta University: A Necessity for Enhancing Standards and National Transformation

The study was a descriptive survey which sought to find out how well the operators of Niger Delta University understand and utilize some of the quality assurance culture indices in the management of the institution. A sample of 660, which represented 50% of the entire population of 1333 (760 academic and 573 non-academic staff) was obtained through the Simple Random Sampling Technique. Three research questions were developed to guide the study, and the instrument for data collection was a questionnaire titled, “Perception of Quality Assurance Culture Questionnaire” (PQACQ).The reliability coefficient was established at 0.74%. Findings revealed that operators of the system do not possess most of the quality assurance cultural indices required to enhance quality and standards in the University. This equally made it difficult for them to utilize the quality assurance culture required in the management of theinstitution. It was therefore recommended that seminars/ workshops be organized to instil in management staff some of the cultural values of quality assurance, if the system must achieve the desired goal of quality improvement. Also, the study recommended the inculcation and effective assessment of the affective characteristics of pupils/students while still in school to prepare them for the world of work and others.

Enhancing the Culture of Quality Assurance in Higher Education: Perspectives of Managing Institutional Accountability

Accountability and quality enhancement are related but not the same thing. Accountability is the context where universities account to the public with regard to public funding pertaining academic offerings, while quality enhancement is the role of the university in ensuring that it deliver academic programme at the highest standards. Thus, this paper sought to understand the role of academic leadership in the management of quality enhancement, stakeholder engagement and entrepreneurialism. The researcher made use of the descriptive survey as it fits perfectly in this kind of study. Questionnaires and structured interviews were utilised. The purpose of using the qualitative research method is to describe role of accountability process, however the researcher have decided to use idiographic strategy, in which a single case and its structural coherence with a larger context are examined. The population of this study consists of all six Universities of Technology. From all deans, heads of department and programme coordinators the researcher selected only 135 from UoT’s, as they were able to participate in the study. For the purpose of this study, questionnaire was developed to measure various aspects of QA mechanisms, processes and procedures. To defend the study of quality enhancement structures, the researcher refutes the idea of a quality model as only one way of solving the problem scientifically. Therefore, suggesting various elements that can be put together will assist UoTs in their quest for QA. To prepare to refute the claim, the research embraces the issue of academic leadership role in quality assurance, stakeholder engagement as part of the accountability part and finally business model affordability. The object of scientific enquiry exists and acts independently according to the requirement as set out by the HEQC and this analysis inform realities of the HE landscape and who quality should be guided within the institution. New academics are confused by finding themselves that QA in HE is not what they thought to be. DOI: 10.5901/mjss.2014.v5n1p405

Metriculator: quality assessment for mass spectrometry-based proteomics

Quality control in mass spectrometry-based proteomics remains subjective, labor-intensive and inconsistent between laboratories. We introduce Metriculator, a software designed to facilitate long-term storage of extensive performance metrics as introduced by NIST in 2010. Metriculator features a web interface that generates interactive comparison plots for contextual understanding of metric values and an automated metric generation toolkit. The comparison plots are designed for at-a-glance determination of outliers and trends in the datasets, together with relevant statistical comparisons. Easy-to-use quantitative comparisons and a framework for integration plugins will encourage a culture of quality assurance within the proteomics community. Available under the MIT license at http://github.com/princelab/metriculator.

Quality Assurance Culture in Niger Delta University: A Necessity for Enhancing Standards and National Transformation

The study was a descriptive survey which sought to find out how well the operators of Niger Delta University understand and utilize some of the quality assurance culture indices in the management of the institution. A sample of 660, which represented 50% of the entire population of 1333 (760 academic and 573 non-academic staff) was obtained through the Simple Random Sampling Technique. Three research questions were developed to guide the study, and the instrument for data collection was a questionnaire titled, “Perception of Quality Assurance Culture Questionnaire” (PQACQ).The reliability coefficient was established at 0.74%. Findings revealed that operators of the system do not possess most of the quality assurance cultural indices required to enhance quality and standards in the University. This equally made it difficult for them to utilize the quality assurance culture required in the management of the institution. It was therefore recommended that seminars/ workshops be organized to instill in management staff some of the cultural values of quality assurance, if the system must achieve the desired goal of quality improvement. Also, the study recommended the inculcation and effective assessment of the affective characteristics of pupils/ students while still in school to prepare them for the world of work and others. DOI: 10.5901/jesr.2013.v3n3p201

Multi drug and extensively drug-resistant TB (M/XDR-TB) management: Current issues

Abstract Multi Drug and Extensive Drug Resistant Tuberculosis (M/XDR-TB) has been an area of growing concern among clinicians, epidemiologists and public health workers worldwide. Lack of controlled trials in M/XDR-TB patients retard the optimal management of such patients, and guidelines that have been developed largely on expert opinion are crowed with controversies. Lack of effective drugs, improper regimens prescribed by poorly trained doctors and unreliable Drug Susceptibility Test (DST) reports add to the magnimity of the situation. Quality-assured culture and DST are indispensable for the diagnosis of M/XDR-TB. M/XDT-TB must be managed very effectively with careful use of Second-Line Drugs (SLDs) to reduce the morbidity and mortality and transmission of M/XDR-TB. M/XDR-TB is a man made problem and its emergence can be prevented by prompt diagnosis and effective use of first-line drugs in every new patient. The Programmatic Management of Drug Resistance Tuberculosis (PMDT-TB) proposed by the WHO has highlighted the comprehensive management strategy to control MDR-TB. Laboratory services for adequate and timely diagnosis of M/XDR-TB must be strengthened and programmatic management of M.XDR-TB must be scaled up as per target set by global plan. The proper use of second-line drugs must be ensured to cure existing MDR-TB, to reduce its transmission and to prevent XDR-TB. Sound infection control measures to avoid further transmission of M/XDR-TB and research towards the development of new diagnostics, drugs and vaccines should be promoted for proper control of M/XDR-TB.

O NOVO SISTEMA DE AVALIAÇÃO E ACREDITAÇÃO DO ENSINO SUPERIOR: IMPACTO, REPERCUSSÕES E BENEFÍCIOS

The creation of a quality assurance system capable of international recognition is among the designs of the recent approval of the higher education legal system of evaluation. With this scheme, the Government intends to establish parameters for assessing quality, which include education, the qualifications of the faculty, the strategy adopted to ensure the quality of education, the scientific, technological and artistic activity, appropriated to the mission of the institution and international cooperation. The adoption of these measures aimed at achieving improved quality of higher education institutions, to provide information to the company founded on the performance of institutions, as well as the development of an internal institutional culture of quality assurance. This evaluation is mandatory and takes place in the European system of quality assurance in higher education. The agent of such assessment are the self-assessment, which is performed by each institution of higher education, and the external assessment, serving as basis for the process of accreditation, which is performed by the assessment and accreditation agency to assure the quality in higher education. The Agency for Assessment and Accreditation of Higher Education was legally established in November 2007. The accreditation of higher education institutions and their courses is mandatory and can be an initiative of the Agency or of the higher education institutions themselves, which show interest. It is proposed in this paper to present develop the recent challenges faced by higher education institutions, giving special focus to the stage where the implementation of those government’s measures are.

Building a culture of quality assurance in the libraries of the University of Ljubljana

PurposeThis paper seeks to examine measures for assessing library performance from three perspectives: efficiency, effectiveness and service quality.Design/methodology/approachThe concepts of the measurement of library performance are discussed in order to identify appropriate research methods for studying the libraries of the University of Ljubljana.FindingsA set of performance indicators and a research method are suggested.Originality/valueThis paper fulfils a need for a practical solution of how to improve service quality in university libraries. The libraries of the University of Ljubljana are used as a case study.