Existing Quality Assurance Research Articles

The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance

<p style="text-align:justify">Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.</p>

809 A Systematic Review of Quality Assurance Processes in Simulated Surgical Training Programmes

Abstract Aim To provide a comprehensive overview of quality assurance processes implemented within published simulated surgical training programmes, identifying areas of deficit. Method A systematic review was conducted according to PRISMA guidelines. Databases were searched from 1947 until April 2023 to identify studies reporting structured simulation programmes undertaking qualitative assessment of laparoscopic technical skills. The assessment had to be procedural (e.g., appendicectomy) versus tasks (e.g., bean drop). Simulation had to be physical modalities (synthetic/cadaveric). Virtual and augmented reality modalities were excluded. Data was extracted against an existing quality assurance standards framework for simulation-based education, developed by the Association for Simulated Practice in Healthcare (ASPiH) in partnership with Health Education England. Study quality was appraised using the Medical Education Research Study Quality Instrument (MERSQI). Results 39 studies were included, with 17 from USA and 3 from UK simulation programmes. Range of participants was 6-256, with 7 studies reporting >50 participants. Faculty: 40% (n=15) of studies reported no description of faculty expertise or selection. 60% (n=24) of studies implemented no assessor training. 90% (n=35) described no faculty evaluation or feedback. Activity: Variability was seen in assessment methods including number of stations, assessors, and assessment tools. 60% (n=24) of studies sought no feedback on their programme. 90% (n=35) of the programmes were not aligned to curricula or learning needs analyses. Conclusions This review highlights deficits in the implementation of quality assurance processes including faculty selection, training, and programme feedback. It also highlights the variability of assessment methods, reiterating the need for individualised robust validation processes.

Implementation of an audit and feedback module targeting low-value clinical practices in a provincial trauma quality assurance program: a cost-effectiveness study

BackgroundAudit and Feedback (A&F) interventions based on quality indicators have been shown to lead to significant improvements in compliance with evidence-based care including de-adoption of low-value practices (LVPs). Our primary aim was to evaluate the cost-effectiveness of adding a hypothetical A&F module targeting LVPs for trauma admissions to an existing quality assurance intervention targeting high-value care and risk-adjusted outcomes. A secondary aim was to assess how certain A&F characteristics might influence its cost-effectiveness.MethodsWe conducted a cost-effectiveness analysis using a probabilistic static decision analytic model in the Québec trauma care continuum. We considered the Québec Ministry of Health perspective. Our economic evaluation compared a hypothetical scenario in which the A&F module targeting LVPs is implemented in a Canadian provincial trauma quality assurance program to a status quo scenario in which the A&F module is not implemented. In scenarios analyses we assessed the impact of A&F characteristics on its cost-effectiveness. Results are presented in terms of incremental costs per LVP avoided.ResultsResults suggest that the implementation of A&F module (Cost = $1,480,850; Number of LVPs = 6,005) is associated with higher costs and higher effectiveness compared to status quo (Cost = $1,124,661; Number of LVPs = 8,228). The A&F module would cost $160 per LVP avoided compared to status quo. The A&F module becomes more cost-effective with the addition of facilitation visits; more frequent evaluation; and when only high-volume trauma centers are considered.ConclusionA&F module targeting LVPs is associated with higher costs and higher effectiveness than status quo and has the potential to be cost-effective if the decision-makers’ willingness-to-pay is at least $160 per LVP avoided. This likely represents an underestimate of true ICER due to underestimated costs or missed opportunity costs. Results suggest that virtual facilitation visits, frequent evaluation, and implementing the module in high-volume centers can improve cost-effectiveness.

State‐of‐the‐practice in quality assurance in Java‐based open source software development

SummaryTo ensure the quality of software systems, software engineers can make use of a variety of quality assurance approaches, for example, software testing, modern code review, automated static analysis, and build automation. Each of these quality assurance practices have been studied in depth in isolation, but there is a clear knowledge gap when it comes to our understanding of how these approaches are being used in conjunction, or not. In our study, we broadly investigate whether and how these quality assurance approaches are being used in conjunction in the development of 1454 popular open source software projects on GitHub. Our study indicates that typically projects do not follow all quality assurance practices together with high intensity. In fact, we only observe weak correlation among some quality assurance practices. In general, our study provides a deeper understanding of how existing quality assurance approaches are currently being used in Java‐based open source software development. Besides, we specifically zoom in on the more mature projects in our dataset, and generally we observe that more mature projects are more intense in their application of the quality assurance practices, with more focus on their ASAT usage, and code reviewing, but no strong change in their CI usage.

Development Of A Supervision Model To Enhance Competency In Educational Quality Assurance Among Academic Institution Administrators

Quality assurance plays a pivotal role in ensuring the effectiveness and reliability of academic institutions, which requires understanding and attention from their administrators. This research aims to contribute to the enhancement of educational quality assurance competency among academic institution administrators through the development and evaluation of a supervision model. The study comprises three phases: phase 1 involves an investigation into the existing quality assurance competency framework and its relevance to the current context. Phase 2 focuses on the formulation and implementation of the supervision model derived from the established framework. Finally, phase 3 assesses the effectiveness of the implemented model at the curtain focus group. The supervision model integrates four strategic dimensions, termed the '4As': Awareness, Action, Assessment, and Accreditation, alongside seven approaches aimed at fostering knowledge, skills, and attributes on educational quality assurance. These approaches cover supervision documentation, online supervision seminars, remote supervision workshops, online learning platforms, focus group discussions, networking, and hybrid supervision sessions. The implementation of the model was conducted among 32 executives from secondary academic institutes in Nakhon Ratchasima, Chaiyaphum, Buriram, and Surin provinces, Thailand. The evaluation results reveal a significant improvement in the educational quality assurance competency among administrators who underwent the supervision model compared to both the control group and their initial competency levels. Furthermore, participants expressed high satisfaction levels with the model's efficacy.

Service Quality Assessment Tool in a State University in Northern Mindanao

Higher education institutions (HEIs) worldwide are increasingly being recognized as integral components of the service industry. However, established models for assessing service quality, such as SERVQUAL and HiEduQual, have primarily focused on foreign higher education systems. This study explored the unique context of a Philippine State University. It aims to localize existing quality assurance mechanisms by developing a tool to evaluate service quality from the viewpoint of undergraduate students. The results offer valuable insights into evolving service quality assessment practices within Philippine state universities and colleges (SUC), serving as a template for refinement and adaptation in similar contexts. 708 undergraduate students answered the initial 52-item questionnaire. After initial data analysis, only 630 cases were subjected to further analysis using Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA). This resulted in a seven-factor model comprising 31 indicators, exhibiting favorable model fit indices (RMSEA = 0.039, CMIN/DF = 2.073, PCFA = 0.785, PNFI = 0.751, CFI = 0.951). These factors encompassed the following dimensions: ease of doing business, leadership quality, teacher quality, knowledge services, activities, e-governance, and continuous improvement. The findings demonstrated strong internal consistency and reliability across all scale factors. Convergent and discriminant validity were also confirmed. It is recommended that SUCs consider adopting the localized tool in their internal quality assessment procedures to complement existing service quality assessment mechanisms. As the tool is specifically tailored to students’ perspectives as primary end users of SUC services, further research can focus on integrating the results of the study to develop a multi-stakeholder internal quality assessment tool or framework to meet evolving needs and expectations.

Enhancing Higher Education Quality: A Proposed Internal Quality Assurance Model for Algerian Institutions

This research focuses on the development and implementation of an internal quality assurance model tailored for Algerian higher education institutions. The study aims to address the specific quality enhancement needs of the Algerian higher education system by proposing a comprehensive internal quality assurance framework. The model takes into consideration the unique cultural, educational, and institutional context of Algeria while drawing inspiration from global best practices in quality assurance. The research involves a thorough analysis of existing quality assurance practices, stakeholder engagement, and the alignment of the proposed model with national educational goals. The findings of this study contribute to the ongoing efforts to improve the overall quality of higher education in Algeria and establish a robust framework for continuous enhancement.

A Review of TVET Quality Assurance Practice in Uganda

The movement towards internationalisation of education and training practices to facilitate the global flow of labour, technology, trade, and industry; has brought to the forefront the discussions of national TVET strategies, the issues of credibility of qualifications in regard to national economic growth and graduates’ mobility nationally and internationally in search of employment opportunities. This pressure to internationalise TVET systems and qualifications has mainstreamed the development and implementation of national and regional frameworks for quality assurance through which the comparability of standards and qualifications can be achieved. Document analysis research methodology has been used to review and analyse existing regulatory frameworks on quality assurance of education and training in Uganda so as to establish: 1) Existing quality TVET assurance governance entities, 2) Regulatory frameworks that guide TVET quality assurance, and 3) Progress on future opportunities for quality assurance. The findings showed that: numerous loopholes exist in the quality assurance processes of the education sector as a whole; the TVET sub-sector in Uganda is still being guided by the BTVET Act of 2008 lacks a regulatory structure to oversee quality assurance throughout the entire TVET sub-sector in the country; lack of a policy implementation action plan for the TVET Policy; governance of TVET quality assurance in the country is scattered among many government departments and agencies; and existing quality assurance guiding frameworks never encompassed investment and financing of TVET. The paper recommends that the Government of Uganda prioritises the: establishment of the TVET council as envisaged in the TVET Policy, the development and operationalisation of the TVET qualifications framework and TVET qualifications registry system, and the development of a TVET policy implementation Action Plan.

Introducing the Federal Commission for Quality Assurance in Medical Assessment

Introducing the Federal Commission for Quality Assurance in Medical Assessment Abstract. As at January 1, 2022, the Federal Council has established the Federal Commission for Quality Assurance in Medical Evaluation. This will supervise accreditation as an evaluation institution, manage the procedure for the preparation of expert opinions and the results of medical reports, and make public recommendations. This article describes the composition and tasks of the commission. In addition, it presents the existing quality assurance measures and possible new directions in this area.

Over response correction of optical fiber sensor in radiation measurement

In radiation measurement, optical fiber sensors (OFS) have many advantages compared to commercial dosimeters, including high spatial resolution. Due to the OFS measurement principle (fluorescence), the recorded measurement results differ from the standard dose value, such as that obtained using an ionization chamber. In this study, a physical correction function is established to considerably reduce the difference. This function quantifies the over-response of OFS to low-energy scattered photons and low-energy electrons. The specific expression of the function is derived from experimental measurement results obtained using the OFS and a commercial standard dosimeter when subject to two different radiation field sizes irradiated using a clinical linac. Following the application of the correction of the function, the measurement difference between the OFS and the standard dosimeter is greatly reduced for a range of radiation fields, in which case the maximum difference decreased from 42.2% to 1.5%. The dose correction method is based on existing quality assurance (QA) protocols used in radiotherapy and is simple and convenient to apply. This research has further promoted the application of OFSs in radiation dose measurement, including radiotherapy QA and in-patient use.

Facilitating the adoption of high‐throughput sequencing technologies as a plant pest diagnostic test in laboratories: A step‐by‐step description

AbstractHigh‐throughput sequencing (HTS) is a powerful tool that enables the simultaneous detection and potential identification of any organisms present in a sample. The growing interest in the application of HTS technologies for routine diagnostics in plant health laboratories is triggering the development of guidelines on how to prepare laboratories for performing HTS testing. This paper describes general and technical recommendations to guide laboratories through the complex process of preparing a laboratory for HTS tests within existing quality assurance systems. From nucleic acid extractions to data analysis and interpretation, all of the steps are covered to ensure reliable and reproducible results. These guidelines are relevant for the detection and identification of any plant pest (e.g. arthropods, bacteria, fungi, nematodes, invasive plants or weeds, protozoa, viroids, viruses), and from any type of matrix (e.g. pure microbial culture, plant tissue, soil, water), regardless of the HTS technology (e.g. amplicon sequencing, shotgun sequencing) and of the application (e.g. surveillance programme, phytosanitary certification, quarantine, import control). These guidelines are written in general terms to facilitate the adoption of HTS technologies in plant pest routine diagnostics and enable broader application in all plant health fields, including research. A glossary of relevant terms is provided among the Supplementary Material.

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.

Evaluation of a Disposable Vascular Pressure Device for Pre- and Postmembrane Pressure Monitoring During Venovenous Extracorporeal Membrane Oxygenation.

Membrane pressure monitoring during extracorporeal membrane oxygenation (ECMO) is integral to monitoring circuit health. We compared a disposable vascular pressure device (DVPD) to the transducer pressure bag arterial line (TPBAL) monitoring system to determine whether the DVPD can reliably and accurately monitor membrane pressures during venovenous extracorporeal membrane oxygenation (VV ECMO). We analyzed existing quality assurance data collected at a single center as part of routine circuit performance monitoring and process improvement on a convenience sample of four VV ECMO circuits. We placed and zeroed a DVPD in line with the pre- and postmembrane TPBAL setups in coordination with a standard transducer setup. We recorded DVPD and TPBAL pressure measurements every 4 hours for 2.5 days on the four separate VV ECMO circuits. We compared the standard and DVPD pressures using Bland-Altman plots and methods that accounted for repeated measures in the same subject. We recorded 58 pre/postmembrane pressures. Mean membrane pressure values were similar in the DVPD (pre: 208 mmHg [SD, 50.8]; post: 175 mmHg [46.3]) compared to the standard TPBAL setup (pre: 205 mmHg [52.0]; post: 177 mmHg [46.3]). Using Bland-Altman methods, premembrane pressures were found to be 2.2 mmHg higher (95% confidence interval [CI]: -5.3 to 9.7) in the standard TPBAL setup compared to DVPD and 1.8 mmHg higher (95% CI: -5.3 to 8.9) than the postmembrane pressures. The DVPD provided an accurate measurement of circuit pressure as compared to the TPBAL setup. Across the range of pre- and postmembrane pressures, both methods reliably agreed. Future trials should investigate DVPD accuracy in different environments such as prehospital field cannulation or critical care transport of ECMO patients.

Concept for Digital Twin Based Virtual Part Inspection for Additive Manufacturing

Quality assurance is one of the main challenges for additive manufacturing. In-process quality assurance measures and, in particular, part inspection after production are time-consuming and cost-intensive. Most existing quality assurance approaches were developed for traditional manufacturing technologies like milling or turning and have been optimized over the years. Due to its unique process characteristics, these approaches will not easily translate to additive manufacturing. So, a new holistic approach for quality assurance in additive manufacturing is necessary for wider dissemination of additive manufacturing in all industry sectors.The Department of Computer Integrated Design at the TU Darmstadt sees digital twins in additive manufacturing as a promising approach to tackle these problems. This paper provides a building block for digital twin-based quality assurance by proposing a concept for a virtual part inspection. In this concept, data from product development and product manufacturing are combined to make predictions about the properties of the as-built part. The concept was developed under consideration of the digital twin architecture consisting of digital master and digital shadow and is integrated into the existing process chain for additive manufacturing.

Measuring Quality in Indian VET Institutions: Development Steps Towards a Framework Adapted to the National Context

Purpose: Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.

Current and future challenges in quality assurance in molecular diagnostics

The development and performance of molecular genetic assays has required increasingly complex quality assurance in recent years and continues to pose new challenges. Quality management officers, as well as academic and technical personnel are confronted with new molecular genetic parameters, methods, changing regulatory environments, questions regarding appropriate validation, and quality control for these innovative assays that are increasingly applying quantification and/or multiplex formats. Yet, quality assurance and quality control guidelines are still not widely available or in some circumstances have become outdated. For these reasons, the need for solutions to provide test confidence continues to grow. In order to integrate new test procedures into existing quality assurance measures, the ISO 15189 guideline can serve as an orientation. The ISO 15189 guideline describes requirements for medical laboratories and thus includes those performing molecular diagnostics. This article gives an overview of the possibilities and challenges in quality assurance of molecular parameters and shows possible solutions.

ضمان الجودة في الجامعة الجزائرية مقارنة بالتجارب العربية والعالمية الناجحة

The university is considered the top of the education pyramid; and one of the most important institutions to form a qualified human capital and capable to achieve its objectives on the one hand and the objectives of the operator on the other. And further the objectives of the development community to adapt to the future and to keep pace with the many successive and rapid changes in higher education over the past decade- on understanding the Harmonization of work and education and harmonization of university curricula and disciplines with labor market needs were necessary University by its scientific frameworks of different degrees; transfer knowledge to students, and then provide the community with technical and scientific skills. In addition to its scientific and empirical research it also provides advisory services and the completion of some projects related to social development The Arab universities have made remarkable efforts to cope with change; although some reports global which are classified as the universities of the developed world were exempt from a reference to an Arab University, each university seeks to catch up; and Planned to be soon in the universities of the world, Take into account the principle of universality of higher education. which are classified as the universities of the developed world were exempt from a reference to an Arab University each university is looking to catch up on progress , and Planned to soon be in the world’s universities, Take into account the principle of universality of higher education.The quality assurance study in the light of the principle of universality provides an opportunity for these universities to develop a plan to achieve the desired objective with the preservation of their cultural dispositions, and its special priority; is a way of Arab universities to develop their performance and achieve their goals to soon be in the universities of the developed world. Integrating the principle of universality of education into quality assurance is a way for Arab universities to develop their performance and achieve their goals to be soon in the universities of the developed world. The concept of education in the context refers to crtai characteristis ; for example: the crieteria for teacher training the crieteria for building school; the crieteriafor school cimate ; the crieteria quality school books ; the crieteria of nature and efficiency of administrative management; the crieteria for the quality of educational programmes; the crieteria for the taching strategies ;etc the adoption and implementation of a quality assurance system in higher education institutions in Algeria in harmony with political specificities The country’s social and cultural life has become an imperative in order to face the challenges both nationally and internationally.and it is no secret that the application of quality in higher education is still at the experimental stage;because it has not yet achieved the objectives expected in several countries, including Algeria, which has not benefited well and has exploited its successful global and Arab experiences in the field of quality. it is clear that the future of quality assurance depends on the efforts and functions of the existing quality assurance unit at the level of all Algerian university institutions which, despite the allocation of the necessary financial resources to perform its task has not yet achieved its objctive with regard to the process of self-assessment of training programmes evaluation of academic performance and research for academic staff and in general the assessment of the activities of the institutions and what resulted from the appropriate corrective action.

Quality Assurance Technologies of Big Data Applications: A Systematic Literature Review

Big data applications are currently used in many application domains, ranging from statistical applications to prediction systems and smart cities. However, the quality of these applications is far from perfect, such as functional error, failure and low performance. Consequently, assuring the overall quality for big data applications plays an increasingly important role. This paper aims at summarizing and assessing existing quality assurance (QA) technologies addressing quality issues in big data applications. We have conducted a systematic literature review (SLR) by searching major scientific databases, resulting in 83 primary and relevant studies on QA technologies for big data applications. The SLR results reveal the following main findings: (1) the quality attributes that are focused for the quality of big data applications, including correctness, performance, availability, scalability and reliability, and the factors influencing them; (2) the existing implementation-specific QA technologies, including specification, architectural choice and fault tolerance, and the process-specific QA technologies, including analysis, verification, testing, monitoring and fault and failure prediction; (3) existing strengths and limitations of each kind of QA technology; (4) the existing empirical evidence of each QA technology. This study provides a solid foundation for research on QA technologies of big data applications and can help developers of big data applications apply suitable QA technologies.

ISO Alongside, Instead, or Inside? The potential of ISO 21001:2018 to change and challenge higher education accreditation

The recently released ISO standard, ISO 21001:2018, Educational organizations Management systems for educational organizations Requirements with guidance for use, is poised to have a significant impact on critical elements of quality assurance in higher education. Depending on the nature and extent of existing quality assurance structures, three potential use scenarios of the new standard appear possible: ISO Alongside, ISO Instead, and ISO Inside. The Standard may be used as an adjunct to existing quality assurance approaches (ISO Alongside). Some quality assurance systems may opt to incorporate the attainment of ISO 21001 certification as the determinant of holding an accredited or approved status (ISO Instead). Finally, the achievement of ISO 21001 certification may serve as a pre-requisite to the application for specific recognitions or accreditations (ISO Inside).

Enabling continuous improvement in online teaching and learning through e-learning capability and maturity assessment

PurposeThe University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.Design/methodology/approachThe EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.FindingsWe found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).Originality/valueThe work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.