Higher Education Quality Assurance System Research Articles

Construction and Reflection of Software Engineering Major Based on Accreditation Board for Engineering and Technology (ABET) Certification

With the rapid development of information technology, the demand for talents in the field of software engineering is growing. In order to cultivate high-quality software engineering talents who meet the market demand, universities have continuously carried out the construction of software engineering majors. Accreditation Board for Engineering and Technology (ABET) certification, as an internationally recognized higher education quality assurance system, provides important reference and guidance for the construction of software engineering majors. Guided by student learning outcomes and core competencies, combined with the characteristics of software engineering talent cultivation, the innovation of talent cultivation mode takes industry-education integration and school-enterprise cooperation as the main development paths and explores comprehensive reform of the major in terms of professional positioning and goals, curriculum system, teaching conditions, and teachers. This comprehensive reform model has effectively promoted the development of major construction and improved the quality of talent cultivation.

Evaluation of Student Satisfaction in Higher Education Quality Assurance System: The Case of Isparta University of Applied Sciences Faculty of Forestry

Yükseköğretim kurumlarında kalite güvencesi sistemi kapsamında yapılan çalışmalarda öğrenciler, önemli paydaşlar arasındadır. Özellikle öğrencilerin sürece dahil edilmesi ve geri bildirimlerin alınması, sürecin işleyişine çok önemli katkılar sağlamaktadır. Bu çalışmanın amacı, Isparta Uygulamalı Bilimler Üniversitesi Orman Fakültesi örneğinde Yükseköğretim Kalite Kurulu değerlendirme ölçütleri kapsamında yükseköğretim kurumlarında kalite güvencesi kültürünün içselleştirilmesi ve yaygınlaştırılmasına yönelik öğrenci memnuniyetlerini ölçmek ve değerlendirmektir. Araştırma verileri anket tekniği ile toplanmıştır. Araştırma bulgularına göre öğrencilerin en çok memnun oldukları konular; arazi uygulamalarının mesleki ve bireysel gelişim için katkı sağlayıcı nitelikte olması, ders programlarının zamanında duyurulması, öğrenci-öğretim elemanı iletişiminin güçlü olması, sınavların uygun ortam ve koşullarda gerçekleştiriliyor olması ve akademik gelişimi destekleyecek sayıda bilimsel toplantının yapılmasıdır. Sınav programlarının dengeli biçimde planlanması, yaz stajı ile ilgili bilgilendirme düzeyinin, arazi uygulama gezilerinin, sosyal, kültürel, sanatsal ve sportif tesislerin ve etkinliklerin, kantin hizmetlerinin, verilen psikolojik danışmanlık hizmetlerinin ve üniversite yemekhane hizmetlerinin yeterliliği ve öğrenci topluluklarının etkenliği göreli olarak memnuniyet düzeyinin düşük olduğu başlıklar olarak belirlenmiştir.

Strategy for Evaluation of Quality Assurance System Implementation Policies in Increasing the Competitiveness of Private Universities in the City of Bandung

The implementation of the Quality Assurance System for Private Universities in the City of Bandung is currently still not effective, in the sense that the implementation of the quality assurance system is not fully in accordance with the quality instruments set by the government. The focus of this research is Policy Evaluation in the implementation of the Quality Assurance System for Private Higher Education in the City of Bandung. The sub-focus of this research is the dimensions that need to be carried out in evaluating quality assurance system implementation policies, namely: administrative evaluation, judicial evaluation and political evaluation. This research uses a qualitative descriptive analysis method and is supported by the SWOT technique. This was chosen with the consideration that actual data can be obtained, being able to study the research problem in depth so that results can be obtained that are in line with expectations. The results of the research show that the implementation of the Quality Assurance System for Private Higher Education in the City of Bandung is still not effective, so policy evaluation is needed through (1) Administrative evaluation taking into account: Effort Evaluation, Performance Evaluation, Adequacy of Performance, Efficiency Evaluation and Process Evaluation, (2) Judicial evaluation by paying attention to: Issues of legal validity, Possible Violations of the Constitution, Possible Violations of the Legal System, Possible Violations of Ethics and State Administration Rules, (3) Political evaluation by paying attention to: Political Process in determining policies, Acceptance of political constituents towards public policies, Implementation Information Technology. The results of the policy evaluation in this research then produced a recommendation strategy regarding the implementation of a higher education quality assurance system that is in accordance with government standards.

Quality Assurance System Policy Evaluation Strategy to Increase the Competitiveness of Private Universities

The purpose of this study was to find out and analyze how the higher education quality assurance system works and to find out and analyze the dimensions of quality assurance system policy evaluation to improve the competitiveness of private tertiary institutions in the city of Bandung. This study uses a descriptive analysis method with a qualitative type and is supported by the SWOT technique. The results of the study show that the implementation of the quality assurance system for Private Higher Education in Bandung City is still not effective, so a policy evaluation is needed through (1) Administrative evaluation by taking into account: Effort evaluation, performance evaluation, adequacy of performance, efficiency evaluation and process evaluation, (2) Judicial evaluation by taking into account: Issues of legal validity, possible violations of the constitution, possible violations of the legal system, possible violations of ethics and state administration rules, (3) Political evaluation by taking into account: Political process in determining policies, acceptance of political constituencies towards public policies, implementation information technology. The results of the policy evaluation in this study then produce recommendation strategies related to the implementation of the Higher Education quality assurance system by the government's standard provisions.

MEĐUNARODNA SARADNJA UNSA: VIZIJA 2030 – STRATEGIJA BRAIN GAIN? / UNIVERSITY OF SARAJEVO INTERNATIONAL COOPERATION TOWARDS A VISION 2030: BRAIN GAIN STRATEGY?

Academic mobility is a valuable and indispensable mechanism in each country's higher education quality assurance system. It also contributes to building and improving the capacities of individual universities because it enables the introduction of positive and proven teaching practices, modern teaching and research methods, and operational and administrative processes. The added value of mobility is the establishment of personal contacts and professional networking of teaching, scientific, artistic and non-teaching staff of the University of Sarajevo (from now on: "UNSA"), which has a long-term effect on the development of teaching, scientific and technological capacity. Studying through mobility gets an international note - students understand their work in a global context, their CV is enriched with new experiences, their knowledge of a foreign language (s) is improved, and after graduation, they become a competitive workforce. Teaching / scientific, artistic and non-teaching staff gain international experience through mobility, improve themselves, participate in active professional development, and increase the quality of the working environment. In the last 15 years, the University of Sarajevo has had over 2,500 outgoing mobility while hosting more than 1,500 international students, teaching / scientific, artistic and non-teaching staff. The mobility of students and staff significantly improves both the quality and the professional standard of UNSA activities. It indirectly contributes to the development and transformation of society as a whole. Through the integration of UNSA, many processes are uniform and simplified, but still, the heterogeneity and specificity of each organizational unit are present. In addition to all the benefits of student mobility, the most significant administrative challenge is the equivalence and recognition of ECTS credits earned at foreign institutions upon return to home institutions. Student services are faced with many formalities around keeping registers and other administrative forms that need to be tailored to exchange students. The current legal regulations in higher education do not value participation in mobility programs, which is undoubtedly not motivating for students and staff to get involved in them. On the contrary, the current vague legal framework and administrative barriers are significantly demotivating for students as they lose a semester or school year due to participation in mobility programs. It is necessary to develop more adequate regulations that will encourage more frequent, productive, more straightforward and better implementation of academic mobility for students. This could be achieved through participation in programs intended for international students (one-year specialist study, master's degree, dual education, summer schools, etc.). It is necessary to develop mechanisms for adequate evaluation of mobility for teaching, artistic and scientific staff of UNSA, which is particularly important for advancement to higher academic titles. It is also crucial to promote the exchange of administrative staff, which is often unjustifiably neglected, to improve the administrative processes at UNSA and its (sub) organizational units. To achieve this, we should be focused on developing cooperation with potential partners interested in administrative / non-teaching staff mobility.

Quality Management of Distance Learning Higher Education

This article aims to describe the implementation of distance learning necessitates a quality management system for higher education. The method is qualitative, which can be explained by the reality of quality management in distance learning higher education. Literature related to quality management of distance learning in higher education, including problems and constraints of distance learning, management models in distance learning, distance learning systems approaches, roles in distance learning, online learning design components, and long-distance higher education quality assurance systems, serves as a data source. The results of the discussion can indicate actions for maintaining quality levels, such as (a) quality management, management so that there is still quality control for graduates who are expected to meet nationally accepted competency standards (quality control), and (b) higher education with distance learning is able to respond to any situation. Changes in learning include the development of distance education, and (c) distance education is the development of the concept of a cyber university or what is commonly known as distance learning in Indonesia.

Knowledge Management; Suatu Strategi Membentuk Sistem Penjaminan Mutu Internal Perguruan Tinggi Swasta

Acceptance of the output of higher education in the world of work with various quality standards that are always increasing is the main prerequisite, demanding tertiary institutions, including private universities, to improve their internal quality assurance system so as to produce better accreditation of study programs and study programs. institution. To answer these demands, private tertiary institutions must develop various organizational strategies that can contribute to improving the quality of higher education. Knowledge Management is a strategy that can be used to improve the quality of education. Technically improving the quality of tertiary institutions can be done by following the steps of the knowledge management system. That is starting from capturing, sharing, applying, and finding knowledge about the internal higher education quality assurance system that meets and exceeds national higher education standards. So it is hoped that a quality culture that will facilitate tertiary institutions to gain public trust through better accreditation values is expected to develop.

SOM-SIS approach to auto summary of clustering results on university academic performance

The analysis of the performance of higher education academic quality in terms of student achievement, study period, and drop out rates is still an intensive study among researchers. Several clustering methods are often used to understand student and graduate groups, in influencing college performance. However, the conventional method has only arrived at the results of clustering, so it is difficult to interpret it as a support for academic decisions, especially in mapping the position of universities against other universities nationally. This article introduces a combination of techniques from self organizing map and technique for oorder preference by similarity to an ideal solution (SOM-SIS), an auto-summarizing technique from clustering results as well as mapping university academic performance. First, the academic performance indicators are grouped using the self organizing map (SOM) method and the results are concluded using the technique for order preference by similarity to an ideal solution (TOPSIS) approach. The SOM-SIS technique was tested using data from one of the universities in Indonesia. As a result, the SOM-SIS technique has a 100% compatibility rate with the higher education quality assurance system, through recommendations from three university experts.

The Effect of Performance of LP3M Undana Employees on Quality Improvement and Implemenation of MBKM Regulations for the 2022/2023 Academic Year

Indonesian higher education institutions (PT) face many changes in the globalized era. To handle complex changes, PT education must be improved. University quality assurance is not only carried out externally. Permenristekdikti Number 62 of 2016 on the Higher Education Quality Assurance System requires universities to conduct the Internal Quality Assurance System autonomously (SPMI). The Undana Learning Development and Quality Assurance Institute (LP3M) implements quality assurance. The curriculum must also adapt to students' interests, needs, and expectations in revolution 4.0. The Central Government, through the Ministry of Education and Culture-Ristek, issued a policy of Free Learning and Independent Campus (MBKM). Human resources are an essential asset for the successful implementation of quality assurance and implementation of the MBKM policy. The research method used is a quantitative method to know and describe the effect of the performance of LP3M (X) Undana employees on internal quality improvement (Y1) and the implementation of the MBKM regulations for the 2022/2023 Academic Year (Y2).

Система забезпечення якості вищої освіти: досвід Фінляндії

The article analyses higher education quality assurance system in Finland, emphasizes the relevance of studying the Finnish experience for Ukraine, which is currently reforming its higher education in extremely difficult conditions. It has been shown that the educational institutions are primarily responsible for quality assurance in Finland. The role of the Finnish Higher Education Evaluation Council has been shown and analysed. It has been noted that it is an independent expert body whose basic duty is to develop procedures for evaluating educational programs in higher education institutions throughout the country. It has been emphasized that the main goal of evaluation in Finland is not the need to find shortcomings in the work of a higher education institution, but the opportunity to help it in the further development. It has been shown the features and the main stages of one of the elements of the national system of quality assurance of higher education, that is accreditation of educational programs. It has been noted that in Finland it is interpreted as a process of public recognition or registration of educational programs that meet certain standards and criteria. The obtained theoretical propositions have been supplemented with empirical data from the results of interviews of students at the Ivan Franko National University of Lviv, participants of the Erasmus+ academic mobility programme in Finnish universities, namely the University of Turku and the University of Jyväskylä.

Concept and Application of Higher Education Quality and Higher Education Quality Assurance System

Concept and Application of Higher Education Quality and Higher Education Quality Assurance System

The International Directions in Higher Education Quality Assurance System: In the Context of Egypt and the United Kingdom

A comparative research study was undertaken on Quality Assurance Systems (QAS) in higher education in Egypt and the United Kingdom to identify different implementation mechanisms for quality assurance in higher education institutions. The principal data sources are based on document analyses about both Egyptian and the United Kingdom higher education institutions, quality assurance agencies, and governments. The findings showed slight variations in the scope of applying their Quality assurance system mechanisms in terms of their process, funding, Institutional autonomy, accountability, and, accordingly, universities' efficiency. This concludes that the reform that could contribute to the quality assurance system regarding funding, governance, and application in higher education in Egypt may lead to better higher education outcomes and institutional internal and external competitiveness.

IMPLEMENTASI KEWENANGAN PENJAMINAN MUTU INTERNAL PERGURUAN TINGGI KEDINASAN BIDANG PEMASYARAKATAN

The implementation of quality higher education is obtained by implementing a higher education quality assurance system carried out through the determination, implementation, evaluation, control, and improvement of higher education standards. The purpose of the research is to examine the source of the internal quality assurance authority of the correctional higher education, and review the implementation of the internal quality assurance of the correctional higher education. Research methods are carried out by qualitative methods with data collection techniques in the form of observations and literature studies, then data were analyzed qualitative descriptive. The results of the research can be concluded first, the source of authority for internal quality assurance in the field of correctional higher education is the Regulation of the Minister of Research, Technology and Higher Education Number 62 of 2016 concerning the Higher Education Quality Assurance System and the Regulation of the Minister of Law and Human Rights Number 27 of 2000 concerning the Statute of the Polytechnic of Correctional Sciences. The second, the implementation of the internal quality assurance authority in the field of correctional higher education is realized by the establishment of the Quality Assurance Unit organization, the preparation of internal quality assurance system documents, and the implementation of quality supervision.

URGENSI SISTEM PENJAMINAN MUTU INTERNAL & EKSTERNAL DALAM MENINGKATKAN MUTU PERGURUAN TINGGI

Higher education quality assurance is aimed at quality education. Universities must systematically carry out the quality assurance process through the Higher Education Quality Assurance System and refer to the National Higher Education Standards. There are two quality assurance systems in higher education, namely; internal quality assurance and external quality assurance. The internal quality assurance system is a systemic activity of quality assurance of higher education by each university autonomously to control and improve the implementation of higher education in a planned and sustainable manner. Meanwhile, the external quality assurance system is an assessment activity carried out by outside units to determine the feasibility of universities. This study aims to fully describe two main things in the quality assurance system in higher education institutions, namely; internal quality assurance and external quality assurance. In obtaining this research data, a qualitative approach to the type of library research is used, by collecting data from books, journals and articles. Data analysis is carried out using content analysis. The results of the study found that: First, internal quality assurance includes: policies and procedures for quality assurance; approval, monitoring and periodic review of programs and awards; student assessment, quality assurance of teaching staff/lecturers; learning resources and student support; information systems; public information. Second, external quality assurance, namely: the use of procedures; process development; criteria for decisions; process in accordance with the purpose; reporting; follow-up procedures; periodic review of the implementation; and system-wide analysis

Pendampingan Program Studi dan Unit Institut Agama Islam Negeri (IAIN) Metro melalui Kegiatan Sistem Audit Mutu Internal (AMI) Berbasis Online

The purpose of the higher education quality assurance system is to ensure the fulfillment of higher education standards systemically and sustainably so that a culture of quality grows and develops. Institut Agama Islam Negeri (IAIN) must implement the Internal Quality Assurance System to control and improve the implementation of higher education in a planned and sustainable manner. One of the most important processes of the internal quality assurance system is the evaluation activity carried out through the Internal Quality Audit whose purpose is to see the suitability between the implementation of higher education with higher education standards and standards set by universities. Internal Quality Audit is a form of self-evaluation and as a form of preparation for the internal audit conducted by BAN-PT and other accreditations.
 Internal Quality Audit activities are carried out by the Quality Assurance Institute of IAIN Metro as the leading sector. The technical implementation is carried out online starting with internal coordination activities, instrument socialization (auditors and auditees) through zoom meetings related to filling out data forms (auditees) and assessment forms (auditors). The scheduled audit implementation is given to each auditor and auditee, the process is carried out through a zoom meeting with the technical room division (breakout room) where each auditee enters the room that has been determined together with the auditor. The results of the auditor's assessment that have been collected at the Quality Assurance Institute were analyzed qualitatively by averaging the results based on the indicators in the assessment instrument. The implementation of the Internal Quality Audit at IAIN Metro online as a whole went well thanks to the cooperation of the entire Quality Assurance Institute team, all institutional leaders as well as auditors and auditees. The implementation of Internal Quality Audit is a fixed price because if it is not carried out every year, it will result in the non-accreditation of all study programs.
 
 Keywords: Internal Quality Audit, Auditor, Auditee, online

GAP Analysis of Higher Education Quality Assurance System Implementation Against Educational Organization Management Standards ISO 21001:2018

ISO 21001:2018 is an international standard for the management system of educational organizations that formal education organizations can apply to achieve their goals and functions to provide quality educational services. Currently, there are study programs with C accreditation and 2 study programs accredited B at Faculty of X under The University of Y. Hence, quality assurance at Faculty X still needs to be improved to achieve the highest accreditation. It is hoped that an education management system that refers to the ISO 21001:2018 standard can assist organizations in meeting these goals and targets. Faculty X has not implemented the ISO 21001:2018 quality assurance system but has implemented a quality assurance system through an internal academic quality audit process known as AIMA. This study aims to determine the GAP between the current higher education quality assurance system and the educational organization management system ISO 21001:2018 and determine the level of readiness obtained by Faculty X to meet the requirements of ISO 21001:2018. The results show that 59% of the ISO 21001:2018 clauses have been completed in the higher education quality assurance standard based on AIMA (Academic Quality Internal Audit Instrument), and 41% of the requirements still do not meet the AIMA standard. The percentage of readiness obtained by Faculty X in implementing the management system of educational organizations ISO 21001:2018 is 73%, which means that Faculty X still has to improve the quality system in preparation for ISO 2100:2018 quality assurance. Improvements in meeting the ISO 21001:2018 educational organization management system are plans for consistent improvement, monitoring, and evaluation.

Agile methodology in higher education quality assurance system for SDGs 4, 8 and 9 achievement: national experience

This paper is focused on considering agile methodology as an instrument to use in education quality assurance. We propose the Scrum method applicable for education quality assurance based on adapted Manifesto for Agile Education Quality Assurance and twelve principles behind it. The Scrum procedure is described and roles are distributed for two real-life cases of external and internal educational program quality evaluation. We illustrate that proposed Scrum procedure perfectly fits existing practices and can be used to enhance both external and internal quality assurance processes in higher education. We consider achievement of SDG 4 targets through proposed methodology as the necessary step to take in achieving SDGs 8 and 9. It is concluded that stakeholders feedback about their satisfaction by economic and innovative factors should be included in each sprint review procedure in proposed Scrum methodology. We discuss SDG 4 achieving within multilayered DIKW+DM hierarchy as a framework for education quality assurance that allow to join information processing, knowledge acquisition and corresponding decision-making algorithm.

FUNCTIONING AND IMPROVEMENT OF THE SYSTEM OF ENSURING THE QUALITY OF EDUCATIONAL ACTIVITIES AND THE QUALITY OF EDUCATION IN HIGHER EDUCATIONAL ESTABLISHMENTS

The article considers quality assurance system of higher education (internal quality assurance system) and educational activities at the higher education establishments as one of the components of the quality assurance system of higher education in Ukraine. The assurance of higher education system integrated into the European Higher Education Area and the European Research Area is one of the higher education system’s reforming goals in Ukraine. For the full functioning of the higher education internal quality assurance system at a higher education establishment, the paper defines the structures of the quality assurance system of educational activities and higher education, specifies the content of quality control procedures, and distributes areas of responsibility for the internal higher education quality assurance system functioning. Division of Monitoring the Quality of Education plays an essential role concentrating the functions of the quality assurance of higher education at the university level, in particular defining the subject areas of its activities and are aimed at solving specific and diverse tasks and issues of interaction between individual divisions of the higher education establishment, which require specific actions, planning and organizing quality audits, compliance audits and the effectiveness of structural divisions, analyzing monitoring studies results, preparing audit reports, conclusions, recommendations, etc. This function implementation is possible only in cooperation with all structural divisions of the higher education establishment, which are full-fledged elements of the internal quality assurance system of educational activities and higher education at the higher education establishment.

Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique

ABSTRACT As elsewhere in Africa, Mozambique established, during the 2000s, a national higher education quality assurance system to cope with the country’s rapid expansion of higher education. In 2014, the national quality assurance agency began the accreditation process. From 2015 to 2020, the Eduardo Mondlane University (UEM), the country’s oldest and largest public university, has accredited about 30 academic programmes. Based on UEM’s case and on reflection-in-action and reflection-on-action, this article examines the challenges of accreditation in Mozambique and in Africa. The reflection focuses on challenges related to the process and instruments, organisational setting, resources and policy and impact of accreditation. These challenges suggest that, alongside establishing quality assurance mechanisms in Africa, attention should also be paid to identifying and dealing with challenges constraining or facilitating implementation of these mechanisms, particularly if quality assurance systems are intended to improve the quality of institutions and make them accountable.

Towards Sustainable Development through Higher Education Quality Assurance

This study aims to identify the role of higher education quality assurance in achieving sustainable development goals. To support this aim, the following objectives were formulated: to discuss and summarize the best practices of QA agencies in promoting SDGs, to identify how Ukrainian universities consider SDGs in their policies, to develop recommendations for internal, and external quality assurance systems regarding SDG achievement. This qualitative study is based on a case study, observation, and questionnaire methods. Ukrainian higher education quality assurance systems are taken as a case study for this article. Primary data are collected through an online questionnaire and observation of Ukrainian universities’ publicly available information regarding sustainable development activities at their official websites. Additionally, some publicly available documents, reports, and materials on the experience of foreign quality assurance agencies are also reviewed, compared, and contrasted. The results of the research can be used at national levels where higher education standards should include competence in sustainable development goals, at institutional level to improve HEIs’ quality assurance system, and at the study program level to include SDG consideration as one of the requirements during internal quality assurance procedures.