Institutional Quality Assurance Research Articles

IMPLEMENTASI MOORA PADA SELEKSI DOSEN TERBAIK BERDASARKAN HASIL PENILAIAN DALAM PEMBELAJARAN KULIAH

Lecturer performance assessment is one of the activities of monitoring and evaluating performance with the aim of supervising the learning process and ensuring that lecturers carry out their duties in accordance with policies and teaching materials that have been determined. Lecturer performance assessment is carried out by students at the end of each semester by assessing lecturers based on criteria related to lecture learning. The criteria assessed in college learning are learning aspects, technological proficiency, integrity, and inspiration. The results of the student assessment will be reported to the learning development and quality assurance institution, which can later be used to determine the best lecturer performance. In this research, we apply the MOORA method to help determine the best lecturer based on assessment results in lecture reasoning. In its implementation, the MOORA method performs calculations based on criteria and weight values that have been determined and produces a ranking that can be used to determine the best lecturer's performance. In this study, the highest ranking was on the VPB alternative with a final value of 0.138, while the lowest value was on the DAM alternative with a final value of 0.108.

ESGO/ESTRO quality indicators for radiation therapy of cervical cancer

BackgroundThe European Society of Gynaecological Oncology (ESGO) has previously defined and established a list of quality indicators for the surgical treatment of cervical cancer. As a continuation of this effort to improve overall quality of care for cervical cancer patients across all aspects, ESGO and the European SocieTy for Radiotherapy and Oncology (ESTRO) initiated the development of quality indicators for radiation therapy of cervical cancer. ObjectiveTo develop a list of quality indicators for radiation therapy of cervical cancer that can be used to audit and improve clinical practice by giving to practitioners and administrators a quantitative basis to improve care and organizational processes, notably for recognition of the increased complexity of modern external radiotherapy and brachytherapy techniques. MethodsQuality indicators were based on scientific evidence and/or expert consensus. The development process included a systematic literature search for identification of potential quality indicators and documentation of scientific evidence, consensus meetings of a group of international experts, an internal validation process, and external review by a large international panel of clinicians (n = 99). ResultsUsing a structured format, each quality indicator has a description specifying what the indicator is measuring. Measurability specifications are detailed to define how the quality indicators will be measured in practice. Targets were also defined for specifying the level which each unit or center should be aiming to achieve. Nineteen structural, process, and outcome indicators were defined. Quality indicators 1–6 are general requirements related to pretreatment workup, time to treatment, upfront radiation therapy, and overall management, including active participation in clinical research and the decision making process within a structured multidisciplinary team. Quality indicators 7–17 are related to treatment indicators. Quality indicators 18 and 19 are related to patient outcomes. DiscussionThis set of quality indicators is a major instrument to standardize the quality of radiation therapy in cervical cancer. A scoring system combining surgical and radiotherapeutic quality indicators will be developed within an envisaged future ESGO accreditation process for the overall management of cervical cancer, in an effort to support institutional and governmental quality assurance programs.

Quality Assurance of Business Education Programme in Tertiary Institutions in Nigeria

Purpose: This paper discussed the concept of business education programme and the need for quality assurance in tertiary institutions. It examined the important roles of NUC, NCCE and TRCN in assuring quality in business education programme in Nigeria.
 Design/methodology/approach: This paper focused on the underlined heading as follows: objectives of business education, needs for business education ,quality assurance measuring parameters, constraints of quality assurance in business education such as; inadequate funding; staff recruitment; inadequate teaching and learning materials , control measures of quality assurance in business education, current efforts of ensuring quality in business education in Nigeria were discussed.
 Findings: On this note, it was recommended that Business Education curriculum should be revisited and tailored towards equipping for self-employment, among others. Therefore, cooperation and collaboration among Business Education’s stakeholders are needed in an attempt to achieve the stated objectives in Business Education by providing ample and proper modern facilities in tertiary institutions. Also, accreditation teams should be selected based on their integrity and not who you know, by this institutions will comply to put in place all the needful in order to be accredited. 
 Paper type: Research paper

ESGO/ESTRO quality indicators for radiation therapy of cervical cancer

BackgroundThe European Society of Gynaecological Oncology (ESGO) has previously defined and established a list of quality indicators for the surgical treatment of cervical cancer. As a continuation of this effort...

A bibliometric analysis of quality assurance in higher education institutions: Implications for assessing university's societal impact

This study aims to provide a bibliometric overview of quality assurance (QA) research in higher education institutions (HEIs) from 1993 to 2022 and to identify significant trends. Scopus was utilised to retrieve data from 321 selected articles from 191 different sources. The methodology included science mapping with bibliometric indicators such as citations, co-citation analysis, and bibliometric coupling. Analysis of the data was done using VOSviewer and R-package using Biblioshiny. The findings indicate an increase in the number of articles and authors per paper that highlight QA key issues, the most promising QA practices, and the topics for future research. This study has significant importance to orient HEI's QA process towards the assessment of the university's societal impact.

Implementasi Integrasi Keilmuan di UIN Salatiga

This study aims to determine the implementation of the concept of scientific integration at UIN Salatiga. The research was conducted with a qualitative method. Collecting research data through interviews and documentation studies. The research informants were the Chancellor, Deputy Chancellor I for Academic and Cooperation Affairs, Dean of the Tarbiyah Faculty, Quality Assurance Institute, Lecturers and Students. The results of the study show: (a) The Circle of Wasathiyah Knowledge's concept of scientific integration is published in the form of academic manuscript documents, (b)The strategy for implementing scientific integration at UIN Salatiga is through: learning, research and community service, (c) The curriculum at the study program level does not have specific subjects related to scientific integration, but is directly implicitly included in the implementation of learning in the classroom, and scientific integration can be seen in the lesson plans for their subjects, (d) Supporting factors: Lecturer human resources and adequate infrastructure, the concept of scientific integration is developing and the availability of science-based study programs. While the inhibiting factors: not all lecturers have sufficient insight into Scientific Integration, the backgrounds of students are diverse, there are no guidelines for implementing scientific integration at UIN Salatiga.

Quality assurance in higher education institutions through the risk management integration

Recently, universities are under increasing public and government pressure to demonstrate the implementation of quality processes. In the present study we analyze what represents the concept of quality in higher education, how we differentiate the services offered by universities in terms of quality, what is the role of risk management in quality assurance. Several researches provided by various scientific sources, international standards in the field of quality, the experience of some foreign universities regarding the implementation of risk management are analyzed. The experience of the public institution, the Academy of Economic Studies from Moldova, was also presented, although not very extensive in the analyzed field. The conclusions we reached relate to the need to promote an effective communication in the field of quality assurance and risk management at the institutional level, the implementation of a risk culture at the institution level. Only in such conditions, the efforts made by the management of the institution can bring the expected results.

Institutional approaches to evaluation of learning and teaching: A sector scan of Australasian universities

ABSTRACT Teaching evaluation is deeply entrenched in institutional quality assurance and is a feature of a range of policies including academic recruitment, promotion, and performance management. Universities must ensure that evaluation practices meet regulatory requirements, while balancing student voice and wellbeing. There is extensive literature examining the validity, reliability, and bias of student surveys, but limited focus on institutional evaluation strategies and what constitutes best practice. This study analyses and reports on the teaching evaluation strategies and practices of Australian and New Zealand universities. All 29 participating institutions use standardised and centrally deployed surveys to evaluate teaching and participated in external student experience surveys to benchmark nationally. Comparisons are provided between the strategic intent of evaluation; survey practices, technology, analysis, and reporting; and the use of other nonsurvey methods. The study informs higher education institutions’ evaluation strategy, policies, and practice and provides an agenda for reframing approaches to evaluation of teaching.

Patientenzentrierte Qualitätssicherung durch PREMs und PROMs: Befragungen von Patientinnen und Patienten mit einer perkutanen Koronarintervention (PCI) und Koronarangiografie

BackgroundThe Institute of Quality Assurance and Transparency in Health Care (IQTIG) was commissioned by the Federal Joint Committee (G-BA) to include the patient perspective in the quality assurance programme for patients undergoing percutaneous cardiac intervention (PCI) and coronary angiography (“QS PCI”). This article describes both the development methodology and the survey-based quality indicators. MethodsOn the basis of a systematic literature research, focus groups with patients, interviews with doctors and an expert group meeting, quality criteria were defined which were relevant to patients. These criteria were translated into PREMs and PROMs. The questionnaires were subjected to a two-phase pretest. Quality indicators were composed by aggregating the items. ResultsAltogether, 12 topic areas were identified which are relevant to patients receiving percutaneous cardiac intervention or coronary angiography. Here, communication and interaction were of high importance. In addition, information before, during and after the procedure was very relevant, and, likewise, the health care professionals’ interaction with patients. Also, symptoms and treatment effects were important. In accordance with the defined topics, 19 quality indicators were developed which can display quality of health care from the patients’ perspective. ConclusionThe development of PREMs and PROMs expanded the quality assurance programme “QS PCI” to include significant dimensions relevant to patients, which can, therefore, provide valuable information to improve patient-centred care.

Challenges to The Implementations of Internal Quality Assurance Mechanisms in Bayelsa Medical University

Since Nigeria's universities are responsible for cultivating the country's workforce, the decline in their quality has a knock-on effect on the country's social, economic, and technological advancements. In response to this issue, several organisations have been established to provide quality assurance in educational institutions. Many obstacles have been placed in the path of these organisations. The purpose of this article is to investigate the obstacles standing in the way of a successful quality assurance programme in Nigeria's publicly funded institutions of higher learning. In order to back up their claims, the authors used secondary sources in their research. Sorted and utilised in the paper were sources from both print and internet media. Inadequate funding, scarcity of academic staff, poor execution of quality control policies, insufficient infrastructural amenities, brain-drain, strike actions, corruption, weak oversight, and poor staff development are all issues that have been identified in this paper as impediments to quality assurance in Nigerian higher institutions. It has been proposed that the following measures be taken to ensure quality in Nigeria's higher institutions: sufficient funding, adequate employment of academic staff, provision basic infrastructures, fight against all forms of bribery, implement all agreements reached with the various union groups, encourage academic staff, direct monitoring, and effective staff growth

A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success

AbstractThe present study aims to design a model course on Information Literacy (IL) and Research Ethics (RE) for university curricula and examine the role of this course in university ranking. The study followed a mixed approach to collect required data for designing the course. First, research students' responses regarding IL and RE were collected using a structured questionnaire. Then, responses regarding students' ethical practices were collected from the heads of departments of a university. The Director of the Institutional Quality Assurance Cell (IQAC) of the university was also consulted for his opinions regarding the design of a model course on IL and RE for university curriculum. A total of 142 research students responded to the survey. Results showed that most of the students are unfamiliar with different ethical terms except plagiarism (71.8%). Similarly, departments' heads think that their students are mostly unfamiliar with the terms like intellectual property, paraphrasing and fair use; and inefficient in evaluating information source, ethically using that information and disseminating it through proper channels. Only 23% of students maintained ethics while conducting research works, which sometimes led them into violation of academic integrity. Considering these issues and consulting with IQAC, a course has been designed which might be incorporated in the university curriculum. This is the first initiative in Bangladesh where a model course has been designed and it has been shown how this course can play a vital role in ensuring quality education and influencing university ranking.

Development of Predictive Models for Quality Assurance of Local Higher Education Institutions

Quality Assurance in local higher education institutions (LHEIs) to determine its performance based on set standards is necessary as to ensure that quality education is enforced holistically. However, due to the myriad of services that the institution is providing, this task could often be overlooked. However, with the availability of Information Technology systems, and Mathematics, the regular evaluation of the LHEIs can be managed and monitored consistently. This paper discusses the development of a basic framework to allow LHEIs monitor their performance across ten (10) areas to determine quality assurance of services in an institution. This study combines the application of Data Mining Models as well as Statistical Methods to develop a Predictive Model to determine the quality assurance levels of a local higher education institution. Moreover, it provides a model in which the institution can look into in determining whether it provides quality service to its students. The developed model was tested for accuracy using existing historical data.

Quality contract ‘prevention of postoperative delirium in the care of elderly patients’ study protocol: a non-randomised, pre–post, monocentric, prospective trial

IntroductionPostoperative delirium (POD) is seen in approximately 15% of elderly patients and is related to poorer outcomes. In 2017, the Federal Joint Committee (Gemeinsamer Bundesausschuss) introduced a ‘quality contract’ (QC)...

Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

This research aims to explore elementary school teachers' perceptions of implementing an independent curriculum during the COVID-19 pandemic imposed by the Indonesian government as alternative learning to address the problem of learning loss. Data was collected through semi-structured interviews with 38 teachers in primary schools across 13 different regions in Indonesia. Data analysis using thematic qualitative quasi-analysis. The analysis found four main themes: urgency, challenges, support and teaching strategies in implementing an independent curriculum. The research concludes that the success of the curriculum will be determined mainly by technological readiness, support and collaboration from all stakeholders, both central and local governments, educational quality assurance institutions, universities, schools, teachers, parents and the community. This research contributes to solve the problems faced by the Indonesian government due to the impact of online learning during the COVID-19 pandemic which results in low literacy.

Quality Assurance Practices in the Time of COVID 19: What Works in Tertiary Institutions in Tanzania

Despite natural disasters like COVID-19, tertiary institutions around the world should be more responsive and use a proactive approach to quality assurance. The COVID-19 eruption halted the operation of normal classrooms. Teaching was done from home, although many teachers were not aware of online facilitation. The current study examined the practice of quality assurance in Tanzanian tertiary institutions following COVID-19 eruption from 2020 to 2021. To achieve this, the study adopted a mixed-methods approach with the help of a sequential explanatory research design. The study involved 113 respondents, obtained randomly from four tertiary institutions. The study adopted an automated questionnaire and semistructured interviews for collecting data from the respondents. The two methods of data collection enabled the gathering of voluminous information with little bias. The data were analysed descriptively and by using content analysis for qualitative data. Results from this study revealed that both external and internal mechanisms were adapted to varying degrees in the practice of quality assurance amid COVID19. They also reveal that some tertiary institutions have adopted a blended online mode of teaching and learning. However, it was not successfully implemented because most tertiary institutions lacked the necessary resources and personnel to use digitalisation in teaching and learning. According to the study, digitalisation quality assurance systems should be improved further to overcome the current situation and the future effects of unpredictable disasters. Furthermore, higher education institutions must improve open and remote e-communication between tutors and students.

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).

Sosialisasi Penggunaan Media Pembelajaran Berbasis WEBS Dalam Pembelajaran ESP

Education has many elements and dimensions that refer to learning media as a determining factor for the success of learning activities. The use of media in its implementation, of course, has the aim of helping the learning process run more optimally and structured. The media determines the success or failure of the learning process. ESP learning at Al Mujtama Pamekasan Islamic High School, needs to be developed using Website-based learning media. The implementation of this service applied the Participatory Action Research (PAR) method and model. This activity lasted for three days, namely on 4, 5 and 6 April 2022 which was carried out offline with theoretical and practical concepts to all lecturers at STAI Al Mujtama.Pamekasan. There were some activities done covering the introduction, delivery of service stages, and socialization of the use of Webs-based ESP learning media. The results obtained from this service, namely lecturers are able to convey subject matter well, lecturers are easier to convey material to students, improve the quality of learning outcomes, learning is more directed, learning is more concrete and feels better understood. Internal audits are conducted twice per semester by stakeholders affiliated with the Quality Assurance Institution (LPM). This is done as a way to control the performance of teachers at Madrasah Al Mujtama Pamekasan. It is hoped that the next service will be developed in the development of very relevant materials and outputs in the form of the English for Specific Purposes (ESP) book according to the knowledge at STAI Al Mujtama Pamekasan.

Transforming Educational Development Centres into Quality Education Centres

Educational Development (ED) also known as Academic Development (AD), Faculty Professional Development (FPD) and Faculty Development (FD)originated out of various context-based needs (student support, academic training, teaching, and learning success) in the different regions of the world. Educational Development (ED) remained outside the mainstream academic life of higher education institutions (HEI) for decades as appendages to learning and teaching transformation agendas. Four decades later, international higher education institutions require radical transformation of the former ED, AD, FPD and FD centres and initiatives to meet the needs of a new era, the ‘age of quality education’ in pursuit of research driven, discipline-integrated quality education approaches at Faculty, School, and College level. The paper presents a critical reflective review of educational development centres /models and highlights the shifting glocal (local and global) needs in HEIs for a comprehensive and integrated learning, teaching, and research approach to quality education. The author proposes that HEIs consider transforming existing centralized hybrid models of ED into discipline-integrated Quality Education Centres (QECs). The hybrid models may include several innovative approaches to institutional quality assurance processes drawn from the Australian Peer Review Portal initiative, the World Bank self-assurance training and development process in Bangladesh higher education, and the “subjects at risk” identification and review process at an Australian -Malaysian transnational university which implemented the PASS program to enhance student success. Discussion concludes with recommendations to establish discipline integrated QECs within institutions that embrace a sustainable, equitable, diverse, and inclusive quality education paradigm.

On some issues about English medium instruction in Armenian higher education institutions: based on the desk and field study of the Erasmus + SMARTI Project

This article is an attempt to present the benefits and challenges of English medium instruction (EMI) and its implementation in Armenian higher education institutions. Through statistically reliable and significant findings of the surveys conducted within the framework of Erasmus + SMARTI Project a qualitative and quantitative analysis has been carried out to identify the gaps existing in the mode of delivery and methodology of EMI and offer ways of bridging that gap. The article highlights the perceived benefits of EMI that include, but are not limited to, boosting internationalisation and quality assurance in Armenian higher education institutions through revising institutional policies, mechanisms and tools in line with Tuning Methodology from a student-centred and labour-market-demand perspective on both national and international levels. To attain these ambitious goals, the article offers step-by-step solutions to a plethora of obstacles and issues that Armenian higher education institutions currently encounter.

A Comparative Analysis of International and Indonesian Quality Assurance Assessments: Review of Elementary Education Study Program

Quality assurance is an essential issue in higher education, therefore Agency for Quality Assurance through Accreditation of Study Programs (AQAS) and LAMDIK as independent quality assurance institutions in Indonesia are present as widely-known quality assurance institutions in Indonesia with differences between standards or criteria on the instruments of the two institutions. This study is based on a research question about how much similarity the assessment variables of the two quality assurance institutions. Hence, this research aims to comparatively analyze the instrument of the two institutions, to figure out which standards or criteria are the focus of the assessment, as well as to analyze the follow-up for the assessment for further study. The data source used was the assessment criteria of the two institutions therefore the methodology was multi-layered research consisting of narrative content analysis followed by statistical analysis, final expert recommendation review, and expert interviews which produce a comparative description. One of clear findings of this study was that AQAS use top-down model hierarchically, starting from the university, faculty, or school, and then to the study program being assessed. Statistical analysis used was fuzzy classifications such as 0, 0.25, 0.50001, 0.75, and 1 which were interpreted as fully out, more out than in, neither fully in nor fully out, more than out, and fully in. The similarity of standards or assessment criteria between the two institutions was shown by PRI from the results of the analysis using the fs-QCA application which pointed out at 0.66667 or close to 67% exceeding 0.5 which was a significant level of inconsistency. The inconsistency value occurred because there are several differences in AQAS standards and assessment criteria at LAMDIK which are influenced by education policies in Indonesia such as the tri dharma policy of higher education that requires community service.