Quality Assurance In Higher Education Research Articles

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

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

Performance Management and Quality Assurance in Higher Education

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

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

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

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

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

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

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

Systems and Mechanisms of Applying Quality Assurance in Higher Education.

Systems and Mechanisms of Applying Quality Assurance in Higher Education.

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

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

'Student Participation in Higher Education Quality Assurance' seminar was held

'Student Participation in Higher Education Quality Assurance' seminar was held.

Reviews on Quality Assurance in Higher Education after 2019

Reviews on Quality Assurance in Higher Education after 2019

Conceptual Aspects of Quality Assurance in Higher Education

This article presents the main provisions of the Concept of Quality Assurance of Higher Education, which is considered both from the point of view of the consumer (student, employer) and from the point of view of compliance with the consumption of an educational service (product). The essence of the new paradigm of quality assurance is substantiated, based on the assertion that quality is a relative and multi-level concept. Approaches to quality assurance at different levels of management, differing in the instrumental part, are characterized. The thesis that the quality management system is understood as an organizational structure, policies, processes, procedures and resources necessary for the implementation of quality management is revealed. The authors presented Vision for the formation of a culture of quality. At the same time, the level of quality culture is determined both at the institutional and national levels. The essence of the quality assurance methodology, which is a system of principles and methods of organizing activities to support and improve quality, is revealed. The methodology of the quality assurance system is based on academic values and fundamental principles. Important elements, methods and tools of the system are presented internal quality assurance.

Master’s Degree Students Training in Higher Education Management in Ukraine

The article deals with the issue of improving higher education management, which is one of the priorities at the stage of Ukraine’s integration to the European Union. The state of Master’s degree students training in higher education management is determined based on the analysis of national legislation, higher education standards in particular, and appropriative Master’s degree programmes. Based on the educational policies of Ukraine, the approaches to providing such training are comprehensively characterized. It has been identified that in Ukraine, the training in higher education management is carried out within two specialties: “011 Educational and Pedagogical Sciences”, “073 Management”, where study programmes in management prevail quantitatively. Based on enrolment data, it has been determined that pedagogical education programmes are in high demand among applicants. The content, purpose, learning outcomes, educational components of the study programmes, the fulfilment of licensed scope of student number for such Master’s degree programmes and their graduates employment is revealed. For the first time, the common features of the goal of the study programmes in higher education management are summarized in the frame of the two specialties specified above: the training of highly qualified specialists with a high level of management and communication competence as well as capacity to solve problems in the education management sphere. The partial implementation of the principles laid down as the basis of the legislation on higher education quality assurance through the accreditation of study programmes and the strengthening trust in higher education in Ukraine has been revealed. The distribution of higher education entrants between the specialities is determined based on a comparative analysis of the data. The issues concerning the feasibility of higher education managers training in frame of the specialty “281 Public Administration and Management” is considered. It is found out that the most programmes are aimed at the institutional level management. It is proposed that providing higher education managers training at the national and regional levels can be achieved by the implementation of the interdisciplinary study programmes.

Enhancing quality assurance in higher education through strategic endowment fund management: case studies and best practices

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

Peer Feedback: Model for the Assessment and Development of Metacognitive Competences in Nursing Students in Clinical Training

Peer feedback serves as a pedagogical methodology that actively engages students throughout their academic journey. Developing metacognitive competences of students in a clinical training context motivates student’s engagement and active participation in the learning and assessment processes as added value for academic success. It is particularly effective in fostering competences that are crucial for future professional practice. This study introduces the design and development of a peer feedback model tailored for the assessment and development of metacognitive competences among nursing students undergoing clinical training, named PEERFEED-EClínico 1.0. The research employs a constructivist case study approach using a multi-method design comprising two stages: Stage 1 (S1) involves development and modeling, conducted through the first and second cycles of participatory action research (PAR); Stage 2 (S2) focuses on validity and feasibility, employing a quasi-experimental study (before and after) to validate the model’s requirements, receptivity, and potential compliance among teachers and students. Data were collected from 2018 to 2021 and involved 163 nursing students and 24 teachers/supervisors enrolled in curricular units related to clinical training during the 3rd and 4th years of their undergraduate nursing degrees. The findings highlight the PEERFEED-EClínico 1.0 model, which features four levels of implementation. The model emphasizes self-knowledge, self-reflection, and self-regulation along with communication, interpersonal relationships, and teamwork, all of which are deemed essential for students’ future professional practice. The peer feedback model promotes a centered student approach, allows the alignment of pedagogical methodologies with international frameworks of quality assurance in higher education, and contributes significantly to nursing education and science knowledge.

GEORGIAN HIGHER EDUCATION WITHIN THE FRAMEWORK OF ACCREDITATION PROCESS

Over the past few years, within the framework of the reform of quality assurance of higher education, important changes have been made. The goal of the reform is higher education improving the quality of education in institutions and making it student-oriented providing an educational environment. As a result of carrying out 8 reforms, the quality assessment system of higher education was changed. Authorization standards and procedures have come in line with the highest with the quality assurance standards of theEuropean space of education and with the guiding principles. The system will become attractive to both locals and foreign students, the process of international recognition of education will be simplified, exchange and joint educational and research programs implementation. From this point of view, the authorization board is important, analysis of the decisions, as well as the assessment of the USD itself, the new authorization standards, their point of view regarding the revised standards. It is important to determine whether there are still problematic issues, different views and recommendations from universities.

Transformation of higher education in Ukraine: Impact of the war and objectives for post‐war recovery

AbstractProcesses of globalisation, sustainable development, the Covid‐19 pandemic, and other current circumstances influence the development of higher education. Higher education institutions in Ukraine also face challenges related to the military aggression by the Russian Federation since 2014, martial law since February 2022 and efforts to prepare for a post‐war recovery. The article outlines key areas that merit closer attention including an analysis of changes occurring in higher education in Ukraine before and during the war; the network of higher education institutions in Ukraine; admissions processes; trends in higher education quality assurance and enhancement; and international aid for the support and development of higher education in Ukraine. The analysis outlines changes that have taken place in higher education in Ukraine as a result of the destruction of infrastructure and a decrease in institutional capability of universities in eastern Ukraine and Crimea, as well as massive migration. We identify main innovations and specific features of the admissions process in 2022 compared to admissions processes in 2021. The government of Ukraine, following martial law, introduced restrictions that affected international academic mobility, which is carried out online, or to the extent possible as blended learning. Finally, we outline tasks for post‐war higher education recovery and development and underline the key role of universities in the post‐war recovery of Ukraine.

Correlation of Quality Assurance on Postgraduate Academic Performance

Quality assurance in higher education is a necessity and obligation to maintain quality. Academic performance is a student's achievement during their education. Postgraduate academic performance in this research concerns the number of active students, GPA, and study period. The research method used is a documentation study in the academic information system as of February 2023 and as of August 2023 for 6 postgraduate study programs, consisting of 2 doctoral programs and 4 master's programs. Data analysis in this research describes documents and looks for trends with R2. The research results show that Quality Assurance has very little effect on the average length of study for postgraduate students; Quality Assurance has little effect on the number of active students; guarantees have a low effect on the average GPA of graduate students.

Teachers’ Perceptions of Institutional Quality Assurance in Higher Education: A Case of a Bangladeshi Public University

The fundamental target of the self-assessment is to assist institutions to in improving the quality of education and setting priorities in improvement plan as per requirements of relevant stakeholders and following the vision of a nation which requires a huge self-inspiration of faculty members’ within the organization. Universities in Bangladesh have already completed a self-assessment programme and this paper aims to investigate faculty members’ perception and perceived change impact of organizational self-assessment process on academic units using both qualitative and quantitative approaches. The SAC members’ perception on the self-assessment process is collected using likert scale. Overall, mean score implies that SA members are convinced with the standards set for SA process. Organizational improvement priorities and perceived change impacts are identified through Nvivo and in-depth interviews respectively. Although there are some priorities set by them cannot be executed without a grant, only a few departments are chipping away at their improvement plan. However, it is reported that, there is a big change happened in the affective domain of faculty members. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.67-82

A decision-making framework for classroom teaching quality evaluation of college badminton training with 2-tuple linguistic neutrosophic numbers

How to guarantee the quality of college physical education (PE) teaching and reverse the declining trend of college students’ physique year by year has become a hot topic for the research of higher education and school PE workers. The quality assurance of higher education in China should give full play to the role of colleges in teaching quality assurance activities, constantly improve the level of school running and improve the efficiency of school running. Because colleges themselves are the main body of higher education and teaching activities, they have the most power, qualification and responsibility to explain the quality of higher education. The classroom teaching quality (CTQ) evaluation of college badminton training is regarded as multi-attribute decision-making (MADM). The 2-tuple linguistic neutrosophic sets (2TLNSs) which the truth-membership, indeterminacy-membership and the falsity-membership are assessed by using the 2-tuple linguistic term sets is an appropriate form to express the indeterminate decision-making information in the classroom teaching quality (CTQ) evaluation of college badminton training. In this paper, the Hamy mean (HM) and the power average (PA) are connected with 2-tuple linguistic neutrosophic sets (2TLNSs) to propose the 2-tuple linguistic neutrosophic numbers weighted power HM (2TLNWPHM) operator. Then, use the 2TLNWPHM operator to handle MADM with 2TLNS. Finally, taking the CTQ evaluation of college badminton training as an example, the proposed method is explained. The main contributions of this study are summarized: the establishment of the 2TLNWPHM operator; (2) The 2TLNWPHM operator was developed to handle MADM with 2TLNS; (3) Through the empirical application of the CTQ evaluation of badminton training in universities, the proposed method is validated; (4) Some comparative studies have shown the rationality of the 2TLNWPHM operator.

Legal Support of Effective Management of an Educational Institution in Wartime Conditions

The article is devoted to the analysis of the legal provision of effective management of an educational institution of Ukraine in wartime conditions, which consists of the effective application of situational management and elements of anti-crisis management. It was found that from February 24, 2022, the full-scale war of the russian federation against Ukraine exacerbated the problem of legal provision of effective management of an educational institution. An analysis of modern research on the issues of legal regulation and ensuring the effective management of an educational institution in war conditions was carried out (for example, information and analytical reports of the State Education Quality Service of Ukraine and reports on the quality of higher education from the National Agency for Quality Assurance of Higher Education). It was determined that the management of educational institutions in wartime conditions is characterized by: constant observation, detection and localization of problematic phenomena that occur in the educational environment of an educational institution; prevention of crisis situations. It was found that the current legal acts do not sufficiently regulate and ensure the effective management of an educational institution during wartime. An analysis of the existing legal provision regarding the management of an educational institution under martial law was carried out. It was concluded that in Ukraine there are gaps in the legal management of an educational institution in wartime conditions, namely: lack of necessary documents, recommendations, courses for teachers regarding actions in wartime conditions; lack of a strategy for compensating educational expenses of education seekers at the state level, etc.; lack of a permanent mechanism for the simultaneous functioning of various forms of education; lack of recommendations regarding the actions of educational institution managers and teaching staff in the event of destruction or damage to an educational institution; lack of recommendations regarding the targeted actions of educational institutions, employees of educational institutions, education management bodies, who found themselves in temporary occupation; there is no understanding of the possibilities of using autonomy in the development of management of an educational institution with existing legal support.

Global diffusion of quality assurance research in higher education: a study on collaboration and concepts

ABSTRACT Research on quality assurance in higher education has been expanding globally; however, there is still scope for exploring the depth of diffusion to evaluate its impact. To this end, collaboration structures between countries and common concepts in scientific texts were examined in this study. The bibliographic mapping method was employed to analyse data that was derived from the Web of Science. ‘Higher education’ and ‘Quality Assurance’ were the keywords searched and bibliographical data of 3080 scientific texts were extracted. Analyses on co-authorship and co-occurrence were made through the VOSviewer software tool. According to the results, research on quality assurance in higher education spread in half of the countries in the world as of 2021. Research intensity and collaboration relationships reveal that quality assurance research is spreading geographically in North America and Europe. In terms of concepts, although there has been an expansion over the years from a limited understanding of quality management to a more comprehensive perspective of quality assurance in education, it was seen that the central and static view of quality assurance is still solid.