Quality Assurance In Higher Education Research Articles

Students’ Perceptions on the Quality of the Economics Higher Education in Romania

Abstract Romanian Agency for Quality Assurance in Higher Education evaluates, on demand or on its own initiative, the higher education providers and study programmes. This paper presents the results of a large-scale survey on the perception of the Romanian students in the field of Economic Sciences on the quality of the educational programs they follow. The themes covered are: the teaching resources, the educational process, the evaluation and communication, the teaching and learning, the infrastructure, the learning outcomes and the relevance for the labor market. Using a large sample of 8120 respondents, the results show that in general the perceptions are quite positive with scores between 8 and 9, on a range from 1 to 10. We identified differences between students by their seniority, by specific universities and their admission grades.

INTERNATIONAL EXPERIENCE OF TRAINING DOCTORS OF PHILOSOPHY IN SOCIAL WORK

The article analyzes the international experience of training doctors of philosophy in social work.The author analyzed the models of training and certification of scientific personnel in different countries of the world (Great Britain, Germany, France, Italy, Poland).The activity of international structures, professional communities on the popularization of scientific and methodical experience, theory and practice of doctoral education is characterized (European University Association, Council for Doctoral Education, Group for the Advancement of Doctoral Education in Social Work, The International Association Of Schools Of Social Work, Realising the potential of researchers). Among the tasks of the activities of the above and other international structures, institutionalized global professional communities (associations, organizations, programs, etc.) is the coordination of activities related to the development of social work education: development of standards to improve the quality of education; organizing and holding forums for exchange of research; popularization of scientific and methodological experience, theory and practice of doctoral education in social work.An analysis of the state of using the experience of foreign programs in the training of doctors of philosophy in social work in Ukraine was carried out. In order to generalize the level of use of foreign experience in the training of doctors of philosophy in Ukraine, the state of taking into account the experience of foreign programs during the formulation of goals and program results of training in domestic educational and scientific programs in social work was analyzed. The main source is information on the self-assessment of the ONP from the specialty 231 Social work, formed by higher education institutions, by scientific institutions during the accreditation of educational and scientific programs by the National Agency for Quality Assurance of Higher Education.

Тhe phenomenon of higher education quality in modern scientific discourse

The article emphasizes the relevance of the problem of ensuring the quality of higher education in Ukraine, which today is in the center of attention of politicians, state managers, educational and scientific communities, the public, as well as representatives of higher education institutions, higher education seekers, and employers. The author carried out a thorough analysis of the concepts «quality», «quality of education», «quality of higher education». The essence and content of the studied phenomenon is clarified, the need for theoretical and methodological justification of the identified problem for further use in the subject field of pedagogical science and practice is emphasized. It was found that the quality of higher education is a complex multifaceted and diverse category, the interpretation of which depends on the socio-economic development of society and its dominant values. In the course of the study, methods of retrospective, system-logical, structural-functional analysis were used, which allowed to reveal the content and essence of the phenomenon. The results of the conducted research became a comprehensive justification of the concept of the quality of higher education through the prism of modern scientific discourse. Based on a number of scientific works, the author considers the category of higher education quality in the context of all possible directions of its manifestation, in particular at the level of the result, process and educational system. The practical significance of the study lies in the use of its theoretical and methodological provisions and conclusions in the process of developing progressive models and effective mechanisms for the development of systems of external and internal quality assurance of higher education in modern universities.

Enhancing the Quality Assurance of Fashion Technology Courses in India: A Comparative Study between Educators and Industry Professional

Higher education institutions are entrusted with the herculean task of ensuring quality in teaching and learning process of students. It is important that these institutions establish and maintain a proper quality assurance system so that they can offer quality services to their key stakeholders. Fashion Technology courses in India are undergoing drastic transformations in the recent years to keep pace with developments in industry and market conditions. The expectations from the stakeholders has increased manifold and it is the responsibility of the education leaders related with Fashion Technology courses to ensure higher quality in educational offerings. The purpose of this work is to evaluate the importance of different factors in ensuring quality in fashion technology courses. From the extensive review of literature on quality assurance parameters in higher education, ten unique factors were identified. Data were collected from 330 faculty members and 280 industry professionals from fashion design technology industry. Quality assurance parameters like Resources (Students, Faculty, Infrastructure), Education Management, Instructional Design and Delivery, Assessment and Evaluation, Student learning outcomes, Learning Experiences, Professional Attributes, and Skill Sets were considered in this study. Statistical measures like relative importance index (RII), t-test, correlation analysis, etc. were used to compare the perception of educators and industry professionals. The study highlights the importance of different factors in promoting quality assurance in fashion technology courses. The findings has several implications for educators to focus on enhancing quality assurance in higher education in general and fashion technology courses in particular.

Quality Management System in Education: Application of Quality Management Models in Educational Organization—Case Study from the Slovak Republic

The main mission of the internal quality system in educational institutions is to develop the importance of quality in all processes, create suitable conditions for increasing the loyalty and professional development of faculty staff, continually improve student satisfaction, and achieve recognition of educational institutions in the eyes of the public. In the Introduction, this paper covers the current state of the field of quality assurance of higher education in Slovakia. Quality management models that can be used appropriately and effectively in university conditions are identified in the next section. The aim of this overview section was to summarize the advantages and disadvantages resulting from the implementation of quality management models. The paper also includes a case study in which selected models of quality management implemented at a private university in Slovakia are described, especially the process model ISO 9001 and the common assessment framework (CAF) model. The self-assessment within the CAF model was carried out by a questionnaire survey; the obtained data were assessed by classical CAF scoring. The aim of the self-assessment was to identify problem areas and opportunities for improvement and to propose corrective actions. The specifics of the implementation of quality management models at a private university and the benefits resulting from the application are also been defined at the end of the article.

Internal Quality Assurance of Academic Programs: A Case Study in Vietnamese Higher Education

Quality assurance of higher education has been carried out across the world in the past few decades. Therefore, setting up an effective internal quality assurance (IQA) system that fosters improvement in teaching and learning is of great significance. This research examined whether the IQA system was associated with the continuous improvement in the quality of academic programs in Vietnamese higher education institutions (HEIs). The study looked into the IQA system’s infrastructure, its instruments and its efforts at program improvement across different types of HEIs including infrastructure, instruments, and continuous quality improvement efforts in academic programs that are implemented across the different types of institutions. A total of 715 responses from the survey and 46 interviews were analyzed for this paper. The findings demonstrated that the IQA of academic programs in Vietnamese higher education built the fundamental infrastructure and used indirect instruments but did not frequently use the IQA results to continuously improve educational quality. On the basis of these findings, recommendations are made to improve the IQA system of academic programs.

Quality assurance awareness in higher education in China: big data challenges

The quality assurance of higher education in China is an issue of vital international interest. To improve the international reputation of the nation’s universities, steps must be taken to ensure a sustained focus on the quality assurance within its ranks. This paper is primarily focused on the quality assurance models operational in Chinese universities, the Big data challenges and the legal framework backing them. The paper also discusses the implementation of the models, the extent to which they meet international standards, and how they adhere to prevailing laws. The degree of success in attaining and maintaining quality and evaluation of quality improvement opportunities are also discussed. Some of the solutions recommended in this study are the participation of more teachers and students in quality management, more emphasis of Higher Education Institution (HEI) quality assurance on self-regulation and a learning-oriented approach and conducting sessions to collect anonymous feedback from students to reward staff with best practices. Some of the Quality Assurance practices/models adopted in Chinese Universities are the Ministry of Education (MOE) reviews; the Academic Degree Committee oversight; Higher Education Evaluation Center (HEEC) overview, University self-evaluation according to HEEC Indicators, and the Webometric Ranking Model.

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

МЕЖДУНАРОДНОЕ ВЫСШЕЕ ОБРАЗОВАНИЕ: ПРОБЛЕМЫ КАЧЕСТВА И ПЕРСПЕКТИВЫ РАЗВИТИЯ

Currently, characterized by unprecedented anti-Russian sanctions restrictions, issues of functioning of all spheres of human activity are acute. The sphere of higher education was no exception. The agenda of economic and educational forums increasingly includes issues of ensuring the quality of higher education in the context of globalization processes, discussing the prospects for the implementation of international educational programs, analyzing the current state of international student mobility and ways to expand it to cover new areas of education, compliance of higher education with global humanistic values. In the context of globalization processes, quality issues in the field of higher education are of particular importance due to a group of factors, including: the massization of higher education, the development of cross-border education and the expansion of its opportunities due to the new forms and technologies of education, the popularization and expansion of the availability of international educational programs, the strengthening of competition of educational organizations for foreign applicants as sources of funding, etc. The effect of these factors in the international educational space, on the one hand, requires compliance with uniform standards, which include European standards and recommendations for quality assurance of higher education in the European Space (ESG–QA), on the other – may lead to a decrease in educational standards, including under the influence of external factors of the so-called insurmountable strength. We are talking about the impact of COVID-19 and the escalating geopolitical situation on the stability of international partnerships and the preservation of the principles formalized in a series of global documents on quality assurance of higher education, and the enduring universal values.

The Effect of Monitoring and Evaluation on Quality Assurance in Higher Education (A Case Study of Accra Technical University (Atu), Accra-Ghana)

The study aimed to examine the effect of monitoring and evaluation on quality assurance in higher education using Accra Technical University, Accra- Ghana. The study was guided by three research questions grounded in the literature of monitoring and evaluation and quality assurance in higher education. The mixed method research approach which involves both qualitative and quantitative approach was employed for the study. A convenience sampling technique was used to select 60 respondents. Questionnaire and interview were the main data collection instrument. Statistical Product for Service Solution (SPSS) was used in the analysis of the data. Pearson correlation coefficient tool (t-test), chi – square, frequencies, percentages and tables were used to present the data. The study revealed that distractions by colleagues, conflict of interests by superior officers, insufficient financial resources, lack of support from management and difficulties in accessing information are some of the challenges to effective monitoring and evaluation in higher education. It was also discovered that monitoring and evaluation helps to deliver good quality assurance results in terms of – content, professional development, leadership, academic results. It was recommended that there should be continued managerial support through resource allocation to address non-conformities in the quality assurance policies in the university. It was also recommended that there should be extensive examination of the nature of relationship that exists between the vice chancellor registrar, examination department and the quality assurance directorate in the university by focusing on the exact landscape of the relationship as this will help to understand the strengths and drawbacks of the existing relationship.

Quality Indicators and Models for Online Learning Quality Assurance in Higher Education

In the present scenario of COVID-19, the online learning capacity has been increased much more. Due to increased capacity of online learning in higher education, the quality of online learning has serious concerns. To achieve the minimum requirements of quality in online learning for sustainable development, it is important to review the quality assurance principles and strategies. A brief review of literature was conducted to define the quality, to present some quality assurance indicators for online learning and to discuss some online learning models by selecting 27 published articles through inclusion and exclusion criteria. The review showed that learner-teacher interaction, learner’s prompt feedback, learner’s support service, applying appropriate media, tools for online learning and planned documented technology application for the assurance of quality in online learning are important quality indicators. Some quality assurance models for online learning are also presented in this study.

Quality of higher education in Russia: cognitive resources of online-learning

This article is devoted to the analysis of online training resources for quality assurance in higher education in Russia. The review of the scientific literature has led to the conclusion that in the Russian scientific discourse the potential of online learning to ensure the expected quality of higher education through resource potential has been practically not studied. The aim of the study: to determine the sufficiency of online learning resources to ensure the expected quality of education in the social institution of higher education in Russia. The methodological basis is the neo-institutional approach. Prior to the empirical study, the following basic concepts were operationalized: quality of higher education, institution of higher education, online learning, resources of quality of higher education. The result of the operationalization was the definition of two empirical indicators: 1)students' resources for quality education in an online learning environment; and 2)faculty resources for quality education in an online learning environment. The study found that the vast majority of teachers indicated a dramatic decrease in the effectiveness of their educational activities when they went online. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from and indifference to learners, increased anxiety due to fears of health deterioration, indifference to professional development, loss of visual and non-verbal control over students, etc. The teachers' opinion on the main positions correlates with the students' point of view. However, among the students a stable group of about 25% was identified, which is focused on online learning and demonstrates the belief that under its implementation their resources for quality education increase. We formulated a proposal according to which this group of students should be trained in special online (digital) schools on a reduced program, where the priority will be accelerated vocational training.

The battle for legitimacy of ‘student involvement’ in external quality assurance of higher education from Asian QA perspectives – does policy contextualization matter?

ABSTRACT Student involvement, through formal representation in external quality assurance (EQA) has attracted the attention of governments, higher education institutions (HEIs) and quality assurance agencies worldwide. This study aims to explore current developments and the legitimacy of student involvement in EQA agencies in the Asian context. There are several major findings. First, more than a half of responding accreditors in Asia have already engaged students in the EQA systems. Second, student roles in external review processes have not been fully recognized. Third, students as HE stakeholders are considered increasingly relevant as they contribute their valuable learning experiences to HEIs.

Recognition of prior learning: implications for quality assurance in higher education

PurposeA diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education.Design/methodology/approachA qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL.FindingsThe introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university).Originality/valueThe introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.

Smart Campus Evaluation Monitoring Model Using Rainbow Framework Evaluation and Higher Education Quality Assurance Approach

Education in the industrial era 4.0 experienced very significant changes. The role of information technology is a significant trend in education. Since the pandemic occurred at the beginning of 2020, almost all schools and even universities have indirectly demanded rapid changes in adapting to digitalization methods. It was also found that there were many obstacles during the pandemic in the implementation of information technology. The Indonesian state itself in education is still adapting and starting to develop with the existence of models of information technology approaches that can be implemented in academic activities, especially on campuses. Since 2010 it has been following the smart campus concept and model development. However, it was found to be varied due to the absence of a benchmark index in the campus's preparation, monitoring, and evaluation. Through the Rainbow Framework, this will be a solution in measuring the feasibility level through monitoring and evaluating the use of technology with a quality assurance approach. The results can be seen from the components that have been built using the calculation model for the quality of technology education in Indonesia.

In quest for sustainable quality assurance in higher education: An empirical investigation

The main intent of the present research is to explore the particular practices of human resource management (HRM) to impact on sustainable assurance in quality higher education. Specifically, how promotion opportunity, performance appraisal, work condition and payment package influence teachers’ job satisfaction which, in consequence, impacts on education quality in the private universities. To attain this objective, this research applies the two factor theory of Herzberg as its theory background. Data (n = 517) were collected from 21 private universities’ faculty following the technique of random sampling. The study analyzed the data utilizing structural equation modeling through the analysis of moment structure. Results demonstrate that all four HRM variables are statistically positively significant to influence faculty job satisfaction. It also indicates that faculty job satisfaction also influence positively quality education. The study also indicates that if proper HRM practices are nurtured in private higher education institutes (HEIs) that will enhance faculty satisfaction which will sustain the development of quality education.
 Keywords: HRM practices; Faculty satisfaction; Sustainable quality

Higher Education Quality Assurance and Accreditation and University Autonomy Implementation in Vietnam

Along with the mechanism of quality assurance and accreditation that higher education system in Vietnam has been operating, university autonomy is a crucial factor in university governance, creating flexibility and dynamism for higher education institutions (HEIs), and increasing competitiveness among HEIs in the process of creating knowledge and leading the society to develop. The article clarifies the essence of university autonomy, the relationship between quality assurance, accreditation and university autonomy in Vietnam, thereby proposing solutions to promote autonomy for institutions to improve the efficiency and quality of higher education.

Quality Assurance for Performing Arts Education: A Multi-Dimensional Analysis Approach

Senior management in tertiary institutions desires an efficient system that could help them assess and evaluate learning outcomes so that effective policies can be implemented to enhance teaching and learning. This gets intensified as broader issues arise and higher expectations are put on tertiary education—build a creative workforce and adapt to new technologies to analyze the large volume of teaching and learning data. Government and higher education policymakers have to rapidly adjust relevant policies to surmount the challenges from the pandemic and also to keep up with technological advancement. This demands a novel and efficient way for policymakers and senior management to see and gain insights from a large volume of data (e.g., student course and teacher evaluation). In this study, the researchers present such a system through various examples. The findings generated from this study contribute to the scholarship, and they provide a solution to senior management in tertiary institutions wanting to implement effective policies efficiently. The use of online analytical processing, virtual campus, online, and machine learning in education is growing. However, the use of these technology-enhanced approaches is rare in performing arts education. There has been no in-depth study, especially on technology-enhanced learning that leads to the improvement of teaching. This study utilizes a multi-dimensional analysis approach on the course student evaluation, a key aspect of the teaching and learning quality assurance for higher education. A novel analytical framework is developed and implemented at a leading performing arts university in Asia. It analyzes the course evaluation data of all courses (669 courses and 2664 responses) in the academic year 2018/2019 to make evidence-based recommendations. Such a framework provides an easy and effective visualization for senior management to identify courses that need closer scrutiny to ascertain whether and what areas of course enhancement measures are warranted.

The evolving legitimacy of external quality assurance in Colombian higher education

PurposeThis paper aims to analyze how the legitimacy of the policy of external quality assurance (EQA) in Colombian higher education has evolved over the past 30 years through an examination of its two main instruments: the compulsory control of minimum quality standards for academic programs and institutions (registro calificado) and accreditations of excellence for programs and institutions.Design/methodology/approachBased on the methodology of process-tracing, this paper offers a review of the main sequences of the policy of EQA in Colombian higher education: the origins (1990–1998), the expansion (1998–2011) and the contestation (2011–2021). In each sequence, the sources of the substantive and procedural legitimacy of the policy are analyzed. This analysis is based on qualitative data comprising semi-structured interviews with key informants, online information from the 2011 and 2018 student protests and official documentation.FindingsThe policy of EQA in Colombian higher education had relatively high levels of substantive and procedural legitimacy during the first two sequences. However, the situation has become more ambivalent since 2011. On the one hand, internal contradictions and student movements’ growing criticism of neoliberal policies have undermined some of the foundations of this policy. On the other hand, higher education institutions and the Colombian Government still have a positive perception of EQA and have recently revisited the policy to address some of its shortcomings.Originality/valueFrom a conceptual standpoint, this paper advances our understanding of how quality assurance in higher education gains, sustains or loses legitimacy by discussing and testing typologies of legitimacy in the analysis of a national system of EQA. From an empirical perspective, this paper provides a diachronic analysis of EQA in Colombian higher education, a case that has primarily been studied through a technical-rational perspective.

A Foucauldian discourse analysis of unit coordinators’ experiences of consensus moderation in an Australian university

Consensus moderation, where collaboration and discussion take place to reach an agreement on mark allocation, is a frequently used approach to quality assurance in higher education. Unit coordinators play a vital role in facilitating consensus moderation, yet limited research has focused on their role in moderation practices. This study explored unit coordinators’ perceptions and experiences of consensus moderation in Australian higher education through five focus groups. Using Foucauldian discourse analysis, data analysis identified three discursive constructions of consensus moderation situated in the wider discourse of the neoliberal university: a truly collaborative process, an illusion, and a process to manage markers. Unit coordinators in this study were positioned as either supportive, compliant but ineffective, or powerful. In contrast, markers were positioned as helpful and compliant although inexperienced and needing support; uncooperative, resistant, troublesome and demanding; or inexperienced and malleable. This paper has identified varied knowledge and understanding of consensus moderation processes and practice. These findings can inform moderation policy and practices and unit coordinator professional development.