Quality Assurance In Education Research Articles

Improved operation efficiency strengthens organizational quality in higher education

This paper examines quality assurance as an effective tool for organizational development, reviewing the theories and history of quality management. After describing the theoretical foundations used in the USA, focusing on heavy industries, it discusses European models such as TQM, ISO and EFQM systems in more detail, then moves on to critical approaches, especially with regard to the applicability and effectiveness of quality assurance in education and higher education. The second half of this paper focuses specifically on quality assurance in higher education, in particular European standards, approaching it from the perspective of internationalisation. In this context, this paper addresses the issues of brain drain, digital campus, stakeholder involvement and student-centredness. Finally, the paper concludes that quality assurance in higher education is not only an essential but a necessary process as well, which can also be the most effective tool for organizational development.

Data-Based Planning Workshop In Education Quality Assurance In Primary Schools Pamulihan District, Sumedang Regency

The Data-Based Planning Workshop in Education Quality Assurance in Elementary Schools Pamulihan District, Sumedang Regency aims to increase the understanding and skills of educators in planning educational policies and programs based on valid and relevant data. Through this workshop, participants are expected to be able to identify, collect and analyze data to support more effective decision making in improving the quality of education in elementary schools. The main focus of this workshop is to educate participants about the importance of using data in educational planning, as well as how to analyze and implement data to achieve better educational goals. Apart from that, this workshop also highlighted the importance of monitoring and evaluation in ensuring the sustainability of data-based planning. It is hoped that by implementing this concept, elementary schools can achieve more measurable and sustainable improvements in the quality of education.

Integrating TPACK to Enhance Quality Assurance in General English Teaching: A Case Study in Higher Education

This paper explored the integration of Technological Pedagogical Content Knowledge (TPACK) to enhance the quality assurance of General English instruction within higher education. Despite the recognized significance of TPACK for ESL teachers, scant research exists on its application, specifically in ensuring the quality of General English teaching. The study in a public university focused on a division of General English consisting of 61 lecturers. Data was collected using both quantitative and qualitative methods, including a questionnaire adapted from Schmidt et al. (2009) and an interview combined with class observation. The findings revealed that although most lecturers self-rated their TPACK competence at a high level, a small percentage of them integrated technology into their teaching. Therefore, lecturers are recommended to participate in peer observation to share authentic applications of their TPACK knowledge. Regular internal workshops should also be held to revive lecturers’ TPACK skills. More significantly, lecturers have to attend external workshops on AI in TESOL and available TESOL conferences to improve their teaching skills in general. As for managers, incorporating TPACK competencies into teacher evaluations, particularly observation strategies, is recommended to recognize and encourage effective teaching practices. These comprehensive approaches can enhance the quality of general English teaching in this digital era.

Multidimensional Analysis on Building the Quality Assurance System of "Three Levels and Five Categories" Kindergarten for Collaborative Quality Improvement

The realization of high-quality development of preschool education and the construction of a scientific and reasonable kindergarten education quality assurance system are not only inevitable measures under the development trend of "demographic dividend" to "talent dividend" under the background of "ageing and fewer children" of the current population .This paper analyzes the multidimensional complexity of the kindergarten education quality assurance system from five aspects: the main body of the education process, the standard setting of the quality of education, the way of monitoring and Evaluation, the way and method of information collection, and the way of incentive and Evaluation.

The role of quality assurance commissions in the innovation process: challenges and prospects in the context of brazilian universities

In the current higher education scenario, innovation plays a crucial role in fostering new alternatives for positioning complex institutions, such as universities, within competitive and dynamic environments. Recent studies highlight the need to broaden this discussion, with a particular focus on the relationship between innovation and quality assurance processes. This article examines the development of convenience and technical competencies in higher education institutions, emphasizing the role of the Self-Assessment Commission (CPA). The CPA, responsible for governance in institutional evaluation, operates in alignment with ISO 56002 standards. Using a mixed-methods approach, the results indicate that the evaluation commissions responsible for quality assurance in Brazilian higher education have limited involvement in innovation processes, and universities tend not to support the development of these commissions' convenience and operational competencies. The conclusions suggest the need to increase the prominence and autonomy of these commissions, allowing them to actively participate in the innovation process within Brazilian higher education institutions.

A Survey of Students' Opinions About the Curriculum and Their Satisfaction With the Atmosphere of the University and the Learning Process As A Whole

Objective: The purpose of this study is to offer an instrument to investigate students' opinions about the curricula and their level of satisfaction with the atmosphere of the university and the learning process as a whole. The purpose of creating this instrument is to provide one of the principles of the European Quality Assurance Standards and Guidelines for Higher Education (ESG) 2015. This is the principle of considering the needs as well as the expectations of students in quality assurance in higher education. Theoretical Framework: To develop the tool suggested here, an extensive review of the research in the field was conducted, part of which is presented in this paper. Method: To investigate the reliability of the instrument, a survey was conducted among a representative sample including a total of 160 undergraduate and graduate students studying social sciences in the period 2020-2024 at Technical University-Varna, Bulgaria. Results and Discussion: The results demonstrate the reliability of using research-based student needs and expectations in determining student satisfaction with the university as a unit. The results also demonstrate the reliability in using the findings from the application of the questionnaire in understanding the extent to which a higher education institution, faculty or specialty, has succeeded in accounting for students' needs and expectations in providing the quality of higher educationе. Value: This research highlights the importance of the needs and the expectations of the students in ensuring the quality of higher education. Its contribution lies in providing a tool for their reporting.

Pengelolaan Aplikasi SINDE dalam Arsiparis di Balai Penjaminan Mutu Pendidikan Provinsi Kalimantan Tengah

The purpose of this research is to find out how the sinde application is managed in archivist activities at the Central Kalimantan provincial education quality assurance center. The approach used in this research is a descriptive qualitative approach. The data source in this research is the documents management employee at the Central Kalimantan provincial education quality assurance center. The data collection technique used in this research is through interviews, observation and documentation. The data collection technique is through data reduction and presentation as well as drawing conclusions. The results of this research show that the management of the Sinde application is very relevant and effective for archivist activities in the Central Kalimantan province education quality assurance center. This can shorten time, can be accessed anywhere using the username and password owned by each employee can save use of physical paper and save time, letters can be accessed through the sinde application, you can see incoming letters, outgoing letters and can classify letters based on type, date and so on.

Critical Analysis and Perspectives for Quality Assurance of Scientific Events in the Republic of Moldova: Case Study 2023

The article analyzes the organization and conduct of scientific events in the Republic of Moldova in the year 2023, using the online Platform confereninţe.stiu.md, in the context of the quality requirements imposed by the National Agency for Quality Assurance in Education and Research (ANACEC). The results attest problems with compliance with the criteria for organization and reporting, such as lack of manuscript review, acceptance of materials without presentation, discrepancies between reported organizational details and reality, and the tendency to formalize events for administrative purposes. The study suggests the need for strict enforcement of quality requirements to improve the quality and usefulness of scientific events.

Quality assurance in higher education: Trends and insights from a systematic literature review

Quality assurance in higher education is vital for ensuring institutional accountability, improving educational standards, and meeting stakeholder expectations. However, few studies offer clear directions for future research, highlighting the need for further exploration. To address this, this study uses a Systematic Literature Review (SLR) approach to map key research topics in quality assurance. A total of 2,578 Scopus-indexed articles published between 2013 and 2023 were analyzed, employing keyword co-occurrence mapping to identify thematic clusters. The data analysis was conducted using VOSviewer to uncover trends and advancements in the field. The results reveal four distinct clusters: The red cluster focuses on institutional and policy frameworks, highlighting the role of teaching, policy, and standards. The green cluster emphasizes student perceptions, satisfaction, and service quality, reflecting the growing importance of the student experience. The blue cluster examines accreditation processes, emphasizing their role in maintaining academic standards and ensuring compliance. The yellow cluster explores leadership and engagement, focusing on the relationship between school leadership, stakeholder involvement, and quality assurance practices. These findings offer a strong foundation for advancing both scholarly discourse and practical applications in quality assurance and provide valuable insights to guide future research in addressing emerging challenges in higher education.

PERCEIVED STRATEGIES FOR ENHANCING QUALITY ASSURANCE ON SECONDARY SCHOOL PHYSICS TEACHERS IN KOGI EAST EDUCATIONAL ZONE

Quality assurance entails the systematic review of educational provision to maintain and improve its quality, equity and efficiency. It involves self-evaluation, external evaluation, staff evaluation, student evaluation and school evaluation. The purpose of the study was to investigate strategies for enhancing quality assurance in physics education in Kogi East Educational Zone. The study adopted descriptive survey research design. The population for the study comprised all the physics teachers in Kogi East. The sample size for the study consisted of 120 physics teachers which were selected from private and public co-educational secondary schools in the study area using random sampling technique. Two research questions and two hypotheses guided the study. The instrument used for collection of data was a structured questionnaire, titled: Physics Education Quality Assurance Questionnaire (PEQAQ), which was developed by the researcher and validated by experts. The reliability index of the instrument using Cronbach Alpha yielded 0.69. The data collected were analyzed using descriptive and inferential statistics. Findings revealed among others that ensuring functional quality assurance mechanisms in secondary schools in Kogi East provided positive feedback to educational management to enhance performance. Based on the findings, the following recommendation was made. Develop and implement targeted professional development programmes in Kogi State, focusing on research-based quality assurance, strategies and contextualized to address local challenges and needs.

The Construction of Practical Teaching Quality Assurance System of Hotel Management Major under the Perspective of Collaborative Innovation of Government-Industry-University-Research

This paper discusses the construction of quality assurance system for practical teaching of hotel management major from the perspective of collaborative innovation of government-industry-university-research. Firstly, this paper analyzes the problems in the practical teaching of hotel management, such as lack of resources and traditional teaching methods, and emphasizes the importance of constructing the quality assurance system of practical teaching. Then, combined with the theoretical framework of collaborative innovation of government-industry-university-research, the strategies for constructing the quality assurance system of practical teaching are put forward, including the longitudinal curriculum system of “four continuous and three in-depth”, the horizontal operation system of "three classroom interactions" and the overall management system of "double cooperation and mutual supervision". It is found that the collaborative innovation of educational mechanism between government-industry-university-research can significantly improve the quality of personnel training, but the implementation process needs to overcome the challenges such as imperfect collaborative mechanism. Finally, the article puts forward some concrete measures, such as strengthening the cooperation between government and industry-university-research, optimizing the curriculum system, strengthening the construction of teachers, improving the quality monitoring and evaluation system and promoting students' professional development. Through the implementation of these measures, the quality assurance system of practical teaching of hotel management specialty can be effectively constructed, which provides strong talent support for the sustainable development of hotel industry.

Turkish Higher Education Quality Assurance: The Roles of Stakeholders in Curriculum

Today, stakeholder participation is seen as a key element for higher education quality assurance systems. The European Union emphasizes the importance of designing the educational programs of higher education institutions to meet the needs and expectations of stakeholders. The roles of stakeholders are important for the quality of education in higher education. In this study, the roles of stakeholders in curriculum designing, implementation, and evaluation process were investigated. The self-evaluation reports of five universities accredited by the Turkish Higher Education Quality Council (THEQC) were examined in the context of the roles of stakeholders in the program planning, implementation, and evaluation process. The results revealed that internal and external stakeholders are involved in the program planning, implementation, and evaluation processes of universities. Also, it was found that stakeholders have roles in determining needs of society and defining program competencies, making formative evaluations, and analysing program effectiveness. The implications of the study were presented to improve the quality of education in higher education.

Quality Assurance System of Higher Education in Kazakhstan Through Stakeholders’ Eyes: An Empirical Study to Identify Its Challenges

The purpose of this study is to identify the problems of the quality assurance system of higher education in the Republic of Kazakhstan. To do this, the opinions of the stakeholders (students, teaching staff, employers, administrative, and managerial staff) in the process were screened. The data obtained were compared with the results of independent international ratings and other parameters. For screening, field studies were conducted using a questionnaire for students, teachers, non-academic employees of universities, and employers covering all regions of Kazakhstan in terms of quality assurance components. Based on the constructivist approach, the answers were interpreted to identify the problems of the quality assurance system in the understanding of the study participants. This study revealed that participants rate the quality of the content at a below-average level, the quality of the contingent at an average level, the quality of staff at a lower-than-average level, and the quality of infrastructure at a low level. Comparing the results of the survey and interviewing with the analysis of the results of entrance exams and ratings made it possible to identify the most pressing problems in ensuring the quality of educational programs, contingent, staff, and infrastructure of universities and draw conclusions about its improvement. The obtained results will help to customize the system of quality assurance of higher and postgraduate education, thus contributing to the training of highly competitive specialists for the country’s economy.

A New Path to Language Education Innovation Based on Networked Smart Language Laboratories

This paper discusses the importance of networked intelligent language laboratory as a new path for language education innovation. It elaborates on its background, technical support (Internet of Things, big data, cloud computing, artificial intelligence technology), advantages (resource sharing and utilization efficiency improvement, personalized learning support, enhanced teaching interaction and feedback, environmental perception and intelligent management), innovative applications (diversified teaching models, intelligent learning assessment, integration of language practice and cultural experience), analyzes the challenges in construction (technical security and privacy protection, teacher role transformation and capacity improvement, education resource integration and quality assurance), and summarizes the research results and looks forward to future development trends, including continuous technological innovation, expanding and deepening applications, and strengthening globalization and cross-cultural communication and cooperation.

Quality Assurance in Higher Education in the 21st Century: Strategies and Practices for New Generation Universities

This study aims to examine the components of quality assurance systems in higher education and the effects of these systems on new-generation universities. Through literature review and synthesis of findings, the essential components of quality assurance systems, their role in modern universities, and the effects of these systems on performance have been comprehensively analyzed. In the study, the structural elements, operational mechanisms, and accreditation processes of quality assurance systems have been detailed, and the effects of these processes on the academic and administrative performances of new-generation universities have been evaluated. In addition, quality assurance strategies have been suggested that align with the characteristic features of new-generation universities, such as technology-oriented education models, flexible curriculum structures, and industry collaborations. In addition, within the scope of the research, it emphasizes the contributions of quality assurance systems in compliance with international standards, increasing student satisfaction and strengthening institutional reputation. It is evaluated that it will make significant contributions to the literature by offering new perspectives in the field of quality assurance to higher education institutions in Turkey.

Broadening the purpose of education within performance-based accountability: policy (in)coherence and professional learning opportunities

ABSTRACT At a time of increasing global uncertainty, it is critical that school systems succeed at transforming their educational aims and practices. This article focuses on the Chilean System of Educational Quality Assurance as a policy case aimed at expanding the purpose of education by incorporating indicators of social and personal development (ISPD) within performance-based accountability (PBA) policy. The article analyses this phenomenon at organisational level, charting the emergence of organisational routines focusing on ‘if’ and ‘how’ professional conversations that engender a more holistic educational approach are allowed. Data comes from four school cases, each representing a different achievement combination (high-low) of learning standards and ISPD indicators. Results show that all cases develop new professional meetings believing in their capacity to facilitate teachers’ professional conversations. However, three of the four schools deviate from that pathway focusing on practice repetition and increased control to attain academic results, while all schools neglected the policy’s holistic goals. In the context of this disconnection, schools lack operational tools for building an existing language that enhances professional conversations related to broad education. Consequently, the reform does not motivate transformative learning but a reproductive type, hindering teachers’ practice possibilities for adjustments compatible with global challenges.

Global addiction university education: a survey of members of International Consortium of Universities for Drug Demand Reduction (ICUDDR)

ABSTRACT Background Quality education is needed for providing quality addiction care. There are addiction university-based programmes worldwide, differing in their characteristics leading to different profiles. The ICUDDR is a global consortium of universities preparing the addiction workforce providing networking and collaboration. The purpose was to categorize the characteristics of the addiction degree programmes, compare them to the first proposed typology of such programmes, and emphasize the meaning of quality in education. Methods The sample consisted of 99 self-selected representatives from 396 current member institutions of ICUDDR. Data were collected using a questionnaire in an online format and analyzed using Microsoft Excel. Results 35 universities operated at least one degree programme in addictions. Of these, five offered bachelor’s, 16 master’s, and five PhD programmes, and 17 universities provided programmes awarding graduate/postgraduate certificate or diploma. The main focuses of specialized programmes included mostly treatment and prevention. Compared to the typology, we identified all types proposed, and two new types appeared. Conclusions The work provides the first comparison of the proposed typology to the reality of the global representation of universities providing addiction studies and emphasizes the importance of quality assurance and collaboration in addiction education.

The many sides to performativity

Performance will dominate the 20th and the 21st century just as discipline did in the 18th and 19th centuries. Performance can be seen as a global formation of power and knowledge, challenging us to perform . . . or else. The technology of performativity exposes the jargon and practices of efficiency, effectiveness, quality assurance, control, inspection, and accountability in contemporary education. Any undertaking must be justified by an increase in productivity, measured by a gain in time. The technology of performativity, based on systems of rewards and sanctions, makes us both perpetrators and victims. It erodes the professional soul of teachers and academics, with metric adequacy becoming the primary focus. Performativity leads to fabrications in which individuals present themselves in specific registers of meaning, valuing only certain possibilities of being and becoming. In this article, I argue that while the technology of performativity is dominant in universities and broader society, performativity does not have a single meaning. It is a polysemous term with many meanings. I discuss various meanings of performativity, including Edward Said's notion of performance as an extreme occasion, slow scholarship, Judith Butler's concept of gender performativity, the performativity of knowledge, the performativity of method, and posthuman performativity. These different meanings create alternative opportunities for being and becoming, suggesting that the dominance of the technology of performativity does not preclude other possibilities. I explore how these interpretations could counter the technology of performativity in the neoliberal university during a time of polycrisis.

The Decisive Role of Educator in Ensuring the Vietnam Tertiary Education Quality

Many studies show that accreditation and education quality assurance achieve a large number of results relating to the quality of training programs, the quality of higher education institutions and contribute to the increase of international publications and domestic publications. But little scientific theoretical research has been done on these matters. Therefore, the article applies system theory, instructional leadership theory, bureaucracy theory and method of content analysis to clarify the decisive role of educators in the quality and effectiveness of education and training in Vietnam. This study founded that the basic and most important concepts such as "education quality" and "education quality standards", "tertiary education quality" and "tertiary education quality standards" have not been explained. Some provisions of the education law, such as regulations on the decisive role of educator in ensuring the education quality and on academic autonomy, are inadequately implemented. Therefore, the proposed solution is, on the one hand, to clarify and fully implement the legal provisions on "education quality", academic autonomy, “academic freedom” in effective ways without lavish. On the other hand, it is necessary to focus on implementing solutions to govern, manage, accredit, ensure and improve "education efficiency" which is understood as a solution that maximizes the benefits of education and minimizes its physical, financial and human costs.

Leadership in the Third Space

In higher education, the third space can be defined as a place where blended professional and academic roles and skills overlap to achieve common goals which primarily focus on student outcomes. This liminal space can be challenging to lead in as third space areas are typically complex, with a great need for problem-solving and resourcefulness. Career pathways for third space leaders do not follow a straightforward or linear trajectory and fit-for-purpose training and education opportunities for these roles are scarce. Examples of third space environments are educational design, learning design, learning technology and quality assurance. This paper explores common leadership traits and super-powers (key strengths or unique skills), which could contribute to a model for effective leadership in the third space.