Quality Assurance In Education Research Articles

Construction and optimization of teaching evaluation and quality assurance mechanism of elective courses in art universities in Northeast China

Construction and optimization of teaching evaluation and quality assurance mechanism of elective courses in art universities in Northeast China

What are the perceptions of faculty and academic leaders regarding the impact of accreditation on the continuous quality improvement process of undergraduate medical education programs at Caribbean medical schools?

BackgroundAccreditation and regulation are meant for quality assurance in higher education. However, there is no guarantee that accreditation ensures quality improvement. The accreditation for Caribbean medical schools varies from island to island, and it could be mandatory or voluntary, depending on local government requirements. Caribbean medical schools recently attained accreditation status to meet the Educational Commission for Foreign Medical Graduates (ECFMG) requirements by 2024. Literature suggests that accreditation impacts ECFMG certification rates and medical schools’ educational processes. However, no such study has examined accreditation’s impact on continuous quality improvement (CQI) in medical schools. This study aims to gather the perceptions and experiences of faculty members and academic leaders regarding the impact of accreditation on CQI across Caribbean medical schools.MethodsThis qualitative phenomenological study inquiries about the perceptions and experiences of faculty and academic leaders regarding accreditation’s impact on CQI. Purposive and snowball sampling techniques were used. Participants were interviewed using a semi-structured interview method. Fifteen participants were interviewed across ten Caribbean medical schools representing accredited medical schools, accreditation denied medical schools, and schools that never applied for accreditation. Interviews were audio recorded, and thematic data analysis was conducted.ResultsThematic analysis yielded six themes, including accreditation and CQI, CQI irrespective of accreditation, faculty engagement and faculty empowerment in the CQI process, collecting and sharing data, ECFMG 2024 requirements, and organizational structure of CQI.ConclusionsThere is ongoing quality improvement at Caribbean medical schools, as perceived by faculty members and academic leaders. However, most of the change process is happening because of accreditation, and the quality improvement is due to external push such as accreditation rather than internal motivation. It is recommended that Caribbean medical schools promote internal quality improvement irrespective of accreditation and embrace the culture of CQI.

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 Quality Assurance Acceleration Through Accreditation for Civil Service Universities in Indonesia

The Quality assurance for higher education is very important to ensure that the educational institutions provide quality services to students and the community. Currently, more than hundreds Civil Service Universities or Perguruan Tinggi Kedinasan (PTK) have been established in Indonesia. PTK is a governmental unit dedicated to improve the learning capacity of civil servants, so that the quality assurance is considered as the strategic role for the institutions to prepare the quality of human resources in the public sector. In order to improve the quality, accreditation is required as a standardized instrument for higher education to comply. This paper aims to explore the urgency of accreditation for civil service universities in Indonesia. The format of this paper is a policy brief, so the writing structure is structured as follows: Executive Summary, Policy Issue (Background), Problem Formulation, Impact of Non-Accredited PTK, Recommendations for Alternative Solutions, and Conclusion.

The Role of Accreditation Experts in the Development of Quality Assurance in Higher Education

One of the crucial steps to enhance the quality of university education that began to proliferate globally in the 1980s is quality assurance in higher education. Quality assurance, which gained widespread attention since the 1980s, has been one of the most significant reforms in higher education worldwide. This process has rapidly developed with substantial support from international and regional quality assurance organizations. In Mongolia, external quality assurance was introduced in 1998. Initially, universities underwent institutional accreditation, followed by curriculum accreditation. However, there has been a lack of research on the accreditation process, particularly on the reports by external quality assurance experts. Internationally, making external quality assurance reports and their outcomes accessible is crucial for increasing trust in higher education. This study aims to examine the reports by expert teams involved in the external accreditation of higher education. Twenty reports were randomly selected from the 2022 curriculum accreditation reports by the Accreditation Organization and analyzed. The research results revealed issues such as inadequate involvement of stakeholders (employers and graduates) in curriculum development and improvement, conducting surveys solely to meet accreditation criteria, poor synergy between courses, and the need to support students' participation in academic work. Additionally, a common problem is that universities use quality assurance activities merely as a tool to meet accreditation criteria rather than integrating them into the system. Дээд боловсролын чанарын баталгаажуулалтын хөгжилд магадлан итгэмжлэлийн шинжээчийн оролцоо Хураангуй: Дэлхий нийтэд 1980-аад оноос олширч эхэлсэн их дээд сургуулиудын сургалтыг чанаржуулах асуудлын нэг чухал алхам нь дээд боловсролын чанарын баталгаажуулалтын асуудал байв. 1980-аад оноос өргөн дэлгэрсэн чанарын баталгаажуулалт нь дэлхий дахинд өрнөсөн дээд боловсролын хамгийн чухал шинэчлэлийн нэг байсан бөгөөд энэхүү үйл явц олон улсын болон бүсийн чанарын баталгаажуулалтын байгууллагуудын дэмжлэгийг ихээр авч асар хурдан хөгжсөн байна. Манай улсад хөндлөнгийн чанарын баталгаажуулалтыг нэвтрүүлэх ажил 1998 оноос эхэлсэн бөгөөд эхлээд их, дээд сургуулиуд байгууллагын магадлан итгэмжлэлд, дараа нь сургалтын хөтөлбөрийн магадлан итгэмжлэлд орж эхэлсэн байна. Магадлан итгэмжлэлийн үйл ажиллагаатай холбоотой судлаачдын судалгаа шинжилгээний ажил, тэр дундаа хөндлөнгийн чанарын баталгаажуулалтын шинжээчдийн тайлангийн талаарх судалгаа хийгдээгүй байна. Олон улсад хөндлөнгийн чанарын баталгаажуулалтын тайлан, хөндлөнгийн чанарын баталгаажуулалтын үр дүнг нээлттэй байлгах нь дээд боловсролд итгэх итгэлийг нэмэгдүүлэхэд чухал ач холбогдолтой мэдээлэл болж байна. Энэхүү судалгааны ажлаараа дээд боловсролын хөндлөнгийн чанарын баталгаажуулалтад оролцож буй шинжээчдийн багийн тайланг судлахаар зорьсон. Судалгаанд Боловсролын магадлан итгэмжлэх байгууллагаар 2022 онд сургалтын хөтөлбөрийн магадлан итгэмжлэлд ажилласан шинжээчийн багийн тайлангуудаас санамсаргүй түүврийн аргаар 20 тайланг сонгож авч шинжилгээ хийсэн. Судалгааны үр дүнгээс харвал сургалтын хөтөлбөрийн боловсруулалт, сайжруулалтад хөтөлбөрт оролцогч талуудын (ажил олгогч, төгсөгч зэрэг) оролцоо дутмаг, магадлан итгэмжлэлийн шалгуурыг бүрэн хангахын тулд талуудаас судалгаа авдаг, хичээл хоорондын уялдаа холбоо муу, оюутны эрдэм шинжилгээний ажлын оролцоог дэмжих шаардлагатай зэрэг асуудлууд байна. Мөн сургуулиуд магадлан итгэмжлэлийн шалгуурыг хангахын тулд чанарын дотоод баталгаажуулалтын үйл ажиллагааг тогтолцооны түвшинд бус хэрэглүүр төдий ашиглаж байгаа нийтлэг тулгамдсан асуудал байна. Түлхүүр үг: Магадлан итгэмжлэл ⸱ Шинжээч ⸱ Шалгуур шаардлага Шинжээчийн тайлан

Quality assurance of science and technology universities in Bangladesh: a catalyst for sustainable employment during the 4IR

Purpose This study aims to report the quality of Bangladesh's science and technology universities (STUs) in ensuring sustainable employment of graduates during the Fourth Industrial Revolution (4IR) by assessing their vigilance in skill development activities and exploring students’ perspectives on the university. Design/methodology/approach This research used mixed methods: a close-ended five-point Likert scale questionnaire to understand students’ perspectives and a thematic analysis of the interviews of students, faculties, policymakers and relevant stakeholders. The data was collected through a random sampling method where 1,000 university students took part in the quantitative analysis along with other respondents for the qualitative portion. The analysis was done with a 99% confidence level and a 4.5% margin of error. Findings Bangladesh's STUs still have a long way to go to ensure quality education and generate sustainable employment for their graduates. The universities' preparation to comprehend the 4IR is not at the expected level. In addition, despite students' favourable perception of universities as providers of qualified labour, there is a significant mismatch between supply and demand. Research limitations/implications This research has some limitations regarding time and resources. Due to the limited number of responses from a few universities, this study's findings might only apply to some of the STUs of other countries. This study provided several recommendations for providing quality education to the STUs of Bangladesh. Practical implications The findings of this study indicate that there is still a crucial gap between the initiatives of STUs and the employment market, which prevents graduates from offering the necessary skills to achieve sustainable employment. The findings also support the idea of significant changes in the approach of these universities to address the mentioned issues. Social implications This study suggests collaboration among social actors, relevant stakeholders, STU authorities, education experts and government officials to ensure a demand-based curriculum for the students. The relevant stakeholders should come forward to ensure advanced technologies and internet connectivity in the STUs. Originality/value The data set used in this study is significantly large and varies in the number of institutions, departments and socioeconomic backgrounds of the students, faculties, policymakers and various stakeholders. Furthermore, the capacity of scientific and technology institutions to guarantee sustainable employment through quality assurance in education has also not been recently evaluated in Bangladesh.

PUBLIC MANAGEMENT OF HIGHER EDUCATION QUALITY ASSURANCE INUKRAINE: RELEVANCE OF ISSUES REGARDING THE STANDARDS OF INTERNATIONAL LEVEL PROGRAM DOCUMENTS AND INTERNATIONAL OBLIGATIONS OF UKRAINE

The publication contains results of the research of assurance of higher education quality within the field ofknowledge “Public administration and governance” in such areas as “program documents of international level” and“Ukraine’s obligations to other countries”. In accordance with these directions, there was made an analysis of thecontent of the UN program document “Transforming our world: The 2030 Agenda for sustainable development” andThe European Union–Ukraine Association Agreement (issues of the higher education quality) were analyzed. Thearticle contains recommendations and generalizations on the technology of using the content of internationaldocuments to justify the relevance of the research performed within the field of knowledge “Public administration andgovernance”.

An Exploration of the Internal Quality Assurance System of Postgraduate Education in the UK

Universities in the UK are primarily responsible for the quality of postgraduate education. Through in-depth research on the educational quality assurance organization system, educational quality assurance process and educational quality assessment and feedback system of graduate students in British universities, it is found that universities in the UK provide all-round guarantee for the training of graduate students, forming a top-down quality assurance organization, diversified guarantee methods and student-oriented guarantee concept.

ORGANIZATION OF INTERNAL QUALITY ASSURANCE SYSTEMS AS A CONSTRUCT OF THE NATIONAL QUALITY ASSURANCE SYSTEM: PRACTICE OF KAZAKHSTANI UNIVERSITIES

The restructuring of the quality assurance system of higher education in Kazakhstan is considered a condition for the formation of competitive human potential. The research interest of the authors of this article is aimed at the practice of organizing the internal quality assurance system as the first component of the three-dimensional model of the National Quality Assurance System, which also includes the external quality assurance system and mechanisms of management and regulation of the quality assurance system. The activity of Kazakhstani HEIs with orientation on the European Standards and Guidelines for Quality Assurance in Higher Education in the European Higher Education Area (ESG EHEA) is carried out through the activity of designing a system of measures, including planning, organization and implementation of the actual internal system of quality assurance, adequate to the features of the educational environment of the HEI. As a result of design activity, "author's" normative, organizational, personnel conditions of internal quality assurance systems are created. The purpose of our research was to analyze the practices of organization of internal quality assurance system by HEIs of Kazakhstan as a construct of the National Quality Assurance System. The study allowed us to identify the common and special in the organization of internal quality assurance systems in the context of the implementation of quality assurance methodology in higher education organizations, in the context of academic freedom.

Алгоритм моніторингу та перегляду освітніх програм у системі внутрішнього забезпечення якості

The article presents an algorithm for monitoring and periodic review of study programs in the university system for quality assurance in higher education. It is proved that the responsibility for quality assurance in higher education is delegated to the institutional level, where the learning process is directly planned, organized and implemented. The procedures and order of monitoring, periodic review and updating of study programs at five organizational levels of the internal quality assurance system (IQAS) are characterized. It was determined that information about stakeholders' satisfaction of the quality of training and their recommendations for further improvement of study programs is collected at the first level of the IQAS. The second level of IQAS (department) is responsible for monitoring the study programs and periodic review based on changes in the legislative framework, taking into account the best pedagogical education of Ukrainian and foreign universities, the results of stakeholder surveys, etc. Responsible persons of the third level of IQAS (faculty) control the deadlines, the process of preparation and completion of procedures for external quality assurance in higher education, periodic review of study programs, curricula, programs of subjects for their compliance with higher education standards, urgent requirements of the labor market, educational needs and the interests of students. At the fourth level of the IQAS, structural units monitor the content of study programs for compliance with the Licensing Requirements for Educational Activities, the regulatory framework of higher education of Ukraine, and the current regulatory university documents. The fifth level of the IQAS is responsible for monitoring compliance with the requirements of the internal quality assurance system, including the academic integrity system at all organizational levels. It is summarized that compliance with the procedure for monitoring and periodic review of study programs will allow the university to achieve strategic goal of providing high-quality educational services to students based on sustainable cooperation with stakeholders.

Optimizing Quality Approaches and Investigating Lecturers' Perception for Course Quality Assurance in Higher Education

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education.

Model Construction of Higher Education Quality Assurance System Based on Fuzzy Neural Network

Model Construction of Higher Education Quality Assurance System Based on Fuzzy Neural Network

Evaluation of Internal Quality Assurance System in Defence Services Medical Academy: Moving Toward Quality Culture

The escalating number of higher education institutions globally has heightened the demand for credible education policies and quality assurance mechanisms. The establishment of organizations for quality assurance providers and accreditors has become widespread to meet this demand. The Myanmar Medical Council Accreditation Committee (MMCAC) was established in 2016 to ensure the quality and standard of medical practice in Myanmar. Defence Services Medical Academy (DSMA), one of Myanmar’s medical universities, transitioned to an outcome-based integrated program in line with the World Federation for Medical Education (WFME) Basic Medical Education Standards. To evaluate the effectiveness of DSMA’s internal quality assurance system and its progression towards a quality culture, this study explores faculty perceptions and practices regarding the internal quality assurance process. An explanatory sequential mixed method design was adopted, comprising quantitative surveys followed by qualitative in-depth interviews. Pre- and post-test surveys were administered to DSMA faculty members before and after an IQA training workshop. The surveys assessed knowledge, attitudes, and practices related to the internal quality assurance system. Qualitative data was collected through in-depth interviews with selected faculty members to delve deeper into their experiences and perceptions regarding the IQA process. Quantitative analysis revealed an improvement in faculty awareness and attitudes towards the IQA system post-training. However, challenges such as confusion about the functional place of the QA unit and concerns about disturbing academic freedom persisted. Qualitative findings highlighted varying levels of experience and awareness among faculty members, with unanimous recognition of the need to strengthen the IQA framework by adhering to international guidelines and fostering a culture of continuous improvement. Faculty attitudes towards the IQA process varied, with some viewing it as an extra burden and others recognizing its necessity for document organization and quality control. Faculty involvement in the IQA process varied, with departmental leadership playing a crucial role in promoting participation. While progress has been made in raising awareness and improving attitudes towards the IQA system at DSMA, challenges remain, indicating the need for ongoing efforts in awareness-building and perception management. Structural improvements, regular training programs, and ongoing evaluation are essential to strengthening the IQA framework and fostering a quality culture at DSMA. The successful implementation of quality assurance program depends on teamwork amongst leadership, academics, and all stakeholders.

Multi‐level governance in higher education quality assurance: Agencification and policy coordination in Spain

Multi‐level governance in higher education quality assurance: Agencification and policy coordination in Spain

The Strategi Peningkatan Penjaminan Mutu PTKI Pada Direktorat Pendidikan Tinggi Keagamaan Islam Subdit Kelembagaan Dan Kerjasama

The quality of teaching and learning is a primary concern in the global higher education system, including in Indonesia This article highlights the efforts of Islamic religious higher education institutions in ensuring their quality meets established standards Quality assurance in education, as mandated by existing regulations, involves integrated efforts from various parties to enhance the nation's intelligence through education. However, improving the quality of higher education in Indonesia is still a challenge, especially in terms of accreditation results that show most universities are in criteria B and C. This article also discusses strategies and factors that encourage the improvement of higher education quality, focusing on strategies implemented by the Directorate of Islamic Higher Education. The research method uses a qualitative approach with data collection through interviews, observation, and documentation. The results of content and descriptive analysis support propositions and ideas in improving the quality of higher education in Indonesia. The strategies discussed include accreditation assistance and training in the preparation of internal quality assurance documents, as well as the importance of developing strategic plans and renop documents together. Effective implementation of the Renop relies on the clarity and accuracy of the Renstra, emphasizing the importance of both being developed on an ongoing basis. Through coordinated cooperation and internal efforts, it is hoped that universities can continue to improve their quality to support the development of quality education in Indonesia.

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

BackgroundThe resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.MethodsThis was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.ResultsNational learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.ConclusionsThe findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

Higher Education Quality Assurance System

Higher Education Quality Assurance System

Insights into teachers' training and professional development: introducing online technologies

The article deals with the problem of professional development of teachers and lecturers in Ukraine in today's challenging conditions. The authors of the article are representatives of the development team of the online course "Content and Language Integrated Learning (CLIL) Methodology" for educators. It is a product of the collective creativity of the Foreign Language Teacher Training Capacity Development as a Way to Ukraine’s Multilingual Education and European Integration (MultiEd) project team, сo-working under the umbrella of the Erasmus+KA2 programme. The course is hosted on the Moodle platform of Zaporizhzhia National University; it is aimed at training specialists capable of adapting and implementing advanced teaching methods in the educational process of the New Ukrainian School. This course is designed for subject teachers, foreign language teachers in secondary and higher education, as well as educational institution leaders who understand the contemporary challenges of education in line with the demands of the job market and are interested in modernizing existing educational programs, improving teaching and learning methods, and implementing a culture of quality assurance in education. The course is developed in the Ukrainian and English languages; it is flexible in time and choosing subject themes to fill the gaps in knowledge. The article presents the stages of course development and implementation, description of its content and structural elements. The course was piloted in all UA universities, partnered with the MultiEd team, encompassing 583 participants, 466 of which successfully completed the course. This article focuses on the results of 194 participants’ training on the Moodle platform of Zaporizhzhia National University (March – November 2023), their progress, evaluation and critical remarks, and highlights the prospects of its use in the system of professional teacher training

DEVELOPING A SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION IN UKRAINE

The purpose of the article is to allocate and substantiate the stages of development of the higher education quality assurance system in Ukraine, and to determine the characteristic features of each stage.To achieve this goal, the following general scientific methods were used: analysis, synthesis, comparison and generalization.The article identifies and substantiates the stages of development of the system of quality assurance in higher education in Ukraine. The characteristic features of the initial stage (1991‒1999) were the institutional structuring of the national system of quality assurance in higher education. The peculiarities of the adaptation stage (2000‒2010) are the declaration and alignment with the principles and fundamental ideas of the Bologna Process of the regulatory and legal framework for quality assurance in higher education in Ukraine. At the formative stage (2011‒2014), the regulatory and legislative framework for Ukraine’s accession to the Bologna Process was approved. The characteristic features of the modernization stage (2015‒2019) are the establishment and launch of the National Agency for Quality Assurance in Higher Education, the launch of accreditation of educational programmers; and the establishment of internal quality assurance systems in higher education institutions. In 2020, the modern stage of development of the higher education quality assurance system in Ukraine began.The practical significance of the results obtained is that they can be used in further scientific research on the mechanisms of quality assurance in higher education in Ukraine.

Developing a Toolkit to Measure the Impact of Programme Assessment Result on Improving the Teaching Quality

This study aimed to develop a valid and reliable toolkit to measure the impact of external assessment results and improve teaching activities in engineering majors at Vietnamese universities. The study comprised two stages: development and testing of the questionaire. In addition to desk research, expert interviews were conducted with six education quality assurance specialists to assess the content and construct validity of a several items intended to gauge the impact of external assessment results on improving teaching activities in the questionaire. Simultaneously, SPSS 26.0 software was employed to ensure the validity and reliability of the scale following the testing phase involving sample 439 lecturers teaching engineering majors. The research findings indicated that Cronbach's alpha coefficients were above 0.7, and 38 out of 40 questions exhibited a total variable correlation of over 0.03, thereby ensuring the reliability of the scale. Furthermore, the development of this scale is poised to furnish valuable data for improving teaching activities at the higher education institutions.