Quality Culture In Higher Education Research Articles

Developing quality culture in higher education in Taiwan: the changes within quality assurance mechanisms

ABSTRACT This paper presents an analysis of quality culture (QC) development in Taiwan which has recently undergone major reforms of quality assurance (QA) policies. The implementation of internal quality assurance (IQA) initiatives has been an indispensable condition to form a QC in higher education which contributes to a fundamental and comprehensive evolution of Taiwanese higher education. To explore the government’s policy strategies and transformation of QA approaches, this paper interviews policymakers, QA experts and academics. This paper identifies common features and distinct characteristics of QC in Taiwan’s higher education, and its relations to QA mechanisms. These perspectives offer a different way of conceptualising QC in QA policies. Furthermore, QC development has not only served the purpose of enhancing quality in higher education but has also acted as a driver for QA and higher education changes.

Challenges and obstacles of academic culture in institutionalizing quality culture in higher education: A grounded theory study

Challenges and obstacles of academic culture in institutionalizing quality culture in higher education: A grounded theory study

Yükseköğretim Kalite Kurulu (YÖKAK): Değerlendirme Süreçleri ve Deneyim Paylaşımı

Gelişen ve değişen dünya düzeni ile yükseköğretimde de gerek ulusal gerekse uluslararası çapta kalite kültürünün oluşturulması gereksinimi doğmuştur. Dolayısıyla bu yazıda, sağlık bilimleri alanında kalite güvencesi konusuyla ilgili farkındalık oluşturulması, Sakarya Üniversitesi Sağlık bilimleri enstitüsünün YÖKAK değerlendirme süreçlerinde dikkat çeken alanlar ile deneyimlerimizin paylaşılması amaçlanmıştır.

Enhancing a quality culture in higher education from a socio-technical systems design perspective

ABSTRACT Despite increasing scholarly interest in the phenomenon of quality culture, the existing literature is largely silent on or ambiguous concerning how to realise such a quality culture. In this paper, insights from the field of socio-technical systems design (STSD) are used to explore how to enhance a quality culture. STSD seems to be able to add to the realisation of a shared value of collective ownership and continuous improvement by using a systematic approach; by paying attention to cultural and psychological aspects, structural and managerial aspects, as well as by participation of lecturers, support staff and leadership. Research using the STSD approach in higher education is still scarce and, therefore, additional empirical studies are needed to explore the potential of STSD to enhance a quality culture.

Studying the Relation Between Stakeholder Input and Higher Education Policy

This study describes a key feature of modern, democratic policy making, namely the relation between stakeholder input and policy output. In the Nordic countries, there are long traditions for and democratic values attached to the dialogue between the government and civil society when developing policies for the educational sector. The case presented here is the hearing process held by the Norwegian Ministry of Education and Research in 2017 prior to the launch of a white paper on quality culture in higher education. The potential coherence between input by stakeholder groups and the quality measures proposed in the white paper is investigated. The theoretical framework comprises the concept of ‘uploading’ borrowed from research on EU policy making and discursive institutionalism to analyse the representation of input by stakeholder groups when they attempt to ‘upload’ their priorities into the white paper. The methodological approach is content analysis of the hearing responses and the white paper. The findings show that stakeholders from the higher education sector and employer groups had a higher degree of coherence with the proposed measures in the white paper, and universities and colleges had a lower degree of input that was represented.

THE ROLE OF VISIONARY LEADERSHIP IN QUALITY CULTURE DEVELOPMENT THROUGH THE IMPLEMENTATION OF INTERNAL QUALITY ASSURANCE SYSTEM AS A MEDIATION (AN EMPIRICAL STUDY IN INDONESIAN PRIVATE HIGHER EDUCATION)

The government has responsibilities towards higher education qualities in Indonesia through The Ministry of Research, Technology, and Higher Education or Kemenristekdikti. The increasing global competition makes higher education in Indonesia follow a higher education trend called the implementation of a quality assurance system or SPMI. Directorate General of Learning and Student Affairs, in order to realize Kemenristekdikti’s vision, has established a development program of SPMI 2015-2019 that aims to make a quality culture in Indonesia's higher education. 100 respondents involved as a proportionally determined research sample. Data analyzed by the explanatory approach using structural equation modeling or SEM and processed with the AMOS program. This research is expected to give a contribution to improving the growth of quality culture in higher education

The Correlation between Internal Quality Assurance and the Formation of Quality Culture in Vietnam Higher Education: A Case Study in Ho Chi Minh City

<p style="text-align:justify">Implementing internal quality assurance activities is an indispensable condition to form a quality culture in higher education institutions in Vietnam which contributing to a fundamental and comprehensive renovation of Vietnamese higher education. The purpose of this research was to assess the correlation of internal quality assurance on the formation of quality culture through the types of higher education institution in Vietnam. A group of 222 teachers from 8 higher education institutions (4 public higher education institutions and 4 private higher education institutions) in Ho Chi Minh city participated in the survey. The questionnaire included three groups which are internal quality assurance activities, awareness of individuals, and organizational culture. The results showed that the correlation between internal quality assurance and the formation of quality culture is difference between two types of higher education institutions, in which with autonomy in higher education institution administration, the level of application of guaranteed the internal quality assurance activities is associated with quality culture developing in private higher education institutions higher than public higher education institutions.</p>

From functional quality apparatus to meaningful enactment: UNISA as example

Purpose The purpose of this paper is to explore the concept of a culture of high quality and show how a culture of high or exceptional quality goes beyond the functional apparatus of quality assurance, the so-called props on the stage, to the enactment and ultimately to the shared meaning-making and webs of significance for both the institution and its staff, as well as for the students and the communities they come from and will ultimately serve. Design/methodology/approach In addition to a general literature review, the paper is a conceptual exploration using a desktop study with examples from UNISA’s (University of South Africa) practice, to develop a conceptual understanding of the concept of a quality culture in higher education. The types and nature of the evidence required for the different quality loci and units of analysis are explored. Areas for improvement are indicated and linked to strategic imperatives in the South African context such as pedagogical renewal and curriculum transformation. Findings Conceptually, a quality culture can be found in four different loci, namely, in the input or functional apparatus, through the enactment to, the individual outcomes and the communal outcomes of institutional activities. The paper also shows that there are different levels of a quality culture that may be found in each of these loci, namely, compliance for accreditation, academic peer review and communities of practice and ultimately transformative meaning-making that leads to innovation and excellence. The conceptual discussion also indicates that in higher education, a regenerative clan culture would likely be the most conducive to ensuring a culture of high academic quality. The case study of UNISA indicates that all the functional quality apparatus is in place with supporting evidence, but that more attention could be paid to the meaningful enactment of a quality culture in in all of the above loci and levels. Originality/value This paper makes a conceptual contribution to developing the concept “quality culture” to include meaning making, communities of practice and ultimately communal, rather than only individual, webs of significance. The paper identifies loci and levels of quality and quality cultures and explores what may count as evidence of high quality in a distance-education setting.

The Quality Culture Inventory: a comprehensive approach towards measuring quality culture in higher education

ABSTRACTQuality assurance and quality development represent central challenges of higher education institutions (HEIs). In this context, the term quality culture has gained increasing attention. Quality culture refers to an organizational culture, which emphasizes the importance of continuous quality improvement, shared attitudes, and commitment towards quality. Despite growing discussion of quality culture, sound empirical approaches that capture this key construct have not been developed systematically. Therefore, we developed the ‘Quality Culture Inventory’ (QCI), which represents a comprehensive approach to operationalizing quality culture in HEIs. In a first step, this paper summarizes the development and empirical validation of the QCI, which comprises six dimensions (e.g. quality-oriented commitment, leadership, and communication). In a second step, relationships between the QCI dimensions and several potential outcome measures (e.g. job satisfaction) are reported. The QCI allows HEIs to evaluate their current state of quality culture based on empirical evidence and develop target-oriented recommendations for quality improvement.

Trust-Based Quality Culture Conceptual Model for Higher Education Institutions

Higher Education Institutions (HEIs) play a crucial role in societies as they enhance the sustainable development of nations. In a context of increasing competition and financial difficulties in higher education institutions, the loyalty of students, faculty and administration staff as well as institutional reputation are key factors for survival and success. They are built upon trust and high quality of services rendered by HEIs. The intentional development of trust serves the purpose of enhancing the quality culture in higher education. The concept of quality culture has become a natural successor of quality management and quality assurance in universities presenting a new perspective for viewing quality at HEIs—as a combination of structural and managerial with cultural and psychological components. This paper provides an elaboration of a novel Trust-Based Quality Culture Conceptual Model for Higher Education Institutions which presents the perceived interconnections between trust and quality culture at HEIs. It can form a source for an inquiry process at HEIs, thus contributing to better contextual diagnosis of the stage where HEI is in the process of building the quality culture based on trust. The findings of this study are important in better understanding the quality culture development in HEIs that is based on trust, loyalty and reputation. It may have an impact on the decision-making processes concerning HEIs’ management. The proposed model contributes to the need for greater clarity, ordering and systematization of the role of trust in the processes of quality culture development.

FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION

Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one’s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally. The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies. Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Rīga Stradiņš University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process. Key words: quality assessment, quality assurance, quality culture, higher education, formative assessment.

Building quality culture in higher education

PurposeThe purpose of this paper is to describe an approach to build a quality culture within a higher education institution.Design/methodology/approachThis paper is based on Action research and a Case study.FindingsThe authors show the result of the mapped processes of a higher education institution, Management planning and control, Education, Research and Support, and describe how the mapping was performed, working in cross-functional teams. Further on, they discuss the result of the pilot and the plan for implementation.Originality/valueA process-oriented approach in higher education institutions, with its complexity, creates opportunities for successful quality assurance and control when having an integrated quality assurance system.

Constructs of quality in higher education services

Purpose The purpose of this paper is to present various quality constructs, their application, success and shortcomings, in higher education (HE) services. Design/methodology/approach This paper aims at reviewing the quality constructs in higher education services through a general review. The paper is organised to highlight different quality practices which higher education institutions have followed from 1990s till date. The paper is scoped to discuss about total quality management (TQM), Kaizen, Six Sigma, Lean and Lean Six Sigma (LSS) comparing their value addition and shortcoming in imbibing quality into the higher education. Publications indexed in Scopus database are considered for the review. The focus of the search in the selected publications was to identify the success and shortcomings of various quality constructs in HE services. Findings The requirement for a quality construct in higher education industry is an important finding of the paper. Alongside this, the reasons behind the shortcoming of quality practices used in higher education system were highlighted. The findings include the opportunities for future research for imbibing quality culture in HE. Research limitations/implications The literature discussed in the part of the paper is restricted to TQM, Kaizen, Six Sigma, Lean and LSS. Though the usage of such quality practices in HE originated in 1990s, there is no one robust sustainable practice till date, which proved to be a pacesetter. This paper validates this assertion, which helps both academicians and practitioners with a new perspective. Originality/value This paper would serve as an excellent resource for both academicians and practitioners to understand the history of quality which contributed to the improvement in HE services, and how the quality excellence has evolved over the years. The paper concludes with a discussion on opportunities for future research to develop quality frameworks for HE services.

Unravelling quality culture in higher education: a realist review

There is a growing belief that higher education institutions should nurture a ‘quality culture’ in which structural/managerial and cultural/psychological elements act in synergy to continuously improve education. Notwithstanding the positive connotation of the ‘quality culture’ concept, its exact configuration remains subject to debate. A realist review was conducted to identify inhibiting and promoting organisational context elements impacting quality culture, its working mechanisms and associated outcomes. Leadership and communication were identified as being of key importance in binding structural/managerial and cultural/psychological elements. Leaders are central ‘drivers’ of quality culture development through their ability to influence resource allocation, clarify roles and responsibilities, create partnerships and optimise people and process management. Adequate communication is considered a prerequisite to diffuse quality strategies and policies, evaluate results and identify staff values and beliefs. It is proposed that the working mechanisms of quality culture comprise increased staff commitment, shared ownership, empowerment and knowledge. Associated outcomes related to these mechanisms are positive effects on staff and student satisfaction, continuous improvement of the teaching–learning process and student and teacher learning and development. Institutions striving for the development of a quality culture should best operate from a contingency approach, i.e. make use of quality management intervention approaches which are tailored to the organisational context.

Quality Culture in Universities and Influences on Formal and Non-formal Education

Quality culture in higher education is a complex concept and until now it is hard to establish a generally accepted approach. European University Association affirmed in 2006 that quality culture is understood as a set of elements: shared values, beliefs, expectations and commitment toward quality. The article aims to identify influences driven by institutional quality culture on non-formal and formal education in universities. Preparing organizational culture for change involves various activities: generating organizational attitudes and practices, creating a climate of mutual trust and support, creating a participative environment that includes all stakeholders, empowering members to self-manage and continually improve processes.

Embedding quality culture in higher education in Ghana: quality control and assessment in emerging private universities

High quality provision has been one of the key aims of the current reforms in higher educational institutions across the globe since the beginning of the century and the millennium. Consequently this has led to the increasing demand for quality assurance (QA). This report identifies those institutional processes and structures that support the development of an internal quality culture in the emerging private universities in Ghana. The study bases its understanding of “quality culture” on the definition which sees it as referring to an organizational culture characterized by a cultural/psychological element on the one hand, and a structural/managerial element on the other hand. If we take our educational activity as a process, then the process (the activity) requires inputs (information, materials), resources (people, equipment, space) and control (QMS) to produce outputs (products and/or services). QA then is a culture—a way of continuously aiming to improve and do better—and the private universities in Ghana are responding to this.

Teachers’ conceptions of quality and organisational values in higher education: compliance or enhancement?

Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers’ conceptions of quality, on their preferred organisational values and on the relationships between the two. A written questionnaire was presented to the teaching staff from 18 departments of universities of applied sciences in the Netherlands (N = 266). It comprised 18 questions about teachers’ conceptions of quality, representing two quality scales: compliance and accountability and enhancement and improvement. A further 24 questions, related to organisational values, represent two scales that typify flexible organisations, and two that typify control-oriented organisations. The results reveal a neutral score on the compliance and accountability conceptions of quality and on the control-oriented organisational values, and a high score on enhancement and improvement and on the flexibility-oriented values. Both pairs appear to be moderately positively correlated. Despite the need for further qualitative research, it can be concluded that teachers perceive quality first and foremost as enhancement and improvement, rather than as compliance to external standards and accountability. These findings offer interesting perspectives for the further development of an internal quality culture in higher education.

DEVELOPMENT OF QUALITY CULTURE IN THE UNIVERSITIES

In the area of higher education, however, the adoption of quality control has been superficial and diluted by the exercise of academic freedom, as well as being hampered by lack of shared vision and lack of a match between quality management and educational processes. Further, the prevailing culture of universities is often based on individual autonomy which is jealously guarded (Colling & Harvey, 1995). This type of culture is usually difficult to combine with the need for teamwork, which is an important feature of all quality management efforts (Boaden & Dale, 1992; Lagrosen et al., 2004). Cultural change is being recognised as an important aspect of total quality development. However, the issue surrounding quality culture in higher education has not been comprehensively studied. Objective of the paper: This paper will discuss the issues of quality culture and its development in the universities. Methodology: The research methods were the literature review and document analysis.

The role of engineering laboratories in the establishment of a quality culture in higher education in Greece

An academic legislative reform of the public university sector was recently initiated in Greece (since 2005). It was designed to respond to the requirements of convergence to a common frame of the European Space of Higher Education. This reform found significant resistance from university personnel and students, resulting in a very slow degree of implementation. A careful examination of possible causes for the slow pace of reform usually points to the reluctance of a significant part of the academic and administrative personnel (tenured public service employees), to follow quality assurance procedures and undergo performance evaluation. Engineering schools, on the other hand, are more apt to adopt such principles, since they are taught in engineering curricula and widely applied in industry and services sectors. In this paper, the authors comparatively describe their experience in applying basic quality principles and practices to the university laboratory environment, motivated by cooperation with industry. The comparative discussion adds insight to the reasons for the resistance of the public higher education sector to quality assurance procedures and indicates specific directions to enhance the dissemination of quality culture in engineering faculties. After two decades of experience with the application and introduction of quality structures in the university and industry, the authors believe that engineering laboratories are a valuable tool in initiating and establishing a quality culture in the Greek higher education system.

Still Balancing Improvement and Accountability? Developments in External Quality Assurance in the Nordic Countries 1996–2006

ABSTRACT The role and function of external quality assurance is of great importance for the development of an internal quality culture in higher education. Research has shown that external quality assurance can stimulate but also create obstacles for institutional improvement. To strike a balance between improvement and accountability is, therefore, a key issue. Although external quality assurance in the Nordic countries during the 1990s could be said to exemplify such a balance, it is questionable whether they have managed to maintain this balance over time, not least considering the introduction of various accreditation schemes in the Nordic countries as well as in the rest of Europe. This article presents and discusses developments in external quality assurance in the Nordic countries from 1996 to 2006 and points to key issues on how external quality assurance could also stimulate a quality culture in the ‘age of accreditation’.