Quality assurance in higher education. A case study: the Deusto University in Bilbao

2006 ◽  
pp. 133-146
Author(s):  
Laura Morigi ◽  
Francesca Trombetti
Keyword(s):  
Higher Education ◽  
Quality Assurance

scholarly journals Internal Quality Assurance of Institutional Learning Outcomes: United States Case Study and Implications for Vietnam Higher Education

2021 ◽  
Vol 5 (2) ◽  
pp. 1-9
Author(s):  
Nhung Tuyet Thi Pham ◽  
Binh Thanh Thi Nguyen
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Internal Quality ◽  
Use Of Technology ◽  
Institutional Learning ◽  
Internal Quality Assurance ◽  
Internal Stakeholders ◽  
Traditional Performance

Higher education institutions (HEIs) are under pressure to provide evidence of student success. In addition to traditional performance indicators such as GPA, grades, and rates of retention, graduation and employment, stakeholders also required institutions to provide evidence of institutional learning outcomes (ILOs). ILOs encompass the knowledge and skills that all students regardless of disciplines from a specific university are expected to demonstrate upon their graduation. This case study examines a complete internal quality assurance (IQA) cycle from a U.S. comprehensive university, including the adaptation of national authentic assessment measures, the use of technology in data analysis, the best practices to communicate assessment results to multiple internal stakeholders to facilitate leadership decision-making, the challenges encountered, and the improvement plans to sustain the procedure. Researchers also make recommendations to Vietnam HEIs that want to adopt IQA of ILOs for both quality improvement and accountability purposes.

scholarly journals Language and Quality Assurance: A Case Study Highlighting the Effects of Power, Resistance, and Countertactics in Academic Program Reviews

2018 ◽  
Vol 29 (2) ◽  
pp. 177-193
Author(s):  
Lynne Bowker
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Institutional Quality ◽  
Academic Program ◽  
Faculty Members ◽  
Quality Assurance Process ◽  
Assurance Process ◽  
Program Reviews

Quality assurance has been recognized as being important in higher education; however, there are numerous reports that it is challenging to engage faculty members in quality assurance processes in a meaningful way. A frequently cited reason for faculty members’ resistance is that they find the process to be authoritarian and non-collegial. This paper presents a case study which shows that changing the tone of the language used to communicate with academics about the institutional quality assurance process—from a bureaucratic and authoritative tone to a more collegial one—can serve as a countertactic to help mitigate the resistance of faculty members to this process. Using corpus-based techniques, we investigate the language used in documents to communicate with faculty members about quality assurance. We then demonstrate that, following a linguistic revision to introduce a more collegial tone to these communications, faculty members appear to be more willing to engage in the quality assurance process in a meaningful way.

scholarly journals A Construal of the Understanding Level of Quality Assurance by Internal Stakeholders in Two Malaysian Universities

2016 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Baboucarr Njie ◽  
Soaib Asimiran
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Public Universities ◽  
Qualitative Case Study ◽  
Academic Staff ◽  
Practical Application ◽  
Research Papers ◽  
Key Stakeholders ◽  
Internal Stakeholders

The “understanding” in terms of interpretation of quality assurance is essential for the acceptance, theorizing and the practical application of the methods proposed by it. A great deal of research papers have often pointed to the lack of understanding, among others, as the reason behind the inadequate nature of implementing quality assurance in higher education institutes. This paper examines the “understanding” levels of two key stakeholders in terms of the meaning they make out of the policy pronouncements on quality. It utilizes the qualitative case study scheme to provoke the thoughts of mainly the academic staff and their administrative counterparts in two public universities. The findings reveal that there exist differences which are mainly grounded on their role and experience in the scope of understanding the purposes served by quality, and the depths of quality management fulfillment among the two categories of stakeholders. This underpins the value of clarifying the philosophy of quality assurance to stakeholders and their involvement for better understanding and ownership.

Cultural Diversity and Accreditation

2018 ◽  
pp. 15-38
Author(s):  
Elif Toprak ◽  
Asuman Nurhan Şakar
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Cultural Diversity ◽  
World Wide ◽  
Social Contexts ◽  
Shared Understanding ◽  
The Face ◽  
Quality In Higher Education

The expansion of distance education in higher education world-wide has brought forth the issue of quality assurance and evaluation processes for institutions and programmes. Though quality is a perception about the performance in products and services offered, it is expected to be shaped through mutual consent in the eyes of internal and external stakeholders of the institutions. Despite the different needs, social contexts and cultures of higher education institutions, general standards have been developed to guide distance education providers in their quest. This paper concentrates on external evaluation pillar of quality assurance that is accreditation according to American, European and Asian perspectives and tries to explain the shared understanding about quality in higher education in the face of cultural diversity. A case-study, the quality journey of Anadolu University, Open Education System is described as an example of different ways leading to the same target.

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