Higher Education Quality Assessment and University Change: A Theoretical Approach

2016 ◽  
pp. 15-46 ◽  
Author(s):  
Shuiyun Liu
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Theoretical Approach ◽  
Education Quality ◽  
Higher Education Quality

Ascribing meaning to quality cultures in the Portuguese context

2014 ◽  
Vol 22 (3) ◽  
pp. 255-272 ◽  
Author(s):  
Amélia Veiga ◽  
Maria João Rosa ◽  
Sónia Cardoso ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Education Quality ◽  
Content Type ◽  
Quality Culture ◽  
Higher Education Quality ◽  
Portuguese Higher Education ◽  
Education Quality Assurance ◽  
Promax Rotation

Purpose – The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education. Design/methodology/approach – The discussion was based on the results of a survey run in 2010 among Portuguese academics on quality assessment objectives and purposes. Descriptive statistics was used to investigate academics’ support to what quality assessment was supposed to guarantee (its purposes) and which should be its objectives. Furthermore, a factorial analysis using Promax rotation (oblique) was performed to investigate if the different purposes could be grouped according to the different areas they address in terms of quality assessment, helping to uncover a rationale that could explain the answers obtained. Theoretically, the results have been analysed in the light of the “quality culture” concept. Findings – Perceptions of Portuguese academics that support internal processes of quality assurance correspond either to the responsive quality culture or the regenerative quality culture. The viable form of ideal cultures is analytically limited, and the perceptions gathered encourage “quality cultures” biased by stronger group control. Originality/value – The paper offers new insights into academics’ perceptions on quality assessment, a theme that so far has been relatively absent from higher education quality assurance studies. Furthermore, the results obtained could be useful to policymakers and quality assurance agencies when setting up evaluation and accreditation systems capable of balancing improvement associated with the group dimension and accountability coupled with the grid dimension.

scholarly journals Higher Education Quality Assessment in Ethiopia: A Comparative Study

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
L. Geleto Wariyo
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Assessment Model ◽  
Education Quality ◽  
Ministry Of Education ◽  
Design Data ◽  
Peer Reviews ◽  
Qualitative Research Design ◽  
Higher Education Quality ◽  
International Linkage

<p>The major objective of this study was analyzing the Ethiopian Higher Education quality assessment model in line with another world. The total 46 key informants were purposively selected from the data sources of this study (Ethiopian public HEIs and the Ministry of Education) and interviewed. Document analysis was another instrument.  Using descriptive qualitative research design, data were analyzed in themes qualitatively. Literatures describing the higher education quality assessment models were reviewed. The literature on the models of higher education quality assessment generally tends to converge to the general model of higher education quality assessment and tends to diverge from it while it adds many approaches to the dimensions.  It is recommended that the Ethiopian system better to be governed by an independent agency that has strong international linkage, and the system should emphasize the need of stakeholders in quality assurance and assessment. Use of diversified methodologies and existence of explicit standards for resource utilization were recommended. Rigorous interdisciplinary and cross-disciplinary peer reviews are strongly recommended in this study.</p>

scholarly journals Higher education quality management: What is “quality” and what is “higher education”?

Upravlenets ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 2-14
Author(s):  
Vitaly Tambovtsev ◽  
Irina Rozhdestvenskaya
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Professional Education ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
Higher Education Quality ◽  
Modern Economic ◽  
The Subject ◽  
The Russian Federation

The paper studies the problem of assessing the quality of higher education in the Russian Federation. The problem is rooted in the ambiguous understanding of the concept of quality and the variability of the meaning of higher education, primarily, its arguable connection with obtaining a specific professional education. The methodology relies on the principles of modern economic theory and the results of social psychology and assessment theory, thereby demonstrating a cross-disciplinary character. Based on the provisions and approaches mentioned above, we find that the concept of quality has at least four possible interpretations, and the concept of higher education has three of them, while the current regulatory documents do not fully cover them. Proceeding from the fact that higher education services are credence goods for students, the research proves that students cannot act as the subject of quality assessment. The analysis performed in the paper demonstrates the plethora of options for assessing the quality of higher education, the number of which attains at least 396. The study formulates concrete proposals for modernization of the existing system of higher education quality assessment in Russia.

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