Modern trends in the formation of the quality system of higher education

Assurance System ◽

Comparative Historical Analysis ◽

Different Types ◽

History Of

The trеnds in the formation, dеvеlopmеnt of the quality assurance systеm of еducation, rеvеals the prеrequisites for the creation and theoretic-pedagogical basis of the formation of the quality assurance system of education, and the history of the development of mechanisms to ensure the quality of higher education are considered in the article. The world integration processes, the international practice of forming a national system for ensuring the quality of higher education are considered. The chronology of reforms and transformations taking place in the field of education is also given. Based on a comparative-historical analysis of the formation of the quality assurance system of higher education in European countries, two periods are identified and characterized: the period before the Bologna processes; period - after the Bologna processes. Based on the analysis of world experience, the division of the existing systems of assessment of higher education into different types is shown.

Contribution of leadership, organizational commitment and organizational culture to improve the quality of higher education

International Journal of Innovation ◽

10.5585/iji.v9i1.18582 ◽

2021 ◽

Vol 9 (1) ◽

pp. 131-157

Author(s):

Onisimus Amtu ◽

Sjeny Liza Souisa ◽

Lourine Sience Joseph ◽

Pitersina Christina Lumamuly

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Organizational Culture ◽

Organizational Commitment ◽

Internal Quality ◽

Assurance System ◽

Internal Quality Assurance

Objective of the study: The low quality of higher education in Indonesia has been a concern as well as a shared responsibility to fix it from an early age. Lack of maximum leadership, low organizational commitment, and organizational culture have had an impact on the implementation of an internal quality assurance system. This study intends to examine whether there is a direct or indirect effect of leadership and organizational commitment on the implementation of an internal quality assurance system mediated by organizational culture in state universities.Methodology/Approach: This research uses quantitative methods with a path analysis design. Each value of the effect of exogenous and endogenous variables is tested and analyzed descriptively and path analysis to show the contribution made by each variable studied. Data were collected through a questionnaire with a sample of 221 from a population of 340 populations spread across three state universities in Ambon city, Maluku province, Indonesia.Originality/Relevance: Organizational culture plays an important role to mediate and contribute to the leadership and organizational commitment to create situations and encourage the participation of all elements in the application of the internal quality assurance system in higher education. Main results: The quality of higher education is determined by many factors, but by increasing the role, performance, competence, and leadership style and supported by organizational commitment in an affective, normative, and sustainable manner, the organizational culture becomes one of the frameworks for every university to improve quality and competitiveness in a planned manner. and continuous.Theoretical/methodological contributions: Universities need leadership that is able to encourage and increase collective organizational commitment and culture to achieve sustainable higher education quality. Social/management contributions: The results of this research can be a new breakthrough for each faculty, department, and the department to prepare prospective professional leaders, build solidarity and display a dynamic, creative, and innovative academic culture.

Who Guards the Guard?

International Journal of African Higher Education ◽

10.6017/ijahe.v8i1.13365 ◽

2021 ◽

Vol 8 (1) ◽

pp. 71-90

Author(s):

Nangula Lipumbu

Keyword(s):

Higher Education ◽

Quality Assurance ◽

External Quality ◽

Higher Education System ◽

Assurance System ◽

Standards And Guidelines

Meta-evaluations by Quality Assurance Agencies (QAAs) aim to evaluate the quality of the evaluators of quality assurance. While such evaluations are the norm, especially in Europe, they are rare in Africa. A critical literaturereview was conducted to ascertain whether meta-evaluations were conducted in Namibia. The study estab- -lished that such evaluations have yet to be practiced in the country. Drawing on Clark’s model of the organisa- -tional analysis of higher education institutions and the higher education system as an analytical lens, and based on the African Standards and Guidelines for Quality Assurance and some cases of meta-evaluation byQAAs, we argue for the need to conduct such evaluations in Namibia. The article provides an overview of QAAs’ operations and functions, as well as the current external quality assurance system for higher education inNamibia and justifies the necessity of meta-evaluation in the Namibian context in order to enhance the capacity of QAAs and the quality of higher education institutions. Key words: Higher Education, meta-evaluation, Namibia, quality assurance, Quality Assurance Agencies

The Objectives and Practical Aspects of Quality Assurance System of Higher Education

International Journal of Higher Education ◽

10.5430/ijhe.v9n7p119 ◽

2020 ◽

Vol 9 (7) ◽

pp. 119

Author(s):

Dora H. Ivanova ◽

Olga V. Goray ◽

Nadiia I. Horbachova ◽

Iryna M. Krukovska ◽

Svitlana D. Poplavska

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Education System ◽

Educational Services ◽

The European Union ◽

Higher Education System ◽

Assurance System ◽

The World

Each country in the world has its own individual approaches to the quality assurance system of higher education, so the quality of educational services in each country is different. The developing countries should be guided by the standards and recommendations put forward by the world’s leading countries in the field of the assurance system of higher education in order to improve the quality of education services. The purpose of the scientific investigation is to formulate the objectives and analyze the practical aspects of functioning of the quality assurance system of higher education. In the study’s framework of the practical aspects of the higher education’s quality in European Union’s countries, the methods of general analysis have been used, including comparison and grouping; at the same time, the presentation of statistics is also demonstrated by graphical methods. The practical aspects of quality assurance of higher education in European Union’s countries have been analyzed, which is reflected in the dynamics of the number of students who have received higher education, the structure of higher education degree seeking applicants, the employment rate of graduates who have graduated from higher education institutions (Employment rates of recent graduates), the World University Rankings, the Europe Teaching Rankings, rating of the strength of the higher education system (the QS Higher Education System Strength Rankings). Proposals for ensuring the proper quality of higher education and a high level of educational services to educational institutions of the European Union have been presented.

Sistem Penjaminan Mutu Pendidikan Tinggi di Indonesia

Edugama: Jurnal Kependidikan dan Sosial Keagamaan ◽

10.32923/edugama.v5i1.963 ◽

2019 ◽

Vol 5 (1) ◽

pp. 155-175

Author(s):

Andi Arif Rifa'i

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Human Resources ◽

Quality Of Education ◽

External Quality ◽

Higher Education System ◽

Assurance System ◽

The Government

Quality assurance is an important part of the higher education system which ensures that the effort to achieve quality is in accordance with the quality standards set by the government. The problem of the low quality of human resources of a nation is a manifestation of the inability of the quality assurance system to work effectively. Application of a model that is less effective in quality assurance, will have an impact on achieving the quality of Education. In Indonesia, various changes in the regulation of the quality assurance system began in 2006 - until now, basically both conceptually but not optimally in implementation. Internal and external quality assurance of higher education (HE) institutions has not produced satisfactory results, with the still low competitiveness of HE graduates and the competitiveness of the nation's human resources.

ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ЕЛЕКТРОННОГО НАВЧАННЯ В ЄВРОПЕЙСЬКОМУ ПРОСТОРІ ВИЩОЇ ОСВІТИ

Information Technologies and Learning Tools ◽

10.33407/itlt.v64i2.1951 ◽

2018 ◽

Vol 64 (2) ◽

pp. 245 ◽

Cited By ~ 1

Author(s):

Oksana P. Vorobyova

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Educational Programs ◽

International Standards ◽

National Accreditation ◽

Assurance System ◽

E Learning

In this article, international experience in ensuring the quality of e-learning education is considered and analyzed, as well as developed recommendations for improving the activities in this area in Ukraine. On the basis of the analysis it is determined the necessity to develop and legislate the normative legal acts regulating the procedure and procedures for accreditation of educational programs; the entry of national accreditation agencies into international associations of e-learning quality assurance agencies is important; to encourage higher education institutions to undergo international accreditation; guided by the approved international standards of e-learning when developing educational programs. The proposed recommendations will contribute to the development and improvement of the e-learning quality assurance system in Ukraine.

PESTEL-analysis of the system “state – independent quality assessment agencies”: Political and socio-economic aspects

Economies Horizons ◽

10.31499/2616-5236.4(15).2020.235011 ◽

2020 ◽

pp. 42-50

Author(s):

Artem Artyukhov

Keyword(s):

Quality Assurance ◽

Educational Programs ◽

Regulatory Framework ◽

Point Of View ◽

Quality Of Education ◽

External Evaluation ◽

Assurance System

The aim of the study. The article is devoted to determining the influence of political and socio-economic factors on the process of external evaluation of the quality of higher education at the university. The main factors that motivate a thorough analysis of the educational environment are described both from the point of view of the participants in this process and from the point of view of auditors, independent institutions. The analysis of external factors is the first stage of creating an effective strategy for the advanced development of the educational institution and ensuring its financial stability. Methodology. The use of PESTEL-analysis as a tool for assessing the impact of external factors on the quality of education is substantiated. The list of criteria (indicators) of external assessment of the quality of educational programs is presented and the use of these criteria for the creation of effective mechanisms of maintenance of the quality of higher education in HEI is offered. Results. When considering the relationship “state – independent quality assessment agencies” input parameters are factors of external influence, system parameters – financial performance indicators, management parameters – regulatory framework and criteria for assessing the quality of educational programs, output parameters – recommendations for building an internal quality assurance system education in HEI. Among the political factors of influence can be identified both destabilizing and positive factors on the quality assurance system of free economic zones. Destabilizing factors provoke a constructive response from NAQA in the form of development and active implementation of the regulatory framework in the activities to ensure the quality of education. Practical meaning. The criteria for the external evaluation of the educational program and the activities of the NAQA in terms of improving the national regulatory framework respond to the economic challenges facing the quality assurance system of education. In response to social challenges, the system of external evaluation of the quality of education becomes more “flexible” and prone to a variety of methods for solving problems. Prospects for further research. The analysis of all these factors, as well as the tools to influence these factors, developed by the NAQA, should be the basis of the strategy for the development of free economic relations and regulations on the development of quality assurance in education. The creation of a tool of technological influence on the analyzed factors by the management of the HEI determines the prospects for further research.

Legal Regulation of Educational Activities in Public Schools

Journal of Advanced Research in Law and Economics ◽

10.14505//jarle.v9.1(31).32 ◽

2018 ◽

Vol 9 (1) ◽

pp. 265 ◽

Cited By ~ 1

Author(s):

Svetlana A. ROMANOVA ◽

Tatyana M. GULAYA ◽

Tatyana L. GERASIMENKO

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Management ◽

The State ◽

Quality Of Education ◽

Educational Activities ◽

Assurance System

In the paper it notes: the quality of education is a series of systemic-social qualities and characteristics that define the system of education adopted requirements, social norms, the state educational standards. The authors believe that quality education depends on the quality of requirements (goals, standards and norms), quality resources (programs, personnel potential, contingent of entrants, logistics, Finance, etc.) and the quality of the educational process (scientific and educational activities, management, educational technology), which directly provide the training. The novelty of this work is that the country's accession to the Bologna process has resulted in the need for corresponding harmonization of the current quality assurance system of higher education to the commitments made. Quality assurance of higher education at the state level is achieved by development of normative-legal, organizational, methodological and other documents regulating the system of state quality control of education. The authors note that in the implementation of many activities that should contribute to quality assurance in higher education. The subject of the study is that the current quality assurance system (external expert evaluation of activities of higher education institutions) is now at the stage adaptation of the national system of quality assurance standards and guide lines for quality assurance in the European higher educatio narea. In particular, the formation of the monitoring system and definition of rating of higher educational institutions, which in the assessment activities of the University focuses on international indicators (indicators). Even today, some universities are turning to international accreditation agencies. The study's findings is that the system of legal acts regulating the functioning of higher education, while maintaining a certain level of state regulation of activities in the field of higher education, provides an opportunity to ensure greater compliance with the professional qualification level of training of specialists for the requirements of the social division of labor and mobility system of training of specialists on the labor market. At the same time, the analysis of normative-legal acts on higher education shows that, despite the progressive legal instruments adopted in recent years aimed at the development of the education system, they still characterized by inconsistency, ambiguity, and the impossibility of monitoring the implementation of certain provisions. For the solution of problems a rising in the process of quality management of higher education, the need for further improvement and development framework. Important measure to improve the quality of education and management is the implementation of quality management systems in higher education institutions.

The Challenges of Quality Assurance and Accreditation in Afghanistan: A Policy Implementation Analysis

Journal of Comparative & International Higher Education ◽

10.32674/jcihe.v11iwinter.1536 ◽

2020 ◽

Vol 11 (Winter) ◽

pp. 72-76

Author(s):

Sayed Ahmad Javid Mussawy

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Policy Implementation ◽

Research Universities ◽

Public Universities ◽

Education Services ◽

Different Types

The quest for quality has evolved as a major concern for higher education institutions (HEIs) in developing world. A majority of these countries have adopted quality assurance and accreditation (QAA) policies in order to improve the quality of higher education services. However, implementation of QAA has generated diverse responses among different types of HEIs as their mission and scope of work vary from one another. As a result, implementing a QAA in a public HEI is not a straightforward process. The current research examines the challenges faced by public universities in Afghanistan as they implement a QAA system. More specifically, the study investigates how sensemaking and sensegiving occur as QAA is implemented at teaching vs. research universities, and ways that key-informants at various institutions make use of sensemaking and sensegiving as a tool to interpret the policy.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

The Pedagogical Process Theory and Practice ◽

10.28925/2078-1687.2018.1-2.2331 ◽

2018 ◽

Author(s):

Nina Batechko

Keyword(s):

Higher Education ◽

Quality Assurance ◽

European Higher Education Area ◽

European Area ◽

European Higher Education ◽

European Standards ◽

Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

ANAAC AND HIGHER EDUCATION IN, INDIA

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v6i26.11395 ◽

2018 ◽

Vol 6 (26) ◽

Author(s):

Seema Singh

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Manufacturing Industry ◽

Practical Experience ◽

Individual Autonomy ◽

Economic Activities ◽

National Quality ◽

Education In India

Quality, as we know so far, was originally developed in the manufacturing industry. In the area of higher education, the adoption of quality control has been superficial and diluted by the exercise of academic . Further, the prevailing culture of universities is often based on individual autonomy, which is zealously guarded. Thus, it is usually difficult to apply the features of quality to higher education considering the fact that quality requires. However, the quality of higher education is very important for its stakeholders. Notably, providers (funding bodies and the community at large), students, staff and employers of graduates are. The most commonly grouped dimensions of quality are product, software and service. In the changing context marked by expansion of higher education and globalization of economic activities, education has become a national concern with an international dimension. To cope with this changing context, countries have been pressurized to ensure and assure quality of higher education at a nationally comparable and internationally acceptable standard. Consequently, many countries initiated “national quality assurance mechanisms” and many more are in the process of evolving a suitable strategy. Most of the quality assurance bodies were established in the nineties and after a few years of practical experience, they are rethinking many issues of quality assurance. At this juncture where countries look for experiences and practices elsewhere, the experience of India has many valuable lessons and this report is an attempt to share those developments..