Best practices for quality assurance in higher education: implications for educational administration

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Romina Ifeoma Asiyai
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Best Practices ◽  
Educational Administration

The Academic MIS Model Used in Higher Education to Resolve Typical Problems in Indonesia

2012 ◽  
Vol 4 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Veronica S. Moertini ◽  
Tety Yuliaty ◽  
Wisnu Rumono ◽  
Buddy S. Tjhia
Keyword(s):  
Higher Education ◽  
Information System ◽  
Quality Assurance ◽  
Best Practices ◽  
Management Information System ◽  
Integrated Management ◽  
Management Information ◽  
Catholic University ◽  
Proposed Model

In response to education regulations for quality assurance (QA), universities in Indonesia strongly require an integrated management information system (MIS), such as Academic MIS (AMIS). In developing AMIS, the main issues that must be addressed are the urgent need for implementing university QA standards (even though departments have already implemented their best practices for years and show reluctance to change), changing requirements, and the need for a quick delivery system despite the fact that AMIS is very large in scope. This paper contributes to modeling AMIS, which is suitable for universities in Indonesia. This research has been conducted at one of the best private universities, Parahyangan Catholic University. Having measured the quality of AMIS using several key business measures, results indicated that the proposed model successfully resolved the issues at stake.

MANAGEMENT AND FUNDING FOR QUALITY ASSURANCE IN THE CURRICULA OF HIGHER EDUCATION IN NIGERIA

2015 ◽  
Vol 2 (1) ◽  
pp. 84-100
Author(s):  
Ibiwumi A Alade
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Best Practices ◽  
Learning Outcomes ◽  
Financial Reports ◽  
Sustainable Culture ◽  
Worldwide Phenomenon ◽  
Quality In Education ◽  
Culture Of Quality

The pursuit of quality in education has become a worldwide phenomenon. This stems from the astronomical demand for higher education, as well as the rising integration of relevant emerging educational reforms in the Nigerian curricula. Despite the efforts at promoting best practices in ensuring quality of achievement and learning outcomes, the management and funding of higher education have been criticised for being regressive in recent years. On this premise, this article examines management and funding for quality assurance in the curricula of higher education in Nigeria. The article appraises the concerted actions of management and quality control agencies that are involved in the transformation of the higher education landscape in Nigeria. Some reform measures, which have gained entrance into Nigerian higher education, are also enunciated with a critique of the dire financial situation of higher education in Nigeria, as evidenced by some financial reports from appropriate sources. Similarly, the issue of quality echoed frequently in Nigerian higher education is critically examined. Some of the submissions in the end include the need for the installation of a sustainable culture of quality reforms management and use of adequate financial sharing formula with a view to proving curricula output of higher education in Nigeria.

scholarly journals Suboptimal Utilisation of Resources in Sub-Saharan African Higher Education Institutions: the Case of Teaching Space at Makerere University

2013 ◽  
Vol 5 (1) ◽  
pp. 13-27
Author(s):  
J Ssempebwa ◽  
SO Owolabi ◽  
FEK Bakkabulindi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Administration ◽  
Higher Education Institutions ◽  
Sub Saharan Africa ◽  
Makerere University ◽  
Quality Of Higher Education ◽  
Need To Evaluate ◽  
Sub Saharan ◽  
The University

Many higher education institutions in Sub-Saharan Africa are underfunded.Consequently, they are operating with encumbering resources constraints that threaten quality assurance. Accordingly, they are working to expand the availability of these resources. Notwithstanding, it is taken for granted that once available, these resources are optimally utilized and that, in instances expanding their availability is not possible, compromising on some elements of the quality of higher education is inevitable. The problem is that this presumption could disguise inadequacies in the utilization of the resources, with the consequence that the institutions’ need for the resources is exaggerated. Preoccupation with expanding the availability of resources could also stifle the innovation of creative ways of making the best use of the resources available. This means that the institutions need to evaluate their utilization of these resources—to pinpoint their need for the resources and potential for quality assurance. This paper reports the findings of a study that responded to this need, taking the case of teaching space at Makerere University. The objective ofthe study was to verify the hypothesis that the University is teaching space constrained. The findings were that the resource is overly underutilized albeit this was disguised by occasional overutilization of the same space, a concomitance that only multidimensional evaluation could unearth. Accordingly, the study gives credence to the hypothesis that shortages of resources at the University, and similar institutions, are ostensible. Therefore, it is recommended that these institutions subject their utilization of resources to rigorous evaluation.Keywords · Resources management · Higher education funding · Educational administration

scholarly journals Ukrainian Higher Education Law: Key Highlights and Relationships with Lithuanian Science and Study Policy

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 198-208
Author(s):  
Roman Volodymyrovych Shapoval ◽  
Snieguolė Matulienė ◽  
Gabrielė Juodkaitė-Granskienė
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Quality Assurance ◽  
Best Practices ◽  
Education Law ◽  
Higher Education Law ◽  
Education Organization

The article provides an overview of the Ukrainian Law on Higher Education – defined innovations, establishing a higher education organization, financing and quality assurance principles for the development of competitive human capital guidelines. The article compares these aspects between two countries, Lithuania and Ukraine, emphasizing research and studies in the sphere, giving some insight on these systems. Also authors discusses possible improvements, according to the two states existing best practices in higher education in different areas of Strategy.

scholarly journals A Neo-Institutionalist Approach to Understanding Drivers of Quality Assurance in ODL

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Asha Kanwar ◽  
Romeela Mohee ◽  
Alexis Carr ◽  
Kayla Ortlieb ◽  
Kaviraj Sukon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Best Practices ◽  
Open University ◽  
Drivers Of Change ◽  
Endogenous Factors ◽  
Growing Body ◽  
Open And Distance Learning ◽  
Culture Of Quality

In recent years, quality assurance (QA) in higher education has received increasing attention by academics, learners, institutions, and governments alike. Many open universities (OUs) have taken steps to re-define or re-orient their systems and practices to integrate quality. While there is a growing body of literature on QA best practices, there has been little investigation into the factors that influence institutions to improve or adopt QA and how these factors impact on the specific manifestations of institutional QA. This paper examines the challenges of QA implementation in OUs and, using a neo-institutionalist lens, it advances a framework for understanding drivers of institutional QA implementation. The framework is applied to the case of the Open University of Mauritius (OUM). Existing literature, institutional records, interviews and reports are analysed to assess how exogenous and endogenous factors have influenced QA implementation at OUM, with a focus on addressing the specificities of open and distance learning (ODL). A better understanding of the drivers of change for QA can help OUs plan the implementation of QA mechanisms in a more comprehensive way and to systematically develop a culture of quality that responds to the ideological and practical context of ODL.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

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

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
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.

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