scholarly journals Restructuring quality assurance frameworks

2018 ◽  
Vol 12 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Ayaka Noda ◽  
Angela Yung Chi Hou ◽  
Susumu Shibui ◽  
Hua-Chi Chou
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Design Methodology ◽  
Social Needs ◽  
Content Type ◽  
Higher Education System ◽  
The Public ◽  
National Quality ◽  
Evaluation Policies ◽  
General Compliance

Purpose The purpose of this paper is to examine how the Japanese and Taiwanese national quality assurance (QA) agencies, National Institution for Academic Degrees and Quality Enhancement (NIAD-QE) and Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), transform their respective frameworks in response to social demands, and analyze and compare the respective approaches for the key concepts of autonomy, accountability, improvement and transparency. Design/methodology/approach Using a qualitative document analysis approach, this paper initially examines the higher education system, major policies and QA developments, after which the methods associated with the QA restructuring transformations are outlined in terms of motivations, expectations and challenges. Finally, the NIAD-QE and HEEACT evaluation policies and frameworks are compared to assess how each has prepared to respond to emerging challenges. Findings During the QA framework restructuring, both the NIAD-QE and HEEACT struggled to achieve autonomy, accountability, improvements and transparency. While the new internal Japanese QA policy is assured through the external QA, the Taiwanese internal QA, which has a self-accreditation policy, is internally embedded with university autonomy emphasized. The QA policies in both the NIAD-QE and HEEACT have moved from general compliance to overall improvement, and both emphasize that accountability should be achieved through improvements. Finally, both agencies sought transparency through the disclosure of the QA process and/or results to the public and the enhancement of public communication. Originality/value This study gives valuable insights into the QA framework in Asian higher education institutions and how QA has been transformed to respond to social needs.

scholarly journals Who guarantees the quality of the quality assurance agencies? The exploration of the establishment and growth of the Asia-Pacific Quality Register (APQR)

2017 ◽  
Vol 11 (2) ◽  
pp. 58-67 ◽  
Author(s):  
Jianxin Zhang ◽  
Jagannath Patil
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Design Methodology ◽  
Asia Pacific ◽  
Qualitative Assessment ◽  
Future Prospects ◽  
Asia Pacific Region ◽  
Content Type ◽  
Quality Register

Purpose After the “quantity era,” today higher education has entered into the “quality era” and as “the gate keepers of quality,” quality assurance agencies (QAAs) are playing more and more irreplaceable important roles and their social status are becoming more and more prominent. However, how to guarantee the quality of the QAAs? Who can review the QAAs? The purpose of this paper is based exploration of these questions. Design/methodology/approach Following the founding of the European Quality Assurance Register (EQAR) for Higher Education, the Asia Pacific Quality Register (APQR) became the second in the international quality assurance (QA) networks to implement QA register, in 2015 with initiative of Asia-Pacific Quality Network. Findings This paper first retrospects the history and process of APQR, and subsequently the implementation of APQR is described in detail from the two aspects of the criteria and the procedure, and at the end, the paper concludes with a summary of the three characteristics of this first formal implement of APQR: APQR is an international register open to all the QAAs; APQR emphasizes characteristics evaluation of diversity; and APQR highlights the combination of quantitative assessment and qualitative assessment. Originality/value Today on the international stage of QA, APQR has emerged as “the watchman of quality” in the Asia-Pacific region as counterpart of EQAR in Europe. How far away does such newly emerging form of guaranteeing the QAAs’ quality go forward, what is its future prospects and other concerning issues, are some of the question that need enthusiastic attention and contribution.

Internal quality assurance systems: “tailor made” or “one size fits all” implementation?

2017 ◽  
Vol 25 (3) ◽  
pp. 329-342 ◽  
Author(s):  
Sónia Cardoso ◽  
Maria J. Rosa ◽  
Pedro Videira ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Internal Quality ◽  
Institutional Characteristics ◽  
Self Assessment ◽  
Content Type ◽  
National Quality ◽  
Relevant Role ◽  
Internal Quality Assurance ◽  
Practical Implications

Purpose This paper aims to look at the characteristics of internal quality assurance (IQA) systems of higher education institutions to understand whether these systems tend to reproduce a given model, externally defined and suggested to institutions, or rather to be shaped by institutions’ features and interests. Design/methodology/approach The study is supported in the analysis of the content of self-assessment reports of 12 internal QA systems certified, in Portugal, between 2012 and 2015. An analysis grid was used based on three categories: IQA systems’ historical framework, structural/managerial component and monitoring, assessment and continuous improvement. Findings Institutions tended to follow a “one size fits all” approach, meaning that external (European and national) quality assurance (QA) references were used in an identical way, giving origin to rather similar IQA systems. Institutional characteristics do not seem to have played a relevant role, eventually due to institutions’ will to obtain their systems’ certification and, thus, achieve a light-touch external QA. Research limitations/implications The study was based on the analysis of only certified IQA systems and relies on document analysis. It would be interesting to also include non-certified systems, in a comparative perspective, complemented with data deriving from interviews and/or questionnaires with some of the actors involved in the certification process. Practical implications The study provides an understanding of how IQA systems are being implemented in Portugal. Thus, it can be of interest to other institutions as well as to QA agencies. Originality/value The study addresses a topic still relatively absent from research on QA in higher education, being of interest for researchers in the field.

The concepts of quality, quality assurance and quality enhancement

2015 ◽  
Vol 23 (3) ◽  
pp. 250-261 ◽  
Author(s):  
Noha Elassy
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Design Methodology ◽  
Quality Enhancement ◽  
Clear Understanding ◽  
Content Type ◽  
Ongoing Process ◽  
Key Concepts ◽  
Critical Perspectives

Purpose – This paper aims to critically review and discuss different definitions of the concepts of quality, quality assurance (QA) and quality enhancement (QE) in higher education (HE) with presenting critical perspectives of the literature. Design/methodology/approach – The paper looks at literature concerns with the meaning of quality, QA and QE, regarding HE context. It analysis and critically reviews the different definitions of these key concepts. Findings – This paper suggests that the concepts of QA and QE should be dealt as part of a continuum and showed the need for both as an ongoing process in HE institutions. Originality/value – The paper provides a unique analysis of the widely cited pieces of research regarding the concept of quality, QA and QE. It contributes to increase the understanding of those key concepts in HE sector, its origin and mean stream view. It outlines the importance of having a clear understanding of these terms and highlights the difficulties of having a unified definition.

Evaluation of the national higher education system’s competitiveness

2016 ◽  
Vol 26 (2) ◽  
pp. 116-131 ◽  
Author(s):  
Marija Stonkiene ◽  
Renata Matkeviciene ◽  
Erika Vaiginiene
Keyword(s):  
Higher Education ◽  
Education System ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Theoretical Research ◽  
Content Type ◽  
Higher Education System ◽  
Diamond Model

Purpose – The purpose of this paper is to present a model for the analysis of the competitiveness of the higher education system based on the application of M. E. Porter’s diamond model for researching the competitiveness of the national higher education system. Design/methodology/approach – For the research that is presented in the paper, several methods of theoretical research were used: induction, deduction and comparison. Findings – Application of the selected model provided factors for assessment of the performance of higher education institutions and their performance, as well as the ability of higher education institutions to monitor the environment and, depending on the changes in the environment, to introduce internal changes. Originality/value – The paper proposes a model for examining of the factors of competitiveness in the higher education system.

scholarly journals Quality assurance and the battle for legitimacy – discourses, disputes and dependencies

2018 ◽  
Vol 12 (2) ◽  
pp. 54-62 ◽  
Author(s):  
Bjørn Stensaker
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Design Methodology ◽  
Content Type ◽  
Current Trends ◽  
Original Contribution ◽  
To Come ◽  
Governance In Higher Education ◽  
Practical Implications

Purpose The purpose of this paper is to address how issues of legitimacy are influencing the functioning and shaping of the field. The paper identifies key global agendas currently linked to the role of QA in the governance of higher education, the dependencies among key actors within the field and the possible directions of QA in the years to come. Design/methodology/approach The paper is based on existing studies on external quality assurance (EQA) and provides a meta-reflection on current trends and dynamics within the field. Findings The paper argues that the field of EQA is facing a rather turbulent future, both due to increasing competition from other actors that also claim ownership to issues related to quality, and from national authorities which are looking for ways to increase the efficiency and the effectiveness of how the higher education sector is governed. Research limitations/implications Studies on EQA need to be strongly linked to studies of governance in higher education as such a link will broaden the understanding of how the field of quality assurance is developing. Practical implications The paper provides some hints as to how agencies may position themselves in a more insecure future. Originality/value An original contribution is made by linking theories of how legitimacy is developed and shaped to the field of quality assurance.

Lessons from CXC for Caribbean higher education institutions

2017 ◽  
Vol 25 (2) ◽  
pp. 224-236
Author(s):  
Stafford Alexander Griffith
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Theoretical Analysis ◽  
Design Methodology ◽  
Qualitative Data ◽  
Higher Education Institutions ◽  
Content Type ◽  
Institutional Approach ◽  
The Caribbean ◽  
Practical Implications

Purpose The purpose of this paper is to show how higher education institutions in the Caribbean may benefit from the quality assurance measures implemented by the Caribbean Examinations Council (CXC). Design/methodology/approach The paper uses an outcomes model of quality assurance to analyse the measures implemented by the CXC to assure quality in its examinations. It considers how higher education institutions in the Caribbean can benefit from the approach to quality assurance used by that organization. Findings The paper suggests that there are several ways in which the quality assurance in higher education institutions may be improved by using an outcomes model which focuses on the centrality of the student experience by learning from the experiences of the CXC. Research limitations/implications The research uses a methodology of theoretical analysis, that is the selection and discussion of theoretical material and descriptive material, in a particular context, and considers their applicability for improving practice, in this case, in higher education institutions in the Caribbean. It therefore does not engage the collection and analysis of quantitative or qualitative data. Practical implications The paper suggests that quality assurance practices of higher education institutions in the Caribbean should take into account the lessons that may be learned from the quality assurance measures implemented by the CXC. Originality/value The paper calls attention to the need for higher education institutions to make the shift away from a purely institutional approach to quality assurance by adopting a more student-centred approach.

scholarly journals University governance: insights from England and Greece

2018 ◽  
Vol 32 (3) ◽  
pp. 448-462 ◽  
Author(s):  
Anna Saiti ◽  
Ian Abbott ◽  
David Middlewood
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Policy ◽  
Evaluation Method ◽  
Social Needs ◽  
University Governance ◽  
Constructive Model ◽  
Content Type ◽  
Higher Education System ◽  
Effectiveness And Efficiency

PurposeThe purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through literature analysis and the management evaluation method of Organization and Methods (the O and M technique) and argue for a more radical change in, and greater scrutiny of, university governance so as to improve the efficiency and effectiveness of university operations and thus yield a more optimal satisfaction of social needs.Design/methodology/approachThe paper employs the O and M technique in order to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system.FindingsThe “objective” is education and knowledge and there is no room for experimentation in the system. The higher education sector does not need experiments to develop further. Rather, it deserves cautious, creative and innovative consideration and needs a very distinctive treatment of national problems. No matter the policy orientation of the system, higher education policy makers should not forget that higher education has a tremendous influence on peoples’ attitudes and beliefs so the focus should be on the actual knowledge on social responsibility and on the commitment of higher education to serve social interests and needs.Research limitations/implicationsThe analysis developed in this study would benefit from a deeper exploration by investigating more numerous and diverse examples from the international arena of higher education.Originality/valueThis study acts as a complement to previous research on higher education governance since it develops further the analysis and the understanding of university governance. By using as examples two countries with different orientation in their higher education system (mainly due to differences in cultural and ideological perceptions) and keeping in mind that there is no ideal model for university governance, this study could enlighten decision makers in any country to develop a more effective and constructive model of university governance that would serve societal interests more effectively.

Student involvement in the Egyptian quality assurance system

2015 ◽  
Vol 23 (2) ◽  
pp. 123-148 ◽  
Author(s):  
Noha Elassy
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Student Involvement ◽  
Accreditation Body ◽  
Public And Private ◽  
Content Type ◽  
Staff Members ◽  
National Quality ◽  
Assurance Process

Purpose – The purpose of this paper is to study the extent and the quality of student involvement in the quality assurance process (QAP) in Egyptian higher education institutions (HEIs). Design/methodology/approach – In this study, two qualitative methods were used to explore the extent and the quality of student involvement; these were focus groups and interviews. The aim of the study was achieved by collecting data from samples of students and staff members belonging to 14 public and private universities and institutes in Egypt. Findings – The results indicated that students were not efficiently involved in the QAP at the Egyptian HEIs. They were involved in responding to QA-related questionnaires to a large extent in the case when the HEI was on its way to be accredited or if it was accredited already. It revealed that students were not widely involved in committees regarding QAP. They were invited to meet the external review panel members that were sent by the national accreditation body, but they did not participate in writing the self-evaluation report or even reviewing it. Three factors influencing the extent of student involvement are highlighted. Originality/value – The paper provides an empirical insight of the extent and the quality of student involvement in Egyptian HEIs. The importance of this study comes from the fact that after the Egypt’s uprising in January 25, 2011; community pressures appeared to precede positive changes, specifically in the educational sector. From that point of time, higher education (HE) students wanted to be seen as partners in developing their HEIs. Therefore, this study introduces a set of recommendations to increase student involvement to three main Egyptian institutions; these are the ministry of HE, the national quality assurance body and the HEIs.

ANAAC AND HIGHER EDUCATION IN, INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Seema Singh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Manufacturing Industry ◽  
Practical Experience ◽  
Individual Autonomy ◽  
Economic Activities ◽  
Quality Of Higher Education ◽  
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..

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

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