AACSB assurance for STUST quality and competitiveness: balanced scorecard roadmap

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tamer Zaki Fouad Mohamed ◽  
Chia-Hua Chang ◽  
Yu-Chuan Huang
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Balanced Scorecard ◽  
Success Factors ◽  
Service Providers ◽  
Education Quality ◽  
Related Factors ◽  
Content Type ◽  
Continuous Quality

Purpose This paper aims to explore the role of international quality assurance and accreditation on higher education quality improvement and competitiveness, as well as assessing the associated benefits and challenges in the Asian context with reference to Taiwan. Design/methodology/approach The paper used a qualitative approach to examine the case study of Southern Taiwan University of Science and Technology (STUST) accredited by the Association to Advance Collegiate Schools of Business (AACSB). The paper collected survey responses from service providers (i.e. STUST faculty and AACSB) and focus group discussions with students to bridge the perception-expectation gap. Findings The qualitative results highlighted 10 key success factors and performance indicators which were later used to build a balanced scorecard (BSC) strategy for STUST quality improvement and competitiveness. Findings show that education quality assurance (via AACSB process) can directly influence the competitive advantage (i.e. for AACSB, STUST and Students) or indirectly via education quality enhancement. The results from faculty and students are consistent with the value co-creation trend to achieve continuous quality improvement more effectively and efficiently. Originality/value This research paper is unique as the first qualitative in-depth study to discuss assurance related factors that positively or negatively affect competitiveness and quality improvement for Higher Education Institutions (HEIs) in Asia and Taiwan. The paper also contributed by designing a BSC framework and strategy-map applicable to HEIs.

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.

TQM paradigm for higher education in the Philippines

2018 ◽  
Vol 26 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Janette Rodriguez ◽  
Madonna Valenzuela ◽  
Nunilon Ayuyao
Keyword(s):  
Higher Education ◽  
Quality Improvement ◽  
Quality Indicators ◽  
Principal Components ◽  
Success Factors ◽  
The Philippines ◽  
Measurement Tool ◽  
Total Quality ◽  
Content Type ◽  
Stakeholder Satisfaction

Purpose Critical success factors (CSFs) in total quality management (TQM) implementation are vital to the quality improvement of organizations, including higher education institutions (HEIs). The present study aims to attempt to develop a TQM paradigm contextualized to HEIs in the Philippine setting. Design/methodology/approach A total of 309 randomly selected officials/faculty members from four public and four private HEIs participated in the study. Data were collected through self-administered questionnaires. Factor analysis, using principal components with varimax rotation, was used to extract the main CSFs for TQM. Findings Results showed the extraction of two principal components. The first component (accounting for 42.95 per cent of the variance in the model) consisted of 25 quality indicators generally considered to fall under “people empowerment” and “continuous quality improvement” (CQI), while the second component (accounting for 42.31 per cent of the variance in the model) consisted of 24 quality indicators that fall under “leadership commitment” and “stakeholder satisfaction”. Research limitations/implications The study was focused on determining the CSFs in the TQM implementation of Philippine HEIs. Practical implications Findings of this study may be used by HEIs as basis for planning, decision-making and in directing their strategies and resources in the integration of the paradigm in their business process. Social implications The proposed TQM paradigm, upon adoption by Philippine HEIs, may be used as a quality measurement tool to improve performance, embed and sustain quality culture. Originality/value This is the first study that developed a TQM paradigm for Philippine HEIs. The identified CSFs are basically the same as those in the cited studies but with relatively greater emphasis on people empowerment.

scholarly journals QUALITY ASSURANCE IN HIGHER EDUCATION: IMPLICATIONS FOR VIETNAMESE UNIVERSITIES

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Nguyen Thu Le Hang
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Stakeholder Engagement ◽  
Organisational Change ◽  
Leadership And Management ◽  
Institutional Level ◽  
Continuous Quality ◽  
Vietnamese Higher Education

This papar presents the literature based research into the quality assurance practices in higher education. A framework consisting of five components - leadership and management, stakeholder engagement, internal processes, cooperation and collaboration, and culture of continuous quality improvement - will be presented. The study analyses these five components as the driving factors for quality assurance and quality improvement at the institutional level. Finally, the implications for Vietnamese higher education will be provided. Among these implications is the need to manage quality assurance as organisational change for sustainability.

Balanced scorecard in higher education institutions

2017 ◽  
Vol 25 (4) ◽  
pp. 489-499 ◽  
Author(s):  
Nigusse W. Reda
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Balanced Scorecard ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Input Process ◽  
Content Type ◽  
The Balanced Scorecard ◽  
The Status

Purpose The purpose of this paper is twofold: first, to highlight the congruence and roles of the balanced scorecard in the quality assurance practices in higher education institutions, and second, to propose a balanced scorecard model for higher education institutions. Design/methodology/approach A descriptive literature review was used to understand the balanced scorecard, quality assurance practice (System model) and characteristics of the higher education institutions. Findings Used appropriately, the philosophical tenets of the perspectives of the balanced scorecard seem to be congruent with the input, process and output dimensions of quality assurance practices. Thus, if the core functions of higher education are explicitly represented in each perspective, the balanced scorecard seems important for materializing the input, process and output dimensions of quality assurance in higher education institutions. It may help to track and measure the status of higher education institutions in each quality assurance dimension and ultimately help to align each dimension with the university’s vision. Research limitations/implications The paper relied on the description of previous literature. Therefore, as it did not depend on the empirical evidences, the conclusions derived in the paper are more argumentative. Practical implications The paper will add an input to the ongoing discussions on the applications of the balanced scorecard to higher education institutions. Moreover, the proposed model of the balanced scorecard may help higher education managers to assess the performances of higher education institutions and their academic disciplines according to their areas of excellence. Originality/value This paper attempts to undertake a literature review on the balanced scorecard and its roles to the quality assurance practices in higher education. In addition, the congruence between the balanced scorecard and the contemporary characteristics of the higher education institutions is also explored.

scholarly journals Tracking metrics that matter for scaling up employment outcomes

2021 ◽  
pp. 1-6
Author(s):  
Alberto Migliore ◽  
John Butterworth ◽  
Jeannine Pavlak ◽  
Michael Patrick ◽  
Stephen Aalto
Keyword(s):  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Service Providers ◽  
Scaling Up ◽  
Employment Outcomes ◽  
Job Seekers ◽  
Continuous Quality ◽  
Employment Supports ◽  
Employment Programs ◽  
Improved Methods

BACKGROUND: Supporting employment consultants in their work with job seekers is critical for increasing the employment outcomes of people with disabilities. OBJECTIVE: To better understand how to leverage data for supporting employment consultants, including what metrics to track, what to do with the data, and what can be improved. METHODS: A panel of three directors of employment programs addressed these questions as part of the Association of People Supporting Employment First (APSE) 2020 conference. RESULTS: Most employment service providers collect data for billing and compliance reporting. Innovative providers leverage data for quality improvement. CONCLUSIONS: Tracking metrics designed specifically for monitoring the implementation of effective employment supports is key for leveraging data for continuous quality improvement and thus improving job seekers’ employment outcomes.

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.

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