Architectural Education and Quality Assurance in the European Higher Education Area: Design Research as a Plea for Academic Freedom

2015 ◽  
Vol 40 (2) ◽  
pp. 63-73
Author(s):  
Sigrid Pauwels ◽  
Johan De Walsche ◽  
Dra. Lies Declerck
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Environment ◽  
Academic Freedom ◽  
Higher Education Policy ◽  
Architectural Design ◽  
Design Research ◽  
Architectural Education ◽  
Policy Frameworks

The authors reflect on the academic bachelor and master programs of architecture. From the perspective of higher education policy in Flanders, Belgium, they examine the intrinsic challenges of the academic educational setting, and the way architectural education can fit in and benefit from it, without losing its specific design oriented qualities. Therefore, they unravel the process of architectural design research, as a discipline-authentic way of knowledge production, leading to the identification of a number of implicit features of an academic architectural learning environment. The disquisition is based on educational arguments pointed out by literature and theory. Furthermore, the authors analyze whether this learning environment can comply with general standards of external quality assurance and accreditation systems. Doing so, they reveal the Achilles’ heel of architectural education: the incompatibility of the design jury with formalized assessment frameworks. Finally, the authors conclude with an advocacy for academic freedom. To assure the quality of academic architectural programs, it is necessary that universities maintain a critical attitude towards standardized policy frameworks.

scholarly journals Quality assurance in Asian distance education: Diverse approaches and common culture

2011 ◽  
Vol 12 (6) ◽  
pp. 63 ◽  
Author(s):  
Insung Jung ◽  
Tat Meng Wong ◽  
Chen Li ◽  
Sanjaa Baigaltugs ◽  
Tian Belawati
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Higher Education Policy ◽  
Policy Framework ◽  
Policy Integration ◽  
Policy Makers ◽  
The Past ◽  
National Quality ◽  
Policy Frameworks

With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country’s particular circumstances. There are, however, obvious commonalities that underpin these different quality assurance efforts. <br /><br />

scholarly journals NGO impact on ensuring the quality of higher education in departmental HEIs

1970 ◽  
pp. 190-206
Author(s):  
Kateryna Tryma ◽  
Natalia Salnikova
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Policy ◽  
Educational Services ◽  
Structural Units ◽  
Quality Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
Conceptual Foundations

The process of higher education quality assurance is a strategic priority for the development of higher education in Ukraine. To meet the EHEA standards in the sphere of higher education for the Ukrainian HEIS to cooperate with European ones; the conceptual foundations of the reform of higher education, which are designed to provide quality educational services, are to be considered. Modern higher education policy in the European Higher Education Area to ensure the quality of higher education involves the involvement of various stakeholders in the functioning of higher education, including NGOs and associations, employers, local communities, and active citizens. Departmental HEIs began to form an internal system of quality assurance in higher education in 2016. At this stage, the relevant provisions have been developed, which regulate the distribution of powers to ensure the quality of education between different services and departments of the university. Based on the analysed documents, it was concluded that some structural units for quality assurance in higher education in departmental HEIs have not yet been formed, and the functions of compliance with quality standards are assigned as additional to existing structural units. Based on the analysis of news from the websites of departmental HEIs of Ukraine, it was concluded that departmental HEIs cooperate with international and Ukrainian non-governmental organisations whose activities are related to law enforcement. The priority of cooperation between HEIs and non-governmental organisations, which is publicly available on the websites of universities, is joint educational activities, training, conferences and round tables, professional development of employees. There are no documents outlining the influence of non-governmental organisations on ensuring the quality of educational services and information on the practical dimension of cooperation in ensuring the quality of educational services on the websites. The conclusion is made about the need to develop mechanisms for the cooperation of departmental HEIs of Ukraine with non-governmental organisations and the algorithm of the promulgation of this process.

scholarly journals Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

2019 ◽  
Vol 11 (17) ◽  
pp. 4793 ◽  
Author(s):  
Ana Gora ◽  
Simona Ștefan ◽  
Ștefan Popa ◽  
Cătălina Albu
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Labor Market ◽  
Higher Education Policy ◽  
Structural Equations ◽  
Educational Process ◽  
Research Activities ◽  
Higher Education Outcomes ◽  
The Impact

The purpose of this paper was to provide empirical evidence of the impact of quality assurance in higher education on two relevant higher education outcomes; students’ knowledge, skills, and competencies; and their employability. Survey data were collected from two major Romanian public universities and analyzed using a partial least-squares structural equations modeling (PLS-SEM) technique. The main results suggested that students’ competencies were positively and directly influenced by the quality of the educational process, as well as the practical and research activities. The students’ chances of employment in the labor market were positively and directly influenced only by the quality of the educational process and by the research activities. Indirect influences were also revealed. The findings of the study may be shown to have theoretical implications by proposing a model that links the features of quality management in higher education institutions with students’ competencies and chances of employment in the labor market. From a practical perspective, the results may be of interest to higher education policy makers, to evaluation and accreditation institutions, to universities, and also to students.

scholarly journals Building Capacity for Quality Assurance in Global Higher Education

2020 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Robert E. Waller ◽  
Pamela A. Lemoine ◽  
Evan G. Mense ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Policy Agenda ◽  
Negative Effects ◽  
Building Capacity ◽  
University Funding ◽  
Governmental Support

As a result of changing missions, quality assurance in global higher education has ascended to the top of the higher education policy agenda in many nations. In order to hold universities accountable despite limited governmental support, many nations have adopted performance-based university funding strategies. Increasingly citizens and bureaucrats in many countries are asking more frequently what tangible benefits the society is receiving for the revenues being spent on higher education. The marketing, selling and financing of higher education has had both positive and negative effects on the future of global higher education because stakeholders are increasingly asking whether students are learning and whether institutions are providing a quality of service that justifies their cost. How do global higher education institutions develop and initiate techniques and programs to promote quality assurance for teaching and learning? Globalization and accountability create an atmosphere in higher education where knowledge and information are more vastly prized and more highly globalized than are localized economic concerns. Can quality assurance provide the framework for the implementation and development quality higher education in a climate of change and ambiguity?

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.

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 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.

scholarly journals FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

2020 ◽  
pp. 96-103
Author(s):  
A. Artyukhov
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Foreign Students ◽  
Education Institution ◽  
The State ◽  
Educational Services ◽  
Socio Economic Development ◽  
The University

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

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