Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

QoS in higher education institutions: the concept, a literature review and future directions

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gyan Prakash
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Satisfaction ◽  
Value Chain ◽  
Higher Education Institutions ◽  
The United States ◽  
The Body ◽  
Teaching Excellence ◽  
Content Type ◽  
Body Of Knowledge

PurposeThe purpose of this paper is to understand the meaning and operationalisation of quality of service (QoS) in the context of higher education institutions (HEIs).Design/methodology/approachA systematic literature review of 167 articles published in various peer-reviewed journals between 1990 and 2019 is performed.FindingsThe findings reveal that around 40 dimensions have been used to conceptualise QoS in HEIs. Reliability followed by responsiveness, tangibility, empathy, assurance, programme design, academic and non-academic processes, reputation and facilities have received the highest attention. The most popular approach is empirical, and surveys and single-context studies are the most popular methods. The United Kingdom (UK) leads research on quality in HEIs, followed by the United States of America (USA) and India.Research limitations/implicationsThis paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing QoS in HEIs.Practical implicationsPolicymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The discussion on HEIs’ and students’ perspectives will help policymakers create teaching excellence.Originality/valueThis paper contributes to the body of knowledge by presenting a unified synthesis of various strands of the literature on QoS in HEIs.

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.

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

Impact of organizational politics on employee work outcomes in higher education institutions of Pakistan

2019 ◽  
Vol 8 (2) ◽  
pp. 185-200 ◽  
Author(s):  
Muhammad Asrar-ul-Haq ◽  
Hafiz Yasir Ali ◽  
Sadia Anwar ◽  
Anam Iqbal ◽  
Muhammad Badr Iqbal ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Job Stress ◽  
Turnover Intentions ◽  
Higher Education Institutions ◽  
Organizational Politics ◽  
Work Outcomes ◽  
Employee Outcomes ◽  
Content Type ◽  
The Relationship

Purpose Organizational politics has been a topic of conceptual and empirical interest for researchers and practitioners for many years. The purpose of this paper is to examine the relationship between organizational politics and employee work outcomes in educational institutions. In addition, this paper also aims to assess the moderating role of social capital. Design/methodology/approach Employee perceptions about organizational politics and its impact on their work outcomes have been assessed empirically with a sample of 270 full-time employees in higher education institutions of Pakistan. The data have been collected from faculty members of five universities of Pakistan using survey method. SPSS and AMOS have been used to analyze the data and SEM has been used to test the hypotheses. Findings The results indicate a moderating effect of social capital on the relationship between perceived organizational politics and employee outcomes, and the most significant employee outcomes are job stress, job satisfaction and turnover intentions. The findings of the study support the view that organizational politics has negative association with employee job stress and turnover intentions. Research limitations/implications Higher education sector in Pakistan is facing certain challenges, which affect talent retention. The findings of this study will help the administration of higher education institutions to develop effective strategies to cope with the challenges of organizational politics, such as motivation, satisfaction and retention of their employees. Originality/value The study adds to the literature on organizational politics by highlighting and validating its adverse effects on employee work outcomes in the context of Pakistani higher education.

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Krishnadas Nanath ◽  
Ali Sajjad ◽  
Supriya Kaitheri
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Higher Education Institutions ◽  
Mode Of Delivery ◽  
Primary Data ◽  
Final Decision ◽  
Content Type ◽  
University Selection ◽  
The University ◽  
The Impact

PurposeUniversity selection in higher education is a complex task for aspirants from a decision-making perspective. This study first aims to understand the essential parameters that affect potential students' choice of higher education institutions. It then aims to explore how these parameters or priorities have changed given the impact of the COVID-19 pandemic. Learning about the differences in priorities for university selection pre- and post-COVID-19 pandemic might help higher education institutions focus on relevant parameters in the post-pandemic era.Design/methodology/approachThis study uses a mixed-method approach, with primary and secondary data (university parameters from the website and LinkedIn Insights). We developed a university selector system by scraping LinkedIn education data of various universities and their alumni records. The final decision-making tool was hosted on the web to collect potential students' responses (primary data). Response data were analyzed via a multicriteria decision-making (MCDM) model. Portal-based data collection was conducted twice to understand the differences in university selection priorities pre- and post-COVID-19 pandemic. A one-way MANOVA was performed to find the differences in priorities related to the university decision-making process pre- and post-COVID-19.FindingsThis study considered eight parameters of the university selection process. MANOVA demonstrated a significant change in decision-making priorities of potential students between the pre- and post-COVID-19 phases. Four out of eight parameters showed significant differences in ranking and priority. Respondents made significant changes in their selection criteria on four parameters: cost (went high), ranking (went low), presence of e-learning mode (went high) and student life (went low).Originality/valueThe current COVID-19 pandemic poses many uncertainties for educational institutions in terms of mode of delivery, student experience, campus life and others. The study sheds light on the differences in priorities resulting from the pandemic. It attempts to show how social priorities change over time and influence the choices students make.

Quality Assurance and Institutional Research for University Strategic Management

2020 ◽  
pp. 287-308
Author(s):  
Ngepathimo Kadhila ◽  
Gilbert Likando
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Evidence Based ◽  
Institutional Research ◽  
The World ◽  
The University ◽  
Evidence Based Decision Making

Strategic management in higher education (HE) has become data-reliant. Most higher education institutions (HEIs) all over the world have implemented quality assurance (QA) and institutional research (IR) with the purpose of generating data that that would assist in evidence-based decision making for better strategic management. However, data generated through QA and IR processes have to be integrated and streamlined in order to successfully inform strategic management. One of the challenges facing higher education institutions is to integrate the data generated by QA and IR processes effectively. This chapter examines examples of good practice for integrating the data generated by these processes for use as tools to inform strategic management, using the University of Namibia as a reference point. The chapter offers suggestions on how higher education institutions may be assisted to overcome challenges when integrating the outcomes of QA and IR processes in order to close the quality loop through effective strategic management.

Role of University Rankings in the Context of Lack of Resources

2021 ◽  
pp. 1807-1829
Author(s):  
Magdalena Platis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
University Management ◽  
Strategic Development ◽  
Higher Education Systems ◽  
Real Phenomenon ◽  
The University ◽  
Contemporary Context

In the contemporary context, educational sector faces many challenges which are reflected in specific institutional reactions. Rankings specific to higher education systems are a real phenomenon. Management teams at all levels understand differently the role of being active towards rankings – from a national support and institutional scope, to a lack of interest from both levels. Methodologies of different rankings are also different. In fact, participating in a ranking or another is something to be decided by the university management. The mission of this chapter is to reveal the role of rankings in the contemporary context of resource decreasing. Some answers will improve the decision-making process related to rankings, as well as to other institutional changes adopted in higher education institutions. The existence of rankings cannot be denied. Understanding the role of rankings is one of the most important premises for a correct strategic development of the higher education institutions.

Role of University Rankings in the Context of Lack of Resources

2017 ◽  
pp. 186-208 ◽  
Author(s):  
Magdalena Platis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
University Management ◽  
Strategic Development ◽  
Higher Education Systems ◽  
Real Phenomenon ◽  
The University ◽  
Contemporary Context

In the contemporary context, educational sector faces many challenges which are reflected in specific institutional reactions. Rankings specific to higher education systems are a real phenomenon. Management teams at all levels understand differently the role of being active towards rankings – from a national support and institutional scope, to a lack of interest from both levels. Methodologies of different rankings are also different. In fact, participating in a ranking or another is something to be decided by the university management. The mission of this chapter is to reveal the role of rankings in the contemporary context of resource decreasing. Some answers will improve the decision-making process related to rankings, as well as to other institutional changes adopted in higher education institutions. The existence of rankings cannot be denied. Understanding the role of rankings is one of the most important premises for a correct strategic development of the higher education institutions.

Demonstrating the motivational scale for commitments toward teachers’ turnover intentions using self-determination theory: a case of higher education institutions in Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sayeda Zeenat Maryam ◽  
Fouzia Ali ◽  
Mehvish Rizvi ◽  
Sadia Farooq
Keyword(s):  
Higher Education ◽  
Turnover Intentions ◽  
Higher Education Institutions ◽  
Self Determination Theory ◽  
Developed Countries ◽  
Two Dimensions ◽  
Self Determination ◽  
Equation Modeling ◽  
Content Type ◽  
The Relationship

PurposeThis paper aims to demonstrate the turnover intentions (TIs) among the academic faculty of higher education institutions (HEIs) in Pakistan through their motivation and commitment toward the concerned institution. It inspects the relationship of dimensions of motivation including an absence of motivation (AM), extrinsic motivation (ExM) and intrinsic motivation (InM) with the dimensions of commitment including affective commitment (AC), continuous commitment (CC) and normative commitment (NC) and finally the academic's TIs.Design/methodology/approachThe paper used the self-determination theory (SDT), the theory of organizational commitment (OC) and the theory of planned behavior (TPB) for its proposed model. A sample of 500 academics, working under higher education commission recognized public and private universities in Punjab Pakistan. A structural equation modeling (SEM) conducted for analysis using an algorithm, bootstrapping and blindfolding techniques.FindingsThe outcomes of the research are attention-grabbing, as no direct relationship has been observed between the dimensions of motivation and TIs except InM. The dimensions of commitments are mediating the relationship between motivation and TIs with high significance value. The results reveal a significant adverse effect on TIs through two dimensions of commitment.Research limitations/implicationsAs it is the case of a developing country like Pakistan therefore the finding cannot generalize to developed countries.Practical implicationsThe findings of this research may lead the policymakers and practitioners of HEIs and controlling body to retain their competent teachers.Social implicationsThis research can help the private sector to develop strategies about the retention of their competent teachers within the institutions that not just value the institution but also will be much beneficial for the students and society.Originality/valueThis paper is identifying how motivation is related to TIs and the role of commitment in it at HEIs. Still, no research has been conducted considering this avenue of SDT, OC and TPB

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