scholarly journals Quality Assurance of Higher Education in the UK: Regulatory Change and Market Competition � the Cas

2016 ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Market Competition ◽  
Regulatory Change ◽  
The Uk

scholarly journals Quality Education Accreditation of the United States and Vietnam's Management Model

2020 ◽  
Vol 12 (2) ◽  
pp. 79
Author(s):  
Nguyen Duc Hanh
Keyword(s):  
Higher Education ◽  
United States ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Dominant Role ◽  
Market Competition ◽  
The United States ◽  
State Control ◽  
Higher Education System

Accreditation is a solution for improving the quality of education in higher education institutions. Quality accreditation plays a dominant role that supports quality assurance management in the higher education system. The accreditation frameworks and external quality assurance are different between countries. The United States started quality accreditation very early, so it has a robust educational quality accreditation system, excellent support for the development of higher education institutions. Vietnam has only begun to conduct quality accreditation in recent years. At present, there are still some differences between Vietnam and the United States in quality management activities, but education quality accreditation of Vietnam is approximately similar the United States and carried out in three models: the model of central control of quality assurance of state; model of quality assurance combining between state control with the market competition; and model in which the state primarily leave responsibility for quality assurance to self-accrediting universities.

scholarly journals A Comparative Case Study

2005 ◽  
Vol 19 (4) ◽  
pp. 287-297 ◽  
Author(s):  
Des Monk ◽  
Julie Hitchen
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Comparative Case Study ◽  
Institutional Practice ◽  
Potential Benefits ◽  
Open And Distance Learning ◽  
The Uk ◽  
Strategic Thought

This article is concerned with the provision of open and distance learning by the higher education sectors in two countries, the UK and Finland. The central contention is that more strategic thought must be given to this issue if the potential benefits of such learning are to be maximized. The article considers in detail institutional practice in one UK university and compares it to practice in a Finnish institution to ascertain whether procedures and practices adopted in Finland might inform policies in UK universities. By way of conclusion, it is suggested that higher education institutions in both countries need to explore the importance of improved networking, develop better quality-assurance procedures and introduce changes in pedagogic practice.

scholarly journals UK Teaching Quality Under the Microscope: What are the Drivers?

2016 ◽  
pp. 27-29 ◽  
Author(s):  
Robin Middlehurst
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Regulatory System ◽  
Teaching Quality ◽  
Teaching Excellence ◽  
Higher Education System ◽  
The Uk ◽  
Political Economic ◽  
Uk Higher Education

Under the newly elected government in the UK (May 2015), sweeping changes to quality assurance and the regulatory system for higher education are proposed in England.  Proposals include a new emphasis on ‘teaching excellence’ to balance a long-term emphasis on measuring ‘research excellence’ and further marketization.  The UK higher education system has had a strong reputation for quality over decades, so international observers may speculate on the rationale for the government’s proposals.  This article explores some of the underlying political, economic and social drivers behind the government’s proposals.  

scholarly journals Policy analysis research in higher education: negotiating dilemmas

2014 ◽  
Vol 7 (14) ◽  
pp. 69
Author(s):  
Ronald Barnett ◽  
Gareth Parry
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quality Assurance ◽  
Private Sector ◽  
Quality Assurance System ◽  
Methodological Issues ◽  
Assurance System ◽  
Conflicting Interests ◽  
The Uk ◽  
Value Neutrality

Increasingly, qualitative research is funded by agencies – whether government or national agencies or in the private sector – that have a direct interest in the research that they are funding.  Especially in qualitative research in such situations, methodological issues arise but so too do dilemmas, both in the actual conduct of the study and in the writing and the positioning of ensuing texts (for example, in relation to value neutrality and value commitment, in doing justice to the multiple and conflicting interests of various constituencies and in steering among competing ideologies).  Here, in this paper, such dilemmas are brought out in an account of a study conducted in the UK in the 1990s, to review and to evaluate the UK’s then quality assurance system.

Managing the quality of higher education in apprenticeships

2019 ◽  
Vol 9 (2) ◽  
pp. 141-148 ◽  
Author(s):  
Alison Felce
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Skills Training ◽  
Further Education ◽  
Content Type ◽  
Quality Assurance Agency ◽  
Quality Of Higher Education ◽  
The Uk ◽  
Uk Higher Education

Purpose Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required. Design/methodology/approach A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels. Findings The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed. Originality/value Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

Higher Education in Scotland and the UK

2017 ◽  
Vol 26 (1) ◽  
pp. 130-132
Author(s):  
Michael Russell
Keyword(s):  
Higher Education ◽  
The Uk
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