scholarly journals Quality assurance agencies: Creating a conducive environment for academic integrity

2019 ◽  
Vol 115 (11/12) ◽  
Author(s):  
Evelyn Garwe
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Integrity ◽  
Ecosystem Approach ◽  
Leadership Role ◽  
Academic Quality ◽  
Quality Assurance Agency ◽  
Self Evaluation ◽  
Study Methodology ◽  
Conducive Environment

Academic integrity is a key measure of the quality, efficiency and competitiveness of higher education systems. This article explores how a quality assurance agency can foster a conducive environment for academic quality and integrity. A self-study methodology was used, with a focus on the insights and experiences of the Zimbabwe Council for Higher Education over a 10-year period. The findings show that by assuming an innovative and transformational leadership role in instilling a culture of self-evaluation, as well as maintaining its own integrity, an external quality assurance agency can improve academic integrity. The article adds value to the existing knowledge by advancing the higher education ecosystem approach as an integrity-based panacea and conducive way to induce integrity to flow from all players as opposed to the use of heavy-handed regulatory approaches.

scholarly journals Evaluation of a quality assurance framework for promoting quality research, innovation and development in higher education institutions in Zimbabwe

2021 ◽  
Vol 9s1 ◽  
pp. 127-157
Author(s):  
Evelyn Chiyevo Garwe ◽  
Juliet Thondhlana ◽  
Amani Saidi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Peer Review ◽  
Structured Interviews ◽  
Teaching Innovation ◽  
Quality Assurance Agency ◽  
Self Evaluation ◽  
Documentary Analysis ◽  
National Quality ◽  
Innovation Knowledge

In the spirit of quality assurance, this paper presents a self-evaluation and peer review of the external quality assurance framework for research implemented by the national quality assurance agency for Zimbabwe. Documentary analysis and semi-structured interviews were used to develop a self-evaluation report which was then subjected to international peer review as is the norm in quality assurance evaluations. The evidence from self-evaluation indicates that the quality assurance framework generated significant improvement in the quality and quantity of research with gaps identified in doctoral training and supportive structures for research. Peer review recommended the inclusion of a performance-based research funding arrangement akin to the Research Excellence Framework (REF) used in the United Kingdom whilst throwing caution on the contentious nature of the REF. The paper recommends the development, implementation, and review of quality assurance frameworks for research to guide institutions, enhance research, and to maintain consistency and harmony in the research system. These findings can be adapted by different national quality assurance agencies involved in the regulation, promotion, and enhancement of the quality of teaching, innovation, knowledge production, and engagement/outreach in higher education.

Qualification Frameworks and Field-specific Approaches to Quality Assurance

2011 ◽  
Vol 1 (1) ◽  
pp. 44-57
Author(s):  
Giuliano Augusti ◽  
Sebastião Feyo de Azevedo
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Reference Points ◽  
Specific Knowledge ◽  
Peer Reviews ◽  
Self Evaluation ◽  
Subject Specific ◽  
Degree Structure

“General” and “field-specific” Quality Assurance procedures, although sharing many “technical” instruments (self evaluation reports, peer reviews, benchmarks vs. reference points, etc.), have different directions. The motivations behind “field-specific” initiatives are critically presented in this paper. They are strictly correlated with Qualification Frameworks that, while preserving the autonomy of higher education institutions in defining their teaching offers, define common and transparent employability objectives for the benefit of students, graduates and all other stakeholders. However, “while learning outcomes have been generically defined for the degree structure”, it is now necessary “to further develop descriptors for subject specific knowledge, skills and competences. ... leaving still plenty of freedom for programme diversity.” (Bologna Process, 2009a). Qualification Frameworks and field-specific Quality Assurance lead naturally to “pre-professional accreditation” that can be given an international value by “European Quality Labels”.

scholarly journals Improving Quality Assurance with CDIO Self-Evaluation

2012 ◽  
Vol 2 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Juha Kontio ◽  
Janne Roslöf ◽  
Kristina Edström ◽  
Sara Naumann ◽  
Peter Munkebo Hussmann ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Evaluation Model ◽  
Evaluation Process ◽  
The Self ◽  
Good Practices ◽  
Self Evaluation ◽  
Main Development ◽  
New Ideas ◽  
Definition Of

The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality assurance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.

scholarly journals Análisis y mejora del proceso de formación de la carrera de ingeniería industrial de la Universidad Técnica de Manabí y su influencia en la acreditación

2016 ◽  
Vol 1 (2) ◽  
pp. 20
Author(s):  
Esperanza Vivas ◽  
Aleida González González ◽  
Viviana Moreira Mera ◽  
Antonio Vásquez Pérez
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Learning ◽  
Industrial Engineering ◽  
Self Assessment ◽  
Self Evaluation ◽  
Improvement Plan ◽  
Index Terms ◽  
Technical University

Abstract— The paper presents an analysis related to the results of self-evaluation of careers in higher education, highlighting the particularities in the career of industrial engineering at the Technical University of Manabí. an analysis related to the results of a profiled to identify weaknesses in the quality of training of students, which developed in the Industrial Engineering of higher learning and an improvement plan is presented research is available to achieve obtain the quality demanded by the CEAACES (Council of evaluation and quality Assurance in Higher Education to achieve accreditation. Index Terms— accreditation career, self-assessment, training processes, improvement plan

scholarly journals An introduction to the use of eportfolios in professional practice

2006 ◽  
Vol 5 (2) ◽  
pp. 69-75 ◽  
Author(s):  
L. Duncan-Pitt ◽  
S. Sutherland
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Quality Assurance ◽  
Reflective Practice ◽  
Professional Practice ◽  
Asynchronous Communication ◽  
Electronic Portfolios ◽  
Higher Education Funding ◽  
Quality Assurance Agency ◽  
The University

In this article the potential for use of electronic portfolios by healthcare practitioners and students is considered in the context of work currently being undertaken in the School of Health at the University of Wolverhampton. We write at a time when knowledge of, and interest in, eportfolios is expanding beyond a relatively small number of projects and into the consciousness of a wider audience of academics and institutions. In the last 2 years interest in eportfolios has grown rapidly, particularly within a Higher Education sector keen to meet the Higher Education Funding Council for England/Quality Assurance Agency progress file deadline in 2005, but also spurred by the reports of Burgess (Universities UK. Measuring and recording student achievement, 2004 [Online report] [Accessed: 01 March 2006]. Available from: http://bookshop.universitiesuk.ac.uk/downloads/ measuringachievement.pdf) and of Tomlinson (DfES. Harnessing Technology: Transforming learning and children's services, 2005. [Online Report]. Published 15 March 2005 [Accessed: 01 Mar 2006]. Available from: http://www.dfes.gov.uk/publications/e-strategy/index.shtml). Examples of the use of eportfolio as a means of recording achievement and, in particular, facilitating reflective practice are discussed. The potential of an eportfolio system incorporating asynchronous communication features to resolve the tensions between academic and clinical practitioner roles is explored.

scholarly journals Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?

2019 ◽  
Vol 24 (3) ◽  
pp. 371-386
Author(s):  
Claudia M. Bordogna
Keyword(s):  
Quality Assurance ◽  
Cultural Difference ◽  
Tertiary Education ◽  
Codes Of Conduct ◽  
Academic Quality ◽  
Senior Managers ◽  
Quality Assurance Agency ◽  
Transnational Higher Education ◽  
The United Kingdom ◽  
Operational Level

As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese–British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level.

scholarly journals Impact of Policies for Plagiarism in Higher Education Across Europe: Results of the Project

2015 ◽  
Vol 63 (1) ◽  
pp. 207-216 ◽  
Author(s):  
Tomáš Foltýnek ◽  
Irene Glendinning
Keyword(s):  
Higher Education ◽  
European Union ◽  
Czech Republic ◽  
Academic Integrity ◽  
Higher Education Institutions ◽  
Good Practice ◽  
The European Union ◽  
Academic Quality ◽  
Eu Member States ◽  
The Subject

Exploring policies and systems for assuring academic integrity and deterring plagiarism in different higher education institutions was the subject of a three-year project funded by the European Union (EU). The research for Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE), completed in November 2013, was conducted by teams at five higher education institutions from UK, Poland, Lithuania, Cyprus and Czech Republic. The research included an EU-wide survey of higher education institutions across 27 EU member states. Separate reports were prepared for the countries surveyed, each containing details of findings and recommendations for what could and should be done to improve academic quality and integrity at national, institutional and individual levels. An EU-wide comparative study provided an assessment of the maturity of policies and processes for academic integrity in each country, based on the data collected and the research conducted for each national report.This paper presents selected comparisons of results from the research, especially looking at evidence for maturity of policies, consistency of approach, examples of good practice and highlighting where serious effort is needed to strengthen current policies and practices.

scholarly journals Evaluasi Kinerja Lembaga Penjaminan Mutu Institut Agama Islam Muhammadiyah Sinjai

2021 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Nurjannah Nurjannah ◽  
Irmayanti Irmayanti ◽  
Mirna Mirna
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Product Information ◽  
Academic Community ◽  
Quality Assurance System ◽  
Education Standards ◽  
Quality Assurance Agency ◽  
Assurance System ◽  
Higher Education Quality ◽  
Evaluation And Monitoring

<p><em>The purpose of the higher education quality assurance system is to ensure that all higher education standards run systematically and continue in a sustainable manner. Therefore, it is hoped that a quality culture will grow and develop in the university environment. In implementing the Quality Assurance System, Islamic Institute of Muhammadiyah Sinjai has a Quality Assurance Agency (LPM) which is tasked with implementing the SPMI. LPM as the organizer of SPMI acts as a tutor, facilitator, internal consultant, quality control and referee for the operations of all existing units. The evaluation was carried out in the form of distributing questionnaires filled out by the academic community which included the ability of LPM staff to meet document needs, the reliability of LPM staff in serving users, socialization of LPM product information, evaluation and monitoring of guidelines or standards, publication of evaluation results and monitoring of guidelines or standards, follow up evaluation and monitoring, service speed of LPM members, accuracy of service schedule implementation, and accuracy of completing tasks.</em></p>

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