Internal Quality Assurance for Higher Education Study Programme

<p>Quality assurance for study programme is necessary precondition to realize qualitative higher education. Quality assessment is important part of quality assurance cycle. There are used different methodologies, assessment criteria and indicators to assess the higher education quality. It is clear that the assessment results which study programme will be better or worse are detected by the choice of criteria. It is difficult to find objective criteria which could be used universally for all study programme types. The aim of the research is to investigate quality assurance cycle for study programme quality and pay main attention to assessment part. The aim of assessment part is to select criteria quality assessment, what characterizes main aspects for internal quality of study programme. These criteria are important preconditions for quality assurance.</p>

Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

International Journal of African Higher Education ◽

10.6017/ijahe.v2i1.9261 ◽

2016 ◽

Vol 2 ◽

Cited By ~ 1

Author(s):

Francis Ansah

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Current Understanding ◽

Education Quality ◽

Internal Quality ◽

Practical Relevance ◽

Internal Quality Assurance ◽

The Relationship ◽

Education Quality Assurance

The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists’ influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders’ appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education. La tension traditionnelle entre l’implémentation de systèmes d’assurance qualité interne et externe dans l’enseignement supérieur semble s’affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu’il existe des agences d’assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu’elles sont complémentaires. Cet article soutient que la nouvelle manière de penser les assurances qualité interne et externe dans l’enseignement supérieur est guidée par un souci de pragmatisme mais est encore peu reconnue dans la littérature. Pour mieux apprécier l’influence des pragmatistes sur la compréhension actuelle de la relation entre les assurances qualité interne et externe, cet article offre une conceptualisation pragmatique approfondie de ces deux concepts dans le but d’augmenter l’appréciation des parties prenantes pour l’utilisation d’une telle approche. La conceptualisation proposée provient d’une analyse pragmatique d’un choix d’expériences internationales en matière d’assurance qualité pour l’enseignement supérieur. En conclusion, cet article affirme que le pragmatisme aide à comprendre les assurances qualité interne et externe comme des concepts imbriqués qui ont des rôles réciproques en ce qui concerne la responsabilisation du système et son amélioration. Ces rôles ainsi que l’influence exercée par ces deux types d’assurance qualité requièrent des négociations et accords, pour s’accorder sur les perspectives et pouvoir ensuite se concentrer pleinement sur la pertinence pratique de leur implémentation dans les systèmes d’enseignement supérieur.

Quality assurance systems of higher education - The case of european institutions: origin, evolution and trends

Revista Gestão Universitária na América Latina - GUAL ◽

10.5007/1983-4535.2014v7n3p61 ◽

2014 ◽

pp. 61-76

Author(s):

Ángela Corengia ◽

Juan Carlos Del Bello ◽

María Pita Carranza ◽

Cecilia Adrogué

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Latin American ◽

Education Quality ◽

Internal Quality ◽

Structured Interviews ◽

The Public ◽

Strong Trend ◽

The purpose of this research is to analyze the origin, evolution, performance and trends of higher education quality assurance systems in the following European countries: Denmark, Norway, Sweden, Finland, Austria, Italy, Switzerland, Germany, Netherlands, United Kingdom and France. It also studies the performance and impact of the organizations that join the European Quality Assurance Agencies together. The main sources of data collection were in situ semi-structured interviews to members of these agencies. It was found that in higher education institutions there is a strong trend towards the development of ‘internal quality assurance systems' in response to the public policies known as 'quality audits'. This overview about what is taking place in Europe may provide innovative instruments that could be considered for higher education quality evaluation and accreditation in Latin-American countries: quality audits, disciplinary agencies, evaluation of the quality assurance agencies, among others.

Technologies of higher education quality assurance in the context of European practices

Continuing Professional Education Theory and Practice ◽

10.28925/1609-8595.2018.3-4.133138 ◽

2018 ◽

pp. 133-138

Author(s):

Nina Batechko ◽

Mykola Lut

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Assessment ◽

Educational Process ◽

Assessment System ◽

Education Quality ◽

Assurance Process ◽

Education Quality Assurance

In the article the technologies of higher education quality assurance have been highlighted in the context of modern European practices. The objectivistic, relativistic approaches to ensure the quality of higher education and development concepts have been analyzed. The relationships between these approaches and their inherent features have been characterized. Considering the complexity and multidimensionality of the quality assurance process in higher education, assessments, control, and quality monitoring have been considered. The features of the quality assurance system, in particular its cyclical nature and focus on improvement, have been pointed out. The systems for assessing the quality of the educational process in the European educational space have been characterized. The objective and relativistic approaches to higher education quality assessment which are customary for Europe have been considered. The emergence of new innovative methods for assessing the quality of education, aimed primarily at improving it, have been noted. The external and internal evaluation in higher education quality assurance systems have been considered. It has been noted that the external quality assessment system is generally more focused on the understanding of quality associated with standards and cost-effectiveness, and internal - with improvements focused on competitiveness and development. In the context of practice, the implementation of technologies for quality assurance in higher education in Ukraine has been presented.

Knowledge Transfer in Higher Education Quality Management: The Case of Germany and Slovakia

Studia commercialia Bratislavensia ◽

10.2478/v10151-010-0001-9 ◽

2010 ◽

Vol 3 (9) ◽

pp. 18-34

Author(s):

Denisa Báráňová-Čiderová ◽

Peter Mayer

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Management ◽

Knowledge Transfer ◽

Slovak Republic ◽

Higher Education Institutions ◽

Education Quality ◽

Internal Quality ◽

Knowledge Transfer in Higher Education Quality Management: The Case of Germany and Slovakia The last two decades have been characterized by a fundamental change in the approaches, tools and instruments in the quality management at Higher Education Institutions. Comparison of two Higher Education Institutions in the Slovak Republic and Germany highlights similarities and trends in quality assurance. Both case studies show how multifaceted the quality management is, and the needs to be approached if a meaningful progress is to be made. Complexity has to be explicitly recognized and built into the approach chosen. Higher Education Institutions have to develop internal quality assurance processes. Quality culture is key for addressing the challenges.

Challenges in Quality Assurance: A Ten-Year Journey

SHS Web of Conferences ◽

10.1051/shsconf/20207601016 ◽

2020 ◽

Vol 76 ◽

pp. 01016

Author(s):

Jenny Mochtar ◽

Gan Shu San

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Higher Education Institutions ◽

Academic Standards ◽

External Quality Assurance ◽

Internal Quality ◽

External Quality ◽

Christian University ◽

Academic quality is defined as the equivalent to academic standards related to student learning outcomes, which consist of specific levels of knowledge, skills, and abilities achieved by students participating in a program. The achievement of academic standards is accommodated by implementing both internal and external quality assurance practices. Internal quality assurance refers to policies and practices used by the higher education institutions to monitor and improve the quality of their education, while external quality assurance refers to policies and practices set up by external parties to assure the quality of higher education institutions and programs. Petra Christian University has built and implemented its internal quality assurance since 2009 based on its unique quality culture. After its ten-year journey and the achievements that Petra Christian University has reached in 2019, the Industrial Revolution 4.0 and Society 5.0 are challenges ahead that Petra Christian University has to face.

Ascribing meaning to quality cultures in the Portuguese context

Quality Assurance in Education ◽

10.1108/qae-05-2013-0020 ◽

2014 ◽

Vol 22 (3) ◽

pp. 255-272 ◽

Cited By ~ 3

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 ◽

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.

Contribution of leadership, organizational commitment and organizational culture to improve the quality of higher education

International Journal of Innovation ◽

10.5585/iji.v9i1.18582 ◽

2021 ◽

Vol 9 (1) ◽

pp. 131-157

Author(s):

Onisimus Amtu ◽

Sjeny Liza Souisa ◽

Lourine Sience Joseph ◽

Pitersina Christina Lumamuly

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Organizational Culture ◽

Organizational Commitment ◽

Internal Quality ◽

Quality Assurance System ◽

Quality Of Higher Education ◽

Assurance System ◽

Objective of the study: The low quality of higher education in Indonesia has been a concern as well as a shared responsibility to fix it from an early age. Lack of maximum leadership, low organizational commitment, and organizational culture have had an impact on the implementation of an internal quality assurance system. This study intends to examine whether there is a direct or indirect effect of leadership and organizational commitment on the implementation of an internal quality assurance system mediated by organizational culture in state universities.Methodology/Approach: This research uses quantitative methods with a path analysis design. Each value of the effect of exogenous and endogenous variables is tested and analyzed descriptively and path analysis to show the contribution made by each variable studied. Data were collected through a questionnaire with a sample of 221 from a population of 340 populations spread across three state universities in Ambon city, Maluku province, Indonesia.Originality/Relevance: Organizational culture plays an important role to mediate and contribute to the leadership and organizational commitment to create situations and encourage the participation of all elements in the application of the internal quality assurance system in higher education. Main results: The quality of higher education is determined by many factors, but by increasing the role, performance, competence, and leadership style and supported by organizational commitment in an affective, normative, and sustainable manner, the organizational culture becomes one of the frameworks for every university to improve quality and competitiveness in a planned manner. and continuous.Theoretical/methodological contributions: Universities need leadership that is able to encourage and increase collective organizational commitment and culture to achieve sustainable higher education quality. Social/management contributions: The results of this research can be a new breakthrough for each faculty, department, and the department to prepare prospective professional leaders, build solidarity and display a dynamic, creative, and innovative academic culture.

International Journal of Scientific Research in Computer Science Engineering and Information Technology ◽

Higher Education Quality Assurance System Based Artificial Intelligence

10.32628/cseit206635 ◽

2020 ◽

pp. 274-279

Author(s):

Elviwani ◽

Muhammad Zarlis ◽

Ami Dilham ◽

Relita Buaton

Keyword(s):

Artificial Intelligence ◽

Higher Education ◽

Quality Assurance ◽

Template Matching ◽

Digital Data ◽

Internal Quality ◽

Quality Assurance System ◽

Assurance System ◽

Of the 4,680 universities in Indonesia, there are still many accredited universities with a C rank of 1283, A rank is still low, namely 96 and 2421 not accredited. Higher education has difficulty and is very burdened with the accreditation process because the entire process is done manually and problems in quantitative forms are very often encountered. In line with the current problems faced by universities in Indonesia, the concept of an artificial intelligence-based internal quality assurance system is proposed. The results of digital data recordings from the internal quality assurance system and the information system center are carried out by a clustering process using the K-Means algorithm and calculating the weight of each criterion using template matching for the process of matching the weighting results to the target. With this system, all academic and non-academic elements in higher education can be improved, evaluated periodically

IMPLEMENTING QUALITY ASSESSMENT OF HIGHER EDUCATION ACCORDING TO THE STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA (ESG): BEST PRACTICES

Educational Analytics of Ukraine ◽

10.32987/2617-8532-2020-4-83-92 ◽

2020 ◽

pp. 83-92

Author(s):

Olga Anisimova ◽

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Assessment ◽

Internal Quality ◽

Quality Of Education ◽

External Quality ◽

European Higher Education Area ◽

Standards And Guidelines ◽

European Higher Education

The article examines the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and their implementation for external quality assessment of higher education. An analysis of the activities of agencies to assess the quality of education, the main forms and tools of its implementation are carried out. It is established that the ESG were adopted in 2005 by the Ministers responsible for higher education. The ESG have been constantly revised and improved, and the version adopted in 2015 is currently in force. They consist of three parts: standards and recommendations for internal quality assurance (10 items); standards and recommendations for external quality assurance (7 items); standards and recommendations for quality assurance agencies (7 items). In the framework of the Bologna Process, since 2003 it has been determined that the main responsibility for the quality of higher education services lies with the HEIs themselves, which conduct the internal quality assessment, i.e. they implement a set of measures and procedures to ensure the quality of proposed educational programs and services. Certain criteria, which are determined both by the HEI itself and by the agencies for assessing the quality of education are used. The main function of external assessment of the quality of education is to provide feedback and recommendations to the HEIs and objective and unbiased information to stakeholders. The principles, procedures and criteria for assessing the quality of education should apply to all methods of providing educational services and teaching. It should be noted that the ESG are not quality standards as such, they do not define quantitative criteria or regulate the implementation process, they are guidelines that define the main areas that need special attention to ensure quality services and create a favorable educational environment.

Student survey as a tool for quality assurance in higher education: the case of Ukrainian university

Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu ◽

10.33271/nvngu/2021-4/158 ◽

2021 ◽

pp. 158-164

Author(s):

O Liuta ◽

S Lieonov ◽

A Artyukhov ◽

M Sushko-Bezdenezhnykh ◽

O Dluhopolskyi

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Teaching Quality ◽

Internal Quality ◽

Quality Level ◽

Teaching Staff ◽

Quality Of Teaching ◽

Internal Quality Assurance ◽

Academic Year

Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low. Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.