IMPACT OF EXTERNAL QUALITY ASSURANCE MECHANISMS ON THE DEVELOPMENT OF INTERNAL QUALITY ASSURANCE WITHIN THE HIGHER EDUCATION INSTITUTIONS OF GEORGIA

2017 ◽  
Author(s):  
Irma Grdzelidze ◽  
Nato Alavidze
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
External Quality Assurance ◽  
Internal Quality ◽  
External Quality ◽  
Internal Quality Assurance

scholarly journals Challenges in Quality Assurance: A Ten-Year Journey

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 ◽  
Internal Quality Assurance

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.

scholarly journals Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria

2020 ◽  
Vol 10 (2) ◽  
pp. 133
Author(s):  
Nguyen Duc Hanh ◽  
Vu Quynh Loan ◽  
Nguyen My Viet
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Internal Quality ◽  
Viet Nam ◽  
Accreditation System ◽  
External Quality ◽  
National Board ◽  
Quality Assurance Agency ◽  
Internal Quality Assurance

The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.

scholarly journals The role of the self-assessment report for the educational program in the systems of internal and external quality assurance of higher education

2018 ◽  
pp. 34-44
Author(s):  
Dariia Shchegliuk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Programs ◽  
The Self ◽  
External Quality Assurance ◽  
Internal Quality ◽  
Self Assessment ◽  
External Quality ◽  
Assessment Report ◽  
Internal Quality Assurance

The article is devoted to the introduction of a report on self-assessment in the practical activities carried by higher education institutions in Ukraine. The role of the report on the self-assessment of educational programs in the systems of internal and external quality assurance in higher education Is described. In internal quality assurance systems, a self-assessment report is defined as a tool for self-analysis of educational programs and an assessment of the effectiveness of the quality assurance system of higher education and the quality of educational activities of the institution. This report allows to identify the weaknesses of the program/system and plan ways to manage them. For an external quality assurance system, a self-assessment report is positioned as the main document generated by the provider of educational services for external evaluation. It is included that such a document is created for accreditation and for applications to participate  in global university rankings. The criteria for forming a self-assessment report and its structure are substantiated. A typical template for a self-assessment report that meets all the requirements of the Law of Ukraine "On Higher Education" and the criteria "Standards and Guidelines for Quality Assurance in the European Higher Education Area" is proposed. The template of report includes a list of criteria, essential requirements, key issues for analysis, and possible confirmations, as well as suggestions for improving and further developing the program. The use of the self-assessment report in internal quality assurance systems (during the periodic review and monitoring of educational programs to identify strengths and weaknesses, to ensure the transparency and clarity of various aspects of educational activities by internal and external stakeholders) and in external quality assurance systems (including for determining the progress of institutions of higher education and their ranking - both in subject areas and in general) is suggested.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF ENHANCING THE QUALITY OF HIGHER EDUCATION IN UKRAINE

2018 ◽  
pp. 53-56
Author(s):  
Olga Poliak ◽  
Alexey Trostyanetsky
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
External Quality Assurance ◽  
Internal Quality ◽  
Institutions Of Higher Education ◽  
External Quality ◽  
Quality Of Higher Education ◽  
Internal Quality Assurance ◽  
Culture Of Quality

The article emphasizes the need for orientation of higher education in Ukraine to meet the educational needs of the individual, to restore the intellectual, spiritual potential of the nation, the output of domestic science, technology and culture to world European levels, the formation of statehood and democracy in society, the provision of the labor market by highly skilled and competitive specialists. The condition for ensuring such orientation is the change in the relevant quality indicators of higher education through the change in the national idea of higher education; the development of higher education should be subject to the laws of a market economy; Higher education development should be considered in the context of trends in the development of world educational systems, including Western European ones. A group of standards has been negotiated under the terms of guaranteeing the quality of higher education - these are standards for the internal quality assurance of institutions of higher education; - standards for external quality assurance of institutions of higher education; - European Standards for External Agencies for Quality Assurance in Higher Education. The process of assessing the quality of higher education in Ukraine, which is conducted under internal and external procedures, is investigated, namely: - the process of internal evaluation includes systematic collection of administrative information, interviews of students and graduates, informal discussions with teachers and students; - The component of external evaluation is the attendance of the faculty by the control group to determine the quality of teaching and teaching. External observers are teachers or people of professional background who, based on communication with students and young researchers, make a final report. Within the framework of the definition of psychological and pedagogical conditions for improving the quality of higher education in Ukraine, it is proposed to use the experience of the quality assurance system in European countries, namely: - a culture of quality assurance: availability of strategy, policy and atmosphere of internal quality assurance of higher education institutions; - culture of quality assurance: the autonomy of institutions of higher education as a prerequisite for the effectiveness of quality assurance processes; - culture of quality assurance: external quality assurance as a function of an independent agency and the direction of external quality assessment to improve the performance of institutions of higher education; - Motivation for quality assurance; - quality assurance of scientific activity: from the index of quotes to peer review; - the interaction of universities with stockholders; - reform of the third cycle of higher education; - Internationalization as a tool for quality assurance; - the role of students in the processes of quality assurance.

scholarly journals Impact of External Quality Assurance Practices on Higher Education Institutions in Tanzania: A Review Paper

2020 ◽  
Vol 1 (3) ◽  
pp. 191-196
Author(s):  
Aloyce M. Nyamwesa ◽  
Evelyne F. Magambo ◽  
Daniel Oduor Onyango
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Private Universities ◽  
External Quality Assurance ◽  
Empirical Literature ◽  
Internal Quality ◽  
External Quality ◽  
Quality Issues ◽  
The Impact

For the past two decades, quality issues in higher education have attracted many scholars. While scholars are trying to answer the question whether quality assurance both internal and external has an impact on the operations and output from higher education institutions, there is evidence that quality is still a problem in Tanzania. This can be established by a series of deregistration of universities due to non-conformity. In February 2016 TCU revoked the earlier approval that established two private universities and in January 2020 it deregistered six universities and three campuses for quality issues. This study examined previous empirical literature on higher education in order to establish the impact of external quality assurance practice on operations and output of higher education institutions. It focused on creating understanding of EQA and its concepts, identifying benefits of EQA in HEIs and determining ways of improving adherence to EQA. While focusing on impact of external quality assurance practices, this paper reviewed various literatures from previous studies published between 2010 and 2020 on the subject matter. Findings from the review suggest that external quality assurance has both positive and negative impacts on universities’ internal operations. Some of the negative effects include increased cost of operations and the positive are increased enrolment, quality output and good internal quality assurance practice). It is therefore important that higher learning institutions adhere to External Quality Assurance and go beyond its requirements for better results. It is also recommended that External Quality assurance practices should align with globalization pace and that the government should extend support to private universities for maximized quality.

scholarly journals Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

2016 ◽  
Vol 2 ◽  
Author(s):  
Nelson Casimiro Zavale ◽  
Luisa Alcantra Santos ◽  
Maria Da Conceição Dias
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Strategy Training ◽  
Internal Quality ◽  
African Higher Education ◽  
Internal Quality Assurance ◽  
Reflection On Action ◽  
First Time ◽  
Eduardo Mondlane University

Founded in 1962, Eduardo Mondlane University (UEM), Mozambique’s largest and most prestigious university, established an Internal Quality Assurance (IQA) system for the first time in 2013. Based on UEM’s case, this paper examines the features and challenges faced when implementing an IQA system within African higher education institutions. Literature on higher education quality assurance has widely examined the features of, and challenges faced by national QA systems, or by a QA system established across several higher education institutions (HEIs). However, this literature has rarely targeted single HEIs, particularly (African) HEIs that are establishing, for the first time, their IQA systems. Besides, even when IQA at a single HEI is targeted, this is often done by outsiders. Based on reflection-in-action and reflection-on-action, this paper addresses the perspectives of both insiders and outsiders. The authors analyse a system that they have been involved in establishing. The paper’s findings enable to conclude that the main challenges of implementing an IQA system in an African HEI are associated with linking QA to decision-making and to a funding strategy; training human resources and allocating funds for the system to operate and to be sustainable; enabling the system to be assimilated by the university community; and defining measurable and objective quality standards to enable unbiased performance classification. Fondée en 1962, l’Université Eduardo Mondlane (UEM), la plus grande et la plus prestigieuse université du Mozambique, a créé pour la première fois en 2013 un système interne d’assurance qualité (IAQ). A partir de l’étude du cas de l’UEM, cet article examine les caractéristiques et les défis qui attendent les institutions d’enseignement supérieur africaines qui désirent implémenter un IAQ. La littérature sur l’assurance qualité de l’enseignement supérieur a largement examiné les caractéristiques des systèmes nationaux d’AQ (ou de systèmes communs à plusieurs institutions), et les défis auxquels ils sont confrontés. Elle s ‘est cependant rarement concentrée sur des cas uniques d’institutions, notamment des institutions (africaines) qui ont créé pour la première fois leur propre IAQ. Par ailleurs, même quand elle s’attarde sur une institution en particulier, l’analyse est souvent effectuée par des personnes étrangères à l’institution. Fondé sur la réflexion dans l’action et la réflexion sur l’action, cet article présente les perspectives de personnes internes et étrangères à l’établissement. Il permet de conclure que les principaux défis à affronter lors de l’établissement d’un IAQ sont dus à la difficulté de lier l’AQ à la prise de décision et à une stratégie de financement ; à la formation des ressources humaines et l’allocation des fonds nécessaires pour que le système fonctionne et perdure ; à l’assimilation du système par la communauté universitaire ; et à la définition de standards de qualité mesurables et objectifs pour permettre une classification de la performance impartiale. 

scholarly journals Current Situation and Challenges of Internal Quality Assurance in Mongolian Higher Education Institutions

2019 ◽  
Vol 29 (4) ◽  
pp. 594-604
Author(s):  
Ganbaatar Сhantsaldulam ◽  
Igor Koroduk ◽  
Galina Voynikova
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Current Situation ◽  
International Standards ◽  
Internal Quality ◽  
Quality Assurance System ◽  
System Quality ◽  
Assurance System ◽  
Internal Quality Assurance

Quality assurance in higher education has become an endeavor of global proportions. With the increasing necessity of quality assurance system, the efforts have been initiated within the higher education sector in Mongolia to seek a feasible internal quality assurance system that is in line with the international standards. The main objective of this article is to identify the problems encountered Mongolian higher education system specifically to the implementation of internal quality assurance in HEIs and explore factors that are influential to the implementation of internal quality assurance system of Mongolia. Thus, this article is expected to give recommendations at institutional level by pinpointing the facts that should be taken into account in developing and implementing a workable and effective internal quality assurance system for Mongolian higher education institutions. This article reviewed literatures on the quality assurance systems in higher education area, and determined the current situation and challenges encountered in quality assurance of Mongolian higher education institutions. The findings of the article indicate that the four main issues — the factors influential to the establishment of effective IQA system, quality assurance structure, lack of understanding towards IQA activities and implementation as the view of preparing only for self-evaluation report, and the lack of transparent information system. The article finds that the participation of both external and internal stakeholders in quality assurance process and activities is the key to the development and implementation of an effective internal quality assurance system.

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