"درجة تطبيق معايير ضمان الجودة والاعتماد الأکاديمي بکلية الدراسات العليا التربوية بجامعة الملک عبدالعزيز من وجهة نظر أعضاء هيئة التدريس" The degree of application of quality assurance and academic accreditation standards at the Faculty of Graduate Studies at King Abdulaziz University from the view of faculty members

The study aimed to identify the effectiveness of the Blackboard elements during Coronavirus pandemic in light of the quality assurance and accreditation standards from the viewpoint of faculty members at the Mathematics Department, Umm Al-Qura University. To achieve the objectives of the study, the descriptive analytical method was used. The study sample consisted of (45) members of the teaching staff in the mathematics departments of Umm Al-Qura University, who taught mathematics courses during Coronavirus pandemic. The questionnaire, which consisted of (33) items, was used to collect relevant data. The results of the study indicated that the effectiveness of the four components of the Blackboard that were studied during the Corona pandemic in light of the standards of quality assurance and accreditation was at a medium degree of (3.32), while the effectiveness component of cloud storage on the Blackboard got the highest score (3.68). The effectiveness component of the digital library on the Blackboard got the lowest score among the four elements (3.11). These results suggested the need to increase attention to the requirements of achieving quality assurance and work to raise them in higher education institutions for interactive mathematics courses, as the lack of interest in them may have affected the results and outcomes of mathematics students. The study concluded with a number of recommendations, including supporting the elements of the Blackboard and using them in the educational process, developing and evaluating them in the light of quality standards; conducting further studies on the use of the Blackboard; providing all facilities for the success of the educational process; and seeking to achieve quality and accreditation requirements whenever possible.

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Evaluation of the Master of curriculum and science instruction in Taibah University in the light of (CAEP) Standards: تقويم برنامج ماجستير مناهج وطرق تدريس العلوم بجامعة طيبة في ضوء معايير (CAEP)

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.s301019 ◽

2020 ◽

Vol 4 (12) ◽

Author(s):

Rashdan Humaid Almatrafi, Sawsan Nasser Alahmadi

Keyword(s):

Quality Assurance ◽

Continuous Improvement ◽

Science Instruction ◽

Pedagogical Knowledge ◽

Faculty Members ◽

Master Program ◽

Program Impact ◽

Provider Quality ◽

Research Population ◽

Candidate Quality

This study aimed to evaluate the master program of curriculum and science instruction in Taibah University in the light of the standards of council for the accreditation of educator preparation (CAEP). To achieve that, the study applied a questionnaire on the research population that consisted of all the faculty members (7) in the curriculum and science instruction specialty. And all the students (7) in the curriculum and science instruction specialty. The questioner consisted of (32) items distributed on the (CAEP) five standards: Content and Pedagogical Knowledge, Clinical Partnerships and Practice, Candidate Quality and Selectivity, Program Impact, Provider Quality Assurance and Continuous Improvement. The results showed that (CAEP) standards are highly available in the program with an average of (3.46) where: Content and Pedagogical Knowledge comes first with an average of (3.67) then Candidate Quality and Selectivity (3.51), Program Impact (3.45), Clinical Partnerships and Practice (3.41), and they all were highly available. And in the last place Provider Quality Assurance and Continuous Improvement (3.08) with a medium availability in the program. And the results showed that There were no significant differences at the level of significance(α≤0.05) between the faculty members and students responds of (CAEP) standards availability in the program. The study recommended prepare the curriculum and science instruction specialty to import (CAEP) standards. and perform more studies about (CAEP) standards.

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The Extent of Conformity of Academic Programs Outcomes at the College of Engineering, The University of Jordan to ABET Standards from the Viewpoint of Faculty Members and Quality Assurance Representatives

The Arab Journal For Quality Assurance In Higher Education ◽

10.20428/ajqahe.13.44.3 ◽

2020 ◽

Vol 13 (44) ◽

pp. 55-78

Author(s):

د. دلال مصطفى عبدالله هواش

Keyword(s):

Academic Outcomes ◽

Evaluation System ◽

Comprehensive Evaluation ◽

Participant Observation ◽

Academic Staff ◽

Faculty Members ◽

Study Objective ◽

Accreditation Standards ◽

University Of Jordan ◽

The University

The current study aimed to identify the extent to which the academic outcomes of the programs of the Faculty of Engineering at the University of Jordan conform to the American accreditation standards "ABET". To achieve the study objective, the qualitative method was followed and three tools were used: standardized open-ended interviews, participant observation, and analysis of documents collected from the field. Major findings revealed that engineering departments which were granted accreditation seek to achieve the academic outcomes of the programs that emanate from the international accreditation standards of ABET by a periodic continuous comprehensive evaluation system of all activities of the teaching process. Internal accreditation committees are formed in the engineering departments consisting of academic staff, administrative professionals and specialists with experience in monitoring and evaluation. The Faculty of Engineering has benefited from achieving the minimum standards of accreditation in improving the quality of learning outcomes and obtaining accredited university degrees similar to any degree in an accredited American university. The engineering departments also seek to improve the infrastructure and provision of equipment appropriate to the standards through obtaining institutional support. Despite the existence of some obstacles and challenges facing the engineering departments, they have benefited from accreditation. It was recommended to apply accreditation standards for all academic majors in universities for their importance for students, faculty members and the profession. Keywords: academic outcomes, faculty of engineering, University of Jordan, abet accreditation standards, faculty, quality representatives.

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Quality Management and Academic Leadership

Quality Management Principles and Policies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1017-9.ch006 ◽

2020 ◽

pp. 101-120

Author(s):

Joseph Ezale Cobbinah ◽

Samuel Agyemang

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Management ◽

Higher Education Institutions ◽

Faculty Members ◽

Senior Faculty ◽

Academic Leaders ◽

Academic Leader ◽

Effective Delivery ◽

Quality In Higher Education

Quality management in higher education is one of the measures that institutions put in place to ensure that courses and programs that are offered meet international and accreditation standards. This chapter examines how academic leaders can promote and manage quality in higher education institutions. Higher education institutions and senior faculty members appear to improve performance by ensuring that quality assurance unit enforces effective delivery to increase students and parents' satisfaction. Promotion of quality and the management of quality is not about long service but an exhibition of effective leadership that will help higher education institutions to navigate through the turbulence of challenges facing higher education institutions today. To achieve this, the academic leader is supposed to assist institutions to pursue their vision and mission to enable them to effectively manage quality.

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Performance Appraisal of Faculty Members Based on Internal Quality Assurance System: A Delphi Study

International Journal of Higher Education ◽

10.5430/ijhe.v9n6p87 ◽

2020 ◽

Vol 9 (6) ◽

pp. 87

Author(s):

Ahmed Ramadan Khtere

Keyword(s):

Quality Assurance ◽

Performance Appraisal ◽

Delphi Study ◽

Faculty Members ◽

Educational Institutions ◽

Internal Quality ◽

Systematic Assessment ◽

Professional Activities ◽

System A ◽

Internal Quality Assurance

Performance Appraisal (PA) aimed at faculty staff puts emphasis on several teaching, research, and administration duties. The educational institutions seek to adopt a systematic assessment of faculty performance according to the institutional quality system. The study argues that PA can be developed by Entrustable Professional Activities (EPAs) which determinate the competences of faculty through the processes of internal quality assurance (IQA). This study establishes consensus, by using Delphi study, among experts on performance appraisal tools, and aims to provide a framework for EPAs which can be listed to analyze the faculty roles. During three rounds of the Delphi process, 29 experts reported four main roles of faculty in IQA namely, instructor, planner, assessor, and mentor. Participants developed 18 tools can be used to assess 14 EPAs to demonstrate the necessary competences to execute these activities unsupervised. The results can demonstrate the competences to execute these activities unsupervised.

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The Role of Academic Accreditation in Guiding Saudi Universities to Respond to the Fourth Industrial Revolution Receivables

International Journal for Quality Assurance ◽

10.34028/ijqa/3/2/324 ◽

2020 ◽

Vol 3 (2) ◽

pp. 67-83

Keyword(s):

Industrial Revolution ◽

Faculty Members ◽

Theory And Practice ◽

Fourth Industrial Revolution ◽

Accreditation Standards ◽

Riyadh City ◽

Study Results ◽

Clear Identification ◽

Academic Year

The current study aims to identify the academic accreditation role in directing the Saudi universities to respond to 4thInternational Revolution Receivables. This study is based on the mixed method (quantitative and qualitative), and two tools are used to collect data: questionnaire, and interview. The questionnaire is designed to have 20 paragraphs distributed into four aspects. After approving the questionnaire reliability and credibility, it was distributed on a sample of (170) faculty members working in the scope of quality and academic accreditation in governmental universities at Riyadh city for the academic year of (2019\2020). The study results show a clear identification of the Fourth Industrial Revolution Receivables in the higher education domain.The results also show the adequacy of accreditation standards in their theoretical dimension, but in practice the reality of universities are in need of more attention. The qualitative results had valuable additions, in clarifying the reasons for the gap between theory and practice related to academic accreditation standards. As well as clarifying the constraints reducing the effectiveness of this role. In light of the mixed results, the study set particular recommendations that aim to increase the role of the academic accreditation in directing Saudi universities to respond to the 4thInternational Revolution Receivables.

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Language and Quality Assurance: A Case Study Highlighting the Effects of Power, Resistance, and Countertactics in Academic Program Reviews

TTR traduction terminologie rédaction ◽

10.7202/1051018ar ◽

2018 ◽

Vol 29 (2) ◽

pp. 177-193

Author(s):

Lynne Bowker

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Institutional Quality ◽

Academic Program ◽

Faculty Members ◽

Quality Assurance Process ◽

Assurance Process ◽

Program Reviews

Quality assurance has been recognized as being important in higher education; however, there are numerous reports that it is challenging to engage faculty members in quality assurance processes in a meaningful way. A frequently cited reason for faculty members’ resistance is that they find the process to be authoritarian and non-collegial. This paper presents a case study which shows that changing the tone of the language used to communicate with academics about the institutional quality assurance process—from a bureaucratic and authoritative tone to a more collegial one—can serve as a countertactic to help mitigate the resistance of faculty members to this process. Using corpus-based techniques, we investigate the language used in documents to communicate with faculty members about quality assurance. We then demonstrate that, following a linguistic revision to introduce a more collegial tone to these communications, faculty members appear to be more willing to engage in the quality assurance process in a meaningful way.

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Education for Sustainable Development: a Strategic Tool for Quality Improvement of Higher Education

Proceedings of the 2nd International Conference on Higher Education Advances ◽

10.4995/head16.2016.2740 ◽

2016 ◽

Author(s):

Kageeporn Wongpreedee ◽

Karnitta Sinsahuang ◽

Janjira Intanakom ◽

Wanlaya Tanechpongtamb ◽

Pansiri Phansuwan-Pujito

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Quality Assurance ◽

Social Enterprise ◽

Mission Statement ◽

Quality Standards ◽

Education For Sustainable Development ◽

Management Team ◽

Faculty Members ◽

The University

It has been long known that quality assurance (QA) is a system to develop quality standards in Thailand. However, it is not easy to implement the concept throughout a whole organization, for example, to include in a university, faculty members, program specifications, management team, and so on. This paper is to explain a case of strategic management of quality assurance using education for sustainable development (ESD) in the university with social enterprise concept. An example of the university with the mission statement of “to serve society” can drawn more attention using ESD concept to faculty in stead of QA regulation concept. The conceptual framework of the implementation was shown how QA can be developed in curriculum embedding with an ESD concept.

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Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

UMT Education Review ◽

10.32350/uer.21.01 ◽

2019 ◽

Vol 02 (01) ◽

pp. 01-21

Author(s):

Seema Arif ◽

Zunaira Liaqat ◽

Ayesha Afzal

Keyword(s):

Teacher Education ◽

Quality Assurance ◽

Content Analysis ◽

Thematic Analysis ◽

Document Analysis ◽

Accreditation Process ◽

Faculty Members ◽

National Accreditation ◽

Item Questionnaire ◽

Faculty Of Education

This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

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Quality assurance in higher education: A review of literature

Higher Learning Research Communications ◽

10.18870/hlrc.v5i4.257 ◽

2015 ◽

Vol 5 (4) ◽

Cited By ~ 34

Author(s):

Tricia Ryan

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Literature Review ◽

Student Involvement ◽

Faculty Members ◽

General View ◽

International Level ◽

Review Of Literature ◽

Common Framework ◽

Quality In Higher Education

The aim of this paper is to present a general view and a brief literature review of the main aspects related to quality assurance in global higher education. It provides an overview of accreditation as a mechanism to ensure quality in higher education, examines models of QA, and explores the concept of quality. In addition, this paper provides a review of research on the effectiveness of quality assurance practices, with a particular focus on student involvement with quality assurance. In reviewing the concept of quality assurance itself, the author noted there is a need for a common framework for a quality assurance model; however, there is no agreement as to a QA definition or a QA model. Furthermore, although quality is the utmost significant concern for accrediting bodies, accreditation structures are decentralized and complex at both the regional and international level. Another challenge identified revolves around the concerns of faculty members and other stakeholders, such as students, about the QA process. Given that students are at the center of higher education, and invest time and money in the system, the author concludes involving them could improve QA processes.DOI: <a href="/index.php/HLRC/editor/viewMetadata/dx.doi.org/10.18870/hlrc.v5i4.257">10.18870/hlrc.v5i4.257</a>

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