scholarly journals Penjaminan Mutu Internal Perguruan Tinggi

2018 ◽  
Vol 16 (1) ◽  
pp. 25-38
Author(s):  
Halimatus Sakdiyah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Standards ◽  
Internal Quality ◽  
Education Standards ◽  
Quality Assurance Agency ◽  
National Education ◽  
Minimum Quality Standards ◽  
Quality Of Higher Education ◽  
Internal Quality Assurance

Abstract: There are many higher education executives in Indonesia that still carry out fewer learning activities under the quality standars, so ultimately the credibility of higher education is still not satisfying the stakeholders. A college should be able to make internal quality standards beyond the minimum quality standards made by the National Education Standards Agency (BSNP). Currently, quality assurance in the form of systems development and the astablishment of the agency has not been done much in the college. The role of internal quality assurance for higher education is also still inadequate to boost quality improvement. This is where the need for internal quality assurance agency in college that aims to repair and improve the quality of higher education on an ongoing basis. Keywords: Internal Quality Assurance and Higher Education.

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

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 ◽  
Internal Quality Assurance

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.

scholarly journals Quality of Higher Education and Current Researches in This Area

2016 ◽  
Vol 19 (2) ◽  
pp. 133-139
Author(s):  
Teo Wubbels ◽  
Sergiy Kurbatov
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Quality Assurance ◽  
Educational Research ◽  
Internal Quality ◽  
Research Association ◽  
Quality Of Higher Education ◽  
Teachers And Students ◽  
Internal Quality Assurance

In his exclusive interview for our journal the President of the European Educational Research Association (EERA), Professor of Education at Utrecht University Theo Wubbels told about his professional development as an expert in the area of educational researches. He analyzed the process of establishing and further development of the internal quality assurance system at Utrecht University, which helps this university to be a leader in European and global academic space. For example, Professor Wubbels specially stressed the point, that system of quality assurance in higher education could not be reduced only to the formal mechanisms of assessment, but need to include the possibilities for professional development and intensive dialogue between teachers and students. Theo Wubbles discussed the main activities of the European Educational Research Association (EERA) and the possibilities for researchers, which membership in this association provides. He also shared his impressions from cooperation with Ukrainian colleagues.

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.

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 The system of internal quality assurance of educational activities and the quality of higher education: from the experience of the Faculty of Social and Psychological Education of Uman State Pedagogical University named after Pavel Tychyna

2021 ◽  
pp. 61-72
Author(s):  
Oksana Kravchenko ◽  
Iryna Karpych
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Process ◽  
Internal Quality ◽  
Educational Activities ◽  
Quality Of Higher Education ◽  
State Pedagogical ◽  
Internal Quality Assurance ◽  
Psychological Education

The article highlights the experience of internal quality assurance of educational activities and the quality of higher education of the Faculty of Social and Psychological Education of Uman State Pedagogical University named after Pavel Tychyna. The current system of internal quality assurance of educational activity and quality of higher education at the Faculty of Social and Psychological Education of Uman State Pedagogical University named after Pavel Tychyna is analyzed. It is established that the internal quality assurance of educational activities and the quality of higher education at the faculty has a systemic nature and is carried out in certain areas that are logically and consistently interconnected, namely: periodic review and updating of educational programs (updating educational programs; preparation of new and improvement of current curricula, monitoring the quality of working programs of academic disciplines, development of syllabuses, informing students about the disciplines of free choice, analysis of the availability of educational and methodological and information support); assessment of applicants for higher education (assessment of students, periodic surveys of participants in the educational process); promoting the principles of academic integrity; monitoring the quality of teaching staff (analysis of the timeliness of internships and in-service training by teachers, monitoring the quality of training sessions by teachers, analysis of compliance with the licensing conditions of staffing); ensuring the availability of necessary resources; ensuring publicity of information. Ensuring the quality of educational activities and the quality of higher education at the Faculty of Social and Psychological Education is ensured by a holistic systematic interaction of all participants in the educational process, faculty and university in the implementation of appropriate internal measures and procedures aimed at improving the quality of education.

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

2016 ◽  
Vol 2 ◽  
Author(s):  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Current Understanding ◽  
Education Quality ◽  
Internal Quality ◽  
Practical Relevance ◽  
Higher Education Quality ◽  
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. 

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 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 of Higher Education and Structure of ICT Competence of Teachers in Ukrainian High Schools

2015 ◽  
Vol 4 (3) ◽  
pp. 62-78 ◽  
Author(s):  
Nataliia Morze ◽  
Artur Kocharian ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Higher Education ◽  
Quality Standards ◽  
Educational Process ◽  
Internal Quality ◽  
Quality Of Higher Education ◽  
Ict Competence ◽  
Standards And Guidelines ◽  
European Standards ◽  
The University

Abstract This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

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