scholarly journals Risk Management in the Higher Education Quality Insurance System

2020 ◽  
Vol 14 (1) ◽  
pp. 46-54
Author(s):  
Živko Kondić ◽  
Željko Knok ◽  
Veljko Kondić ◽  
Sanja Brekalo
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Daily Basis ◽  
Risk Identification ◽  
Education Quality ◽  
Practical Application ◽  
External Context ◽  
Risk Management Process ◽  
Higher Education Quality ◽  
Identification Analysis

Due to the factors that affect the results of work on a daily basis, higher education institutions, through their quality assurance systems, or their planning, must assess risks. In doing so, they must take into account all issues of the internal and external context as well as the needs and expectations of all stakeholders in higher education. The paper explains in an appropriate way the concept of risk as well as all the elements that determine it and their classification in the field of higher education. Subsequently, a possible approach to risk management is discussed, with an emphasis on clarifying the principles and the risk management process itself. Finally, the basics of practical application in risk identification, analysis, evaluation and treatment are outlined.

scholarly journals THE DEVELOPMENT OF AN ATTITUDE TOWARDS RISK MANAGEMENT IN THE CONTEXT OF COUNTRY COMPETITIVENESS

2013 ◽  
Vol 11 (2) ◽  
pp. 281-293 ◽  
Author(s):  
Viktorija Stasytytė
Keyword(s):  
Risk Management ◽  
Risk Identification ◽  
Country Risk ◽  
Enterprise Management ◽  
Management Process ◽  
Risk Map ◽  
Risk Management Process ◽  
Risk Uncertainty ◽  
Country Competitiveness ◽  
Identification Analysis

The paper analyses the prevailing definitions of risk, uncertainty and risk management as well as attitudes towards risk identification, analysis and response in the context of the enterprise and country as a whole. The article presents a scheme of attainment of risk-intelligent enterprise management and discloses its application possibilities to country risk management. The paper also shows the schematic views of particular techniques applied in each step of the risk management process. After analysing a report on global country risks, a generalized risk map of global risks is formed and detailed further trends of research are determined in order to develop a thorough picture of country risks in Lithuania.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

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 Quality management in higher education sphere: methodological aspect

Osvitolohiya ◽  
2017 ◽  
pp. 156-162 ◽  
Author(s):  
Nina Batechko ◽  
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Education Quality ◽  
Competitive Advantages ◽  
Total Quality ◽  
Quality Management Systems ◽  
Higher Education Quality ◽  
General Scientific ◽  
Education Quality Assurance

In the article the problem of education quality management was considered in the context of general scientific methodology. The modern tendencies of implementation of higher education quality and quality management in particular, were highlighted. It is shown that the practice of implementation of quality management systems, such as the Total Quality Management, positively affects the organizational, market and financial strategies for the formation of long-term competitive advantages in higher education sphere. The modern interpretation of the essence and basic principles of education quality management was revealed. The methodological substantiation of the phenomenon of education quality management in the context of general scientific approaches was carried out: systemic, synergistic and acmeological. Such an approach makes it possible to substantiate the quality management as a complex, open system characterized by nonlinearity of transformations, allows to predict its development, proceeding from the development of each individual to the whole system as a whole. It is proved that methodological substantiation of quality management on the basis of general scientific approaches can become the foundation on the basis of which the national system of education quality assurance will develop its own model, inherent only to it, taking into account the system of public administration in the field of Ukraine’s higher education, educational policy, academic traditions.

Sign in / Sign up

Export Citation Format

Share Document