scholarly journals Towards Sustainable Development through Higher Education Quality Assurance

2021 ◽  
Vol 11 (11) ◽  
pp. 664
Author(s):  
Nataliia Stukalo ◽  
Maryna Lytvyn
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Quality Assurance ◽  
Sustainable Development Goals ◽  
Education Quality ◽  
Internal Quality ◽  
Higher Education Quality ◽  
Development Goals ◽  
Education Quality Assurance

This study aims to identify the role of higher education quality assurance in achieving sustainable development goals. To support this aim, the following objectives were formulated: to discuss and summarize the best practices of QA agencies in promoting SDGs, to identify how Ukrainian universities consider SDGs in their policies, to develop recommendations for internal, and external quality assurance systems regarding SDG achievement. This qualitative study is based on a case study, observation, and questionnaire methods. Ukrainian higher education quality assurance systems are taken as a case study for this article. Primary data are collected through an online questionnaire and observation of Ukrainian universities’ publicly available information regarding sustainable development activities at their official websites. Additionally, some publicly available documents, reports, and materials on the experience of foreign quality assurance agencies are also reviewed, compared, and contrasted. The results of the research can be used at national levels where higher education standards should include competence in sustainable development goals, at institutional level to improve HEIs’ quality assurance system, and at the study program level to include SDG consideration as one of the requirements during internal quality assurance procedures.

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 The Triggers for Internationalization and Quality Enhancement in Higher Education of France

2020 ◽  
pp. 3-14
Author(s):  
Mariia Debych
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Organizational Development ◽  
Education Quality ◽  
Internal Quality ◽  
Quality Enhancement ◽  
Higher Education Quality ◽  
International Projects ◽  
Internationalization Strategies ◽  
Education Quality Assurance

The article analyzes the internationalization strategies and the quality assurance systems of France and Université de Lorraine. It has been found out that the goals, proposed in the national and institutional internationalization strategies, include strengthening policies to improve the reception of international students, young researchers and staff. It has been noted that Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Université de Lorraine are partners in the project «Implementation of Education Quality Assurance System via Cooperation of University-Business-Government in Higher Education Institutions» (EDUQAS Project), aiming at improving education quality assurance systems through the development of efficient internal quality standards leading to graduates’ better employability in partner countries. Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Commission des Titres d’Ingénieur are authorized to conduct international accreditations of study programs. Université de Lorraine Délégation à l’Aide au Pilotage et à la Qualité promotes a culture of continuous improvement and organizational development based on the tools of quality management and process control. It has been noted that participation in EDUQAS Project stimulates further development of QA systems at the national and institutional levels; wider participation of stakeholders in higher education quality enhancement and internationalization; higher education quality monitoring through stakeholders’ surveys; monitoring graduates’ career paths in partner countries. The legislative basis, internationalization strategies and quality assurance institutions at the national and institutional levels, networks of stakeholders involved in internationalization and quality assurance processes, participation in the international projects have been identified to be triggers for internationalization and quality enhancement in higher education of France.

scholarly journals Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University

2019 ◽  
Vol 11 (15) ◽  
pp. 4224 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Jesús Sánchez-Martín
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Point Of View ◽  
Primary Teacher ◽  
Practical Consideration ◽  
The Sustainable Development ◽  
Postgraduate Students ◽  
Development Goals

Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.

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