scholarly journals Self–Evaluation of Distance Learning Study Program as a Part of Internal Quality Assurance

2012 ◽  
Vol 7 (S1) ◽  
Author(s):  
Radojka Krneta ◽  
Danijela Milosevic ◽  
Maja Bozovic ◽  
Andjelija Mitrovic
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Internal Quality ◽  
Learning Study ◽  
Study Program ◽  
Self Evaluation ◽  
Internal Quality Assurance

scholarly journals ANALISIS KEPUASAN PENGGUNA LULUSAN PROGRAM STUDI PENDIDIKAN AGAMA KRISTEN SEKOLAH TINGGI AGAMA KRISTEN NEGERI KUPANG TAHUN 2019

2019 ◽  
Author(s):  
Marsi Bombongan Rantesalu
Keyword(s):  
Quality Assurance ◽  
Religious Education ◽  
User Satisfaction ◽  
Scientific Work ◽  
Internal Quality ◽  
Tracer Study ◽  
Study Program ◽  
Quality Assurance Agency ◽  
Internal Quality Assurance ◽  
Study Process

The Tracer Study process at STAKN Kupang has not run well. Documents about graduate users cannot be obtained at the Department or the Internal Quality Assurance Agency (LPMI). This makes it difficult to get information from Graduates about the existence of STAKN Kupang Graduates. Though it is very important in relation to the preparation of the curriculum and in filling the instrument during Accreditation.This is the background of the writer to do the Study Tracer for the user of Graduates. Therefore the authors in this study are interested in examining the response of graduate users to the graduates of STAKN Kupang and discuss them in Scientific work with the title, "Analysis of Graduation User Satisfaction Study Program of STAKN Kupang Christian Religious Education in 2019"

scholarly journals KKNI-BASED CURRICULUM PROGRAM EVALUATION IN FEBI, STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA MEDAN

2021 ◽  
Vol 10 (01) ◽  
pp. 538
Author(s):  
Syafaruddin Syafaruddin ◽  
Amiruddin Siahaan ◽  
Suasana Nikmat Ginting
Keyword(s):  
Quality Assurance ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Empirical Evaluation ◽  
Curriculum Evaluation ◽  
Internal Quality ◽  
Study Program ◽  
Program Accreditation ◽  
Internal Quality Assurance ◽  
North Sumatra

This paper aims to analyze the evaluation of the KKNI-based curriculum program at the Faculty of Islamic Economics and Business (FEBI) UIN North Sumatra Medan. The curriculum evaluation model used is the CIPP model (Context, Input, Process, Product). This study used a qualitative approach, then data was obtained through observation, interviews, questionnaires, and documentation techniques as well as various sources. The results of this study indicate that (1) Context, from this aspect, FEBI UIN North Sumatra Medan applies an KKNI-based curriculum referring to Presidential Regulation No. 8 of 2012; (2) Inputs, including lecturer's RPS, quizzes, assignments, learning participation, mid-semester exams and end-semester exams; (3) Process, including monitoring of internal quality assurance units at the FEBI and university levels at UIN North Sumatra Medan, as well as external quality assurance in the context of institutional and study program accreditation; (4) Product, through formative evaluation (such as group assignments, quizzes, individual assignments, exams) and empirical evaluation (behavior and student participation in the learning process).

scholarly journals Implementation of the Internal Quality Assurance System at UIN Malang Indonesia

2021 ◽  
Vol 12 (6) ◽  
pp. 941-949
Author(s):  
Mulyono, Et. al.
Keyword(s):  
Quality Assurance ◽  
Quality Standards ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Total Quality ◽  
Study Program ◽  
Stakeholder Satisfaction ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
The University

This study aims to examine the implementation of the internal quality assurance system (IQAS) at the State Islamic University of Maulana Malik Ibrahim Malang Indonesia (called UIN Malang). This research uses qualitative methods, data obtained through interviews, document review and observation, and data analysis techniques using interactive analysis models. The results of the research can be concluded as follows: 1) The University established a Quality Assurance Institute (QAI) at the university level, the Quality Assurance Unit (QAU) at the Faculty level, Postgraduate Program, Language Development Center, and Ma’had (campus dormitories) and Quality Control Groups (QCG) at the Department/Study Program level. 2) Compiling quality assurance system planning in documents: quality policy, quality manual, quality standards, quality forms, monitoring, measurement and self-evaluation, internal quality audits, and Management Review Meetings (MRM). 3) Applying the PDCA (Plan, Do, Check, Action) model which is the application of Total Quality Management (TQM) to produce a cycle of continuous quality improvement. 4) Establish idealized academic service quality standards based on benchmarking results. 5) Ensure the stages of implementation, evaluate and revise quality standards according to benchmarking on an ongoing basis. 6) Establish quality indicators to achieve stakeholder satisfaction, productivity, and efficiency. 7) Internalizing the values ​​and quality culture in the entire campus community. This research produces a strategy for implementing a comprehensive quality assurance system to build UIN Malang as the Center of Excellence and the Center for Islamic Civilization.

scholarly journals Internal Quality Assurance Implementation Evaluation at the Engineering Faculty of Universitas Negeri Jakarta

2020 ◽  
Author(s):  
Mufti Ma’sum
Keyword(s):  
Quality Assurance ◽  
Learning Process ◽  
Secondary Data ◽  
Primary Data ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Study Program ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
Standard Documents

This research aims to evaluate the implementation of learning process quality assurance in the Faculty of Engineering program studies. Countenance Stake was performed which stresses two primary evaluations - (1) description and (2) judgment - as well as looking at three different stages of (1) antecedents, (2) transaction, and (3) outcomes. Data were collected by using several instruments, e.g. document study, closed questionnaires, observations and interview guidance. Primary and secondary data were analyzed quantitatively and qualitatively. Primary data that were gathered from interviews were analyzed qualitatively. Quantitative data analysis consisted of three stages: data reduction, data display and conclusion. The questionnaire instrument was developed from the Faculty of Engineering Universitas Negeri Jakarta (FT UNJ) quality assurance manual and Internal quality assurance system Universitas Negeri Jakarta standard documents. The questionnaire instrument used to collect transaction data was developed from the Internal Quality assurance system while the questionnaire used to collect learning outcomes was developed from regulation no. 14 on teachers and lecturers. These instruments have been validated by two experts. Research results show that: (1) The lesson planning (antecedence) of undergraduate informatics study program and culinary art study program (Tata Boga) were evaluated as good; (2) The learning process (transaction) of undergraduate informatics study program and culinary art study program (Tata Boga) was evaluated good and very good, respectively; (3) Theoutcome of undergraduate informatics study program and Tata Boga study program was categorized good and very good, respectively. Therefore, it can be concluded that, in general, the Internal Quality Assurance in FT UNJ performed well. Keywords: Program evaluation, internal quality assurance, learning process standard

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. 

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