Global Accreditation for a Knowledge-Oriented Community

2016 ◽  
pp. 209-234
Author(s):  
Henry C. Alphin Jr.
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Quality Assurance ◽  
Higher Learning ◽  
Learning Standards ◽  
Higher Education Quality ◽  
E Learning ◽  
Ongoing Development ◽  
Higher Education Internationalization ◽  
Improve Access

Faculty, administrators, businesses, accrediting agencies, and other institutions concerned with higher education quality must act to provide a framework for international higher learning standards, particularly concerning e-learning and access in developing countries. Higher education internationalization efforts will continue through the use of IT, increased mobility, the knowledge economy, and an integrated world economy (Altbach & Knight, 2007). Global accreditation will help to assure quality and increase options to improve access. A global accreditation model would provide the impetus for a knowledge-oriented global community that provides access to students in developing countries, as well as traditional and non-traditional learners. The chapter examines key forces shaping the transformation and globalization of higher education, international entities taking a global approach to quality assurance and accreditation, and key concepts in development and implementation of quality assurance at the global level. Finally, the chapter concludes with future implications in the ongoing development of global accreditation.

Global Accreditation for a Knowledge-Oriented Community

2014 ◽  
pp. 303-328 ◽  
Author(s):  
Henry C. Alphin
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Quality Assurance ◽  
Higher Learning ◽  
Learning Standards ◽  
Higher Education Quality ◽  
E Learning ◽  
Ongoing Development ◽  
Higher Education Internationalization ◽  
Improve Access

Faculty, administrators, businesses, accrediting agencies, and other institutions concerned with higher education quality must act to provide a framework for international higher learning standards, particularly concerning e-learning and access in developing countries. Higher education internationalization efforts will continue through the use of IT, increased mobility, the knowledge economy, and an integrated world economy (Altbach & Knight, 2007). Global accreditation will help to assure quality and increase options to improve access. A global accreditation model would provide the impetus for a knowledge-oriented global community that provides access to students in developing countries, as well as traditional and non-traditional learners. The chapter examines key forces shaping the transformation and globalization of higher education, international entities taking a global approach to quality assurance and accreditation, and key concepts in development and implementation of quality assurance at the global level. Finally, the chapter concludes with future implications in the ongoing development of global accreditation.

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 Ideological Shift in Indian Higher Education Internationalization

2014 ◽  
pp. 12-14 ◽  
Author(s):  
Mona Kahre
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Private Education ◽  
New Strategy ◽  
Education Hub ◽  
Indian Higher Education ◽  
Higher Education Internationalization ◽  
Opening Up ◽  
Different Levels ◽  
Regional Education Hub

A new strategy sees India seeking to become a regional education hub by developing new forms of international collaboration based on co-creation, opening up to private education provision for dual and joint degrees, and entering international associations for knowledge sharing. But, it will need to ensure that appropriate strategies and quality assurance systems are in place at the different levels to ensure successful outcomes.

Authentic Teaching and Learning Standards That Assure Quality Higher Education

2006 ◽  
pp. 296-308 ◽  
Author(s):  
Ron Oliver ◽  
Anthony Herrington ◽  
Sue Stoney ◽  
Jim Millar
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Major Area ◽  
Approach To Learning ◽  
Teaching Activities ◽  
Learning Standards ◽  
Quality Assurance Process ◽  
Assurance Process

Quality assurance is becoming a necessary aspect of many institutions of higher education. Teaching and learning is a major area of scrutiny and requires institutional agreement on the benchmarks and standards by which quality will be determined. This chapter provides a framework for conceptualising the elements of teaching and learning that need to be accounted for in any quality assurance process, with particular focus on teaching activities that reflect an authentic approach to learning.

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