scholarly journals Impact of External Quality Assurance Practices on Higher Education Institutions in Tanzania: A Review Paper

2020 ◽  
Vol 1 (3) ◽  
pp. 191-196
Author(s):  
Aloyce M. Nyamwesa ◽  
Evelyne F. Magambo ◽  
Daniel Oduor Onyango
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Private Universities ◽  
External Quality Assurance ◽  
Empirical Literature ◽  
Internal Quality ◽  
External Quality ◽  
Quality Issues ◽  
The Impact

For the past two decades, quality issues in higher education have attracted many scholars. While scholars are trying to answer the question whether quality assurance both internal and external has an impact on the operations and output from higher education institutions, there is evidence that quality is still a problem in Tanzania. This can be established by a series of deregistration of universities due to non-conformity. In February 2016 TCU revoked the earlier approval that established two private universities and in January 2020 it deregistered six universities and three campuses for quality issues. This study examined previous empirical literature on higher education in order to establish the impact of external quality assurance practice on operations and output of higher education institutions. It focused on creating understanding of EQA and its concepts, identifying benefits of EQA in HEIs and determining ways of improving adherence to EQA. While focusing on impact of external quality assurance practices, this paper reviewed various literatures from previous studies published between 2010 and 2020 on the subject matter. Findings from the review suggest that external quality assurance has both positive and negative impacts on universities’ internal operations. Some of the negative effects include increased cost of operations and the positive are increased enrolment, quality output and good internal quality assurance practice). It is therefore important that higher learning institutions adhere to External Quality Assurance and go beyond its requirements for better results. It is also recommended that External Quality assurance practices should align with globalization pace and that the government should extend support to private universities for maximized quality.

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 How the Triangle of Bologna Quality Assurance, a National Legal Framework and Internal Quality Enhancement Supports Institutional Improvement

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 113-124
Author(s):  
Kareva Veronika ◽  
Dika Zamir ◽  
Henshaw Heather ◽  
Memedi Xhevair
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Legal Framework ◽  
Internal Quality ◽  
Policy Makers ◽  
International Trends ◽  
Standards And Guidelines ◽  
The Impact

Abstract The Republic of Macedonia (RM) has been a part of the Bologna process since 2003. The Ministry of Education, law and policy makers and higher education institutions have actively engaged with its main concepts. In parallel with this, since the adoption of the law on higher education in 2008 and the reform of the Accreditation and Evaluation Board, there have been numerous changes and amendments culminating in the fast-tracked adoption of a new law at the beginning of 2015. Some of its solutions created a huge debate among the academic community, other intellectuals and students themselves, resulting in the postponement of that law and a kind of legal vacuum. In such turbulent circumstances, individual higher education institutions had to consider how and to what extent to adopt and develop relevant standards and guidelines, comply with the legal framework and promote good practice. The aim of this paper is to present how these three aspects, Bologna standards and guidelines for Quality Assurance (QA), a national legal framework and an institutional approach are being reflected, merged and implemented at a relatively young higher education institution. It questions the impact of these three elements on each other and how one institution’s drive for improvement is affected. This is done through a qualitative analysis of the three-fold perspectives. The conclusions and recommendations are expected to be of use to policy makers in the country and region as they evaluate how international trends and good practice fit into the socio-economic and political conditions of RM and similar countries. At the same time, it can demonstrate how far institutional quality assurance and progress can be implemented and recognized in the country itself and by some international stakeholders. It can also prove that the South East European University (SEEU) is a national leader in this field as RM has no functioning QA evaluation system, while SEEU has managed to create a well structured and operating one, based on international and institutional experiences.

scholarly journals Global Aggregated Ranking of HEIs: Russian Footprint

2021 ◽  
Vol 30 (3) ◽  
pp. 9-25
Author(s):  
V. A. Bolotov ◽  
G. N. Motova ◽  
V. G. Navodnov
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Performance Evaluation ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
External Quality Assurance ◽  
External Quality ◽  
New Approach ◽  
Research Results ◽  
Russian Universities

The paper suggests a new approach to performance evaluation of universities in Russia and worldwide based on aggregation of the results of ten global rankings and the Database of External Quality Assurance Results (DEQAR). The method of league analysis (MetALeague) allows the authors to integrate the diverse results of ranking and evaluation regardless of considerable variations in ranking methodology and indicators. As a result of MetALeague integration, the Global Aggregated Ranking of higher education institutions has been made. The paper analyses the global rankings and the position of Russian HEIs in these rankings. The authors have also analyzed the positions of countries based on the number of HEIs included in the Global Aggregated Ranking. The due consideration of research results, according to the authors, can propel the leading Russian universities to higher positions in the global educational environment.

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.

scholarly journals The role of the self-assessment report for the educational program in the systems of internal and external quality assurance of higher education

2018 ◽  
pp. 34-44
Author(s):  
Dariia Shchegliuk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Programs ◽  
The Self ◽  
External Quality Assurance ◽  
Internal Quality ◽  
Self Assessment ◽  
External Quality ◽  
Assessment Report ◽  
Internal Quality Assurance

The article is devoted to the introduction of a report on self-assessment in the practical activities carried by higher education institutions in Ukraine. The role of the report on the self-assessment of educational programs in the systems of internal and external quality assurance in higher education Is described. In internal quality assurance systems, a self-assessment report is defined as a tool for self-analysis of educational programs and an assessment of the effectiveness of the quality assurance system of higher education and the quality of educational activities of the institution. This report allows to identify the weaknesses of the program/system and plan ways to manage them. For an external quality assurance system, a self-assessment report is positioned as the main document generated by the provider of educational services for external evaluation. It is included that such a document is created for accreditation and for applications to participate  in global university rankings. The criteria for forming a self-assessment report and its structure are substantiated. A typical template for a self-assessment report that meets all the requirements of the Law of Ukraine "On Higher Education" and the criteria "Standards and Guidelines for Quality Assurance in the European Higher Education Area" is proposed. The template of report includes a list of criteria, essential requirements, key issues for analysis, and possible confirmations, as well as suggestions for improving and further developing the program. The use of the self-assessment report in internal quality assurance systems (during the periodic review and monitoring of educational programs to identify strengths and weaknesses, to ensure the transparency and clarity of various aspects of educational activities by internal and external stakeholders) and in external quality assurance systems (including for determining the progress of institutions of higher education and their ranking - both in subject areas and in general) is suggested.

DEVELOPMENT OF THE SYSTEM OF EXTERNAL PROVISION OF HIGHER EDUCATION IN UKRAINE: THE PAST, TODAY AND THE FUTURE

2019 ◽  
pp. 36-42
Author(s):  
V. Loza
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Higher Education Institutions ◽  
External Quality Assurance ◽  
Educational Institutions ◽  
External Quality ◽  
Higher Education System ◽  
The Law

The article presents the development of the system of external quality assurance of higher education in Ukraine. In particular, the positive and negative tendencies of the formation of the external security system in the post-Soviet period are considered, the situation of the present proceeding from the analysis of the Laws of Ukraine “On Higher Education” 2014 is outlined and "On Education" 2017, as well as the ways and prospects for its further transformation.In the first decade of Ukraine's independence, there has been a decline in the quality of higher education. The education management system of this period was, in fact, a Soviet model adapted to the needs of the transition period. Attempts by the state to further establish an effective institution of state accreditation of higher education institutions for a number of objective reasons (state monopoly on the decision of the conditions of accreditation of higher education institutions, non-competitiveness, opacity and non-accountability of the accreditation mechanism, corruption) revealed its inefficiency. The main trend in the higher education system of the late 1990s and early 2000s was the quantitative growth of higher education institutions, which was accompanied by a decrease in the quality of education and a significant imbalance of graduates' specializations to the needs of the labor market. Obvious losses were suffered by such advantages of Ukrainian education as fundamentality, systematic and practical orientation.The first steps aimed at improving the external quality assurance system of higher education was the Bologna Process, to which Ukraine joined in 2005, committing itself to make appropriate changes to the national education system and to join the work on setting priorities in the process of creating a single European Higher Education Area. The next key round of positive changes and integration processes in the European Union in the higher education system was the adoption of the Law of Ukraine "On Higher Education" of July 1, 2014, in which one of the important innovations was the creation of a National Agency for Quality Assurance in Higher Education and an attempt to legitimize the idea of independent institutions of assessment and quality assurance of education. The Law on Education, adopted on September 5, 2017, provided new opportunities for the development and enhancement of its competitiveness for education seekers, educators and educational institutions. The law has substantially distributed the powers and areas of responsibility of the authorities in education, significantly expanded the public's right to participate in the management and control of the activities of educational institutions and authorities, etc. The strategy of development of civic education for the period up to 2022 aims to form a holistic system of education, to create appropriate conditions for the functioning of the education system, implementation of the system of monitoring the quality of education and assessment of civic competences.The above points to the future positive changes in the creation of an effective system of external quality assurance of higher education aimed at joining the European educational, scientific and professional space.

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 Battling Academic Corruption in Higher Education: Does External Quality Assurance (EQA) Offer a Ray of Hope?

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Lazarus Nabaho ◽  
Wilberforce Turyasingura
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Leadership Role ◽  
External Quality Assurance ◽  
External Quality ◽  
Leading Role ◽  
National Quality ◽  
Conceptual Paper ◽  
Academic Corruption

The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, UNESCO (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption. However, a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption exists. This conceptual paper, using the crime-punishment model as an analytical lens, explores how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The paper advances the setting of academic integrity standards, institutional and programme accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies in the exercise of their leadership role in combating academic corruption. These approaches are hypothesised to create both incentives and disincentives for the institutions and staff in connection with engaging in academic corruption. Nevertheless, the paper takes cognisance of the fact that external quality assurance is necessary but not sufficient in combating corruption at the level of the academy.

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