scholarly journals Challenges of Top-Down Policy as Stakeholder Engagement Strategy in the Implementation of Internal Quality Assurance in Higher Education Institutions: An Empirical Research

2021 ◽  
Vol 24 ◽  
pp. 500-516
Author(s):  
Yustina Erti Pravitasmara Dewi ◽  
Dwi Yuwono Puji Sugiharto ◽  
Intiyas Utami ◽  
Andrian Huruta ◽  
Ocky Sundari
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Stakeholder Management ◽  
Higher Education Institutions ◽  
Group Discussion ◽  
Internal Quality ◽  
Top Down ◽  
Central Java ◽  
The Future ◽  
Internal Quality Assurance

Higher education plays a significant role in shaping the future national competitiveness. In Indonesia, its governance drives a massive transformation and is more focused on the internal quality assurance over the external one. There are several changes from aspects related to the implementation of internal quality assurance system, especially on the transformation of higher education which faces internal challenges that consider the managerial-based work as a highly complex and heavy-duty work and is less relevant to individual achievement. Further, the biggest challenge in implementing a quality management is the lack of stakeholder management. It gets worse with the top-down policy being implemented to improve the quality of higher education. This present study gives an overview of the internal quality assurance of higher education institutions experiencing challenges in stakeholder management and their top-down-policy-based initiatives. There was a total of 67 private universities in Central Java, Indonesia involved in this study. The data was collected in April – July 2019 using questionnaire and focus group discussion (FGD). The FGD involving the executives of the quality board of each university discussed the implementation of new quality assurance regulations. The results show a consistency of the respondents who apparently had incomplete documents of internal quality assurance, followed by skepticism about the future of institution which simultaneously affected the policy in the future.

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. 

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 Current Situation and Challenges of Internal Quality Assurance in Mongolian Higher Education Institutions

2019 ◽  
Vol 29 (4) ◽  
pp. 594-604
Author(s):  
Ganbaatar Сhantsaldulam ◽  
Igor Koroduk ◽  
Galina Voynikova
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Current Situation ◽  
International Standards ◽  
Internal Quality ◽  
Quality Assurance System ◽  
System Quality ◽  
Assurance System ◽  
Internal Quality Assurance

Quality assurance in higher education has become an endeavor of global proportions. With the increasing necessity of quality assurance system, the efforts have been initiated within the higher education sector in Mongolia to seek a feasible internal quality assurance system that is in line with the international standards. The main objective of this article is to identify the problems encountered Mongolian higher education system specifically to the implementation of internal quality assurance in HEIs and explore factors that are influential to the implementation of internal quality assurance system of Mongolia. Thus, this article is expected to give recommendations at institutional level by pinpointing the facts that should be taken into account in developing and implementing a workable and effective internal quality assurance system for Mongolian higher education institutions. This article reviewed literatures on the quality assurance systems in higher education area, and determined the current situation and challenges encountered in quality assurance of Mongolian higher education institutions. The findings of the article indicate that the four main issues — the factors influential to the establishment of effective IQA system, quality assurance structure, lack of understanding towards IQA activities and implementation as the view of preparing only for self-evaluation report, and the lack of transparent information system. The article finds that the participation of both external and internal stakeholders in quality assurance process and activities is the key to the development and implementation of an effective internal quality assurance system.

scholarly journals Factual Model of Internal Quality Assurance System of Private Higher Education Institutions in Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Andi Mursidi ◽  
Tri Joko Raharjo ◽  
Sugiyo Sugiyo ◽  
Arief Yulianto
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private Higher Education ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
Private Higher Education Institutions

Quality has increasingly become an important success determiner for higher education institutions. The education quality highly depends on the quality of all management systems run by the higher education institutions. This research aims at explaining the factual model and identifying the main factors influencing the implementation and development of quality assurance system of private higher education institutions in West Kalimantan Province, Indonesia. Research and Development (R&D) method was used as the research methodology to develop the model. Data collection processes start by interviewing the stakeholders of internal quality assurance system at higher education institutions and then distributing questionnaires related to the implementation of internal quality assurance system at each higher education institution. The collected data was then analyzed and synthesized into the factual model. The obtained factual model consisted of three steps: planning, implementing, and evaluating the internal quality assurance. From this factual model, it is revealed that the implementation of internal quality assurance system of private higher education institutions in West Kalimantan Province, Indonesia has not completely become a part of higher education institution accountability orienting on the higher education quality assurance, but more on the temporary purposes, such as higher education institution accreditation purposes.

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