PurposeThis study employs survey methods to statistically examine the internationalization of quality assurance (IQA) in Taiwanese higher education. The data collected were analyzed to assess the associations between administrators' opinions of the importance of IQA and their evaluations of its implementation, as well as the relationship between implementation and opinions on seven measures of international quality. The study also explores the mediating effect of implementation assessments on the relationship between opinions of the importance of IQA and opinions of international quality.Design/methodology/approachThis study targeted higher education administrators from universities in Taiwan, including presidents, vice presidents, deans, section chiefs, directors, and heads of schools in various departments. Using systematic sampling methods, 80 universities were selected from a population of 159 higher education institutions in Taiwan, with 17-40 potential participants each in 2015. A total of 2,377 questionnaires were distributed to all the administrators of those institutions, and ultimately, 65 institutions and 337 valid questionnaires were analyzed.FindingsThe importance of IQA directly and positively influenced implementation of it on higher education institutions. The implementation directly and positively influenced the level of international quality of the institutions and the importance of IQA had an indirect positive influence on international quality through implementation. The aggregated institution-level results were similar to but much stronger than the individual-level results.Originality/valueThis study examined the IQA of higher education in Taiwan, which is increasingly important to institutions' competitiveness in the global higher education market. The data were analyzed using multilevel structural equation modeling at the individual-level and the aggregate-level. The analysis revealed direct and indirect associations between opinions about IQA and institutional quality. This study makes a significant contribution to the literature because it clarifies the role of administrators (individually and collectively) regarding their institutions' educational quality, and it provides useful information that institutions could apply to improve their international competitiveness.
All countries in the world are currently trying to implement educational reform, which increases the additional workload of teachers. It is more important to discuss how to inspire teachers’ enthusiasm for educational reform from the perspective of organizational support (OS). Previous research on OS was limited to perceived organizational support (POS), but in recent years group-level OS has been considered the most promising. There is no study comparing POS and group-level OS in education, and therefore this study explored the relationships between OS, job engagement (JE) and organizational citizenship behavior (OCB) in an educational context. In particular, OS was examined at the individual-level (POS) and the aggregated group-level (school organizational support, SOS). Analysis was performed using structural equation modeling (SEM) at both single and multiple levels. SEM results showed direct and positive relationships of individual-level POS with both JE and OCB. Moreover, JE is directly and positively related to OCB and plays the partial mediating role of the indirect and positive impact of POS on OCB. Multilevel structural equation modeling (MSEM) analysis revealed direct and positive relationships of SOS with teachers’ JE, which was directly and positively related to their OCB. While SOS had no significant positive relationship with OCB, it did have a positive impact on OCB through the mediation of JE. Comparison between SEM and MSEM results revealed the change in effect of OS on OCB from significant to insignificant, thus implying full mediation effect of JE when SOS is considered.
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