A Self-assessment of Higher Education Institutions from the Perspective of the EFQM Excellence Model

Rosa, Maria João; Amaral, Alberto

doi:10.1007/978-1-4020-6012-0_7

Cited by 71 publications

(66 citation statements)

References 37 publications

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“…Overall, studies have targeted whole (supra) national QA systems and they have analysed IQA systems of HEIs a part of the broader systems. Few studies have focused exclusively on IQA systems developed within HEIs (Rosa and Amaral, 2007;Loukola and Zhang, 2010;Sursock, 2011;Nguyen, 2012). While frameworks developed through a national QA system may be useful to examine an IQA system, they need to be combined with those exclusively developed for IQA.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Since the 1980s, developed countries have established systematic quality policies. Several factors accounted for this policy shift, including (i) massification of HE; (ii) loss of confidence on the capacity of HE to maintain high standards and meet the demands of a competitive labour market; (iii) decline in government funding and increasing demand for accountability of HE; (iv) rapid growth of HE private sector and emergence of new public management; and (v) increasingly competitive HE system (Van Damme, 2002;Rosa and Amaral, 2007). In Africa, the quality issue as a key national HE steering policy is also a new phenomenon: the majority of quality assurance (QA) agencies were established after 1990s.…”

mentioning

confidence: 99%

“…Research seems to have focused on cross-national or national QA systems, rather than on institutional systems. The features of QA systems established within HEIs have often been examined as part of national or regional systems, but few studies have focused on internal QA (IQA) systems established within single HEIs (Rosa and Amaral, 2007;Sursock, 2011;Nguyen, 2012;Adamu and Adamu, 2012). Studies on IQA systems have often targeted several HEIs, but rarely single HEIs.…”

mentioning

confidence: 99%

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Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

Zavale¹,

Santos²,

Dias³

2016

IJAHE

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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.103 quality issue as a key higher education (HE) steering policy. Since the 1980s, developed countries have established systematic quality policies. Several factors accounted for this policy shift, including (i) massification of HE; (ii) loss of confidence on the capacity of HE to maintain high standards and meet the demands of a competitive labour market; (iii) decline in government funding and increasing demand for accountability of HE; (iv) rapid growth of HE private sector and emergence of new public management; and (v) increasingly competitive HE system (Van Damme, 2002;Rosa and Amaral, 2007). In Africa, the quality issue as a key national HE steering policy is also a new phenomenon: the majority of quality assurance (QA) agencies were established after 1990s. By 2012, about 21 African countries had established QA agencies, and a dozen other countries were moving in this direction (Shabani et al.

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Section: Conceptual Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

Zavale¹,

Santos²,

Dias³

2016

IJAHE

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“…Through the assessment of an EQA body, an institution or program can be evaluated to determine whether its operation meets certain accreditation standards to ensure educational quality and accountability (Kells 1995;Rosa and Amaral 2007). In contrast to accreditation, self-accreditation enables individual institutions to determine how their performance is in accord with the institutional missions (Stensaker et al 2011).…”

Section: Purpose: Accountability Versus Improvementmentioning

confidence: 99%

Adopting self-accreditation in response to the diversity of higher education: quality assurance in Taiwan and its impact on institutions

Chen

Hou

2016

Asia Pacific Educ. Rev.

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In 2012, Taiwan implemented a dual-track quality assurance system comprising accreditation and selfaccreditation in higher education institutions. Self-accrediting institutions can accredit their programs without requiring approval from external quality assurance agencies. In contrast to other countries, the Ministry of Education of Taiwan authorized self-accrediting institutions to develop their own evaluation standards. This study investigated the institution-based accreditation standards and their implications on institutional internal quality assurance. Content analysis revealed that 37 % of the indicators of self-accreditation were new and not used as review indicators in the original accreditation track. Two frequently added indicators were featured indicators and levels of internationalization. The results also indicated that institutions tend to structure their internal quality assurance systems uniquely. Three types of approaches for developing institution-based standards were identified: bottom-up, hybrid, and innovative approaches. Self-accreditation has benefited institutions committed to educational quality and pursuing excellence by enabling them to employ a fitness-for-purpose approach. The diversity of higher education and educational policy changes constitute new challenges to higher education. Balancing between accountability and autonomy is critical for all stakeholders of higher education.

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“…It will also require re-weaving the collegial fabric of academic communities, the collective mechanisms by which faculty members control and improve the quality of academic programs and research". More recently, Rosa and Amaral (2007) presented an extensive review of the use of TQM as one of the models from the business world applied to the field of higher education. They claimed that "applying TQM principles, concepts, and tools in higher education is not an easy process or one exempt from critics" (p. 191).…”

Section: The Rise Of Quality Management In Higher Educationmentioning

confidence: 99%

The enigma of quality in Greek higher education

Papadimitriou¹

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A Self-assessment of Higher Education Institutions from the Perspective of the EFQM Excellence Model

Cited by 71 publications

References 37 publications

Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

Adopting self-accreditation in response to the diversity of higher education: quality assurance in Taiwan and its impact on institutions

The enigma of quality in Greek higher education

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