Academics’ perceptions of the impact of internal quality assurance on teaching and learning

Tavares, Orlanda; Sin, Cristina; Videira, Pedro; Amaral, Alberto

doi:10.1080/02602938.2016.1262326

Cited by 32 publications

(37 citation statements)

References 43 publications

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“…But, on the other hand, it is also the result of a complex accreditation process which was required to eliminate sub-par teaching programs from the system (Tavares et al, 2016b). In order to ease the burden of bureaucracy, quality assurance in…”

Section: Resultsmentioning

confidence: 99%

“…A survey of teachers working in Portuguese higher education institutions found that the main impact of implementing internal quality assurance systems is a greater demand for them to dedicate time to non-academic tasks which, in fact, is detrimental to teaching and learning (Tavares et al, 2016b). This bureaucracy has been consensually identified in the literature as an unwanted side effect of quality assurance which diverts academics' time and energy away from teaching and research (Cartwright, 2007;Newton, 2002;Harvey and Newton, 2007).…”

Section: Perceptions Of How Quality Assurance Reforms Have Improved Tmentioning

confidence: 99%

“…Based on research carried out over the last four years (Cardoso et al, 2015a(Cardoso et al, , 2015bSin et al, 2016;Tavares et al, 2016aTavares et al, , 2016b, this article documents the changes that occurred in Portugal after the adoption of the new higher education quality assurance framework in 2007. First, we explain the context that determined the evolution of quality assurance in Portugal, paying special attention to the most recent developments, since 2007, in the quality system restructuring.…”

Section: Guidelines For Quality Assurance In the Europeanmentioning

confidence: 99%

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Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Sin¹,

Tavares²,

Amaral³

2017

Annual Review

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This article documents the changes that occurred in Portugal after the adoption of the new higher education quality assurance framework in 2007. The most obvious results of the new higher education evaluation and accreditation agency's actions can be observed primarily at the level of teaching-program provision. Accreditation activities resulted in a 40% reduction in the supply of the courses on offer between 2009(Sin et al., 2016. This reduction was felt mainly in private institutions, which confirms that substandard programmes were more common in the private sector. Another consequence was that institutions started to take a more formal and systematic approach to quality by implementing internal quality assurance systems. These systems were driven by a logic of accountability rather than by genuine self-reflection aiming to engage all those involved and which would have led to improvement. Therefore, it appears that most academics perceive internal quality assurance to have had negative effects on teaching and learning, mainly because of increased bureaucracy, while the positive effects are still perceived as being relatively modest.

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Section: Resultsmentioning

confidence: 99%

Section: Perceptions Of How Quality Assurance Reforms Have Improved Tmentioning

confidence: 99%

Section: Guidelines For Quality Assurance In the Europeanmentioning

confidence: 99%

See 1 more Smart Citation

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Sin¹,

Tavares²,

Amaral³

2017

Annual Review

Self Cite

View full text Add to dashboard Cite

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“…L'anàlisi es va circumscriure a dotze institucions que van ser pioneres en la implementació i la certificació dels seus sistemes interns de garantia superior es va descobrir que el principal impacte de la implementació de sistemes interns de garantia de la qualitat ha sigut una major demanda de temps per a tasques no acadèmiques, la qual cosa és, de fet, perjudicial per a l'ensenyament i l'aprenentatge (Tavares et al, 2016b). La burocràcia s'ha identificat de forma consensual en la literatura com un efecte secundari no desitjat de la garantia de la qualitat, que desvia el temps i l'energia dels acadèmics de l'ensenyament i la recerca (Cartwright, 2007; Balanç dels canvis en la garantia de la qualitat en l'educació superior a Portugal entre 2007 i 2015 Newton, 2002;Harvey i Newton, 2007).…”

Section: Font: A3esunclassified

“…A partir d'una sèrie de treballs de recerca realitzats durant els últims quatre anys (Cardoso et al, 2015a(Cardoso et al, , 2015bSin et al, 2016;Tavares et al, 2016aTavares et al, , 2016b, aquest article documenta l'evolució que s'ha dut a terme a Portugal després de l'adopció, en 2007, del nou marc de garantia de la qualitat en l'educació superior. Inicialment s'explica el context que va determinar l'evolució de la garantia de la qualitat a Portugal, parant esment als desenvolupaments més recents, des del 2007, en la reestructuració del sistema de qualitat.…”

Section: Introduccióunclassified

Balanç dels canvis en la garantia de la qualitat en l’educació superior a Portugal entre 2007 i 2015

Sin¹,

Tavares²,

Amaral³

2017

Debats

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(Sin et al., 2016). Aquesta reducció s'ha sentit principalment en les institucions privades, la qual cosa demostra que la qualitat dels ensenyaments era un problema que afectava principalment el sector privat. Una altra conseqüència ha sigut un enfocament més formal i més sistemàtic entre les institucions pel que fa a la qualitat a través de la implementació de sistemes interns de garantia de la qualitat. Aquests sistemes han estat impulsats per una lògica de prestació de comptes i no per una reflexió interna genuïna que involucrés totes les parts interessades i que podria conduir a la millora. Per aquesta raó, els acadèmics semblen percebre que el principal efecte de la garantia interna de qualitat en l'ensenyament i l'aprenentatge és negatiu, la qual cosa es deu principalment a l'augment de la burocràcia, mentre que els efectes positius són encara bastant modests.Paraules clau: garantia de la qualitat en l'educació superior, acreditació, garantia interna de la qualitat, rendició de comptes, millora de l'ensenyament. ABSTRACT. Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015This article presents the developments which have occurred in Portugal after the adoption of the new framework for quality assurance in 2007. The most obvious outcomes of the operation of the new agency for assessment and accreditation of higher education could be observed at the level of programme provision. Accreditation procedures led to a 40 % reduction of the programmes, in the period between 2009 and 2015. This reduction occurred mainly in the private sector, which confirms that substandard programmes were more common in this sector. Another consequence has been an increasing awareness of quality among institutions, which have started to address quality in a more formal and systematic way through the implementation of -DEBATS · Volum 131/2 · 2017

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Degree-Level Determinants of University Student Performance

Bratti

Barbato

Biancardi

et al. 2022

Teaching, Research and Academic Careers

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Although features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.

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Academics’ perceptions of the impact of internal quality assurance on teaching and learning

Cited by 32 publications

References 43 publications

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Balanç dels canvis en la garantia de la qualitat en l’educació superior a Portugal entre 2007 i 2015

Degree-Level Determinants of University Student Performance

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