Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Seyfried, Markus; Pohlenz, Philipp

doi:10.4324/9780429293276-3

Cited by 29 publications

(28 citation statements)

References 1 publication

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“…The standards of accreditation aligned with common practices and modernization in teacher education. The standards of accreditation should be uniformed rather than encourage laxly (Debono et al, 2017;Gunn, 2016;Hegji, 2017;Jalal et al, 2017;Seyfried & Pohlenz, 2018). In this study, we found that the teachers (accredit and non-accredit) are less satisfied with the standards of accreditation to improve teacher education programs.…”

Section: Discussionmentioning

confidence: 56%

“…There is considerable debate on how to constitute quality in higher education due to its multidimensional nature (McCowan, 2018;Prisacariu & Shah, 2016). In present, educational outcomes comparison, rankings, university autonomy, and accountability became integral parts to retain the quality of education (Seyfried & Pohlenz, 2018). The large-scale activities accompanied by the quality assurance organizations provide services to improve and assure the quality of teacher education programs.…”

Section: Program Qualitymentioning

confidence: 99%

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Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Jalal¹,

Buzdar²,

Naoreen³

2020

GSSR

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This study examined the effectiveness of an accreditation mechanism for teacher education exclusively with a fragile higher education system in Pakistan. A quantitative research method was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected. Questionnaires were used to collect data from participants. The findings revealed that the standards of national accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant and quality teacher education in the country. A comparative perspective to explore the factors affecting the effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education program development.

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Section: Discussionmentioning

confidence: 56%

Section: Program Qualitymentioning

confidence: 99%

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Jalal¹,

Buzdar²,

Naoreen³

2020

GSSR

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“…(3) A questionnaire of 48 questions (https://forms.gle/DLrPAZ8Ltc98oZjm9) was conducted to capture the main standards of the proposed frame of reference. This type of investigation is appropriate for revealing the perceptions of stakeholders, academicians and students (Dicker et al, 2017;Allem, 2018;Seyfried and Pohlenz, 2018;Shurair and Pokharel, 2019 This survey offers respondents the possibility to grade each of these standards between 1 and 5 on a Likert scale as follows (Likert, 1932): 1 being very important and 5 unimportant.…”

Section: Research Approachmentioning

confidence: 99%

A proposal for a national frame of reference for the accreditation of engineering programs in Tunisia

Khelifi

Khlifi

Khélifi

et al. 2020

QAE

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Purpose This study aims to propose a national frame of reference for the accreditation of engineering programs (EPs) in Tunisia. It uses as a benchmark the structure used by the world’s leading accreditation systems such as the Accreditation Board for Engineering and Technology (ABET) and Commission des Titres d’Ingénieur. It provides a comprehensive framework for academic institutions to evaluate the performance of their programs. In addition, it suggests the procedures, steps and timeline for the application process and defines the required documents that should be submitted. Design/methodology/approach The study analyzes the standards applied by well-established accreditation agencies such as ABET, Commission Titre Ingenieur and European Accredited Engineer, studies the perceptions of academicians who participated in six workshops and uses the results of surveys and interviews to characterize their opinions about accreditation. A sample population of 146 faculty members, experts and policymakers from 23 different higher education institutions in Tunisia, who had participated in the workshops mentioned above, was solicited to participate in the survey. The opinions of 51 respondents who responded to the survey were analyzed. This methodology led to the establishment of a proposed national frame of reference for accreditation of EPs. Findings Analysis reveals that the Ministry of Higher Education and Scientific Research (MHESR) provides authorization (“habilitation”) to institutions allowing them to offer their educational program. However, it is inaccurate to consider this procedure as accreditation because it is more of a licensure process. In addition, the MHESR grants the “habilitation” to those institutions that successfully apply. The National Authority for Assessment, quality assurance and accreditation Instance Nationale de l’Evaluation, de l’Assurance Qualité et de l’Accréditation (IEAQA) is not involved in this process, which makes the latter’s role trivial. Practical implications This frame of reference will help the MHESR to evaluate the EPs based on a comprehensive analysis of well-established accreditation systems, to improve its “habilitation” process by splitting it into two parts as per international practice, namely, licensure and accreditation and to make the existence and role of the IEAQA much clearer. Originality/value This study is the foremost study to propose a comprehensive frame of reference for accrediting EPs in Tunisia.

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“…Quality assurance in higher education has been implemented in most of the countries across the world with the primary purposes of quality control, quality improvement and accountability (Seyfried and Pohlenz, 2018;Wells, 2018). The associated literature has shown that effective quality assurance depends largely on competent professional and technical staff in national quality assurance agencies, as well as the availability of highly qualified academics and educational administrators within higher education institutions.…”

Section: Introductionmentioning

confidence: 99%

Exploring internal challenges for quality assurance staff in Vietnam: voice of insiders

Nguyen

2021

QAE

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Purpose This paper aims to determine how quality assurance practitioners in Vietnam describe their levels of professional knowledge and related skills, as well as identifying factors that interfere with the development of these skills. Design/methodology/approach Semi-structured were conducted with 22 quality assurance practitioners who were directly involved in quality assurance policy-making and implementation. Findings Thematic analysis identified that internal challenges for quality assurance staff were mostly related to their lack of knowledge, skills and experience in this area. Limited capacity in English communication was also reported as a major challenge for Vietnamese quality assurance specialists. Originality/value The paper concludes that regular capacity-building programmes can help quality assurance staff gain the necessary knowledge and skills to improve their work performance.

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Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Cited by 29 publications

References 1 publication

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

A proposal for a national frame of reference for the accreditation of engineering programs in Tunisia

Exploring internal challenges for quality assurance staff in Vietnam: voice of insiders

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