Business Architecture Development of Quality Assurance in Higher Education Institutes using TOGAF

Abstract

Recently, quality assurance has attracted widespread attention in higher education institutes in developing countries. Such initiatives mainly focus on standardising higher education while improving the relevance of degree programs. Nevertheless, current quality assurance mechanisms, particularly in developing countries, heavily rely on a document based manual review process. Given the drawbacks associated with such processes, the necessity of technology-based solutions is being recognised. Even though information system applications are widely used nowadays by the universities to increase the efficiency, quality improvement aspects have not been given due focus. TOGAF is a widely accepted cyclic approach for developing enterprise architecture. This study demonstrates how a TOGAF based business architecture can be used to analyse and improve the existing teaching-learning process in higher education as an integral part of quality assurance.

Improving the quality of student assessment practices: a Saudi University case study

“…In addition, Kotter and Cohen (2012) viewed the change agent as a seeker or supporter of the organization and implementation of the changes and "is able to support leaders to mobilize necessary stakeholder groups and accompany them through the transition" (p. 216). As revealed in their systematic review, Pushpakumara et al (2023) highlighted that stakeholders' involvement is critical to implementing IQA and contributes to maintaining IQA improvement. Following the PDCA model, academics were trained to acquire the required knowledge to develop competence in implementing the IQA practice system (Aburizaizah, 2022), as the PI achievement percentage articulated.…”

“…Moreover, Nguyen et al (2021) have made contributions to the literature using peer review, audits and assessments, while Alaskar et al (2019) have stressed the role of the integral involvement of stakeholders to assure quality. In their systematic review, Pushpakumara et al (2023) identified three challenges for maintaining quality assurance work in HEIs: institute-, quality-assuranceprocess-and stakeholder-related. They elaborated that academic involvement is a critical challenge due to their perceptions of quality work as a burden.…”

“…According to Pushpakumara et al (2023), collecting data for quality assurance purposes is challenging, and most of its assessment relies heavily on gathering and examining different forms of evidence, such as stakeholder interviews, process observations, and documentary QAE 32,3 evidence. We use informal observations and self-reports to integrate quantitative and qualitative data from multiple sources that maintain a chain of evidence for reporting results.…”

“…For example, academics in Saudi HEIs view audit-type evaluations as barriers to autonomy and creativity, so their commitment is crucial for improving quality assurance through feedback provision (Aburizaizah, 2022). Furthermore, Pushpakumara et al (2023) have accentuated concerns about the implementation of quality in HEIs due to the standardization of criteria and operations (OECD and World Bank, 2007). Therefore, the PDCA methodology developed by Deming can be used for quality process improvement (Sangpikul, 2017), representing the "quality loop" (e.g.…”

Business enterprise architecture in fitness center using the open group architecture framework

“…These systems are not yet integrated with each other, so a proposed business process with 4 applications is proposed that integrates the architectural business IS with company IT. This proposed application is provided to help the company's business processes to more easily achieve the company's vision [38]. The recommended application is a website that is useful for registering forms and displaying the latest product catalogs.…”