Definitions of Quality in Higher Education: A Synthesis of the Literature

Schindler, Laura A.; Puls-Elvidge, Sarah; Welzant, Heather; Crawford, Linda

doi:10.18870/hlrc.v5i3.244

Cited by 188 publications

(171 citation statements)

References 35 publications

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“…Quality: the quality is defined as one of the works' strategies and academic researches' elements through which we can achieve excellence, exclusivity, goals, and ensure continuity (Schindler et al, 2015). Procedurally quality is defined as one of works' strategies which enable Najran University to achieve excellence in academic programs.…”

Section: Study Termsmentioning

confidence: 99%

“…Raqad (2014) has defined quality as the degree of the product or serve's appropriateness for use, which means the ability of the product or serve to present the thing which the recipient need, the use's appropriateness dependents on five basic elements represented in: design quality, matching quality, that the item or the serve be available, the safety of accessing the good or serve, the validity of the product or service's performance, since quality is defined as the degree of performance excellence and its conformity with established standards through foundation's perspective or from recipient's perspective. Schindler, Elvidge, Welzant and Crawford (2015) defined quality as a group of standards that help in achieving distinction and exclusivity, the quality is also based upon the processes of public accountability and the effective change procedures that based upon previous experiments, extensive experience, and distinguished skills, that in turn ensure continuity of performance processes, and achieving the hoped public goals. Quality is described to be meaningful, designed to improve the production, services, achieving the best expected results, providing all necessary requirements, and it is also exceptional as it makes sure that the products and offered services are distinctive, unique, and original.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Wahsheh¹

2017

IRE

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The current study aimed to identify the degree of assessing the quality of academic programs at Najran University from students' perspective. Descriptive and analytical approach was adopted. The study population consisted of all students of the Faculty of Education in Najran University in Saudi Arabia, numbered (1380) students. The participants (296) students randomly selected, the author used the questionnaire as the tool of the study. The results showed that means of the assessment of the domain of faculty members at Najran University from students' perspective was high. There are no statistically significant differences of the assessment of academic programs' quality at Najran University from students' perspective due to gender. Furthermore, there are statistically significant differences of the assessment of academic programs' quality at Najran University from students' perspective due to academic year and Grade Point Average (GPA).

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Section: Study Termsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Wahsheh¹

2017

IRE

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“…Importantly, quality does not equal perfection, as it merely provides a means to measure the satisfaction of certain criteria and requirements/standards which ensure it. Therefore, it is recognized as "a never-ending journey" (Sârbu, Ilie, Enache, & Dumitriu, 2009;Schindler, Puls-Elvidge, Welzant, & Crawford, 2015). Martin and Stella (2007) distinguish two basic concepts of quality:…”

Section: Quality As a Multidimensional Conceptmentioning

confidence: 99%

Assuring Quality in E-Learning Course Design: The Roadmap

Vlachopoulos

2016

IRRODL

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Quality Assurance (QA) concepts and applications in Higher Education (HE) emerge from evolving meanings related to HE's dynamic relationship with social, economic, cultural, and technological developments. The latter has been redefined by the growth spurred by the forms distance and online education acquired during the last decades. Creating a roadmap with clearly articulated meanings of quality and consistent key actions fills a need for the involved communities to reground the research, policymaking, and the related discourse. Our current work consists of a thorough meta-analysis on all available research in every identified pertinent field. It is a qualitative review of the concepts, definitions, and approaches about quality in general, but also specifically, in e-learning in HE, as they have globally appeared in peer-reviewed journals, government reports, and web pages. As we left no stone unturned in enquiring regarding the meanings, uses, evolution, and applicability of the revealed variables it is our hope that the roadmap we provide here will guide future research and support policy-making in the field. The present study is part of the research project e-learning Quality Assurance Design Standards in Higher Education (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the International David Wilson Award for Excellence in Teaching and Learning (2015 edition).

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“…Визначення «забезпечення якості» в контексті вищої освіти потребує постійних змін. Це пов'язано з тим, що кожний навчальний заклад мусить мати своє власне визначення цього поняття або має визначити ряд індикаторів, які оцінюють якість [43].…”

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Проблема Термінологічної Визначеності Щодо Забезпечення Якості Освіти В Іноземних Дослідженнях

Борисенко¹

2018

Collection of Scientific Papers of Uman State Pedagogical University

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Збірник наукових праць. Випуск 2, 2018 -36 -УДК 378 Олександра Борисенко, кандидат філологічних наук, доцент, докторант Інституту вищої освіти Національної академії педагогічних наук України ПРОБЛЕМА ТЕРМІНОЛОГІЧНОЇ ВИЗНАЧЕНОСТІ ЩОДО ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ОСВІТИ В ІНОЗЕМНИХ ДОСЛІДЖЕННЯХ У статті розглянуто появу та трансформацію термінів «якість», «якість вищої освіти», «забезпечення якості освіти» в зарубіжних дослідженнях. Для розкриття цих термінів було використано описовий та логічний методи; метод індукції та дедукції, порівняння, аналізу та синтезу інформації. Огляд джерел щодо вивчення визначеності термінів показав, що проблема за останнє десятиріччя стала актуальною в усьому світі, так як процеси з забезпечення якості вищої освіти мають не лише ідентифікувати проблеми та й запровадити ефективні заходи щодо надання якісної освіти. Ключові слова: якість, якість вищої освіти, забезпечення якості освіти, описовий метод, логічний метод, метод індукції, метод дедукції, метод порівняння, метод аналізу і синтезу, якісна освіта.The present paper concentrates on analyzing the internationalization phenomena. The article states the importace of the internationalization in higher education. The paper studies the inclusion of a wide range of activities like transnational mobility of students and academic staff, the internationalization of curriculum and the quality assurance. The paper examines the formation and transformation of the terms «quality», «quality of higher education», «quality assurance of education» in foreign studies. To disclose these terms, descriptive and logical methods have been used. Methods of induction and deduction, the method of comparison, analysis and synthesis of information have been applied for data generalization.Special attention is paid to the concept of «quality of education». The notion is defined as a quality of learning by many scholars, researchers, and government officials. It is often identified as the quality of personality development, the process of accreditation of higher education. It is also mentioned that at the modern stage of education development they are not the identical concepts. Further research is needed to better understand the influence Збірник наукових праць. Випуск 2, 2018 -37 -of culture on the use and meaning of quality terminology.The emphasis is made on the national meanings of the mentioned terms. An overview of the resources has shown that quality assurance processes in higher education should not only identify problems, reveal some gaps in the literature, but also implement the effective measures to provide quality education.Keywords: quality, quality of higher education, quality assurance of education, descriptive method, logical method, method of induction, method of deduction, method of comparison, method of analysis and synthesis, higher education.

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Definitions of Quality in Higher Education: A Synthesis of the Literature

Cited by 188 publications

References 35 publications

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Assuring Quality in E-Learning Course Design: The Roadmap

Проблема Термінологічної Визначеності Щодо Забезпечення Якості Освіти В Іноземних Дослідженнях

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