Frame factors and a quality assurance agency in an ‘embryonic’ higher education system

Hopkin, A.G.

doi:10.1080/1353832042000299478

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…The universities were selected based on frame factors suggested by Hopkin. [25] As a result, University of Education as a mature university, Open University as evolving, and Marketing University as embryonic joined this research. These are pseudonyms of the surveyed institutions.…”

Section: Vietnam Centralized Qa Systemmentioning

confidence: 98%

Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience

Pham¹

2018

JCER

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Quality assurance has been introduced and developed into Vietnam for almost 15 years. The importation of such a concept from other countries with different cultures may result in resistance in some ways. This study explores quality assurance arrangements at three institutions of higher education in Vietnam, a Confucian heritage country, as perceived by academic leaders, quality assurance practitioners, and academics to respond to quality assurance policies from the government. The methodological approach taken in this research is a multiple case study. A qualitative approach was used to explore quality assurance practices at three institutions. Data collected from documentation and in-depth interviews were analysed for patterns and themes. It was found that centralism and large power distance of a Confucian collectivist country such as Vietnam significantly influenced the government's attempts to reform higher education for quality improvement. Culturally appropriate measures from the bottom level with long-term strategies should be considered to assure and improve quality, including the shift to decentralisation in higher education.

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Section: Vietnam Centralized Qa Systemmentioning

confidence: 98%

Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience

Pham¹

2018

JCER

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“…The study intended to ensure "the maximum variation sampling" (Patton, 2000). Based on specified criteria which Hopkin (2004) refers to frame factors, the study ensured representation from mature (the traditional elaborate higher education systems of developed states), evolving (younger higher education systems) and embryonic (higher education systems that are at the early stage of development) institutions.…”

Section: Methodsmentioning

confidence: 99%

Big data academic and learning analytics

Chaurasia

Kodwani

Lachhwani³

et al. 2018

IJEM

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Purpose Although big data analytics (BDA) have great benefits for higher education institutions (HEIs), due to lack of sufficient evidence on how BDA investment can pay off, it is tough for HEIs practitioners to realize value from such adoption. The purpose of this paper is to propose a big data academic and learning analytics enabled business value model to explain BDA potential benefits and business value which can be obtained by developing such analytics capabilities in HEIs. Design/methodology/approach The study examined 47 case descriptions from 26 HEIs to investigate the causal association between the BDA current and potential benefits and business value creation path for big data academic and learning analytics success in HEIs. Findings The pressure of compliance with all legal and regulatory requirements and competition had pushed HEIs hard to adopt BDA tools. However, the study found out that application of risk and security and predictive analytics to higher education fields is still in its infancy. Using this theoretical model, the results provide new insights to higher education administrators on ways to create BDA capabilities for HEIs transformation and suggest an empirical foundation that can lead to more thorough analysis of BDA implementation. Originality/value A distinctive theoretical contribution of this study is its conceptualization of understanding business value from BDA in the typical setting of higher education. The study provides HEIs with an all-inclusive understanding of BDA and gives insights on how it helps to transform HEIs. The new perspectives associated with the big data academic and learning analytics enabled business value model will contribute to future research in this area.

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“…The researcher likely knew questions to ask for clarification. Second, stratified purposive sampling was used to select three different institutions within one city in Vietnam, based on specified criteria which Hopkin (2004) refers to frame factors. This helped categorise institutions as mature (the traditional elaborate higher education systems of developed states), evolving (younger higher education systems) and embryonic (higher education systems that are at the early stage of development).…”

Section: Methodsmentioning

confidence: 99%

Perceptions of higher education quality at three universities in Vietnam

Pham

Starkey

2016

QAE

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Purpose Vietnam is experiencing rapid expansion in the provision of higher education that requires quality assurance appropriate for the Vietnamese-centralised Confucian cultural context. This paper aims to examine the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education institutions in Vietnam. Design/methodology/approach Based on an interpretative study, semi-structured interviews were used as a major research instrument augmented with document analysis across three case studies. Interviews were conducted with 35 participants from three groups of stakeholders. Findings The concept of quality was found to be under-conceptualised in this Vietnamese context. Quality was conceptualised as meeting societal needs across the case studies underpinned by the belief that the purpose of higher education is to prepare graduates for employment. Research limitations/implications The study was conducted in similar disciplines at three state-owned universities in Vietnam in 2011. This provides insight within this context and timeframe that may not be generalised. It is suggested to extend this research to other disciplines, the private sector and other groups of stakeholders. Practical implications The paper discusses the necessity of revisiting the philosophy of higher education and re-conceptualising quality in Vietnam that informs quality assurance processes that are relevant to the cultural context. Originality/value This paper provides a centralised Confucian perspective to the literature on quality assurance in higher education. How quality is perceived by academic leaders, quality assurance members and, in particular, academic staff can be used to inform policy. In a centralised country such as Vietnam, academic leaders and quality assurance members may indicate their “obedient” attitudes to policies, leading to the same view with what is centrally enacted, while the academic staff have a different perception of quality.

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Frame factors and a quality assurance agency in an ‘embryonic’ higher education system

Cited by 10 publications

References 8 publications

Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience

Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience

Big data academic and learning analytics

Perceptions of higher education quality at three universities in Vietnam

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