Has the quality of teaching and learning processes improved as a result of the implementation of quality assurance coordinated by the state?

Vincenzi, Ariana De; Garau, Andrea; Guaglianone, Ariadna Laura

doi:10.1080/13538322.2018.1426382

Cited by 22 publications

(19 citation statements)

References 10 publications

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“…On the one hand, it brings autonomy and a challenge for leadership effectiveness on the other (Arif et al, 2019). Whatever the perspective, the stakeholders would grant acceptance to quality assurance to takeover; at least the researchers' focus has shifted from the applicability of Quality control tools in higher education to the successful implementation of quality assurance (QA) (Matei & Iwinska, 2016;de Vincenzi, Garau, & Guaglianone, 2018). Kecetep & Özkan (2014) remarked that implementing quality assurance is still lagging behind the targets set initially by the Bologna declaration.…”

Section: Discussionmentioning

confidence: 99%

Leadership Effectiveness in Implementing Quality Assurance Programs at Private Universities of Lahore

Arif¹,

Iqbal²,

Nadeem³

2021

IRMBR

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Quality assurance has become acceptable, and all private universities are trying hard to achieve better standards executed by Higher Education Commission Pakistan (HEC) every year. The implementation of quality assurance (QA) programs rests upon the performance of university faculty. An exploratory study was conducted with the faculty of seven private universities in Pakistan to determine the leadership effectiveness regarding the implementation of QA programs. The strengths and weaknesses of the university leadership were measured in a three-fold exercise by identifying leadership characteristics, values, and actions taken to implement QA. For this purpose, a questionnaire was constructed, comprising both close-ended and open-ended responses. Data was collected from 430 faculty members from five private universities in Lahore, Pakistan. Both descriptive and inferential statistics were applied to meet the research objectives. The results indicate that leadership attempts are yet superficial and inadequate to reach the transformational quality. The effectiveness of higher education leadership needs much improvement to meet the needs of the 21st century. Unless the leaders align their efforts with the faculty's expectations and involve them in shared decision making, reaching transformative quality would remain barred; therefore, the sustainability of higher education will remain in danger. Keywords: Higher Education, Leadership Characteristics, Leadership Effectiveness, Private Universities, Quality Assurance.

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Section: Discussionmentioning

confidence: 99%

Leadership Effectiveness in Implementing Quality Assurance Programs at Private Universities of Lahore

Arif¹,

Iqbal²,

Nadeem³

2021

IRMBR

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“…Previous studies have evidenced the positive impacts of quality assurance and accreditation. First, in countries without a tradition of course and programme evaluation, quality assurance processes have provided students with opportunities to provide feedback on teaching and other supporting services (Mcdowell & Sambell, 1999;Nguyen & Ta, 2018;Vincenzi, Garau, & Guaglianone, 2018). Second, assessment standards and criteria require higher education institutions to involve stakeholders outside university campuses such as employers and alumni in academic activities, for example, curriculum development.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Third, the implementation of quality assurance and accreditation has resulted in cultural change in leadership and management. Evaluation standards require institutions to periodically evaluate, revise, and amend their core values, missions, visions and strategic planning (Liu & Liu, 2018;Vincenzi et al, 2018). Additionally, improvements in facility management were also observed.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study

Nguyen

Tran²,

Pham

et al. 2021

TQR

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Quality assurance and accreditation was officially introduced into the higher education system in Vietnam over ten years ago. It is evident that quality assurance has resulted in positive impacts on university management, teaching, learning and research activities. This paper aims to explore factors that aid the successful implementation of higher education quality assurance and accreditation in Vietnam. Through semi-structured interviews with 32 participants, this study identified a number of factors that contributed to quality assurance processes, including awareness of the importance of quality assurance, better institutional manager leadership, support of university lecturers, staff, and students, and the vital responsibility of internal quality assurance staff. These confirm that internal stakeholders play an important role in undertaking quality assurance programmes and activities.

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“…As well as Vietnam, MQA transformed Malaysia's higher education from teacher centered to learners centered outcomes approach from programs compliance well as assist in strengthening internal QA practice. In 2013 MQA embarked on series of programs compliance evaluations to assist the level of compliance and effectiveness of internal QA of higher education and national reference point for all qualifications, and programs evaluation is meant to assist the academic levels and the degree fulfillment of institutions objectives (Vincenzi et al, 2018). Malaysia QA clarifies the qualification level, learning outcomes and credit system based on student learning load associated with the title of a qualification, no programme will be accredited unless it complies with the framework asset in the legislation (MQA, 2018).…”

Section: Qa Framework In Malaysiamentioning

confidence: 99%

Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria

Hanh¹,

Loan²,

Viet³

2020

HES

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The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.

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Has the quality of teaching and learning processes improved as a result of the implementation of quality assurance coordinated by the state?

Cited by 22 publications

References 10 publications

Leadership Effectiveness in Implementing Quality Assurance Programs at Private Universities of Lahore

Leadership Effectiveness in Implementing Quality Assurance Programs at Private Universities of Lahore

Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study

Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria

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