Internal quality assurance: A new culture or added bureaucracy?

Cardoso, Sónia; Rosa, Maria João; Videira, Pedro; Amaral, Alberto

doi:10.1080/02602938.2018.1494818

Cited by 34 publications

(31 citation statements)

References 30 publications

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“…Quality Mapping, is carried out by analyzing the school quality report that measured by grade [20] by the School Education Quality Assurance Team together with the school components, as the responsibility of all staff [8] which produces a quality map. The quality map contains school weaknesses, causes of weaknesses and suggested recommendations.…”

Section: Resultsmentioning

confidence: 99%

“…The way to fulfill the achievements of the National Education Standards is to implement a planned, repeated and continuous Internal Quality Assurance System [2] - [7] and supported by the environment [8] so that it develops into a habit or everyday quality culture [9] in education units. The government's effort to succeed the implementing of IQAS policy is by appointing a model school as a pilot project for implementing quality assurance independently.…”

Section: Introductionmentioning

confidence: 99%

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Study on the Implementation of Internal Quality Assurance System on Standard Content, Process and Assessment During Corona Virus Disease-19

Kayatarno¹,

Rusdiawan²,

Setiadi³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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The way to improve education quality is by implementing (Internal Quality Assurance System). This research aimed to examine the implementation of IQAS on content, process, and assessment standards during the covid-19 period at SDN 1 Dasan Tereng. This research used a qualitative approach with a case study method. Data were collected through observation, interviews and documents. Research result shows that in the Quality Mapping, teacher needs to increase competencies in preparing lesson plans, curriculum development, media use and authentic assessment. In the quality planning and implementation, workshop was held in preparing lesson plans, curriculum, media and authentic assessment. Meanwhile, in monitoring and evaluation, it was found that the curriculum workshop has not carried out yet and new quality standards have not implemented by school. Thus, school was not disciplined in implementing the Internal Quality Assurance System therefore the implementation of IQAS was not optimal.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Study on the Implementation of Internal Quality Assurance System on Standard Content, Process and Assessment During Corona Virus Disease-19

Kayatarno¹,

Rusdiawan²,

Setiadi³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

View full text Add to dashboard Cite

show abstract

“…Faculty are not given enough time and space for adaptation; instead, immediate compliance is expected. The results also inform that the faculty has minimally related to implementing quality assurance; according to faculty, quality assurance is beneficial for students and owners of the private universities (Cardoso et al, 2019;Lumby, 2019). The faculty has not yet discovered a participatory leadership role in quality assurance; they instead attribute it to interference in academic culture (Cardoso et al, 2013;Vettori & Loukkola, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The evidence that the leadership practices linked to communication, empowerment, and support are weak indicates that the type of power quality managers and leaders exercised over their subordinate staff has a weak base seeking forced compliance, which is against the very spirit of QM. Cardoso et al (2019) call it 'an added bureaucracy. '…”

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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“…Within this context, the best using of abilities is also an objective of internal quality assurance systems which is expected to improve the institutions' core missions and its staff roles namely, teaching and learning, research and activities related to community engagement (Tavares et al, 2018). Moreover, the higher education institutions have had to define how IQA practices and faculty effects are perceived within academia and how it may be helpful to critically reflect on how their practices can be more effective and aligned with academia's expectations (Cardoso et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Performance Appraisal of Faculty Members Based on Internal Quality Assurance System: A Delphi Study

Khtere

2020

IJHE

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Performance Appraisal (PA) aimed at faculty staff puts emphasis on several teaching, research, and administration duties. The educational institutions seek to adopt a systematic assessment of faculty performance according to the institutional quality system. The study argues that PA can be developed by Entrustable Professional Activities (EPAs) which determinate the competences of faculty through the processes of internal quality assurance (IQA). This study establishes consensus, by using Delphi study, among experts on performance appraisal tools, and aims to provide a framework for EPAs which can be listed to analyze the faculty roles. During three rounds of the Delphi process, 29 experts reported four main roles of faculty in IQA namely, instructor, planner, assessor, and mentor. Participants developed 18 tools can be used to assess 14 EPAs to demonstrate the necessary competences to execute these activities unsupervised. The results can demonstrate the competences to execute these activities unsupervised.

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Internal quality assurance: A new culture or added bureaucracy?

Cited by 34 publications

References 30 publications

Study on the Implementation of Internal Quality Assurance System on Standard Content, Process and Assessment During Corona Virus Disease-19

Study on the Implementation of Internal Quality Assurance System on Standard Content, Process and Assessment During Corona Virus Disease-19

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

Performance Appraisal of Faculty Members Based on Internal Quality Assurance System: A Delphi Study

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