Internal quality assurance systems: “tailor made” or “one size fits all” implementation?

Abstract

Purpose This paper aims to look at the characteristics of internal quality assurance (IQA) systems of higher education institutions to understand whether these systems tend to reproduce a given model, externally defined and suggested to institutions, or rather to be shaped by institutions’ features and interests. Design/methodology/approach The study is supported in the analysis of the content of self-assessment reports of 12 internal QA systems certified, in Portugal, between 2012 and 2015. An analysis grid was used based on three categories: IQA systems’ historical framework, structural/managerial component and monitoring, assessment and continuous improvement. Findings Institutions tended to follow a “one size fits all” approach, meaning that external (European and national) quality assurance (QA) references were used in an identical way, giving origin to rather similar IQA systems. Institutional characteristics do not seem to have played a relevant role, eventually due to institutions’ will to obtain their systems’ certification and, thus, achieve a light-touch external QA. Research limitations/implications The study was based on the analysis of only certified IQA systems and relies on document analysis. It would be interesting to also include non-certified systems, in a comparative perspective, complemented with data deriving from interviews and/or questionnaires with some of the actors involved in the certification process. Practical implications The study provides an understanding of how IQA systems are being implemented in Portugal. Thus, it can be of interest to other institutions as well as to QA agencies. Originality/value The study addresses a topic still relatively absent from research on QA in higher education, being of interest for researchers in the field.

The Role of TQM Approach in Indonesia Higher Education Quality Assurance

“…Based on the research results, if the school management wants to increase student satisfaction and loyalty, they must focus on the quality of the products and services they provide and the image of the school from the student's point of view. This research conducted by Temizer strengthens the writing of Cardoso et al (2017) which states that many internal performance measurements focus on standards originating from Europe. This European standard tends to be generalized in its use to measure the achievement of quality management performance in higher education institutions.…”

“…Public and private higher education institutions can do this in the same way. Cardo so et al (2017) found that higher education institutions need to find an internal assessment model that suits itself [22]. Most of the higher education institutions simply take without modifying the variables and selfassessment indicators of the quality management system that exists in Europe [22].…”

Assessing the quality of third mission activities in Portuguese universities

“…As a result, the internal systems of Portuguese institutions generally make reference to all these processes. However, they tend to be highly focused on teaching and learning (CARDOSO et al, 2017), which is evident in the fact that quality assurance processes and mechanisms are mainly oriented towards learning and teaching, while information management systems generally include data about the pedagogic performance of study programmes. The study carried out by Cardoso et al (2017) focused on a limited number of self-assessment reports which had been, at that time, submitted to A3ES for the certification of internal quality assurance systems.…”

“…However, they tend to be highly focused on teaching and learning (CARDOSO et al, 2017), which is evident in the fact that quality assurance processes and mechanisms are mainly oriented towards learning and teaching, while information management systems generally include data about the pedagogic performance of study programmes. The study carried out by Cardoso et al (2017) focused on a limited number of self-assessment reports which had been, at that time, submitted to A3ES for the certification of internal quality assurance systems. This study aims to extend the coverage to comprise all Portuguese universities, public or private, independent of whether their internal quality assurance systems have been certified by A3ES or not.…”

“…This means that although institutions are aware that the third mission is an area which needs their attention, they have not yet reached the point of developing specific procedures to monitor its quality (MONTESINOS et al, 2008). Information is generally restricted to a few paragraphs, standing in stark contrast to the description of quality assurance of learning and teaching (CARDOSO et al, 2017;KETTUNEN, 2012;ROSA, 2017aROSA, , 2017b which, in general, is very detailed. When information does exist, quality manuals make rather general statements on the comparison between annual activity plans and annual reports in order to verify whether the intended objectives have been achieved, or attribute responsibility for the monitoring of third mission activities to specific units/roles.…”