Perceptions of higher education quality at three universities in Vietnam

Pham, Huong Thi; Starkey, Louise

doi:10.1108/qae-07-2014-0037

Cited by 25 publications

(16 citation statements)

References 40 publications

(45 reference statements)

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“…However, EFQM provides short-term improvement and is less relevant for service functions such as education (Osseo-Asare et al , 2007; Davies, 2008; Campateli et al , 2011). Quality in HEIs involves meeting societal needs through employment (Pham and Starkey, 2016) and enabling inclusive growth and development (Smith et al , 2000; Jenkins et al , 2001). Quality concepts such as TQM, Kaizen, Six Sigma, Lean and Lean Six Sigma (LSS) are all relevant for HEIs (Vijaya, 2016), but LSS facilitates greater stakeholder involvement, captures the voice of the customer, employs a structured approach and establishes measurable indicators (Simons, 2013).…”

Section: Resultsmentioning

confidence: 99%

Quality in higher education institutions: insights from the literature

Prakash

2018

TQM

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Purpose The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs). Design/methodology/approach A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017. Findings The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia. Research limitations/implications This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs. Practical implications Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence. Originality/value This paper highlights the importance of quality in HEIs.

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Section: Resultsmentioning

confidence: 99%

Quality in higher education institutions: insights from the literature

Prakash

2018

TQM

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“…A university is an integrated organization surrounded by a large number of different stakeholders, and, therefore, one of the most important areas of its activity should be to create maximum value for its stakeholders [4]. Stakeholders of universities have different needs or expectations regarding the quality of higher education [5]. Thus, to build partnerships, universities must take into account the diverse interests of their stakeholders.…”

Section: Problem Statementmentioning

confidence: 99%

Interest Alignment Model in the Higher Education System

2019

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In the modern economy, the effective development of the higher education system becomes impossible without interest alignment of universities and their stakeholders. The purpose of the study is to determine the groups of stakeholders of the higher education system according to the degree of interdependence and develop an interest alignment model, reflecting the ways of interest alignment among the selected groups of stakeholders, taking into account the impact of market and administrative mechanisms. To achieve the purpose of the study, the authors use analysis methods (when determining the set of stakeholders of the higher education system and determining the mutual interests of universities and their stakeholders), grouping (when identifying stakeholder groups according to the degree of interdependence), and developing managerial models (when developing a model for interest alignment in the higher education system). The proposed interest alignment model in the higher education system can be an effective managerial tool in shaping interrelationships of universities with stakeholders.

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“…Asiyai (2015) suggests that the major stakeholders in the education sector are as follows: internal (governing council, administrators, learners, lecturers and other staff members); and external (non-governmental organizations, community-based organizations, government oversight commissions, parents, employers of labor, trade unions, alumni association, industries/firms, competitors, development agencies both local and international and society as a whole). Each of these stakeholders has its own needs or expectations, and are sometimes conflicting in the education industry (Pham and Starkey, 2016;Tetteh, 2017). For example, the goal of learners in both the e-learning and the in-person settings is to acquire levels of cognition of knowledge (Krathwohl, 2002) for them to graduate and obtain a job to improve their earnings inconsonance with the UNESCO's Global Education 2030 Agenda (UN Sustainable Development Goals, 2016).…”

Section: Introductionmentioning

confidence: 99%

Developing a quality assurance identity in a university: a grounded theory approach

Tetteh

Amoako‐Gyampah

Twumasi

2021

QAE

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Purpose The purpose of this study is to demonstrate in the context of quality assurance (QA), how stakeholders define quality education and its connections to maximize value for the stakeholder using a grounded theory approach. Design/methodology/approach A four-stage research design using grounded theory methodology was used to develop and elicit a theory, after which a single-case study design with embedded coding and analysis was used to examine the QA – Maximize Value for stakeholder’s relationships. The sample consisted of 16 participants who had visibility over the entire QA – Maximize Value relationship, were knowledgeable, willing to participate and had between 4 and 12 years’ higher education experience. The data was collected through focus, elite groups and in-depth interviews based on the participants’ perspectives of their experiences. The collected data was subjected to content analysis. The following research questions focused on: definition of QA, the definition of quality education and stakeholders’ expectations for the education setting. Findings The study identified 10 categories that drive the QA – Maximize Value for stakeholder relationships in higher education settings. The categories are, namely, the definition of QA; definition of quality management; value for governing council; value for lecturers and staff; value for students; value for employers; value for government; definition of quality education; continuous improvement; and QA in universities. The main findings of the research related to “how” and “why” QA create value for stakeholders. The results of the study indicate that the governing council representatives’ (key stakeholders) expected value creation through improved management and proper education policy. The expected value creation for lecturers and university staff included career advancement, good working conditions of service, remuneration and the excellent performance of students. The paper finds that QA in higher education is contingent on senior management commitment to the strategic decision on overall objectives, management of the facility, financial and human resources, which are geared toward ensuring effective teaching, student learning and value maximization for all stakeholders. Research limitations/implications The limitation of the study is that the major stakeholders considered were all from universities. Other stakeholders such as employers from the industry and other sectors should be included in a future study. Practical implications Based on the study findings, two major implications for training of senior management, deans and heads of departments in the concepts of QA to maximize value for all stakeholders; and the QA system selected for the university must be “fit for purpose” were drawn, leading to recommendations for future practice. These findings can help universities to develop strategies that improve educational quality and maximize value for all stakeholders. The authors suggested some propositions that can be examined in-depth in future research endeavors so as to enhance the understanding of the predictors of QA in education and the expectations of different stakeholders. Originality/value The originality of the study lies in the perspective of experienced participants who had visibility over the entire QA –Maximize Value relationship and were knowledgeable. Based on the use of the grounded theory approach and the view of major stakeholders used in this research, the findings emphasize the stakeholders’ – driven definition of quality education that focuses on value maximization for all stakeholders. This is different from the majority of the existing definitions in the quality literature that are primarily standard-driven, focusing on meeting a pre-defined set of standards, specifications, requirements and are set internally or externally. The approach provides an opportunity to increase the credibility and rigor of grounded theory research.

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Perceptions of higher education quality at three universities in Vietnam

Cited by 25 publications

References 40 publications

Quality in higher education institutions: insights from the literature

Quality in higher education institutions: insights from the literature

Interest Alignment Model in the Higher Education System

Developing a quality assurance identity in a university: a grounded theory approach

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