Quality complacency in Indian higher education institutions between the second and third cycles of accreditation

Abstract

Purpose The purpose of this study is to evaluate the sustenance of quality over the long run by higher education institutions (HEIs) as measured by the accreditation scores in two consecutive five-year cycles of accreditation, which is a global quality practice. It also aimed to uncover the causes of the decline in the quality performance of the majority of HEIs. Design/methodology/approach The authors analyzed 481 Indian HEIs based on their accreditation scores for the second and third cycles of assessment by the apex agency, the National Assessment and Accreditation Council. Given the alarming results, the authors investigated the matter further. Possible causes for the lack of quality sustenance on the part of Indian HEIs were ascertained. Findings While 161 HEIs showed improvement, 320 showed a decline in the accreditation scores. Indian HEIs are on a slippery slope in dealing with quality. This survey of a sample of 248 out of 481 institutions showed that much remains to be done by the Internal Quality Assurance Cells. The lack of institutionalization of quality is a major concern. Findings of this study have implications for HEIs across the globe who want to be assured of quality on a sustained basis. Originality/value This study is the first of its kind to look into drops in quality among HEIs that have been in a quality environment for more than 10 years. It warns institutions to guard against quality complacency to sustain quality in the long run.

Impact of goal congruence on higher education institutions’ performance quality

“…The methods used to test the hypotheses were adopted from Kumar et al (2022aKumar et al ( , 2022b) and Khedkar et al (2022). In the first hypothesis, the responses for the goal congruence section were divided into two groups: agree and disagree.…”

“…Considering this theoretical and conceptual background, the weaknesses of IQACs (Kumar et al, 2022a), and Indian HEIs as a data sample, we hypothesize that:…”

Sealing the gaps: enhancing quality control in business school dissertations

“…The maximum of the two for each section (agreement/disagreement) represented the sample’s mean response, which was then compared with a hypothesized 50% agreement agreement/disagreement percentage, connoting agreement/disagreement by chance. This was performed to determine whether the overall agreement or disagreement was statistically significant (Kumar et al , 2022a; Khedkar et al , 2022; Kumar et al , 2022b). All cited methodologies are in the context of educational research, and the one by Kumar et al (2022a) deals with quality assurance in higher education.…”

“…This was performed to determine whether the overall agreement or disagreement was statistically significant (Kumar et al , 2022a; Khedkar et al , 2022; Kumar et al , 2022b). All cited methodologies are in the context of educational research, and the one by Kumar et al (2022a) deals with quality assurance in higher education. This methodology is appropriate for identifying quality gaps by pinpointing standard steps that are not followed in practice, based on sizable empirical evidence.…”

Study of the Causes and Consequences of Cloned Journal Publications

“…Methodology to test the hypotheses was as adopted by Kumar et al [ 43 ]. The responses for each section were aggregated under two opposite groups of agreeing and disagreeing.…”