Quality Gaps in Higher Education from the Perspective of Students

Abstract

The presented research work relates to the category of quality in higher education. This article aims to present the determinants of the quality of education in the context of international standards. The background of the considerations is the Bologna Declaration and the European Higher Education Area. The results of the research carried out with the use of the nominal group method and the data analysis carried out based on the SERVQUAL model for education revealed groups of quality determinants that are not included in the standards of internal quality assurance. It has been found that the principle of autonomy of universities in the European Higher Education Area is a sufficient basis to include the determinants of the quality of education identified by internal stakeholders of a given university in the internal quality of education assurance system.

Independent Evaluation of Learning Outcomes as a Tool of the Internal Quality Assurance System

“…Varouchas et al [5] defined the following quality indicators: preparation time, industry alignment, engagement, skill set, technology infusion, interaction with practitioners, research work depth, and interdisciplinary character. P. Grudowski [1] divides indicators of the quality of education into several groups: reliability, responsiveness, provision, empathy, tangibility.…”

“…[15]. It is expected that in this way systematic improvement of educational services, improvement of the culture of quality, rapid adaptation to external and internal conditions, as well as increase in the level of satisfaction of interested parties will be ensured in all educational institutions [1]. Otherwise, the activities of the academic community and management will be process-and bureaucracy-oriented instead of being oriented at results and continuous improvement [16].…”

“…The integration of Ukraine into the European Higher Education Area (EHEA) has led to the emergence of new approaches and requirements for ensuring the quality of higher education, it has simplified the mechanisms for the correlation of the national framework of qualifications with foreign educational systems, and it has created conditions for the effective exchange of experience and the use of the best educational practices. At the same time, the issues of improving the quality of higher education and its compliance with the developed regulatory documents draws attention of researchers, heads of higher education institutions (HEIs) and civil servants [1], [2].…”

The Environmental Protection and Effective Energy Consumption in the Light of the EFQM Model 2020—Case Study

“…An important element in building the organization's strategy in the field of environmental protection and energy conservation is also the analysis of the competitive environment [16] and the process of shaping of customer needs. The environmental awareness of customers defines their priorities, which management should recognize and define.…”

Construyendo el marco terminológico para la investigación: estudio de caso sobre la establecimiento del sistema de garantía interna de calidad en HEI

“…A prominent feature of 2020th studies in quality management of higher education (Krymets, et al, 2022;Manarbek, et al, 2020) attests to sustained interest in category of «quality in higher education» (Grudowski & Szczepańska, 2021;Kravchenko & Saienko, 2020), in «quality assurance» (Eaton, 2021;Neema-Abooki, 2021) and tools and means, by which its support is provided (Hadzhikoleva, et al, 2022;Li, 2021), in particular «internal quality assurance system» (Mursidi, et al, 2020;Noda, et al, 2021), which have become an integral part of quality management at the HEIs. Because of cross-cultural aspect, it requires careful attention to categories and concepts of the subject area.…”