Quality management of higher education: Innovation approach from perspectives of institutionalism. An exploratory literature review

Manarbek, Gulden; Saltanat, Kondybayeva; Raigul, Doszhan; Turarov, Dauren; Assel, Abylay

doi:10.1080/23311975.2020.1749217

Cited by 29 publications

(26 citation statements)

References 58 publications

(15 reference statements)

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“…This is as stated by Koeslag-Kreunen, Van der Klink, Van den Bossche, and Gijselaers (2018) that lecturers are a determining factor for the success of organizational innovation. Innovation is believed to be a driver of organizational competitiveness (Nemeržitski, Loogma, Heinla, & Eisenschmidt, 2013), including in contexts in educational settings such as universities or high schools (Gulden, Saltanat, Raigul, Dauren, & Assel, 2020;Hasanefendic, Birkholz, Horta, & van der Sijde, 2017). With strong innovation, lecturers will find new breakthroughs in carrying out their duties as teachers and educators, so that they can produce high quality graduates.…”

Section: Introductionmentioning

confidence: 99%

The mediating role of organizational learning in the relationship between organizational commitment and lecturer innovative behavior

Wahyuni

Sutanto

Supadi

2021

JRTI

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Innovation is one of the basic assets needed for organizations to survive<em> </em>in a competitive environment. Organizations such as higher education also need strong innovation in order to continue to compete and produce high-quality graduates. This study aims to analyze the factors that influence the innovative behavior of lecturers, especially based on organizational learning and organizational commitment. The research was conducted at STIK-PTIK with a sample of 108 lecturers who were taken randomly. Data collection using a questionnaire with Likert scale 1-5 and data analysis using path analysis. The results showed that organizational learning and organizational commitment had a positive direct influence on the innovative behavior of lecturers. Organizational learning is also known to have a positive direct influence on the organizational commitment of lecturers. Other findings indicate that organizational commitment plays a role in the influence of organizational learning on innovative behavior. Based on these results, then factors organizational learning and organizational commitment need to be improved in order to increase the innovative behavior of lecturers.

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Section: Introductionmentioning

confidence: 99%

The mediating role of organizational learning in the relationship between organizational commitment and lecturer innovative behavior

Wahyuni

Sutanto

Supadi

2021

JRTI

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“…The concept of "quality" and its perception has changed in the 21st century, and it no longer boils down to just "compliance" and a focus on R&D. From the perspective of higher education, "quality" is rather an effort by the management of an organisation to harmonize the whole system in such a way that faculties, institutes, departments, administrations of universities and faculties, as well as teaching staff, strive to achieve the mission and organisational objectives in the context of assuring the quality of education in a harmonized working environment (Gulden et al, 2020). On the other hand, most authors believe that "quality" is customer satisfaction, meeting customer expectations (Athiyaman, 1997), which in turn leads to the implementation of improvements by the organisation.…”

Section: Quality Of Process Educationmentioning

confidence: 99%

Process Approach in Managing the Quality of Education

Kucińska-Landwójtowicz¹,

Izabela²,

Lorenc³

et al. 2020

ERSJ

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“…En consecuencia, resulta esencial estudiar la calidad, el liderazgo y la cultura dentro de las instituciones de educación superior. Precisamente, Gulden, et al (2020) señalan que la mejora de la calidad se alcanza cuando la relación entre los administradores universitarios y posibles partes interesadas (ejemplo, el personal docente), se basa en la confianza y la seguridad, donde todos sienten su contribución a los procesos de toma de decisiones, y donde los líderes generan un entorno en el que los miembros del grupo se comprometen a lograr la misión y los objetivos trazados.…”

Section: Cultura Académicaunclassified

Calidad en instituciones de educación superior: Estudio exploratorio del liderazgo y la cultura académica/ Quality in higher education institutions: Exploratory study of leadership and academic culture

Pedraja-Rejas¹,

Riveros²,

Muñoz-Fritis³

2020

RCS

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Resumen La educación superior técnico profesional tiene su foco en adquisición de competencias prácticas que aseguren la efectiva inserción de sus egresados en el mercado laboral. El objetivo del presente artículo es explorar el liderazgo y la cultura académica percibida por los docentes y directivos en instituciones de educación superior de Chile teniendo en consideración la calidad. Para este fin se llevaron a cabo entrevistas semiestructuradas en tres Centros de Formación Técnica y tres Institutos Profesionales. El análisis de datos se efectuó a través del Software NVivo 12.0 permitiendo realizar estudios de conglomerados, correlaciones de Pearson y generación de modelos, construidos a partir de las percepciones de docentes y directivos. Los hallazgos sugieren que en los Centros de Formación Técnica el líder considera aspectos democráticos, fomenta la participación y comunicación entre los miembros, y coloca énfasis en lineamientos estratégicos e indicadores de desempeño para el logro de la acreditación institucional. Por el contrario, en los Institutos Profesionales se resaltan fuertes niveles de jerarquización en la toma de decisiones, así como en definición de lineamientos, estándares e indicadores para asegurar la calidad educativa. Se concluye, que el liderazgo y la cultura se realzan como factores relevantes para el logro de la calidad. Abstract Higher technical professional education focuses on the acquisition of practical skills that ensure the effective insertion of its graduates in the labor market. The objective of this article is to explore the leadership and academic culture perceived by teachers and managers in higher education institutions in Chile, taking quality into account. For this purpose, semi-structured interviews were carried out in three Technical Training Centers and three Professional Institutes. The data analysis was carried out through the NVivo 12.0 Software allowing conglomerate studies, Pearson correlations and generation of models, built from the perceptions of teachers and managers. The findings suggest that in the Technical Training Centers the leader considers democratic aspects, encourages participation and communication among members, and places emphasis on strategic guidelines and performance indicators for the achievement of institutional accreditation. On the contrary, in the Professional Institutes there are strong levels of hierarchy in decision-making, as well as in the definition of guidelines, standards and indicators to ensure educational quality. It is concluded that leadership and culture are highlighted as relevant factors for the achievement of quality.

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Quality management of higher education: Innovation approach from perspectives of institutionalism. An exploratory literature review

Cited by 29 publications

References 58 publications

The mediating role of organizational learning in the relationship between organizational commitment and lecturer innovative behavior

The mediating role of organizational learning in the relationship between organizational commitment and lecturer innovative behavior

Process Approach in Managing the Quality of Education

Calidad en instituciones de educación superior: Estudio exploratorio del liderazgo y la cultura académica/ Quality in higher education institutions: Exploratory study of leadership and academic culture

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