Risk Management in the Higher Education Quality Insurance System

Kondić, Živko; Knok, Željko; Kondić, Veljko; Brekalo, Sanja

doi:10.31803/tg-20200310141424

Cited by 6 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A similar approach is implemented in Ref. 32 , but the difference of the proposed one is the involvement of a wide range of interested parties, which is one of the most important conditions for the formation of a high-quality educational process [46][47][48][49] . It is through the elaboration of both external and internal inconsistencies, and most importantly, proposals (opportunities), there are real ways to substantiate relevant managerial decisions based on the financial capabilities of educational institutions 27,50 .…”

Section: Discussionmentioning

confidence: 99%

“…4). The main difference between the proposed process and the known ones 27,[31][32][33] is identification of the causeand-effect relationship "hazard (inconsistency)-hazardous event-consequences", identification of hazardous and favorable factors of the internal and external environment, which affect the probability and/or degree the severity of the hazardous event-the appearance of an inconsistency, which is carried out after the inconsistency has been determined; determination of causal (ignoring consequential) HFs and FFs by an acceptable method (for example, DEMATEL or ANP).…”

Section: Methodsmentioning

confidence: 95%

See 1 more Smart Citation

Improving the risk management process in quality management systems of higher education

Bazaluk,

Pavlychenko,

Yavorska

et al. 2024

Sci Rep

View full text Add to dashboard Cite

The purpose of this paper is to improve the risk management process in the quality management system of higher education, taking into account the hazardous factors that increase the probability of occurrence and severity of consequences of undesirable events, as well as favorable factors that reduce the probability of occurrence and severity of consequences of hazardous events. The basis of risk management in the quality management systems of higher education institutions is the “Bowtie” method, which involves six main steps of identifying inconsistency, determining the impact of hazardous and favorable factors according to the impact group, ranking hazardous and favorable factors, calculating risk, substantiating precautionary measures and checking calculations. To rank hazardous and favorable factors, the authors used the “Decision Making Trial and Evaluation” method (hereinafter—DE-MATEL), which is based on paired comparison and decision-making tools based on graph theory. An improved process is proposed for risk assessment, which differs from the known ones by the presence of the identification of the cause-and-effect relationship “hazard (inconsistency)-hazardous event-consequences”, identification of hazardous and favorable factors of the internal and external environment that affect the probability and/or the degree of severity of a hazardous event—the appearance of an inconsistency, which is carried out after the inconsistency has been determined; determination of causal hazardous and favorable factors by an acceptable method. Registers of inconsistencies (hazards), hazardous and favorable factors have been developed and proposed based on the requirements for accreditation of educational programs and the international standard ISO 9001:2015, which will allow, based on a risk-oriented approach, to provide a basis for setting the goals of a higher education institution under martial law in order to guarantee effective implementation of the mission and strategy. They are proposed for decision-making in the quality management systems of educational organizations on the substantiation of precautionary or corrective measures based on ranking the risks from identified inconsistencies, which are determined taking into account the impact of the entire set of identified significant hazardous and favorable factors. The value of this paper is to improve the quality risk management process in educational organizations, taking into account the impact of hazardous and favorable factors, and to develop an appropriate step-by-step algorithm of actions and a risk assessment form.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 95%

Improving the risk management process in quality management systems of higher education

Bazaluk,

Pavlychenko,

Yavorska

et al. 2024

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Colleges should assess the risks in their quality assurance system, considering the internal and external context and the needs and expectations of all stakeholders in higher education (Kondić et al, 2020).…”

Section: Risk Management Conceptmentioning

confidence: 99%

Risk Management for Public Universities: Why and How? (A Conceptual Analysis)

2024

RJFA

View full text Add to dashboard Cite

“…Susilo and Kaho stated that risk management is carried out to identify and assess risks and respond to them (Susilo & Kaho, 2019). Kondic et al, concerning the implementation of risk management in higher education, define a set of designed and planned activities that are systematically undertaken to minimize the negative impact of risk on the training process and learning outcomes (Kondić, Knok, Kondić, & Brekalo, 2020). From the definitions, it can be understood that risk management is the uncertainty management process impacting the target accomplishment through risk identification, risk assessment, risk address, risk reviews, and risk evaluation.…”

Section: Introductionmentioning

confidence: 99%

Maintaining the Quality of Higher Education Graduates Based on Risk Management

Prawironegoro

Rifan

Arqam

2022

Al-Hayat J. Islamic. E.

View full text Add to dashboard Cite

The graduates as the scholarly outputs are the key features managing the department of higher education. The department's graduation success is by fulfilling the expected graduation criteria, including education, research, and community service. This research aimed to study the efforts of the department to maintain the quality of the graduates by implementing a risk management approach. The research methods used were qualitative and quantitative, used collectively. The data was collected by interview, observation, documentation, and questionnaires; then, data analysis was carried out using inductive and descriptive quantitative data analysis techniques. The study was conducted in the magister Islamic studies program of Universitas Ahmad Dahlan Yogyakarta. Data were obtained from the department managers, which included 57 active students out of 87 students while the research was conducted in progress. The research results show that qualified graduates who meet graduation criteria are the risk the department faces. The efforts to maintain student graduation were achieved by a risk management approach and the steps of risk identification, risk assessment, risk placement, risk reviewing, and reporting. Risk management contributed to minimizing the risk of ungraduated students. Moreover, a risk management approach becomes necessary to prevent failure to achieve the planned quality objectives.

show abstract

Risk Management in the Higher Education Quality Insurance System

Cited by 6 publications

References 1 publication

Improving the risk management process in quality management systems of higher education

Improving the risk management process in quality management systems of higher education

Risk Management for Public Universities: Why and How? (A Conceptual Analysis)

Maintaining the Quality of Higher Education Graduates Based on Risk Management

Contact Info

Product

Resources

About