The Impact of an Assurance System on the Quality of Teaching and Learning—Using the Example of a University in Russia and One of the Universities in Germany

Abstract

In this paper we consider the question of how quality assurance can have a real, positive impact on the quality of teaching and learning at universities, considering the realities of different systems-the system of control and the system of quality culture-in using the example of two universities: the KNITU-KAI in Russia and the TU Dresden in Germany. The study involved 40 lecturers of technical courses and 120 third-year students of technical courses from both universities. The authors put forward a working hypothesis that quality assurance has a positive effect on the quality of teaching and learning if it carries out its informational, motivational and administrative functions. The results have shown that the aforementioned functions are not fulfilled by both universities and a special organizational culture is not the only condition that must be met for effective evaluation efforts. In order to fulfill motivational, informational and administrative functions, it is important as well that the quality assurance system is transparent and that all participants see that the surveyed data and results lead to measures for quality development. It is equally important that all university members participate in the process of quality assurance.

A Comparative Analysis of the Institutional Quality Evaluation Processes in Turkish, European, and American Higher Education Systems

“…The purposes of the Quality Audits of Higher Education Institutions highlight learning and teaching, which is the most important function of HEIs. The main function of external quality assurance is to encourage the change and development of the learning and teaching process (Stensaker, Langfeldt, Harvey, Huisman, & Westerheijden, 2011;Szymenderski, Yagudina, & Burenkova, 2015) because the quality of education is a key issue in the creation of the global higher education area (Finnish Education Evaluation Centre [FINEEC], 2019). The purposes of the Quality Audits of Higher Education Institutions implemented in the Finnish higher education system are evaluating the consistency of the quality work of HEIs according to European standards, evaluating whether the effective enhancement of HEIs is achieved through the quality system, supporting internationalization, experimenting and a creative atmosphere in HEIs and collecting clear and transparent information on the quality process at HEIs (FINEEC, 2019).…”

Does quality work work? A systematic review of academic literature on quality initiatives in higher education

“…Three of these involve self-assessment of benefits based on survey data and without any comparison to a control group or to earlier results. These concern the impact of quality assessment on teaching and learning (Szymenderski, Yagudina, and Burenkova 2015;Steslow et al 2016), and the impact of staff training on student satisfaction (Trigwell et al 2012).…”