The Influence of Internal Quality Assurance and Quality Culture on Performance of Higher Education Institution

Rifa’i, Andi Arif; Permana, Johar; Komariah, Aan; Sudarsyah, Asep

doi:10.2991/icream-18.2019.56

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…In this regard, in quality management theory, everyone in an organization must be involved in any activity and must receive training for those who have not been able to achieve their best performance. (Holm et al, 2015;Huet et al, 2011;Rifa'i et al, 2019). Furthermore, not all officials have the responsibility in terms of quality assurance.…”

Section: Organizational Obstaclesmentioning

confidence: 99%

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Three Obstacles of Internal Quality Assurance System of Private Higher Education in Indonesia

Sumarni,

Imron,

Mustiningsih

et al. 2024

J. of Law and Sust. Develop.

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Objective: The implementation of internal quality assurance in higher education faces many obstacles. This research is focused on the obstacles of implementing the internal quality assurance system in Private higher education. Internal quality assurance system is a system carried out by universities independently. Method: The approach used in this research is qualitative with case study method. The case studied is the obstacle to the implementation of internal quality assurance system. Data collection uses combining an internal document review with semi-structured interviews. The qualitative interview data were subject to thematic analysis, a method for systematically identifying, organizing, and offering insight into patterns of meaning across a dataset. Result: In terms of administrative obstacles, it was found that the internal quality assurance agency at Puangrimaggalatung University only had 62.5% of standard documents. The organizational constraints found include 1) Limited understanding of internal quality assurance system only for structural officials, not for all but not for all stake holders in tertiary institutions. 2) Difficulties in determining measurable indicators of successful implementation of the internal quality assurance system, and 3) Unclear responsibilities among various structural positions resulting in overlapping of authority, which complicates internal quality assurance system implementation. In terms of psychological constraints, data is obtained in the form of neglect, disdain or cynical attitude towards quality assurance systems and processes. Conclusion: Based on an in-depth study of the data that has been collected, it is concluded that the implementation of the internal quality assurance system at private universities is going well however. there are obstacles in 3 areas, namely 1) Administrative obstacles 2) organizational obstacles and 3) psychological obstacles.

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Section: Organizational Obstaclesmentioning

confidence: 99%

“…Furthermore, not all officials have the responsibility in terms of quality assurance. This condition is evidenced by the presence of officials who do not understand the quality assurance process related to their responsibilities (Daromes & Ng, 2015;Rifa'i et al, 2019).…”

Section: Organizational Obstaclesmentioning

confidence: 99%

Three Obstacles of Internal Quality Assurance System of Private Higher Education in Indonesia

Sumarni,

Imron,

Mustiningsih

et al. 2024

J. of Law and Sust. Develop.

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“…Selain itu juga dibahas unsur luaran Pendidikan yang meliputi IPK lulusan, prestasi mahasiswa bidang akademik dan non-akademik, masa studi, kelulusan tepat waktu, keberhasilan studi, waktu tunggu, kesesuaian bidang kerja dan tingkat kepuasan pengguna lulusan Parameter-parameter tersebut akan memberikan kondusivitas dalam peningkatan mutu pengelolaan Program Studi (PS). Dengan penjaminan mutu ini diharapkan akan tumbuh budaya mutu, mulai dari penetapan standar, menerapkan standar, mengevaluasi penerapan standar, dan terus berupaya meningkatkan standar (Rifa'i et al, 2019 ;(Vykydal et al, 2020) Gambar 10. Rata-rata IPK Lulusan Prodi Kimia Keterangan: dimana: ai = persentase "Sangat Baik"; bi = persentase "Baik"; ci = persentase "Cukup"; di = persentase "Kurang".…”

Section: Pendahuluanunclassified

Monitoring and Evaluation of Student and Education Elements for Chemistry Undergraduate Program Based on National Accreditation (Monitoring dan Evaluasi Unsur Mahasiswa dan Pendidikan Program Studi Kimia Berbasis Akreditasi Nasional)

Sumarlin

Nurhasni

Ernita

2022

STR

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Monitoring and evaluation can help universities to better understand the exchange of information that occurs in their business processes. One of them is student activities and education as well as educational outcomes which are the criteria in the national accreditation process. This also happened to the Chemistry Study Program of UIN Syarif Hidayatullah Jakarta. The results of a literature study through the Academic Information System (AIS) data of UIN Jakarta, field data collection and Focus Group Discussions (FGD) showed that the student element, as well as the balance of the ratio of students to lecturers and education staff, supported the implementation of effective and efficient learning. Elements of education such as policy and curriculum development, curriculum conformity with the field of study program science along with the strengths and advantages of the curriculum, academic culture, learning process, assessment system, and quality assurance system have also been running optimally, but need to be improved. Elements of educational outcomes in aspects of graduate GPA, study period, timely graduation, and study success are quite optimal with a score of 3.68 - 4.00. Elements of student achievement in academic and non-academic fields still need to be improved, especially the aspect of consistency in achievement every year. Meanwhile, elements such as waiting time, suitability of the field of work and the level of satisfaction of graduate users whose scores are still low, need to increase aspects of the number of respondents, the validity of the number of graduates each year, and the quality of implementation of activities.Keywords: Accreditation, Education, Monitoring and Evaluation, Quality Assurance, Student Affairs

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Research on Factors of Quality Culture Affecting Internal Education Quality Assurance of Universities in Vietnam

Tuấn

Kien

Trang

et al. 2023

Wseas Transactions on Environment and Development

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This research aimed to identify and evaluate the factors of quality culture affecting the formation, operation, and effectiveness of internal education quality assurance in Vietnamese universities. From that point of view, the authors proposed and recommended specific solutions to establish and develop education quality culture in Vietnamese universities. This research used both qualitative and quantitative research methods. To be more specific, the Exploratory Factor Analysis (EFA) and regression model were used to determine the level of impact of each factor on internal education quality assurance in universities. At the same time, the researchers administered a survey of over 30 universities representing different types of universities in Vietnam. The findings revealed that the factors of quality culture which have impacts on internal quality assurance include those in the field of academics, social sciences, humanities, culture, and environment.

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The Influence of Internal Quality Assurance and Quality Culture on Performance of Higher Education Institution

Cited by 3 publications

References 9 publications

Three Obstacles of Internal Quality Assurance System of Private Higher Education in Indonesia

Three Obstacles of Internal Quality Assurance System of Private Higher Education in Indonesia

Monitoring and Evaluation of Student and Education Elements for Chemistry Undergraduate Program Based on National Accreditation (Monitoring dan Evaluasi Unsur Mahasiswa dan Pendidikan Program Studi Kimia Berbasis Akreditasi Nasional)

Research on Factors of Quality Culture Affecting Internal Education Quality Assurance of Universities in Vietnam

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