Training for quality assurance in higher education: practical insights for effective design and successful delivery

Greere, Anca

doi:10.1080/13538322.2021.2020978

Cited by 17 publications

(9 citation statements)

References 11 publications

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“…This finding echoes Lemaitre and Karakhanyan's (2018) research that the first priority of quality assurance should be the content of teaching and learning. Moreover, higher education institutions must develop and maintain an employability focus across teaching, learning, research and community services (Greere, 2022).…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Nguyen

et al. 2023

JL4D

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Students are considered the most essential internal stakeholders in the higher education sector. They play a significant role in quality assurance processes. This study aims to investigate students’ engagement with and perceptions of Vietnamese higher education quality assurance. The study conducted an online survey questionnaire for undergraduate students in five major cities across Vietnam. The researchers utilised convenience sampling method to draw a representative sample from the target population. The 1,323 valid responses were collected and analysed using IBM’s SPSS Statistical Tool. The results show that most of the Vietnamese students were aware of quality policy and quality assurance models implemented at their institutions. The purposes of quality assurance and the focus level of quality assurance were also reported on by the majority of respondents. However, the positive change as to the results of quality assurance implementation was not clearly observed by the students. The paper concludes that Vietnamese students were involved in several major quality assurance processes, and they were aware of only important quality assurance tools implemented at their university.

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Section: Discussionmentioning

confidence: 99%

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Nguyen

et al. 2023

JL4D

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“…This study would propose that there is a need to develop quality management capabilities for CLCs as indicated by the lack of comprehensive IQA carried out in all aspects and function management of institutions. It means that administrators' ability needs to be improved through a good educational approach in mentoring, learning, training, and developing their competencies in planning, organizing, implementing, supervising and monitoring, assessing, and improving quality (Greere, 2022). This competency improvement is required for non-formal educational institutions to understand how strengths, weaknesses, opportunities, and environmental challenges affect the institution's performance and how these can be optimized to win any competition in obtaining resources to achieve educational goals.…”

Section: Discussionmentioning

confidence: 99%

The Performance of Internal Quality Assurance of Community Learning Center during Covid-19 Outbreak

Tohani,

Wibawa,

Prasetyo

2023

JICC

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Whilst the Covid-19 outbreak has deleteriously influenced the functioning of most organizations, Internal Quality Assurance (IQA) of Community Learning Centres (CLC) has an essential role in achieving stakeholder satisfaction. CLC shall carry out quality assurance independently in terms of establishing, fulfilling, evaluating, and developing educational standards that can guarantee the function of implementing educational programs and managing the institutions to run effectively, efficiently, and sustainably. This study employed an explanatory sequential design conducted on CLCs in Yogyakarta, Indonesia. Data was collected and analyzed qualitatively and quantitatively. The results show that during the Covid-19 epidemic, the IQA's performance is in the high category for all assessed indicators, namely input, output, outcome, and impact. However, IQA administrators should develop the performance of IQA management that is restricted to learning aspects, predominately involves external parties, and is constrained by facilities to improve their quality. As a result, the performance should be determined by the internal demands and capabilities of CLC, giving emphasis to work-based, all-encompassing, and long-lasting learning.

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“…In recent decades, the ever-increasing demands put on people who work in higher education throughout the world have intensified the pressures to deliver highquality services to students, the wider community and internal staff members [4]. These circumstances have definitely heightened the challenges for higher education institutions to carry out effective management procedures [5].…”

Section: Burnout In Higher Education: Research Gap and Scopementioning

confidence: 99%

Does the job performance of academics’ influence burnout and psychological counselling? A comparative analysis amongst high-, average-, low-, and non-performers

Lei,

Alam,

Bashir

et al. 2024

BMC Public Health

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Background Extensive research has been conducted treating burnout as an independent variable and performance as a dependent variable to proffer possible solutions to burnout and job performance among academics. Despite this, the burnout crises persist and are exacerbated by the ongoing global proliferation of higher education. Acknowledging this, the current study explored whether performance may contribute to the emergence of burnout. Methods The study’s sample population comprised 689 academics from Jiangsu province, China. Key Performance Indicator (KPI) results served to measure performance. Psychological counselling and Burnout were calculated using mental health results garnered from the universities. Data was collected on respondents' demographic characteristics and work situations. The mean scores were 0.517 (SD = 0.5) for gender and 1.586 (SD = 1.103) for age. The relationship among performance, job burnout, and psychological counselling was analysed via a cross-sectional survey deploying grouped regression. Results Academics’ job performance was found to regulate their burnout (β = -0.058, P < 0.01). Higher performance of academics was significantly associated with lower job burnout and psychological counselling. Furthermore, psychological counselling significantly moderated job burnout (β = -0.012, P < 0.05) among academics without regulating their job performance. Conclusion The paper supplements the discourse on job burnout and academic performance by suggesting a pre-counselling measure as a strategy to address the crises of burnout. The paper argued that the continued competence of employees should prevent burnout in Higher education and ensure better job performance.

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Training for quality assurance in higher education: practical insights for effective design and successful delivery

Cited by 17 publications

References 11 publications

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

The Performance of Internal Quality Assurance of Community Learning Center during Covid-19 Outbreak

Does the job performance of academics’ influence burnout and psychological counselling? A comparative analysis amongst high-, average-, low-, and non-performers

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