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Journal articles on the topic 'Academic quality'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Chassin, Mark R., and Albert L. Siu. "Academic Quality Improvement." Quality Management in Health Care 4, no. 4 (1996): 40–46. http://dx.doi.org/10.1097/00019514-199604040-00006.

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2

Webster, David S. "Ranking Academic Quality." Change: The Magazine of Higher Learning 18, no. 6 (1986): 34–41. http://dx.doi.org/10.1080/00091383.1986.9939123.

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3

Carroll, V. Susan, Georgianna Thomas, and Darla DeWolff. "Academic Quality Improvement Program." Quality Management in Health Care 15, no. 4 (2006): 291–95. http://dx.doi.org/10.1097/00019514-200610000-00012.

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4

Soliman, Izabel, and Hani Soliman. "Academic Workload and Quality." Assessment & Evaluation in Higher Education 22, no. 2 (1997): 135–57. http://dx.doi.org/10.1080/0260293970220204.

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5

Lohsoonthorn, P. "Internal quality assessment for academic quality assurance." Chulalongkorn Medical Journal 47, no. 5 (2003): 283–92. http://dx.doi.org/10.58837/chula.cmj.47.5.2.

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6

Alyami, Huda Y., and Eman A. Assiri. "Invisible Web and Academic Research: A Partnership for Quality." International Education Studies 11, no. 4 (2018): 84. http://dx.doi.org/10.5539/ies.v11n4p84.

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The present study aims to identify the most significant roles of the invisible web in improving academic research and the main obstacles and challenges facing the use of the invisible web in improving academic research from the perspective of academics in Saudi universities. The descriptive analytical approach was utilized in this study. It covered all faculty members in Saudi universities. It applied a 20-paragraph questionnaire to a randomly selected sample of 168 academics. It concluded that the participants agreed on the role of the invisible web in improving academic research, with an ari

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7

Adom, Dickson. "Getting Your Scholarly Papers Published: A Guide on How to Avoid the Top Ten Most Common Causes of Paper Rejection." Journal of Academic Writing 14, no. 1 (2024): 54–68. http://dx.doi.org/10.18552/joaw.v14i1.1058.

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Scholarly writing and publishing are activities marked by intellectual honesty, integrity, and excellence. Together, they are an indispensable requirement for academics to maintain and sustain their careers in various academic institutions. However, in higher education institutions, the infamous aphorism 'publish or perish' has resulted in unethical academic practices. These practices derail the quality expected of scholarly writing and publishing. This paper is a collection of advice to novice writers on the ten most common reasons why scholarly papers are rejected, offering sound solutions t

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8

Day, Abby, and John Peters. "Quality Indicators in Academic Publishing." Library Review 43, no. 7 (1994): 4–72. http://dx.doi.org/10.1108/00242539410068015.

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9

Florence, Michelle D., Mark Asbridge, and Paul J. Veugelers. "Diet Quality and Academic Performance." Journal of School Health 78, no. 4 (2008): 209–15. http://dx.doi.org/10.1111/j.1746-1561.2008.00288.x.

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10

Nitecki, Danuta A. "Service quality in academic libraries." Journal of Academic Librarianship 22, no. 4 (1996): 314–15. http://dx.doi.org/10.1016/s0099-1333(96)90134-2.

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11

Fairweather, James S., and Dennis F. Brown. "Dimensions of Academic Program Quality." Review of Higher Education 14, no. 2 (1991): 155–76. http://dx.doi.org/10.1353/rhe.1991.0022.

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12

Rodríguez, Rosa, and Gonzalo Rubio. "Teaching quality and academic research." International Review of Economics Education 23 (September 2016): 10–27. http://dx.doi.org/10.1016/j.iree.2016.06.003.

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13

Gordon, George. "Public policy for academic quality." Educational Review 63, no. 4 (2011): 516–17. http://dx.doi.org/10.1080/00131911.2011.619892.

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14

Stolze, Radegundis. "Quality in academic text production." Perspectives 12, no. 1 (2004): 11–19. http://dx.doi.org/10.1080/0907676x.2004.9961487.

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15

Ewell, Peter T. "Total Quality & Academic Practice." Change: The Magazine of Higher Learning 25, no. 3 (1993): 49–55. http://dx.doi.org/10.1080/00091383.1993.9938459.

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16

Broady‐Preston, Judith, and Hugh Preston. "Demonstrating quality in academic libraries." New Library World 100, no. 3 (1999): 124–29. http://dx.doi.org/10.1108/03074809910267518.

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17

Gilmore, Jeffrey L., and Duc-Le To. "Evaluating academic productivity and quality." New Directions for Institutional Research 1992, no. 75 (1992): 35–47. http://dx.doi.org/10.1002/ir.37019927505.

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18

Leonard, W. Patrick. "Financial incentives for academic quality." Economics of Education Review 5, no. 3 (1986): 327–28. http://dx.doi.org/10.1016/0272-7757(86)90086-5.

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19

Rusnipa, Hanis Aqilah, Marshita Hashim, and Shukriah Sa'ad. "Effects of Academic Quality and Service Quality on University Students’ Satisfaction." International Journal of Service Management and Sustainability 6, no. 2 (2021): 153. http://dx.doi.org/10.24191/ijsms.v6i2.15578.

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This study was conducted on the premise that Higher Education Institutions (HEIs) with strong reputation have superior market positions in the higher education sector. It empirically examined academic quality, service quality, and student's satisfaction in the context of HEIs. The investigation was conducted using quantitative research. Four hundred twenty-six questionnaires were collected from students in public and private HEIs in Klang Valley. Correlation analysis and multiple regression were used to analyze the influence of variables and hypotheses testing for the study. The findings showe

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20

Lin, Pin-Hua, Jong-Rong Chen, and Chih-Hai Yang. "Academic research resources and academic quality: a cross-country analysis." Scientometrics 101, no. 1 (2014): 109–23. http://dx.doi.org/10.1007/s11192-014-1362-z.

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21

Rajbahak, Aastha, Rekha Thapaliya, Parshuram Bhattarai, and Anita Devkota. "Understanding the Academic Stress-Sleep Quality: Implications for Academic Performance." International Journal of Atharva 3, no. 1 (2025): 59–72. https://doi.org/10.3126/ija.v3i1.76715.

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This study examines the impact of academic stress and sleep quality on undergraduate students in Nepal. Using a quantitative, descriptive research design, data were collected from 384 students via a structured questionnaire. Findings indicate high stress levels due to academic workload, with 46.1% frequently experiencing nervousness and 49.7% feeling a lack of control. Poor sleep quality was reported by 38.5%, leading to headaches and irritability. Female students exhibited slightly higher stress levels. The study highlights the strong link between stress, sleep disturbances, and academic perf

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22

Knechel, W. Robert, Gopal V. Krishnan, Mikhail Pevzner, Lori B. Shefchik, and Uma K. Velury. "Audit Quality: Insights from the Academic Literature." AUDITING: A Journal of Practice & Theory 32, Supplement 1 (2012): 385–421. http://dx.doi.org/10.2308/ajpt-50350.

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SUMMARY This study presents a review of academic research on audit quality. We begin with a review of existing definitions of audit quality and describe general frameworks for establishing audit quality. Next, we summarize research on indicators of audit quality such as inputs, process, and outcomes. Finally, we offer some suggestions for future research. The study should be useful to academics interested in audit quality as well as to the Public Company Accounting Oversight Board (PCAOB) and other regulators.

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23

Olaskoaga-Larrauri, Jon, Carmen Enedina Rodríguez-Armenta, and Elia Marúm-Espinosa. "Disagreement in the Conceptualization of Educational Quality and Job Satisfaction." Social Sciences 11, no. 7 (2022): 287. http://dx.doi.org/10.3390/socsci11070287.

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The purpose of this paper is to ascertain whether the concepts of quality held by academic staff influences their job satisfaction. The paper defends the thesis that the lack of congruence between the meaning that academics give to quality, on the one hand, and the quality policies implemented by higher education institutions, on the other, generates an (usually latent) conflict that negatively influences the job satisfaction of academics. In addition, this type of disagreement could reduce the effectiveness of quality policies and systems as well as the overall functioning of higher education

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24

FAST, O. L. "DOCTORAL STUDENTS AT RISK ACADEMIC AND PROFESSIONAL SUPPORT: QUALITY MANAGEMENT ISSUES." АКАДЕМІЧНІ СТУДІЇ. СЕРІЯ «ПЕДАГОГІКА», no. 4 (April 22, 2024): 108–13. http://dx.doi.org/10.52726/as.pedagogy/2023.4.15.

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Academic engagement and support of vulnerable categories of learners is a crucial thematic issue within the EU and globally. In this respect, the research is focused on searching for suitable solutions for gaps in doctoral education capacity strengthening at institutional and national levels in Ukraine, primarily due to underestimating its societal dimensions, and on synchronizing the Ukrainian practices with European policies and standards, including helpful initiatives in integrating resilience and sustainability into its academic, research and engagement activities; creating an inclusive an

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25

Bugwak, Elven, Jovanie Garay, Roque Langcoy II, et al. "Factors Influencing Students’ Academic and Non-Academic Engagement." Journal of World Englishes and Educational Practices 7, no. 2 (2025): 52–66. https://doi.org/10.32996/jweep.2025.7.2.3.

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This research study utilized a quantitative research design. This study aimed to determine the influence of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology to students’ academic and non-academic engagement in school. The data were statistically analyzed to provide answers to the research questions where mean was used to determine the levels of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology and student enga

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26

Altbach, Philip G., and Hans De Wit. "Too Much Academic Research Is Being Published." International Higher Education, no. 96 (December 5, 2018): 2–3. http://dx.doi.org/10.6017/ihe.2019.96.10767.

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There is a crisis in academic publishing and in the global knowledge-distribution system in general—there is too much pressure on top journals, there are too many books and articles of marginal quality, predatory journals are on the rise, and there is a tremendous pressure on academics worldwide to publish. We propose recognizing that most universities and most academics, globally, focus on teaching, and that the large majority of universities acknowledge their important roles as teaching-focused and do not seek to become research-intensive institutions. We call for quality, but also for contr

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27

Burger, R., WS Bolton, and RK Mathew. "Challenges and opportunities in academic neurosurgery." British Journal of Hospital Medicine 82, no. 10 (2021): 1–7. http://dx.doi.org/10.12968/hmed.2021.0297.

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Clinical academia aims to bridge the gap between clinicians and scientists, by combining academic activity with clinical practice. The term ‘clinical academics’ generally refers to clinicians who have protected time within their job plans for undertaking academic activities. Engagement with academic activity by trainees is not only essential to fulfil necessary curriculum competencies, but also allows them to explore areas of interest outside of clinical practice and develop advanced academic skills. This article provides an overview of different routes into academic neurosurgery, and discusse

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28

Inegbedion, Juliet Obhajajie. "Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)." Open Praxis 9, no. 3 (2017): 313. http://dx.doi.org/10.5944/openpraxis.9.3.498.

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The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open and distance education universities. This may be attributed to inadequate spread in the duties assigned, which if not checked could affect the quality of teaching and learning. This necessitated the study that was ca

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29

Dr. K. M. Nalwade, Dr K. M. Nalwade, and S. R. Nikam S. R. Nikam. "Quality of Work Life in Academic: A Review of Literature." International Journal of Scientific Research 2, no. 2 (2012): 214–16. http://dx.doi.org/10.15373/22778179/feb2013/71.

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30

Giarlo, Michael J. "Academic Libraries as Data Quality Hubs." Journal of Librarianship and Scholarly Communication 1, no. 3 (2013): 1059. http://dx.doi.org/10.7710/2162-3309.1059.

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31

Miller, Rush G., and Beverly Steams. "Quality management for today’s academic library." College & Research Libraries News 55, no. 7 (1994): 406–22. http://dx.doi.org/10.5860/crln.55.7.406.

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32

Sadler, D. Royce. "Academic achievement standards and quality assurance." Quality in Higher Education 23, no. 2 (2017): 81–99. http://dx.doi.org/10.1080/13538322.2017.1356614.

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33

Chadwick, Priscilla. "Academic Quality at the 'Chalk Face'." Management in Education 10, no. 2 (1996): 15. http://dx.doi.org/10.1177/089202069601000211.

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34

McCabe, Mark J., and Christopher M. Snyder. "Open Access and Academic Journal Quality." American Economic Review 95, no. 2 (2005): 453–58. http://dx.doi.org/10.1257/000282805774670112.

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35

CLARKE, MARGUERITE. "Some Guidelines for Academic Quality Rankings." Higher Education in Europe 27, no. 4 (2002): 443–59. http://dx.doi.org/10.1080/0379772022000071922.

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36

Ellington, Henry, and Gavin Ross. "Chasing the Chimera of Academic Quality." Quality Assurance in Education 1, no. 1 (1993): 15–20. http://dx.doi.org/10.1108/eum0000000003446.

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37

Hemlin, Sven, and Søren Barlebo Rasmussen. "The Shift in Academic Quality Control." Science, Technology, & Human Values 31, no. 2 (2006): 173–98. http://dx.doi.org/10.1177/0162243905283639.

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38

Surendro, Kridanto, and Olivia Olivia. "Academic Cloud ERP Quality Assessment Model." International Journal of Electrical and Computer Engineering (IJECE) 6, no. 3 (2016): 1038. http://dx.doi.org/10.11591/ijece.v6i3.9836.

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In the past few decades, educational institutions have been using conventional academic ERP system to integrate and optimize their business process. In this delivery model, each educational institutions are responsible of their own data, installation, and also maintenance. For some institutions, it might cause not only waste of resources, but also problems in management and financial aspects. Cloud-based Academic ERP, a SaaS-based ERP system, begin to come as a solution with is virtualization technology. It allows institutions to use only the needed ERP resources, without any specific installa

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39

Surendro, Kridanto, and Olivia Olivia. "Academic Cloud ERP Quality Assessment Model." International Journal of Electrical and Computer Engineering (IJECE) 6, no. 3 (2016): 1038. http://dx.doi.org/10.11591/ijece.v6i3.pp1038-1047.

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In the past few decades, educational institutions have been using conventional academic ERP system to integrate and optimize their business process. In this delivery model, each educational institutions are responsible of their own data, installation, and also maintenance. For some institutions, it might cause not only waste of resources, but also problems in management and financial aspects. Cloud-based Academic ERP, a SaaS-based ERP system, begin to come as a solution with is virtualization technology. It allows institutions to use only the needed ERP resources, without any specific installa

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40

Anderson, Michael L., Justin Gallagher, and Elizabeth Ramirez Ritchie. "School meal quality and academic performance." Journal of Public Economics 168 (December 2018): 81–93. http://dx.doi.org/10.1016/j.jpubeco.2018.09.013.

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41

Stafford, Tess M. "Indoor air quality and academic performance." Journal of Environmental Economics and Management 70 (March 2015): 34–50. http://dx.doi.org/10.1016/j.jeem.2014.11.002.

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42

Kim, Youngjoo. "Difficulties in quality doctoral academic advising." Journal of Research in International Education 6, no. 2 (2007): 171–93. http://dx.doi.org/10.1177/1475240907078613.

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43

Sencer, Yeralan, and Ancona Lee Laura. "GENERATIVE AI: CHALLENGES TO ACADEMIC QUALITY." Herald of the Kazakh-British technical university 20, no. 3 (2023): 17–25. http://dx.doi.org/10.55452/1998-6688-2023-20-3-17-25.

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44

Sankar, P., and E. S. Kavitha. "Total Quality Management in Academic Libraries." Asian Review of Social Sciences 5, no. 1 (2016): 32–36. http://dx.doi.org/10.51983/arss-2016.5.1.2571.

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Quality was a management tool especially for non- profit organizations like libraries. Total Quality relates to the quality management system of this total library process across the organizational functions and processes. It is not simply the end-quality of the services. Among the service industries such as Airlines, Banking institutions, Insurance companies and Health care providers, Libraries are the last to adopt TQM practices. For a long time, Librarians saw themselves as keepers of knowledge rather than active agents in information transfer. Though the main aim/objective of libraries is

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45

Bajçinovci, Bard, Uliks Bajçinovci, Elena Rexha, and Bujar Bajçinovci. "5. Quality Aspects of Product Design in Artistic Education." Review of Artistic Education 20, no. 1 (2020): 211–17. http://dx.doi.org/10.2478/rae-2020-0026.

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AbstractThe University of Prishtina “Hasan Prishtina” is the biggest higher education institution in Kosovo, which ever since its foundation has held the main burden of education and the development of the Kosovar society. If in the past the University of Prishtina was not only a hearth of knowledge, but also an icon of Kosova’s high education, now its mission is to offer stable and qualitative education to the new generation, functioning as an asset for the development and the strengthening of the Kosovar society. Currently, the UP is the biggest higher education institution in the Kosovo, wi

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46

Rowlands, Julie. "The symbolic role of academic boards in university academic quality assurance." Quality in Higher Education 19, no. 2 (2013): 142–57. http://dx.doi.org/10.1080/13538322.2013.802574.

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47

Syaukani, Syaukani, Siti Ismahani, Rafiza Abdul Razak, and Amirul Mukminin. "UNVEILING THE PRACTICES OF RESEARCH PUBLICATION AMONG INDONESIAN ACADEMICS." Jurnal Ilmiah Ilmu Terapan Universitas Jambi 9, no. 2 (2025): 485–94. https://doi.org/10.22437/jiituj.v9i2.41838.

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Research on poor-quality journals seems to be an inexhaustible study. The present study aims to understand the experiences of 3 Indonesian academics who published their scientific articles in disreputable journals. This phenomenology study was conducted within the framework of a qualitative approach. Data were collected by in-depth interviews academics. The study identified three key themes: Lack of Necessary Skills, Overestimation of Western Hegemony, and Acceptance of Fate. The findings indicated that some factors caused the academics to take shortcuts to get their articles published. The pr

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48

Oladeinde, Olusegun. "Work or Alienation? A Conceptual Understanding of Academic Labour Process in Neo-liberal University System." Journal of Scientific Research and Reports 29, no. 8 (2023): 50–58. http://dx.doi.org/10.9734/jsrr/2023/v29i81772.

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In recent years, universities in Nigeria, and indeed elsewhere, have continued to face challenges on how to deliver more quality services to the stakeholders; both within and outside the University’s communities. These challenges have had to do with the ways in which Universities are funded and managed which consequently have implications on how the Universities organise and control academic work i.e. teaching, administration and research. These main responsibilities for academic staff in the Universities are conceptualised as academic labour process. Within a more generic understanding of Hig

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49

Prasetya, Agus. "PEKERTI TRAINING TO IMPROVE LECTURERS’ INSTRUCTIONAL QUALITY AS PROFESSIONAL ACADEMICS." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 1, no. 1 (2019): 41. http://dx.doi.org/10.32503/edulink.v1i1.453.

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Social phenomena in the higher education environment currently sees competition for academic staffs to obtain functional positions in order to obtain social status and recognition as lecturers. Academic staffs are required to have the following competencies namely pedagogical, academic, social, personal, professional and to improve their competencies by participating in trainings such as Aplied Approach (AA) training. By participating in AA training, an academic staff is required to understand what must be possessed as a lecturer especially in making Lecture Even Unit or Tutorial Program Desig

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50

Jaber, Louay Nasser. "Quality Requirement for Academic Programs to Obtain Quality Certification and Accreditation." Iraqi Administrative Sciences Journal 2, no. 3 (2018): 248–74. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp259-284.

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This research aims to obtain the quality and accreditation certificate from the Council of Quality Assurance and Accreditation in the Arab Universities Union for the Department of Economics of Investment and Resources Management , The research department evaluates the academic program of the ten main areas of the main requirements of the quality of the academic programs, but there is weakness in the application of some indicators, elements and characteristics of each of the main areas of the quality of academic programs and this is the problem of research. The importance of the research to ach

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