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Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
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Published ArticleQuality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
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Chidindi, Joseph. "Discursive constructions of quality assurance: the case of the Zimbabwe Council for Higher Education." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7800.
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Quality assurance is on the contemporary agenda in higher education and has been prioritised across the globe. It has been conspicuous through the emergence of numerous quality assurance bodies, and in Zimbabwe, where this study takes place, the government has constituted the Zimbabwe Council for Higher Education. This study aims to identify the discourses drawn on by academics and those working within Zimbabwe Council for Higher Education to construct the roles and processes of external quality assurance practices in universities in Zimbabwe. The study was grounded on the premise that external quality assurance processes in higher education can vary according to their contextual environment. Fairclough’s Critical Discourse Analysis as a method driven theory not only provided a methodology, a way of collecting and analysing my data, but it was also a substantive theory, which provided a particular way of understanding the world through discourse. Fairclough’s Critical Discourse Analysis is grounded in a Critical Realist view of the social world that enabled generalisations about the effect discourse was having on the phenomenon of interest: quality assurance in higher education. One-to-one and group interviews were used to yield exploratory, descriptive and explanatory data. To corroborate and augment data from interviews, key documents related to quality assurance in universities in Zimbabwe and obtained from the Zimbabwe Council for Higher Education were analysed. There were a number of profound discourses that emerged in the research study. There was a discourse of ‘control’ in which Zimbabwe Council for Higher Education put in place compliance mechanisms, setting minimum requirements for universities to offer ‘credible’ higher education. There was a discourse of ‘power struggle’ in which universities endeavoured to maintain their institutional autonomy in response to what was perceived as Zimbabwe Council for Higher Education’s requirement of compliance. In the context of higher education in Zimbabwe, an important implication of the study was evident in the discourse of ‘gold standard’ of quality assurance which assumed that quality entails a generic best practice but which fails to take context into account. While a generic ‘global’ notion of best practice in quality assurance was dominant in the discourses of quality identified in this study, there were other discourses that focused on what quality might look like within the resource constraints of the context. The study highlighted the importance of collegiality between quality assurance organisations and universities to realise success of quality assurance intentions.
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Lebotse, Keitumetse G. "Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in Botswana." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4275.
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Magister Educationis - MEdThe purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.
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Coates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.
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Walker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.
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Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.
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Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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Kauppila, O. (Osmo). "Integrated quality evaluation in higher education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211862.
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Abstract The role of higher education as an essential component of the productive economy has been emphasized in the 21stcentury, resulting in a constant need to demonstrate compliance and excellence to various stakeholders. To achieve this, a large variety of internal and external evaluation processes have been developed. However, to connect these evaluations with continuous improvement has often proved challenging due to factors arising from organizational complexity. This compilation dissertation examines how various quality evaluations in higher education could be integrated in a meaningful and synergistic manner. Integration is analyzed both horizontally across the three missions of the university, as well as vertically ranging from external evaluations to self-assessment. The four research articles each support this whole from a different viewpoint. The results of the articles are complemented by a literature review of chosen relevant topics on quality management and evaluation in higher education. The results of this work suggest that a planned process of evaluations starting from the institution level could help evaluations build upon each other and to drive continuous improvement. A holistic view on evaluation and evaluation criteria could be of use in avoiding sub-optimization and ensuring that issues such as stakeholder engagement and societal impact are included in evaluations. The integration of evaluations would constitute a part of integrating an institution’s management system and advance unity of effort. The ubiquitous concept of excellence can be seen as linking factor in integration, and an excellence award model was used as an example of a holistic evaluation framework. The theoretical contribution of this study contributes in the discussion regarding quality evaluation, excellence and the integration of management activities in higher education. For practitioners this dissertation work provides both practical tools arising from the results of the research articles, as well as a synthesis of theoretical and practical issues that should be accounted for when developing quality evaluation approaches in institutions of higher educationTiivistelmä Korkeakoulujen rooli tuottavan talouden olennaisena osana on korostunut uudella vuosituhannella. Tästä on seurannut jatkuva tarve osoittaa vaatimustenmukaisuutta ja erinomaisuutta eri sidosryhmille. Tämän seurauksena on kehitetty suuri määrä erilaisia sisäisiä ja ulkoisia arviointiprosesseja. Kuitenkin näiden prosessien yhdistäminen toiminnan jatkuvan kehittämiseen on usein osoittautunut haastavaksi johtuen organisatorisesta monimutkaisuudesta. Tässä kokoomaväitöskirjassa tarkastellaan, kuinka erityyppisiä laadunarviointeja korkeakoulutuksessa voitaisiin integroida mielekkäällä ja synergistisellä tavalla. Integraatiota tarkastellaan niin horisontaalisesti yliopiston kolmen tehtävän läpi, kuin myös vertikaalisesti ulkoisista arvioinneista itsearviointiin. Väitöskirjaan liittyvät tutkimusartikkelit tukevat tätä tutkimusongelmaa eri näkökulmista. Kirjallisuuskatsaus tukee artikkelien tuloksia valittujen laatujohtamisen ja arvioinnin aiheiden tarkastelun kautta. Tämän työn tuloksien mukaan suunnitelmallinen arviointikokonaisuus lähtien korkeakoulutasolta voisi tukea arviointien tulosten kumuloitumista ja edistää jatkuvaa kehittämistä. Holistinen näkökulma arviointiin ja arviointikriteereihin voisi ehkäistä osaoptimointia ja varmistaa, että seikkoihin kuten sidosryhmien osallistuminen ja yhteiskunnallinen vaikuttavuus huomioidaan arvioinneissa. Arviointien integrointi tukisi osaltaan korkeakoulun johtamisjärjestelmän integrointia ja edistäisi yhteisiin tavoitteisiin pyrkimistä. Erinomaisuuden yleistynyttä käsitettä voidaan pitää yhdistävänä tekijänä integraation toteutumisessa, ja siihen perustuvaa laatupalkintomallia käytettiin työssä esimerkkinä holistisesta arviointimallista. Väitöskirjatyön teoreettinen kontribuutio liittyy korkeakoulujen laadunarvioinnin, erinomaisuuden ja johtamistoimien integroinnin tieteelliseen keskusteluun. Käytännön työn kannalta tutkimustulokset tarjoavat käytännön työkaluja artikkelien tulosten kautta, sekä yhdistelmän teoreettisista ja käytännön seikoista jotka tulisi huomioida korkeakoulun laadunarviointia kehitettäessä
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
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Nobatyi, Andile. "Pivotal role of the UNISA council in corporate governance." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012351.
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There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
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Groth, Christiane. "Virginia Business Higher Education Council: A case study of interest group formation." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618895.
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An exploratory case study of the Virginia Business Higher Education Council (VBHEC), a higher education lobbying group of business and education interests, was conducted to gain greater insight to state-level higher education interest group formation. A qualitative method was utilized and interviews with founding members of the VBHEC were carried out to understand why participants felt the need to organize such a group at that particular time as well as why members joined the group and continued their participation. The case study covered the time period from the early 1990s through the Council's incorporation in September of 1996. Findings were compared to prevailing theories of interest group formation: (a) that interest groups form in response to a disturbance in the environment (Truman, 1951); (b) that group members require the receipt of benefits for their participation (Olson, 1965); (c) that group leaders require benefits to sustain their participation (Salisbury, 1969); and (d) that interest group formation requires individuals who share a deep commitment to a particular philosophy or ideology (Moe, 1980; Sabatier, 1992).;The findings of the VBHEC case study provide support for the assertion that interest groups form when disturbances in the operating environment occur and that a group's sustainability can be attributed to members' deep commitment to a shared ideology or philosophy. The case study also provided strong evidence of the important role an interest group's leadership plays in sustaining member interest and participation. Participants indicated that the viability of the VBHEC rested primarily in the continued leadership of the group's chair while analysis of the group's formal and informal leadership provided evidence that having politically astute leadership attuned to changes in the political environment also facilitated the group's formation. The case study did not, however, provide evidence to support the assertion that an interest group's leaders required benefits in return for taking on a leadership role.
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Melson, Richard J. "The X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities| A comparative study." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634585.
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Recent empirical research and literature in higher educational leadership posited a sharp increase in the vacancies of college and university presidencies in the near future. To complicate this problem further, the literature also indicated a significant shortfall in the number of qualified candidates to fill this leadership vacuum. The purpose of this research study was to consider the X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities (CCCU) compared to the presidents of public universities and other private colleges in the U.S. The primary research question sought to understand the characteristics and differences of the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges, and focused on seven facets of college and university presidents including: (a) demographics; (b) career paths; (c) educational background; (d) search and hiring processes; (e) duties; (f) characteristics of long-serving presidents; and (g) job satisfaction. The dataset provided by the American Council on Education's The American College President 2012 research study was used to determine if statistically significant differences exist between the presidents of CCCU member institutions and the presidents of public and other private colleges and universities. The results from this research study indicated there were statistically significant differences between the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges with regard to demographics, career paths, search and hiring processes, duties and characteristics of long-serving presidents.
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Filippakou, Ourania. "The legitimation of quality in higher education." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019864/.
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Quality in relation to higher education is anything but an innocent project: it is ideologically constructed and conducted. Quality has been set up as its own enterprise and systematically disseminates the meaning of higher education, explicitly and implicitly, stabilizing an ideological formation and establishing a social consensus. In a spiral of mutual reinforcements, quality naturalizes particular practices and, also, legitimizes this naturalness. The systematic critics of quality, however, call that ideological synthesis into increasing question. Quality in higher education is faced with a legitimation problem. It is therefore an appropriate moment to ask: can quality in higher education ever be legitimate? This study comes at these issues by being essentially conceptual in character, although there are also some empirical elements in it. In developing a theoretical understanding, quality in higher education is here advanced as a network of discourses. I further contend that these discourses and networks are backed up by power and that this helps to sustain their ideological character. The theoretical resources for the thesis have mainly been drawn by writers working in philosophy arid sociology and from social and educational theory, as well as in the field of higher education. The empirical location of the research is that of England and Greece. By drawing on examples of quality practices from these two countries, I am trying to illustrate my argument. The argument though is independent of England and Greece. The thesis has more than a purely theoretical interest. I try to show, in the face of a legitimation problem, that a legitimate quality system in higher education is still possible. I suggest that epistemologically a legitimate system can only be enhancement led, as it is the only place where creative spgces are possible. The major task is to imagine the characteristics of a theory which can account for these creative spaces in enhancementled environments of higher education. Accordingly, I go on to offer a set of principles for a legitimate quality system in the twenty-first century.
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Dias, Maria da Conceicao Loureiro. "Quality management in higher education in Mozambique." Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/quality-management-in-higher-education-in-mozambique(8b6a2ab3-e3aa-43a4-9448-b9a975c89b7c).html.
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This thesis concerns ideas and practices about quality assurance systems, quality enhancement and performance indicators in higher education. The quality of higher education is important in a country's economic and social development and its enhancement is a major objective of any higher education system. There has been an increasing demand for institutions of higher education to be accountable and make their activities more transparent to their consumers and to society as a whole. Therefore, institutions have become more explicit about their aims and the methods used to achieve such aims. Also, the monitoring of inputs, processes and outcomes of a University has now become widely accepted. The context for the study of quality management in higher education is the 'Eduardo Mondlane' University (UEM) in Mozambique. This thesis aims to analyse the quality assurance procedures currently in existence at 'Eduardo Mondlane' University (UEM), to examine recent and ongoing efforts to build capacity, to consider a range of options for increased efficiency and effectiveness, and to make recommendations for quality management at UEM. Examples of British Universities already engaged in quality assurance initiatives are analysed and their relevance to UEM is discussed. This thesis comprises nine chapters. The first chapter contextualizes the thesis by considering the historical background to Mozambique. Chapters two and three discuss styles and strategies of managing quality, and ways of monitoring the performance of educational institutions. Chapter four examines arrangements in selected U.K. Universities for quality assurance. Chapters five to eight outline the methodology used to collect the research evidence and discuss the main results from the survey research conducted at UEM. Four main aspects of quality assurance at UEM form the focus of the research: the quality assurance of admission procedures, the quality assurance of teaching and learning, the quality assurance of student development and support, and a framework for quality enhancement. The concluding chapter presents a summary of the main findings as well as recommendations for quality enhancement at UEM. A list of performance indicators is provided along with suggestions for further research on quality assurance at UEM.
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Hay, Driekie. "Quality considerations in South African higher education." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/459.
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Published ArticleThe implementation of quality assurance systems in higher education have never been accepted without debate nor severe critique. This can partially be ascribed to academics' strong views on academic freedom and autonomy. In this paper an admissible distinction between quality assurance and quality enhancement as two entries on a continuum is made. A plea is made that Southern African higher education institutions should invest in establishing self-reflective practices rather than a culture of compliances. The author concludes that quality enhancement embedded in a self-evaluation approach has the potential to make a contribution towards transforming the South African higher education system in more than one way.
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Tsiligiris, Vangelis. "Cross-border higher education and quality management." Thesis, Birmingham City University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638451.
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Several dynamics have contributed to the increasing conception of higher education as a service, universities as service providers, students as customers and quality as value for money. Quality management has been pursued as a means to promote accountability and is primarily driven by student satisfaction surveys. This has resulted in the dominance of the retrospective customer model for the management of quality in higher education (Biggs, 2001) with emphasis on accountability and ‘value for money’ for the student customer. At the same time, decreasing public funding and a growing student demand for higher education programmes has increased the provision of programmes across borders. This has increased cross-border education activities, which involve the movement of people, institutions and programmes across borders. The latter, termed transnational education, happens when higher education institutions collaborate with institutions in other countries to offer their programmes offshore by forming transnational education partnerships. The current quality management model in transnational education partnerships is dominated by concentration on ‘risk mitigation’ for exporting countries and ‘sameness’ of quality standards between ‘home’ and ‘offshore’ provisions. This is pursued by the exporting country’s retrospective customer model, which takes no consideration of the difference of student expectations and perceptions in different locations of programme delivery. Thus, the applicability of the retrospective customer model in TNHE can be problematic, owing to the fact that students who study in different parts of the world on the same programme are very likely to have different expectations and perceptions of quality in higher education. The purpose of this thesis was to explore the applicability of the retrospective customer model and to propose a prospective model for the management of quality in TNHE partnerships. The research is pursued within a Critical Realist theoretical paradigm, considering that students, irrespective of their location, will form common expectations and perceptions independently of their own interpretations, but at the same time will be impacted, to a significant extent, by the deeper social and cultural dynamics of a particular time and space. The research strategy deployed in this thesis is a case study, using a mixed methods sequential design including a questionnaire survey followed by individual semi-structured interviews as the data collection methods. The analysis of the quantitative and qualitative data showed that students appear to share a common ‘customer’ identity which is shaped by the prevailing quality discourse 2 in higher education. However, students appear to be immature as customers, contrary to the assumption made within the current quality discourse about students being rational decision agents. Students, irrespective of their location, seem to be less aware of the transformative role of higher education and appear to develop an instrumental approach in regard to their expectations and perceptions of quality in higher education. The analysis of the data also showed that the expectations and perceptions of students who are studying on the same programme but at different geographical locations vary. Specifically, it was found that student expectations and perceptions are shaped by a range of contextual dynamics. A conceptual framework has emerged from the findings of the research which can be used as a framework for the analysis, discussion and evaluation of student expectations and perceptions in a TNHE context. The findings of the research have significant ramifications for the applicability of the retrospective customer model in TNHE relating to both service quality (student satisfaction) and educational quality. Specifically, the findings of this thesis suggest that a retrospective customer model which has been designed in one country using the local contextual dynamics would not be applicable in another country without modifications and adjustments. Instead, the research justifies and proposes the adoption of a prospective model for the management of quality in TNHE which enables the acknowledgement and management of student expectations and perceptions prior to academic delivery
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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
17
Braganza, Agnes Logan. "Beyond the campus: Image and saga of the state coordinating council: A case study of the State Council of Higher Education for Virginia, 1977-1987." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618484.
Full textAbstract:
The purpose of this study was to contribute to an understanding of the milieu in which higher education policy is formed in the United States, using the Commonwealth of Virginia as a case study seeking to explain the image and saga of its State Council of Higher Education. Virginia is an appropriate state upon which to focus because it is taking its place among the leading states in public higher education.;Although control of higher education policy now resides largely in the states and their statewide coordinating councils and governing boards, there is not a clear identity of any state's presence. This study was an attempt to determine if such an identity exists, and, if so, to describe it using a distinctive approach to the recent history of American higher education.;Papers, policy and position statements, documents and Council minutes of State Council of Higher Education for Virginia (SCHEV) from 1977 to 1987 were studied. Interviews were conducted with persons involved in higher education in the Commonwealth 1977 to 1987. to evaluate legislative opinion about SCHEV, a questionnaire was mailed to each member of the 1988-89 General Assembly and responses compared with those from a similar 1976 survey. Newspaper reports and news releases were analyzed.;It was hypothesized that the concept of organizational saga which Burton Clark developed to explain campus image and evolution is useful as a method of analyzing and describing a statewide coordinating council of higher education.;It was concluded that the Clark's concept of organizational saga fits the State Council of Higher Education for Virginia. as the story unfolded, it showed a formal organization with its own legend, with its own set of beliefs, and with pride in itself for major accomplishments in improving the state's system of higher education.;Further study is recommended on the appointment process by which lay persons fill positions on the higher education bodies, on measuring the effectiveness of statewide coordinating boards and the influence of their executive officers, on the construction of target budgets of the state system of higher education, and on the relationship between the State Council and the General Assembly.
18
Heffner, Christopher L. "Does student perception of quality matter? A study of perceived academic quality and intention to persist." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590337.
Full textAbstract:
Based on current research and seminal theories on learning, quality, and academic persistence, this study sought to establish the core components of academic quality in higher education and to determine if these components can be used to predict students' intention to persist. This study also looked at differences between traditionally aged college students and their non-traditional adult learner counterparts. Results were significant for all questions asked, suggesting that academic quality can be used as a predictor of students' intention to persist. Additionally, the study found that adult learners rated both the academic quality of their programs and their intention to persist significantly higher than traditional students. Recommendations for further study include research aimed at better understanding persistence estimation and the specific academic quality and persistence relationships that exist in individual programs.
19
Morales, Rodríguez Adriana. "Quality, efficiency and customer orientation in higher education." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400659.
Full textAbstract:
Las instituciones de educación superior desempeñan un papel importante en la economía de cualquier región o país, ya que contribuyen a la formación de capital humano y nuevo conocimiento; así como al emprendimiento. Debido al aumento de la competencia, las universidades están bajo presión constante para mejorar su desempeño. En este sentido, la literatura ha señalado que la calidad, productividad y orientación al cliente deben ser considerados como elementos clave para lograr un desempeño superior. Sin embargo, la evaluación de estos conceptos en el contexto de la educación superior es compleja.
El propósito de esta tesis es examinar los principales factores determinantes de la calidad, la eficiencia y la orientación al cliente en la enseñanza universitaria; así como la posible relación entre estos conceptos. Los objetivos específicos de esta investigación son: examinar el impacto de los atributos de calidad y reputación en la evaluación dinámica de la productividad en una muestra de universidades en Latinoamérica (Capítulo 2); examinar la naturaleza y determinantes de las valoraciones que realizan los alumnos sobre el desempeño del profesor (Capítulo 3); y examinar la influencia de la orientación al alumno-cliente y otras variables personales en la evaluación del desempeño de los profesores (Capítulo 4).
Nuestros hallazgos confirman la idea de que se obtienen resultados más fiables en la medición de la productividad de las universidades mediante la agrupación de las mismas en subconjuntos más homogéneos y que los atributos de calidad y reputación tienen un impacto en el análisis de la productividad. Los resultados también indican que la evaluación del profesorado por parte de los alumnos, es un fenómeno complejo y depende de factores relacionados con el perfil de profesores, alumnos y cursos. Los alumnos evalúan principalmente la pericia, la actitud y el comportamiento de los profesores. Los hallazgos también sugieren que la orientación al alumno-cliente mejora el desempeño de los profesores. Esta tesis integra literatura sobre marketing de servicios, administración de operaciones y educación superior, con el fin de proporcionar una visión más amplia y profunda en la evaluación del desempeño educativo. Desde un punto de vista de gestión, esta investigación puede ayudar a los administradores a generar una ventaja competitiva en las instituciones de educación superior.Higher education institutions play an important role in the economy of any region or country as they contribute to the formation of human capital, new knowledge and entrepreneurship. Due to increased competition, universities are under constant pressure to improve their performance. In this vein, literature has long indicated that quality, productivity and customer orientation should be considered as key elements in order to achieve superior performance. However, assessing these concepts in the context of higher education is complex. The purpose of this thesis is to examine the determinants of quality, efficiency and customer orientation in higher education and the possible relationship between these concepts. Thus, the specific objectives of this research are the following: to examine the impact of attributes of quality and reputation on the dynamic evolution of productivity in a sample of Latin American universities (Chapter 2); to examine the nature and determinants of student evaluations of teaching performance (Chapter 3); and to examine the influence of the student-customer orientation and other personal variables on the assessment of university teachers’ performance (Chapter 4). Our findings reaffirm the idea that more reliable results in productivity measurement are sought by grouping universities into more homogeneous subsets of institutions. The results also indicate that attributes of quality and reputation have an impact on productivity analysis. Findings also show that student evaluation of teaching is a complex phenomenon that depends on factors related to teacher, student and course profiles. Students basically assess the expertise, attitude and behavior of teachers. Findings also suggest that student-customer orientation enhances teachers’ performance. This thesis integrates the literature on services marketing, operations management and higher education in order to provide a wider and deeper insight into the assessment of educational performance. From a practical perspective, this research may help managers to create a competitive advantage in higher education institutions.
20
Blackwell, Richard. "Staff development and quality enhancement in higher education." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/6874/.
Full textAbstract:
My work seeks to address the contribution of SD to enhancement of quality in HE. I have sought to explore a cluster of research questions in this area, the focus varying slightly over time as my roles have changed and developed, opening and closing opportunities for investigative work. The primary research questions have been: how may SD contribute to enhancing HE and what are the implications of those contributions for HE staff, HEIs, and the SD community itself? How are HE organisations and management changing and how may staff and SD professionals engage with and influence such changes? At the next level down, I have developed associated, more particular questions, for specific projects. Examples include: What are the prospects for successful re-alignment of enhancement bodies, including the main one for SD? What strategies have been developed to enhance the contribution of PTT? Are they well founded and influential? How far do they meet the needs of stakeholders, including PTT themselves?
21
Zachariah, Shoba. "Managing quality in higher education : a stakeholder perspective." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/4385.
Full textAbstract:
This study proposes a framework for managing quality in higher education based on the key quality values of students, academics and employers. The proposed framework of the stakeholder determinants of quality (SDQ) is unique in that it is the only approach to quality that seeks to address differences in quality values between stakeholder groups while it builds on similarities in their views. The methodology employs sequential methodological triangulation and includes individual interviews and a larger survey. The sample includes students and academic staff on Business and IT undergraduate programmes from six of the largest private sector higher education institutions in Muscat, Oman and some of the largest private and public sector employers. The findings reveal strong congruence on many criteria between academic staff and employers, including the importance of developing core transferable skills, student transformation and empowerment and high academic standards. Student responses indicate a lack of congruence on those criteria that focus on student input and participation in the learning process, which are highly rated by academic staff and employers. There are a number of criteria in which there is congruence between the three groups, most significantly, the importance of the teaching and learning function. Students’ engagement with the learning process through the lecturers’ ability to motivate students’ interest, facilitate subject knowledge, stimulate thought and develop transferable skills are considered the most critical issues in managing quality by all three groups. The study suggests that an approach to quality that is based on an understanding of key values of the main participants will facilitate shared understanding and quality consciousness within institutions in comparison to current quality assurance regimes that are externally imposed.
22
Telford, Archibald Ronald. "The congruence of quality values in higher education." Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4279.
Full textAbstract:
Higher education and more specifically University education is being called to account more and more. It follows therefore that the Universities must present information on the quality of service which they provide as perceived by their customers and their supporters who supply their funding. In this thesisr esearchi s reported on the measuremenot f the quality valuesw hich Students, Lecturing Staff, and Senior Management display within the period of a leaming programme. The principal aim was to ascertain through hypothesis testing if the level of congruence of the value systems of these three main contributors to the learning experience influenced the degree of satisfaction of the Students as the customers and to develope a framework for measuring contributor's quality values. Theseo bjectivesw ere researchedin stagesa s follows; The first stage was an extensive literature review which was used to underpin the ainis and objectiveso f the researchb y establishinga n understandingo f the relationshipsb etween Culture and Values, Quality, and Service. The Service review focused upon Higher Education in the University environment including such aspects quality and culture, values and the determinantso f servicqq uality, customerf ocus and society's role within the educatione xperience,s takeholderp ositioning within the educationp rocess,f inancial considerationsm, easuremenot f satisfactiona nd dissatisfaction,a nd studentt ransformation in terms of their educatione xperience.T he review revealeda numbero f weaknessesin existing knowledge primarily that there has been little research undertaken into the measuremenot f more than two parties within an educationt ransactiona nd how the involvement of more than two parties within such is perceived in relation to customer satisfaction. The second stage of the research was a Case Study using a mixed method approach which comprised interview techniques from which a framework for measuring quality in higher education was developed, and a questionnaire survey undertaken which was used to test the framework from which a number of conclusions were drawn. The Case Study was conducted within the Business School of the Napier University of Edinburgh. Using qualitative and quantitative methodologies the study examined the expectations as prescribed by the Importance which Senior Management, Lecturing Staff, and Students placed upon aspects of their learning programme. Additionally Students were asked their perceived levels of Satisfaction with their programmes. The outcomes of iii the Case Study were analysed using triangulated methods and used to highlight any problem aspects within programmes. These aspects were then subjected to value analysis to test the effects of congruity of stakeholder values on the levels of customer satisfaction. The findings of the case study were that, during the period of the research, the degree of congruenceo f the three main stakeholdersh ad no impact upon the levelso f satisfactiono f the Students as customers of the learning programme as offered by the Business School. Further analysis of the Case Study findings indicated the following : 1) That significant core value Gaps between the levels of Student Importance and Satisfaction exist within certain aspects of their learning experience more particularly during the later period of their learning programme. 2) That the role of Senior Management within the learning programme seems to have little influence upon the Student level of satisfaction. 3) That communication channels between Lecturers and Senior Management on policies within the learning programme appear to need reappraisal. 4) That significant differences in core values of Importance exist between Lecturers and Students 5) That Student importance levels and by definition their value systems changed over the period of their learning programme. 6) That there were non-core value significant differences in the importance which Full-time and Part-time Studentsp lacedu pon certain aspectso f their progranu-neo f learning 7) That there were non-core value significant differences in the importance which Undergraduatea nd GraduateS tudentsp lacedu pon certain aspectso f their programmeo f learning 8) That there were non-core value significant differences in the importance which Undergraduatea nd Lecturersp lacedu pon a programmeo f learningy ear on year. The size and distribution of the populations sampled has enabled conclusions to be drawn on the validity and generalisabilityo f the framework for measuringq uality valuesi n the field of higher education throughout the Napier University and to some extent when factors such as cross cultural values,d emographicc onsiderationsq, uestionnaire'sw ording, etc., are taken into account as the basis for the further examination of stakeholder value systems within the education experience in the UK and internationally.
23
Jelfs, Anne. "Stakeholders' conceptions of quality in distance higher education." Thesis, Open University, 2004. http://oro.open.ac.uk/56470/.
Full text
24
Sahin, Asu. "Perceptions Of Student Council Members On Their Participation In Decision Making In Higher Education." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606546/index.pdf.
Full textAbstract:
iv
ABSTRACT
PERCEPTIONS OF STUDENT REPRESENTATIVES ON THEIR
PARTICIPATION IN DECISION MAKING
IN HIGHER EDUCATION
Sahin, Asu
M.S., Department of Educational Sciences
Supervisor: Prof. Dr. Hasan Simsek
This study aims to investigate the perceptions of the student representatives in
the student council at Bilkent University, in Turkey, as to how well the student council
system in this university works in terms of enabling the participation of students in the
decision making process of the university administration.
A qualitative research design was used to collect data from the ten members of
the student council at Bilkent University. Standardised open ended interview questions
that were prepared by the researcher were used to collect data through face to face
interviews, which were recorded and transcribed by the researcher. The data were
analysed through content analysis technique and the results were presented
descriptively.
The results revealed that majority of the students are aware of the fact that the
student council is necessary in order to enable the participation of the students in the
decision making process. The council members generally think that the council has a
meaningful involvement in the decisions made at the university only on student related
issues. They think that they are not seen as one of the key decisions makers on issues
related to other aspects of the university.
v
According to the results of the research, it is understood that there is a need to
revise the system taking student opinions into account as well in a way that it represents
the whole student body, the student council participates in the decisions made at all
levels of the university, and on all issues concerning the university.
Keywords: Participation in decision making, higher education, student governments,
student councils.
vi
ÖZ Ö
GRENC KONSEY Ü
YELERNN YÜ
KSEK Ö
GRETMDE KARAR VERMEYE KATILIMLARI HAKKINDAK ALGILAMALARI Sahin, Asu Yü
ksek Lisans, Egitim Bilimleri Bö
lü
mü
Tez Yö
neticisi: Prof. Dr. Hasan Simsek Eylü
l 2005, 81 sayfa. Bu arastirmanin amaci, yü
ksek ö
gretim kurumlarinda ö
grenci konseyi ü
yelerinin yö
netim sü
recinde alinan kararlara katilim aç
isindan ö
grenci konseyi sisteminin ne ö
lç
ü
de etkili olduguyla ilgili algilamalarini incelemektir. Arastirmada, Bilkent Ü
niversitesi Ö
grenci Konseyi&rsquo
nin on ü
yesi veri toplamak iç
in ö
rneklem olarak kullanilmistir. Veri toplamak iç
in arastirmaci tarafindan hazirlanan standart aç
ik uç
lu mü
lakat sorulari kullanilmis ve yü
z yü
ze gerç
eklestirilip ses kaydi yapilan mü
lakatlar daha sonra arastirmaci tarafindan desifre edilmistir. Elde edilen veriler iç
erik analizi teknigiyle analiz edilmis ve sonuç
lar betimleyici bir sekilde sunulmustur. Bulgular, ö
grenci konseyi ü
yelerinin ç
ogunun konseyin varliginin ö
grencilerin karar verme asamalarina katilimlarini sagladigi iç
in gerekli oldugunun farkinda olduklarini gö
stermistir. Konsey ü
yelerinin konseyin sadece ö
grencilerle ilgili konularda anlamli bir katilimlari oldugunu dü
sü
ndü
kleri gö
rü
lmü
stü
r. Arastirmanin sonuç
larina gö
re, sistemin ö
grenci gö
rü
slerine de yer vererek onlarin tü
m kararlarda ve tü
m karar verme basamaklarinda temsilini saglayacak sekilde yeniden dü
zenlenmesine ihtiyaç
oldugu anlasilmaktadir.
25
Polycarpou, Evripides. "Service quality management and customer satisfaction in higher education : quality of services, customer satisfaction and customer behavioural intention in higher education." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/13601/.
Full textAbstract:
For the purpose of this project, a modified SERVQUAL instrument has been used to investigate undergraduate student perception of service quality at Cyprus College by determining if gaps existed in student expectation versus the perception of the actual experiences. The researcher acquired answers for five research questions designed to determine the relationship between service quality, student satisfaction, student behavioural intention, and certain demographic variables (gender, nationality, and number of years at the college). The population consisted of 1,398 students, which represented the fall 2006 semester enrolment. A cluster sampling methodology was used for the selection of 434 respondents. The researcher has tested the reliability and internal consistency of the survey instrument and it was found to be reliable and have adequate internal consistency. The Cronbach's total alpha was .919. Each research question was analysed individually usmg descriptive data for expectation, perceptions, and gap scores. The results of the survey indicated that there was a wide gap between student's perceived performance and expectations in twenty out of the twenty-two measured items. The most problematic dimension appears to be the Empathy and the least problematic the Tangible dimension. The researcher found that gender, nationality and number of years at Cyprus College are of a little value in predicting student's evaluation of service quality. There were, however, statistical and practical significance found in the ANOV As for each dependent variable. In addition, the researcher has found that respondents, who stated that overall the quality of service is good or very good, appeared to be satisfied or very satisfied with Cyprus College. The same group of respondents appeared also to be more willing than the rest of the respondents to say positive things about the college and less willing to complain if they experience a problem. The findings were discussed among the academic and administration leaders of the college and a set of actions were decided and some have been implemented including service related procedural changes, employee motivation and training, and the establishment of a system of continuous assessment. The results that emerged from the study and the discussions can be useful for other institutions which are concerned about their own quality practices.
26
Butland, Mark James. "The Council of Regional Accrediting Commissions Framework for Competency-Based Education| A Grounded Theory Study." Thesis, National American University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635635.
Full textAbstract:
Colleges facing pressures to increase student outcomes while reducing costs have shown an increasing interest in competency-based education (CBE) models. Regional accreditors created a joint policy on CBE evaluation. Two years later, through this grounded theory study, I sought to understand from experts the nature of this policy, its impact, and the possible need for it to be revised. Findings indicate that the Council of Regional Accrediting Commission’s (C-RAC) Framework was helpful as an educational tool but was also a product of its time and may need to be updated. Analysis of survey responses, a focus group discussion, and semi-structured interviews revealed themes centering around a) the value of the Framework, b) its alignment with accreditors and changing times, and c) the need for its revision. A grounded theory of a narrative lifecycle for the Framework details a progression through six stages that is driven by predictable narrative features. Implications of a narrative policy lifecycle view of the Framework underscore the need for revision of the Framework, and the potential usefulness of applying a narrative paradigm to other higher education accreditation work.
27
Bader, May. "Investigation of the quality of students' learning experience and the quality of service provided in clinical dental education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119445.
Full textAbstract:
Quality assurance (QA) has become a fact of life in higher education. Institutions engage in QA activities to direct spending to the areas that contribute to quality improvement and present to stakeholders evidence of the effectiveness and quality of their programmes. Dental schools are particularly pressured to demonstrate QA efforts to meet accreditation standards and ensure the quality of patient care. This study presents a quality assessment conducted at a school of dentistry in a developing country. A mixed methods approach is used to seek input from patients, students and faculty members to evaluate the quality of the clinical teaching offered in the pre-doctoral programme. Students and patients completed service quality assessment surveys that are adapted from the SERVPERF model. A focus group and one-on-one interviews were held to seek input from faculty members. Analysis of the data shows that the patients are generally more satisfied with the services than the students or faculty. The main issues that have been identified by stakeholders to negatively influence the quality of the learning experience and the quality of services provided are: (1) The expansion of the facilities is disproportionate with the growing numbers of students, (2) lack of comprehensive approach to patient care, and (3) the difficulty in patient recruitment and retention. The findings of this study will advise the decision makers at the school in their planning for curriculum and process reviews, QA efforts and development plans. The surveys that have been used in this study could be used to routinely collect data on patients' and students' satisfaction; however, further testing of the instruments is advised. Key words: dental education, quality assessment, clinical teaching curriculumL'assurance qualité est devenue un fait-de-vie dans les universités. Les institutions d'éducation postsecondaire s'engagent dans les activités d'assurance qualité pour montrer aux intervenants la supériorité de leurs programmes et pour diriger les dépenses aux domaines qui contribuent le plus à l'amélioration de la qualité. Les Écoles de Médecine Dentaire sont particulièrement sous pression de démontrer leurs efforts d'assurance qualité de leurs programmes d'études pour répondre aux normes d'accréditation, d'assurer la qualité des soins dentaire et la sécurité des patients. Cette étude présente une évaluation de la qualité effectuée dans une école de médecine dentaire dans un pays en développement. Des méthodes mixtes servent à collectionner les données des patients, des étudiants et des membres du corps professoral à fin d'évaluer la qualité d'enseignement clinique offert dans le programmes pré-doctorat. Les étudiants et les patients ont été demandés de répondre aux questionnaires d'évaluation de la qualité de service qui sont adaptées en suivant du modèle SERVPERF. Pour collectionner les données et les commentaires des professeurs, ils étaient invités à participer dans un groupe de discussions ou des entrevues individuelles. L'analyse des données montre que les patients sont généralement plus satisfaits avec les services dentaires offerts que les étudiants ou les professeurs. Les principaux problèmes qui ont été identifiés d'influencer négativement la qualité de l'expérience d'apprentissage des étudiantes et la qualité des services offerts aux patientes sont les suivants: (1) L'élargissement des installations est disproportionné par rapport au nombre croissant d'étudiants, (2) le manque d'approche compréhensive des soins aux patients (3) et les difficultés de recrutement et de rétention des patients. Les résultats de cette recherche informeront l'administration de l'Écoles de Médecine Dentaire au sujet de leurs efforts d'assurance qualité, la planification de programmes, la revue des processus, et leurs plans de développement. Les questionnaires qui ont été utilisés dans cette étude peuvent être utilisés régulièrement pour évaluer la satisfaction des patients et des étudiants. Toutefois, plus des tests de ses efficacités sont recommandés.Mots clés: éducation de médecine dentaire, évaluation de la qualité, programmes d'enseignement clinique
28
Li, Yuan. "Quality assurance in Chinese higher education : reflecting student learning?" Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/quality-assurance-in-chinese-higher-education-reflecting-student-learning(89ef6fc6-68de-4951-848d-eb3f08a00345).html.
Full textAbstract:
Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.
29
Tsui, Chung Bing Sum Cecilia. "Quality assurance in higher education : a Hong Kong perspective." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18026/.
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Evaluation, assessment and assurance of academic quality are intrinsic to higher education. Following pressures and forces caused by expansion of higher education, diversification as well fiscal constraints and changing societal contexts, formalized quality assessment began to evolve during 1980s to 1990s in different parts of the world. Nevertheless, the new managerialism, calling for accountability, efficiency and change, has aroused controversies in higher education. By using key informant interviews and literature reviews, this study attempted to evaluate ‘What constitute quality (ies) in higher education? and Why quality assurance has been controversial in higher education?'. Following the study, it was identified that there were three major categories of controversies: namely, (a) quality as a controversy of language, (b) quality as a controversy of power, and (c) quality as a controversy of change. These controversies were mainly caused by conflicts of the professional culture, against managerialism, which was imported from business in the 1980’s. This study recommends that in today’s knowledge economy, coupled with globalisation and internationalization of higher education, the society and the higher education sector should adopt a collaborative approach to raise education to the fore. As for meanings of quality, there are diverse views and a growing body of knowledge eliciting concepts of quality. The next step is to evaluate how different meanings of quality are conceptualized and operationalised. There have been several phases of quality assurance, with changing faces of accountability, in higher education. It is estimated that with various changing forces, and initiatives in the past two decades, higher education governance should have changed in some ways. This study calls for more organizational studies on the field so as to improve policies and practices in higher education.
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Abadie-Mendia, Trudy. "Accountability and Quality in Higher Education: A Case Study." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/375.
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The purpose of the present study was to gain a deep and rich understanding of the accountability process at a regional comprehensive university in the Southeast United States. Specifically, the present study sought to answer the following question: How is a regional comprehensive university in the Southeast United States substantiating the quality of undergraduate professional programs and the success of graduates. The study utilized a qualitative research methodology, specifically a descriptive embedded case study design. A total of 16 interviews were conducted with participants representing the program level, college level, and administrative level. Three subunits of investigation provided the program perspective for the study. An analysis of the data collected at the subunit level and the data collected at the administrative level provided the information needed to craft rich detailed descriptions of the accountability processes at the University. In addition to the interviews with faculty members and administrators, data were obtained from publicly available resources and used for triangulation purposes.
The findings indicated that educational quality was substantiated based on the performance measures specified by the multiple internal and external stakeholders at the institution. Accountability process varied from program to program based on the number of stakeholders involved. The challenges in meeting the demands of the accountability processes were in terms of time, resources, and conflicting or competing demands from multiple stakeholders. University level assessment processes were viewed as compliance exercises as opposed to as part of the assessment processes required by programmatic accreditors. The program accreditation requirements specific to assessment of student learning were viewed as helpful in informing practice. In conclusion, the institution lacked an integrated accountability process. The accountability processes were viewed differently from the administration’s perspective and the program perspective. Based on these findings recommendations were made for practice and research.
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Ghazarian, Peter Gregory. "Measuring quality, measuring difference: international rankings of higher education." Thesis, Boston University, 2011. https://hdl.handle.net/2144/31969.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
International ranking systems provide are an opportunity to higher education institutions (HEIs) to establish a global reputation. However, seeking that recognition comes at a significant cost. By focusing on particular indicators in the ranking systems, HEIs and governments may neglect other aspects of higher education. When choosing certain indicators over others, policymakers are confronted with an opportunity cost when allocating resources to improve rank. The nature of this cost and the relative importance of the indicators remain unclear. This study seeks to (1) contrast the policy pressures from international rankings against regional dialogues on higher education policy , (2) determine interaction between the ranking indicators of HEIs in Continental Europe, East Asia, and the Anglo-Saxon world, (3) reveal the relative importance of indicators as predictors for the overall rank of HEIs in these regions , (4) provide suggestions as to how HEIs could implement strategies to improve their standings in the rankings, and (5) consider how these findings from the ranking systems compare with regional trends in higher education policy dialogue.
2031-01-02
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Sakr, Riad. "Quality assurance in higher education institutions : contingent assessment system." Thesis, Lille 1, 2018. http://www.theses.fr/2018LIL1A008/document.
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L’assurance qualité dans les institutions d’enseignement supérieur (IES), les facteurs qui impactent et transforment les rôles des IES, les différentes dimensions et variables intervenant dans l’évaluation de la qualité dans les IES, ainsi qu’un système d’évaluation contextuelle, sont discutés, discuté, et analysés. La structure de l’enseignement supérieur au Liban et des données sur cette structure sont aussi présentées, traitées et analysées. Pour évaluer la qualité dans les IES au Liban, un modèle/gabarit est proposé. Six domaines de dimensions de la qualité ont été considérés. Dans chaque domaine, des standards, critères, et indicateurs ont été développés et un coefficient a été affecté à chaque indicateur. Une échelle de qualité est établie. Le jugement est basé sur une évaluation quantitative par des notes; les notes sont justifiées par des observations et vérifications sur le terrain.Ce modèle/gabarit, est testé dans une université privée au Liban. Des scores dans chaque domaine, un score moyen pour chaque domaine et un score général pour l’université sont déterminés. Les résultats d’évaluation montrent des points forts et des points nécessitant des améliorations. Le modèle/gabarit proposé, est un outil pratique pour l’évaluation des IES, en particulier pour les "jeunes" IES qui cherchent à évaluer le niveau de qualité de leurs divers composants. Il peut être aussi considéré comme une étape d’évaluation nationale qui précède une accréditation par une agence internationaleThe thesis discusses quality assurance in higher education institutions and the contingent quality assessment systems, and deliberates on the different factors that have impacted the higher education system and transformed the role of its institutions. The researcher then presents and discusses the different dimensions and variables that are interwoven into the quality assessment of these institutions. The Lebanese higher education structure is also discussed and analyzed. To assess quality issue in higher education institutions operating in Lebanon, a template/model is proposed. Six areas of quality dimensions are considered. Standards, criteria, and indicators are developed for each of these areas, and different coefficients are affected by indicators. A quality scale is established; the judgment is based on qualitative and quantitative evaluation justified by on-site observation and proofs. The template/model is tested in a Lebanese private university. The assessment has led to the determination of scores within each area, an average score for each area and for the university as a whole. The results of this assessment have reflected many strong and weak aspects of said university. The proposed template/model could be considered a practical assessment tool of higher education institutions, particularly for the ‘young’ institutions of higher education to evaluate the quality level of their different components. It could also be considered a national assessment step that precedes the acquisition of the international accreditation
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James, Paul T. J. "Teaching quality : student perceptions and their implications for managing quality in higher education." Thesis, University of Lincoln, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342447.
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Frickx, Gretchen P. "The Academic Quality Improvement Program Journey| The Impact of Continuous Improvement Practices on Effectiveness Measures." Thesis, Benedictine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10035900.
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Higher education institution performance has been brought to the forefront of the public policy arena by the spread of performance funding, the articulation of the Completion Agenda, and Congressional hearings on higher education. Debate over which entities should be responsible for monitoring the performance of higher education institutions as well as which measures are to be used has intensified. Currently, this oversight falls to institutional accrediting agencies that require institutions to meet established criteria, including the development of a culture of evidence and the pursuit of institutional effectiveness. To achieve and maintain accreditation, institutions must provide evidence demonstrating their adoption of a continuous improvement process.
Higher education institutions have a variety of continuous improvement frameworks from which to choose to improve quality and effectiveness in their processes and ultimately, their outcomes. There is; however, little research to identify how a framework might relate to organizational effectiveness performance. Accreditation provides a unique framework to higher education. The Higher Learning Commission-North Central Association (HLC), a regional accrediting agency, has created the Academic Quality Improvement Program (AQIP), an integrated approach to developing a culture of continuous improvement and supplying institutional accountability information.
This study investigated the relationship between higher education institutions’ continuous improvement planning processes and institutional performance measures of graduation, transfer out and first year retention rates for AQIP participating institutions, using a correlational explanatory research design and publicly available secondary data sets. The target population for this study consisted of US higher education institutions utilizing continuous improvement frameworks or similar professional standards. The sample selected was a purposeful convenience sample consisting of all 186 institutions currently participating in the AQIP accreditation process in the Higher Learning Commission region. The AQIP Systems Appraisal Reports were analyzed and the continuous improvement planning evaluations aggregated to develop independent variables.
The dependent variables of graduation, transfer out and first year retention were selected to represent organizational effectiveness measures. Graduation, transfer out and retention rate data are collected annually as part of the IPEDS survey. Findings showed that institutional characteristics such as sector, size and location had a greater impact on organizational effectiveness measures than continuous improvement practices. In addition, this study explored a unique approach to inter-rater reliability with respect to team generated documents.
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Pule, Gomotsegang J. P. "Perceptions of stakeholders about quality assurance in higher education in Botswana." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46167.
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Quality and its assurance are now important aspects of higher education in both developed and developing nations. Accordingly, this study seeks to explore the perceptions of stakeholders with regards to quality assurance in higher education institutions in Botswana. The study employed mixed methods research, which is a combination of qualitative and quantitative methods of data collection and analysis,Ivankoka,Creswell and Sticks (2006). Interviews were conducted with heads of quality units at Limkokwing and BIUST, Deans, Deputy Deans, Heads of Departments, DVC AA at UB and other academic staff members as well as questionnaires to also include officials in the ministry of education who are in charge of tertiary education. Quantitative data was analysed statistically using SAS V9.3 running under windows XP on a desktop computer.
Interviews were conducted with 34 staff members from the participating institutions, while 61 lecturers from UB, Limkokwing and BIUST and 3 officers from the ministry of education responded to the questionnaires.
The respondents in this study emphasised the need for proper implementation of the institutions quality assurance policy. The academic staff members also raised concern over high teaching loads and understaffing that impact negatively on the achievement of quality academic programmes. Chief among the recommendations in this study is the call for team work between the institutions and other important stakeholders like TEC and the ministry and to put in place a research plan for the institution in order to improve research output by the academic staff members. In terms of future research, the respondents suggested that there should be more research conducted to establish a quality assurance model that can be relevant to the institution.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
PhD
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Tsevi, Linda. "Quality assurance in private higher education| The case of Ghana." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.
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This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.
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Kelso, Richard Scott. "Measuring undergraduate student perceptions of service quality in higher education." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002507.
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Law, Kwok-Sang. "Quality in vocational education for higher technicians in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1666/.
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Tambi, Abdul Malek. "Total quality management in higher education : modelling critical success factors." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/20420/.
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The research is aimed at determining the extent of TQM implementations in higher education institutions in the United States, United Kingdom, and Malaysia, uncovering common TQM critical success factors among the institutions, developing a generic and holistic TQM model for higher education institutions that incorporates the factors, measuring the performance of those factors and their contribution towards organisational excellence, and developing a mechanism for improving them. The research was conducted in three stages: exploratory study, descriptive, and empirical research. The exploratory study involves a literature review for searching structural TQM models that measure TQM essential elements. A criteria of modelling has been proposed for model selection. Based on this criteria, the Pyramid Model (Kanji, 1996) has been selected as a tentative model for further analysis. Further justification for selecting this model was provide by comparing it with the philosophical and system dimensions of TQM (Kanji, Morris & Haigh, 1993), ideas about TQM provided by major TQM contributors, and Hackman and Wageman's perspective of TQM philosophy (Hackman & Wageman, 1995).The descriptive study involved a questionnaire survey of higher education institutions in the U.S., U.K., and Malaysia. The survey result provided information on the extent of TQM implementations in those countries and indicated that the performance of TQM institutions are better then non-TQM institutions. It has also indicated that many higher education institutions in the three countries practiced the elements of the Pyramid Model. In the present research, the model's elements are regarded as critical success factors --- those few things that must go well to ensure the success of a manager or an organisation (Boynton & Zmud, 1984). The empirical research involved subjecting the Business Excellence Model to a structural analysis based on Partial Least Squares method by Wold (1980). Here, an iniital measurement instrument was developed to measure the model's constructs using multi-item rating scales. An iterative procedure retained only those items that were common and relevant to the higher education institutions in each sample. The final measurement scales had high values of Cronbach reliability coefficient. The model was found to be valid based on the result of %2 goodness-of-fit test and values of indices proposed by Bentler (1995).A mathematical equation that takes into account the mean scores and values of "outer coefficients" (strength of causal connections between items and constructs) was used to compute performance indices for the critical success factors and business excellence. The structural analysis produced "inner coefficients" that represent the strength of causal connections between the model's independent and dependent variables (constructs). These coefficients were used to determine the unit contributions of each construct toward business excellence. An improvement method that made use of the unit contributions had been developed to improve the values of critical success factor and business excellence. The method applied an algorithm that determined an optimal mix of critical success factors requiring improvements and made the improvements to the factors to achieve a desired business excellence target level. The Business Excellence Model has several notable strengths: simple; systematic; generic; robust; analytical; objective; critical and logical; and predictive.
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Chalkley, Simon Timothy. "Student-centred quality improvement systems in manufacturing engineering higher education." Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/5435.
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Recent changes within British higher education have led to a refocus as to the purpose of such education. This movement has been particularly noticeable in the engineering disciplines. These changes have involved a move towards a more 'transformational' objective, where the emphasis is on the development of the full range of learning abilities within a student coupled with an external, or 'real world', orientation. To develop such learning abilities requires specific educational approaches that are based on student-centred processes and the preparation for lifelong learning. This new purpose, and its inherent educational methods, has implications for the type of quality improvement systems adopted. Robust approaches developed in manufacturing industries have been identified, and the thesis argues that quality systems based on developments in these industries can be used in higher education to create a culture that engenders this positive learning approach. This involves a move away from passive, quantitative quality monitoring systems that focus on the 'product' of learning, and move towards more qualitative, active and dynamic department-wide quality improvement systems that focus on the developmental 'process'. Traditional methods of addressing quality in higher education departments can be seen to focus on rudimentary control mechanisms, where action is post-process and reactive, and where the feedback loop often not closed, i.e. preventative and corrective actions, when identified, are not initiated. Such approaches add very little to the purpose of higher education (i.e. developing the range of 'transformational' learning abilities), as there is an overemphasis on evaluation and not enough emphasis on enhancement, development and preparation for continuous learning. The main thesis, therefore, links learning theory to quality theory, via the concepts of development cycles, lifelong learning and continuous improvement. To ascertain the validity of the theses required a research methodology that was based on an in-depth longitudinal action/applied research case study. The research involved a three and a half year study of the quality improvement systems of a manufacturing engineering department of a British university. The research introduced and investigated a strategy that would result in a move from the 'post-process/passive' student involvement to 'in-process/ active'. The case study found that the thesis was valid, in that particular students and members of staff adopted the quality improvement system (i.e. a change in observable behaviour). The contribution to knowledge involves the examination of the interaction between departmental culture and systems, where a 'cultural shift' is necessary involving (i) a change in the role of the undergraduate student (i.e. from passive members in the process, to central participants in the creation and improvement of quality), and (ii) a change in the focus of quality (i.e. from checking that learning was taken place, to promoting and preparing students for lifelong learning).
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Lundqvist, Robert. "Quality in higher education : approaches to its management and improvement." Licentiate thesis, Luleå, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26452.
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Issues related to quality have received more attention in both society at large and higher education during the last decades. Concepts such as ‘Total Quality Management' and ‘continuous improvement' have become prevalent terms in the discussions around quality issues. The overall intention of this thesis is to study quality management in higher education, and more specifically, to see if and how perspectives with their origin outside higher education could provide means to improve the activities in that setting. The first element in the thesis is an attempt to formulate a general framework for quality management as it refers to higher education. Secondly, three specific investigations into quality issues in higher education are described. The first of these is a study of how self-assessments according to criteria in the Swedish Quality Award could be used in higher education. The second is a study of the use in higher education of quality systems and the ISO 9000 set of standards for such quality systems. The third is a discussion of similarities between developments in trade and industry on one hand and higher education on the other. As a very general conclusion, perspectives such as ‘Total Quality Management' are argued as being both relevant and meaningful in higher education. Interpreted comprehensively, this perspective and other related concepts seem not only valid, but also a means to find possible improvements. The areas which are discussed are both administrative or support activities and academic areas. As for results from the studies of self-assessments according to quality awards and of quality systems, both these instruments seem valid and useful in higher educational settings. The main intention with the actual kind of assessment which has been studied is that it could result in an understanding of possibilities for improvements. Even though the assessment method comprises some perspectives which are not common in higher education, it seems reasonable to assume that the intended result could be attained. The study of quality systems indicates that this kind of instrument can also provide a basis for improvements, although from another starting point. Implementations of such systems have in several cases resulted in a structure for quality management, whereby possibilities for improvements are more easily discerned. Both studies suggest, however, that use of instruments such as those considered is not unproblematic. Underlying motives and resource issues are some examples of possibly problematic aspects. The discussion of similarities between higher education and developments in trade and industry is finally an attempt to show that a TQM perspective is valid not only as means for improvement in areas such as administrative affairs, but also in core activities such as teaching and learning. However, even if the adoption of this perspective could result in improvements, there are obstacles to such an adoption. Change is seldom achieved in a straightforward manner in any kind of organisation. Besides any general obstacles, higher education also seems to bear a number of characteristics which may be particularly significant. Two such impediments which are discussed are the organisational structure and the use of grades.Godkänd; 1997; 20070408 (ysko)
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Okafor, Theresa Udumaga. "External quality assurance in higher education : Nigeria and South Africa." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/34463/.
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What is quality assurance? What is the purpose of higher education and how does it affect the way quality assurance is carried out? What value can be placed on quality assurance and could it enhance a student’s learning outcome? This research takes a reflective and critical look at these questions amidst the disparagement of quality assurance and problems issuing from practice. Aside from definitional issues, quality assurance has not fulfilled its expected purpose, which for all intents hinges on compliance and improvement. It is hoped that understanding the prevailing interpretation of quality assurance by regulators, a better grasp of the controverted issues could emerge and a renewed understanding of the meaning of quality assurance stimulated. Using the methods of in-depth interview and analysing relevant documents, this thesis explored the extent to which quality assurance agents in Nigeria and South Africa engage with the epistemological basis of quality assurance. I highlighted deficiencies that offer compelling arguments for reforming the mechanism. I employed an emic and etic perspective and an interpretist approach underpinned by hermeneutics. Diametrically opposed to the essential nature of quality assurance are the external control of quality assurance and the mistaken view that quality assurance is the preserve of a particular group. Also dysfunctional is the endowment of quality assurance with attributes from industry such as appropriating the concepts of quality control and auditability. Where accountability dominates, emphasis on improvement is not given equal priority. Besides, focussing on compliance yields compliant sinners causing unethical behaviour and declining standards to be prevalent in universities and among students. Nonetheless, quality assurance is valued and has brought some improvement albeit extracted under duress. The internalisation of the essential nature of quality assurance, and not just quality as a seven –letter word or it misrepresentation as minimum standard, requires a more strategic approach. My original contribution to knowledge is the proposal of a mechanism for quality assurance, which is neither prescriptive nor presuming upon a political mandate. Embodying the scope of what quality assurance should entail, this mechanism crystallises the internalisation of quality assurance. It provides some clarification for quality assurance and offers a proposition for future research.
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Stander, Elmarie. "Managing quality assurance in private higher education institutions in South Africa." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58469.
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With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance.
Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa?
Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa.
The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
M Ed
unrestricted
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Keblawi, Amal, Isak Johansson, and Dennis Svensson. "Student satisfaction in a higher education context." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11165.
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Purpose - The purpose of this study is to find out to what extent the business administration students of Kristianstad University feel satisfaction in regard to service quality. Also, we want to find out if the impact of positive news about the university affects the students’ level of satisfaction. Approach/methodology - In order to be able to answer these questions, a quantitative research was conducted. Additionally, we used a 7-point Likert scale to measure the students’ opinions. Findings - The study found that the students were satisfied with the university, despite a negative service quality-gap. Furthermore, service quality only affected customer satisfaction to a small degree. Also, we found a positive relation between the impact of positive news and the level of satisfaction amongst the students. Research limitations/implications - The University may look at this paper’s findings and use them to realize its strengths and weaknesses. Future research may be conducted to find out if other factors have greater impact on customer satisfaction than service quality does. Originality – This study is unique in the sense that it investigates the service quality-gap in a higher education context. Also, the study brings new knowledge of the impact of positive news on customer satisfaction. Social implications - Hopefully, the impact of this study will increase the public’s insight of Kristianstad University. A study similar to this one is useful to any organization in the world, in order to establish the level of satisfaction from time to time.
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Aljafari, Tahani. "An analysis of higher education and the Gulf Cooperation Council : a new mechanism and mode of governance?" Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628852.
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This thesis asks the question : How might we understand and explain the recent developments in the Gulf Cooperation Council (GCC) countries and emerging region of the GCC over the past decade? This thesis examines the way m which the GCC countries, comprising the United Arab Emirates (UAE), Bahrain, Oman, Qatar, Kuwait and Saudi Arabia, have put into place a number a number of strategic internationalisation activities in higher education in order to foster each country's movement from an oil-based economy to knowledge-based economy. These initiatives have been given high priority and are underpinned by massive resources. I examine the ways in which these initiatives represent a unique model of development for universities, which depart from the classical models that have otherwise characterised universities, and their role in national development. I look specifically at the role of the GCC in this project, and ask whether it also is creating a new regional space of governing. Conceptually, this research draws upon Robert Cox's Historical Critical Theory (1996) and Jessop's (2005) Strategic Relational Approach (SRA) to the structuring of social and political life. On the one hand, a critical theory approach directs attention to the social and political complex as a whole rather than to its separate parts. This enables us see the linkages between higher education initiatives in the GCC countries, and the wider political, cultural and economic dynamics of which they are a part. On the other hand, Jessop's SRA Strategic Relational Approach Qessop, 2005) is used to reveal the ways in which social and political outcomes are contingent upon strategic choices. Methodologically, the study deploys Burawoy's (1998) Extended Case Method that facilitates a theoretically informed and empirically grounded analysis of multi-scalar sets of social relations involved in the development of higher education in the GCC (Muhr, 2008). A more complex picture is thus drawn through the usage of a 'framework of action' that is structured historically. I explore the ways in which in the GCC, the framework of action consists of three interacting forces: ideas (KBE, internationalisation), material capabilities (natural resources), and institutions (regimes, society) with reciprocal relations. The research findings reveal that the GCC's strategic selectivity of new university formation is conditioned by wider global trends towards internationalisation and regionalisation on the one hand, and the unique strategies of each of the GCC countries in the study, on the other. These latter initiatives are implemented through different modes of institutional development - such as Education City Qatar (ECQ), Dubai International Academic City (DIAC), and King Abdullah University of Science and Technology (KAUS1), with each country responding to internal and external pressures. These new events may be seen semiotically as the historical implementation of certain strategies/actions and are now deciphered as signs of the way forward. In conclusion, regardless of a policy for regional integration or not, the very significant investment and new dynamics generated with the new events like KAUST, ECQ and DIAC collectively compromise, and contribute to, a nascent regionalism via the Gulf Cooperation Council.
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Broschard, Dawn Marie. "Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1813.
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Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college.
Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students.
Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students.
This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning.
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Ali, Selar Othman. "Higher Education reform : a study of quality assurance and the reform policy of Higher Education in the Kurdistan Region, Iraq." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411960/.
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The Ministry of Higher Education and Scientific Research of the Kurdistan Region Government (MoHESR_KRG) has initiated a reform policy in 2009. The reform has been initiated in order to bring high standards of quality of higher education to the Kurdistan higher education. The reform process has covered all the higher education institutions in the region, whether they are public or private institutions. Generally, the reform process has focused on reforming areas of management and academia but, only the academic area is considered in this study. The academic areas which are covered in this study are teaching quality assurance and curricula development, academicians’ further development, postgraduate and research, assessment and accreditation, and social justice and safety. The sample selected for this study consists of two public and two private universities and one higher education institution. They have been selected directly based on their students’ and lecturers’ capacity, and academic programs. The sample included 1131 students of whom 801 have responded and 282 lecturers of whom 201 have responded to the questionnaires. Yet, eight junior and senior managers and policy makers have been directly chosen and interviewed. The results of the study show that i) students have negative attitude towards teaching quality assurance program; ii) lecturers have neutral attitude towards the program; iii) policy makers, senior and junior managers have positive attitude about the program; iv) the type of university, whether being in a public university or a private one, has an impact on students’ attitude; and v) gender has no role in students’ attitude towards the quality assurance program. This study is significant for policy makers, decision makers, and academic leaders in higher education institutions in the Kurdistan region because i) it studies the reform policy based on data collected from lecturers, students, junior and senior managers, and policy makers in higher education institutions in the region; ii) it is based on academic interpretation of the reform policy supported by literature on policy studies and reform process; and iii) it can be considered as an academic assessment of parts of the reform policy to be considered for progress purposes while conducting other assessment studies in the future.
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Bollman, Lois Ann. "Conversations on quality : perspectives on teaching and learning in higher education /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Al-Ajmi, Khaled M. "Quality and employability in higher education : the case of Saudi Arabia." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/6744/.
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Modem higher education is a cooperation of stakeholder s. Its development should be viewed only in terms of curricula quality and graduates employability. Because the Saudi system is relatively new and grows rapidly, while confronted with traditions and difficulties, neither of the above objectives is distinctly accomplished to fully fulfil the ambition of national growth. This thesis critically investigated the approach of Saudi Universities. A combination of quantitative and qualitative methods was employed for this purpose. Subjects were from King Saud University, including students, graduates, teaching staff, and academic managers. Shortage in pertinent information made the research heavily dependent on fieldwork data. The main focus was on factors responsible for defects in quality and employability. The correlation between these two issues provided a better understanding of undergraduate education, including assessment of Student's learning, especially when the latter is taken as an indicator of the former. The findings suggest a need for change in the Saudi higher education system to bring about Substantive incorporation of packages of general skills, including employability skills, and modularisation in its programmes. However, this approach must not be adopted at the expense of either subject matter or Saudi culture. Integration of the above three elements into study courses is an ideal preference from the participant's Standpoints. Recommendations were forwarded to aid and improve the introduction of these new thoughts. But their prompt qualification is likely to be a matter of a more definitive decision. In Saudi Arabia, there is a demand for an extra academic provision to accommodate the change besides expected increase in student numbers, institutions expansion and disciplinary diversification. Finally, elimination of gender distinction is a real challenge. This obstacle does not seem to be reconcilable with Islamic principles as well as with the pervading and rapidly changing higher education demands.
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Thång, Per-Olof, and Kerstin Littke. "Thematic quality assessment of learning at work within Higher Vocational Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20871.
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