Purpose Standards should provide a means for transparently comparing academic programmes delivered by higher education providers and the research activities they carry out. The purpose of this study is to investigate the different sets of standards related to the quality assurance of academic programmes in four countries with regard to the European Standards and Guidelines (ESG), developed by the European Association for Quality Assurance, for internal quality assurance within higher education institutions. The main aim is to find the convergence and divergence points and to test the consistency of terminologies in use which may impede international collaboration to develop one comprehensive international quality assurance system. Design/methodology/approach The study relied solely on desk-based research and no fieldwork or interviews were conducted for data collection; a point-by-point comparative approach has been applied to explore the standards related to quality assurance of academic programmes. Findings Although there is a great deal of convergence between the different sets of standards compared in this study, fundamental differences still exist. Research limitations/implications This study compared the standards of academic programmes in four countries with the ESG. To generalise the findings of this study, future research may include other standards for comparison. Originality/value This study engages in the debate of how quality of higher education will remain maintained, in times, when higher education is facing challenges such as internationalisation, which requires new initiatives and integrated mechanisms to facilitate mutual recognition of qualifications of students and staff moving across borders.

This paper aims to examine the effects of service quality dimensions on students’ satisfaction in University of Medical Sciences and Technology (UMST) students’ hostel accommodation in Sudan. It is based on an empirical study conducted at one of the Sudanese Private University. A quantitative method was employed. Out of 367, there were 200 questionnaires were returned represented 55% of the study response rate. SPSS version 22 and AMOS version 21.0 were used in the analysis the collected data. The study proposed six direct effects. The results support two direct effects. Although the study conducted regarding the student's satisfaction in a Sudan education environment, the result of this study cannot be generalized.

The objective of the research is to investigate, examine and analyze the impact of human resources management practices on the performance of the employees in the Bahrain Airport Services Company (BAS). The data was collected through a questionnaire that has been designed. The questionnaire was distributed to a random sample consisting of 346 employees representing the researched community. Software package SPSS 22, was used for data analysis. Analytical and descriptive methods were employed to answer the research questions and to test the research hypotheses. The results indicated that there is a statistically significant impact of human resources management practices on the performance of the employees in the Bahrain Airport Services Company (BAS). Finally, some recommendations have been suggested.

This paper presents lessons drawn from senior fellowship of the Higher Education Academy, United Kingdom (SFHEA) with regard to leadership and mentoring. The paper integrates various elements of leadership and mentoring that needed for enhancing the quality of teaching and learning in Higher Education. In this article, I have adopted a holistic methodology to reflect my teaching and supporting learning experience (almost 35 years) in higher education as inspired from the SFHEA, UK. Evidence of my successful engagement across all five areas of activity will be provided that include firstly, design a series of teaching and learning activities to meet the learning outcomes of a module. Secondly, use a range of teaching approaches to enhancing student learning. Thirdly, use a variety of assessment for learning activities for students and providing feedback to promoting student engagement. Fourthly, develop effective learning environments and approaches to student support and guidance. Fifthly, engage in continuing professional development (CPD) in subjects /disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. Moreover, I show my understanding of the appropriate core knowledge and demonstrating my commitment to the professional values. This paper contributes by providing and demonstrating a thorough understanding of effective approaches to learning and teaching support as a key contribution to high quality student learning. In addition to providing evidences of successful leadership, co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching.