Challenges in Quality Assurance: A Ten-Year Journey

Abstract

Academic quality is defined as the equivalent to academic standards related to student learning outcomes, which consist of specific levels of knowledge, skills, and abilities achieved by students participating in a program. The achievement of academic standards is accommodated by implementing both internal and external quality assurance practices. Internal quality assurance refers to policies and practices used by the higher education institutions to monitor and improve the quality of their education, while external quality assurance refers to policies and practices set up by external parties to assure the quality of higher education institutions and programs. Petra Christian University has built and implemented its internal quality assurance since 2009 based on its unique quality culture. After its ten-year journey and the achievements that Petra Christian University has reached in 2019, the Industrial Revolution 4.0 and Society 5.0 are challenges ahead that Petra Christian University has to face.

Quality Assurance in Private Higher Education Institutions in Ghana: Practices and Challenges

“…Internal mechanisms may include school self-evaluation, staff appraisal and classroom-based student assessment (European Commission, 2018). Krasovska cited in Mochtar and San (2020) also refers to internal quality assurance practices to mean the policies and practices employed by higher education institutions to monitor and improve the quality of their education and construe external quality assurance to mean the policies and practices instituted by external bodies to assure the quality of higher education institutions and programmes. With a private higher education in Ghana, institutions experience external quality assurance practices via NAB/NTCE and the mentoring institutions.…”

“…Therefore, internal quality assurance is very quintessential in the attainment of institutional goals. Nonetheless, the implementation of both internal and external quality assurance practices results in the achievement of academic standards (Mochtar & San, 2020). All the quality assurance processes go a long to ensure quality education delivered to students, which invariably contributes to student learning and hence their academic achievement.…”

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

“…Jika proses penjaminan mutu internal dapat dimonitor dan di evaluasi, maka penjaminan mutu eksternal akan mengacu pada kebijakan dan praktik dibentuk oleh pihak luar untuk menjamin mutu pendidikan tinggi institusi dan program (Mochtar & San, 2020). Salah Oleh karena itu studi yang dilaksanakan dalam penelitian ini sangat relevan untuk meningkatkan kualitas pengelolaan Program Studi (khususnya Program Studi Kimia) terutama pada aspek sistem penerimaan mahasiswa baru, keseimbangan rasio mahasiswa dengan dosen dan tenaga kependidikan yang menunjang pelaksanaan pembelajaran yang efektif dan efisien.…”

Criminal Justice Education Quality Assurance and Program Standard: Implications from a Case Study of SUCs Evaluation Reports

“…Accreditation systems have been developed in a number of countries in order to improve the quality assurance approach. Some examples of these accreditation systems include Indonesia's National Accreditation Agency for Higher Education (NAAHE), Malaysia's Malaysian Qualifications Agency (MQA), and the Philippines' Commission on Higher Education (CHED) (Mochtar & San, 2020). Due to rising concerns about the quality of programs and services provided by higher education institutions considering factors such as global competitiveness, internationalization, and ASEAN integration, CHED is placing a greater emphasis than in the past on quality assurance in higher education.…”