Engaging in Enhancement: Implications of Participatory Approaches in Higher Education Quality Assurance

Groen, Jovan

doi:10.22329/celt.v10i0.4728

Cited by 9 publications

(8 citation statements)

References 17 publications

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“…Similar regional networks have been established in Asia, as well as in Central and South America abilities (Craft, 2003). These tendencies reflect growing student and graduate mobility and an emerging set of global standards for graduate abilities (Padro, 2015;Groen, 2017). They are particularly relevant to developing countries (Boccanfuso, Larouche & Trandafir, 2015).…”

Section: Introductionmentioning

confidence: 88%

The Validity of a Design Technology for a Higher Education Quality Assurance System Based on the EFQM Model

Nabi

Shaprova

Buganova

et al. 2017

EURASIA J MATH SCI T

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In current conditions, higher educational institutions have to develop innovative mechanisms of education quality assurance independently. One such mechanism is the implementation of the European Foundation for Quality Management (EFQM) model, although the 9001:2001 International Organization for Standardization (ISO) model is widely implemented in the higher education system of Kazakhstan. International Organization for Standardization (ISO) model is widely implemented in the higher education system of Kazakhstan. In-depth theoretical and methodological studies developed a design technology for a quality assurance system. The purpose of this study is to confirm the validity of this technology, which is why the study sets the following tasks: 1) to determine the validity criteria for the developed technology; 2) to show that the developed technology meets the validity criteria. An important result of this study is that it substantiated the criteria of the selected types of technology validity: construct, criterion, and content. The study proved that the developed technology met the criteria of validity, which was the main result. This allows recommending higher educational institution in Kazakhstan to implement this technology.

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Section: Introductionmentioning

confidence: 88%

The Validity of a Design Technology for a Higher Education Quality Assurance System Based on the EFQM Model

Nabi

Shaprova

Buganova

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Further, difficulties in monitoring and maintaining documents and inaccessibility of critical data (Jensen et al, 2010) hinder the QA implementation. Moreover, the lack of contribution from academic staff (Anderson, 2006;Peiris et al, 2014;Pornphol & Tongkeo, 2019), extra work created by QA (Imbulgoda, 2019), and the lack of stakeholder participation in critical activities (Brookes & Becket, 2007;Groen, 2017) are common QA stakeholder related issues. Concurrently, the lack of a proper mechanism for monitoring compliance with QA standards, policies, and procedures is one of the main limitations of existing QA systems (Shah et al, 2011;Yulherniwati et al, 2020).…”

Section: Issues With Existing Quality Assurance Systems and Prevailin...mentioning

confidence: 99%

Business Rules Driven Automated Quality Assurance Governance System for Higher Education

Pushpakumara,

Jayaweera,

Wanniarachchige

2023

S. Asian J. Bus. Insights

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Although higher education institutes have paid serious attention to quality assurance, implementation issues have been reported frequently. Since the existing information systems do not adequately support automatic verification, manual verification of quality assurance compliances has become a challenge. Therefore, this study first analysed the prevailing higher education quality assurance context to identify the prevailing issues. Secondly, Quality Assurance Governance System integrated with a quality assurance rule manipulation mechanism was designed based on the business rules concept to address the identified issues. Thirdly, the key modules of the proposed Quality Assurance Governance System were developed as a proof-of-concept. Finally, the proposed quality assurance rules manipulation mechanism and modules of the Quality Assurance Governance System were evaluated. The study found that one of the main issues in the existing systems is the lack of integration among various modules and a rule manipulation mechanism. Therefore, the study concludes that quality assurance requirements could be better captured as rules using the proposed rule templates, while rule manipulations and compliance could be verified in real-time through the proposed Quality Assurance Governance System. Nevertheless, the results of the evaluation suggest that rigid rule implementations may make the system inflexible and create stakeholder resistance. Thus, this can be mitigated by implementing the proposed rule enforcement levels.

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“…Therefore, the commitment of the top management is vital to implement the QA system across the institute (Cardoso et al, 2016;Do et al, 2017;Mahbub, 2017;O'Mahony & Garavan, 2012). In addition, several scholars have highlighted the commitment of top management to implement the QA process successfully in different aspects, such as providing motivation through leadership, setting and resourcing quality policy, and facilitating people to achieve quality (Groen, 2017;Wickramasinghe, 2013). Hence, management involvement is critical in implementing the QA process successfully.…”

Section: Institute-related Quality Assurance Issuesmentioning

confidence: 99%

Issues and Challenges of Quality Assurance in Higher Education Institutes: A Systematic Literature Review

Pushpakumara,

Jayaweera,

Wanniarachchige

2023

J. Mgt. Matters

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Quality Assurance is a timely topic in higher education that ensures the quality has been fulfilled in order to achieve the expected objectives. While many success stories and improvements have been reported, implementation issues and challenges have been highlighted in quality assurance systems. Therefore, a systematic literature review can be used to be aware of recent advancements and unsolved problems of the scenario. To this end, this study reviews the related research studies highlighting the issues, challenges, and proposed solution approaches. Accordingly, this study identified issues of quality assurance under three main categories: 1. institute-related issues, 2. quality assurance process related issues, and 3. quality assurance stakeholder related issues. Further, three main solution approaches were identified: 1. attitude changes and increasing the awareness of stakeholders, 2. policy-level changes of the system, and 3. quality assurance process improvements and facilitating information system solutions to address these issues. Among these solutions, process improvements and information system solutions can be identified as a substantial solution to address these issues. However, to create an effective information system solution to facilitate higher education quality assurance, a reliable model is necessary. This literature review highlights the lack of such a reliable model for developing an information system that aims to facilitate higher education quality assurance.

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Engaging in Enhancement: Implications of Participatory Approaches in Higher Education Quality Assurance

Cited by 9 publications

References 17 publications

The Validity of a Design Technology for a Higher Education Quality Assurance System Based on the EFQM Model

The Validity of a Design Technology for a Higher Education Quality Assurance System Based on the EFQM Model

Business Rules Driven Automated Quality Assurance Governance System for Higher Education

Issues and Challenges of Quality Assurance in Higher Education Institutes: A Systematic Literature Review

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