Higher Education Quality Assessment in China: An Impact Study

Liu, Shuiyun

doi:10.1057/hep.2014.3

Cited by 26 publications

(10 citation statements)

References 30 publications

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“…The majority of the quality management models that have been used in the business world were specifically adapted and adopted to assess and evaluate service quality in higher education (Pratminingsih, 2005). In recent years, educational institutions of different levels, including higher education, have been facing an increasingly fierce competitive environment (Taulet et al, 2010;Vrana et al, 2015;Liu, 2015;Haile and Dimissie, 2018) while, at the same time, working under pressure to contribute to countries' economic development and growth (Ciriaci and Muscio, 2014). The majority of the top economically developed countries in the world tend to give higher education institutions more attention and support and treat them as a top priority (Raju and Bhaskar, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effect of service quality on graduates’ satisfaction

Sharabati

Al-Hileh

Abusaimeh

2019

QAE

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Purpose The purpose of this paper is to investigate the effect of service quality on graduates’ satisfaction as perceived by Middle East University (MEU) graduates. Design/methodology/approach This research is cross-sectional and aims to explore the effect of service quality dimensions (academic staff, administration, classrooms and library services) on graduates’ satisfaction. Data were collected from 399 graduates. After confirming validity, reliability and normality of the data, and the correlation between variables, multiple regressions were used to test the hypothesis. Findings The results show that all service quality dimensions are highly implemented by the MEU. The relationships between all service quality dimensions and graduates’ satisfaction are strong. Finally, results show that all service quality dimensions affect graduates’ satisfaction. Research limitations/implications To generalize the results of this research, further studies are recommended to be carried out on other universities especially in Jordan. Testing the perception and satisfaction of other universities, stakeholders will help to improve service quality and to gain suitable competitive strategies. Practical implications Service quality is a key driver for universities’ sustainable competitive advantage; therefore, dimensions of service quality should be included within universities plan, strategies and daily activities. Social implications Considering service quality in higher education improves countries’ economic development, quality of life and well-being. All corporate social responsibility pillars (social, economic, environmental responsibilities and national and international regulation and norms) should be adapted and adopted within services quality systems and programs. Originality/value Most of previous studies were carried out to test the students’ perception while this research is dedicated to explore graduates’ perception regarding service quality offered by the MEU.

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Section: Introductionmentioning

confidence: 99%

Effect of service quality on graduates’ satisfaction

Sharabati

Al-Hileh

Abusaimeh

2019

QAE

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“…Internal evaluations/selfassessments and follow-ups Wahlen, 2004;Kristensen 2010;Chase and Evert, 2011;Kettunen, 2012;Pettersen, 2015 Normative/Formal Stakeholder management External quality audits Gynnild 2007;Stensaker et al, 2011;Kettunen, 2012;Liu, 2015 Faculty autonomy Weusthof 1995;Enders et al, 2013 Compliance-driven QA Marginson, 2013;Cardoso et al, 2015 Institutional structure of a QA team O'Mahony and Garavan; 2012; Mårtensson et al, 2014;Nenadál, 2015 Online-centred quality management Keay et al, 2014 Sharing best practices among the institutions Dill, 2000;Newton, 2002;Hénard and Roseveare, 2012 Soft/Knowledge dissemination Students' influence and engagement Wahlen, 2004;Clarke et al, 2013;Stalmeijer et al, 2014 Other stakeholder communication, cooperation and engagement Anderson et al, 2000;Wahlen, 2004;O'Mahony and Garavan;Houston and Paewai, 2013 Capacity building Stephenson and Yorke, 1998;Dill, 2000;Fullan, 2009 Cross-cultural management and QA O'Mahony and Garavan; 2012; Viverg and Grönlund, 2013 Trust and social responsibility Bengoa and Kaufmann, 2016 Table 1 summarises the key factors that are discussed in the previous section as quality assurance driving factors in higher education. Since all these factors of Table 1 influence the quality assurance processes in the contemporary higher education service, they are recognised as quality assurance driving factors in higher education.…”

Section: Source Approach Typementioning

confidence: 99%

Quality Assurance Driving Factors as Antecedents of Knowledge Management: a Stakeholder-Focussed Perspective in Higher Education

Shams

Belyaeva

2017

J Knowl Econ

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Similar to many other types of organisations, the successful development of higher education institutions generally depends on proactive multi-stakeholder management strategy. As a social responsibility of universities, quality assurance (QA) of higher education is already an established research domain. However, the issues that serve as driving factors in higher education's quality are acknowledged in this vast knowledge stream in a dispersed way. An objective of this paper is to provide a quick snapshot of the major QA driving factors in higher education. Another objective here is to discuss the significance of these existing QA driving factors in higher education as prospective antecedents of knowledge management among the key stakeholders in the higher education sector and beyond. An inductive constructivist approach is followed to review the relevant QA driving factors from the extant scholarly views. A number of relevant factors are précised from the literature that would be instrumental to uphold quality in higher education. The discussion demonstrates that these factors are also significant to transfer and share knowledge between the key stakeholders not only for universities, but also for businesses, governments and other organisational stakeholders. The paper proposes a framework of the QA drivers' application for meaningful knowledge transfer between diverse stakeholders and clarifies the framework's managerial implications. This conceptual framework specifies different scenarios and perspectives of QA drivers' application in the global education sector. The academic novelty is based on the inductive approach applied in the paper. QA practitioners will be able to follow these factors as steering phenomena to effectively assure quality, in relation to their multi-stakeholder relationships in higher education and beyond.

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“…From the other hand it is quite difficult to find detailed descriptions of the bottom up approach to risk management in HEIs internal quality management systems [Liu 2015]. Thus is due to the fact that those solutions are developed internally and serve as an option, a kind of alternative way to management according to external requirements.…”

Section: Approaches To Risk In Systems Of Heis Quality Assurancementioning

confidence: 99%

Risk management in the system of internal quality assurance of higher education institutions

Maciejczak

2016

Studia Mundi – Economica

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The concept of risk management is present in quality assurance of higher education institutions in different scope and scale, seeking the rationality of its use in effectiveness and innovation in internal quality assurance systems. The paper argues that the risk management in internal quality assurance could be introduced in different ways, including: top down and bottom up approaches. Based on the case study from Warsaw University of Life Sciences-SGGW it also explains how risk management could be implemented as the innovative tool.

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Higher Education Quality Assessment in China: An Impact Study

Cited by 26 publications

References 30 publications

Effect of service quality on graduates’ satisfaction

Effect of service quality on graduates’ satisfaction

Quality Assurance Driving Factors as Antecedents of Knowledge Management: a Stakeholder-Focussed Perspective in Higher Education

Risk management in the system of internal quality assurance of higher education institutions

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