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

Abstract

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.

The Study of the Self-Development Model in the Context of Structural Security of the Individual Integrity

“…The analysis of scientific literature and the study of real pedagogical practice demonstrates that the main aspects of the study of the issue of establishing the psychological readiness in a student/future manager for managerial activity depend on how this issue is inscribed in the scope of scientific interests of researchers. In the context of the theoretical aspects of professional readiness, general issues of training specialists in management [7] and issues of the establishment of individual managerial qualities are investigated: skills for building social and psychological communications [8], managerial thinking, organisa-tional skills, creativity, skills in educational activities, as well as issues of professional development of practicing managers.…”

“…The existing system of vocational training for students receiving a speciality in higher education institutions pays the greatest attention to vocational training, where knowledge, abilities and, to some extent, skills are a criterion for the success of student learning and the effectiveness of their professional training, while a young specialist in the process of labour activity faces except for professional problems (the level of his knowledge, skills), problems of a psychological and social nature [12]. There is a need to consider the training process as a complex process, one of the important components of which is professional selffulfilment [8]. Therefore, special attention in the training of future managers of education in higher education is given to the establishment of readiness for future professional activities, focusing on psychological preparing for professional self-fulfilment [13].…”

Comparative Analysis of the Process of Training Education Managers in Educational Institutions

“…Professional readiness is a subjective state of a person who is considered capable and prepared to carry out a certain professional activity and striving to perform it at a high level with the goal of self-realisation (Haines, 1973). Professional readiness is closely connected with such a concept as professionalism in the field of economic activity (Riad Shams & Belyaeva, 2019). In this situation, the lack of prestige of knowledge, education and the lack of professional training of future specialists in Republic of Lithuania and the Republic of Kazakhstan for professional self-realisation in all spheres of activity is of special urgency and significance (Al-Zawahreh et al, 2019).…”

The Impact of Knowledge Management on Sustainable Activities of Higher Education Institution

“…HEIs perform a role of employer, spreader of technological progress and developer of human resource competences. Assessing knowledge as the significant development factor, KM can encourage HEIs and the whole community to create added value and competitive advantage at the regional, national and international level [8][9][10][11]. In recent years the education and science system is experiencing a number of changes.…”