Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment

Hendel, Darwin D.; Lewis, Darrell R.

doi:10.1007/s11233-005-5111-y

Cited by 13 publications

(6 citation statements)

References 17 publications

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“…Undeniably, the appeal of an institutional brand can ensure that the institution's strategic goals are achieved (Beneke, 2011). Thus, universities must demonstrate accountability for their quality processes and outcomes with national and international accreditation (Hendel and Lewis, 2005). Marketers of universities would do well to highlight in their communication programmes such national and international accreditation that provides some assurance of quality learning to potential international students.…”

Section: Discussion and Concluding Commentsmentioning

confidence: 99%

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Students’ perceptions of an internationalised learning environment

Quintal

Phau

2014

Marketing Intelligence &Amp; Planning

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Purpose – The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses? Design/methodology/approach – In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia. Findings – Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. Practical implications – These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students. Originality/value – This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

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Section: Discussion and Concluding Commentsmentioning

confidence: 99%

“…It should develop global perspectives, international and cultural and ethical sensitivity and useful knowledge, skills and attitudes for the globalised market place". Holding universities accountable for these outcomes rests with national-state governments that have placed higher education on their political agendas (Hendel and Lewis, 2005).…”

Section: Mip 321mentioning

confidence: 99%

Students’ perceptions of an internationalised learning environment

Quintal

Phau

2014

Marketing Intelligence &Amp; Planning

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“…Where accountability was related to quality assurance, the emphasis was on processes focusing on accreditation and accountability (Hendel and Lewis, 2005). A change from informal quality control systems, often based on local practices and trust and professional autonomy, to a highly prescribed process of audit-based quality control, became evident (Hoecht, 2006).…”

Section: Accountability Changesmentioning

confidence: 99%

Tracing accountability in higher education

Macheridis

Paulsson

2021

Research in Education

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Drawing upon earlier studies of reforms and institutional changes in higher education, the purpose of this paper is to trace how the understanding of accountability has changed over the past twenty years and how it is understood to have impacted on higher education institutions. We do so by reviewing more than 350 papers and by asking three questions: Who answers to whom? For what are they answering? And how to assess those accountability arrangements? With these three questions as guides, our results indicate that higher education institutions have been undergoing processes of what we term accountabilization. These results contribute to the scholarship on higher education governance by conceptualizing the processes of accountabilization.

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“…Furthermore, Kazakhstan was characterised as a “twenty-first century experiment in education reform […] taking place in the context of both the geopolitical uncertainties and vulnerabilities in the Central Asia region and the transitional nature of economic, social, and political environments” (Ahn et al , 2018, p. 222). Beyond this, the internal changes are related to the general institutional perspective, which takes into account that countries from this specific region have undergone changes and transitions (Hendel and Lewis, 2005). Equally important, Kazakhstan signed the Bologna Declaration, which triggered higher education systems to reconsider quality management practices in accordance with European standards.…”

Section: Introductionmentioning

confidence: 99%

Winds of change? Academics’ views on the introduction of quality management in Kazakhstan

Manarbek

Seyfried

2022

QAE

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Purpose Academics’ perceptions of the motives of the introduction of quality management are still rarely investigated, particularly in Central Asian countries. Thus, this paper aims to understand the internal dynamics of organisational change within higher education institutions. Design/methodology/approach The paper presents evidence from an online survey of academics from three Kazakh national universities. Their perceptions are presented with a quantitative descriptive approach using means and standard deviations. Findings The results show that academics perceive institutional (e.g. regulations, professional standards, existing norms, etc.) and instrumental explanations (e.g. institutional learning, improvement, intra- and inter-organisational competition, etc.) of the introduction of quality management as equally important. This contradicts existing evidence from surveys of other groups within higher education institutions. Originality/value In addition to evaluating the literature, the paper combines institutional and instrumental reasons for the introduction of quality management in Kazakh universities. Taking a perspective centred on academics, the results indicate that scholars’ assessments reveal a comparatively low variance regarding the importance of quality management. Based on these results, the paper suggests that empirical studies need to be broadened with comparative perspectives from different organisational contexts, groups and administrative traditions.

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Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment

Cited by 13 publications

References 17 publications

Students’ perceptions of an internationalised learning environment

Students’ perceptions of an internationalised learning environment

Tracing accountability in higher education

Winds of change? Academics’ views on the introduction of quality management in Kazakhstan

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