Quality assurance: What it was, is, and should be

Evidence-based inquiry cycle: A model for meeting the council for the accreditation of educator preparation standard 5

“…A lack of knowledge and systematic processes are the two main barriers highlighted here which align with the same barriers of EPPs experience and are the focus of heightened accountability measures (Norris, 2013). Further support is added by Dittrich (2018) that stated that EPPs must be self-critical to develop a better educational environment. An evidence-based inquiry cycle has the potential to address both.…”

“…This has spurred competition among EPPs to find the most effective and efficient ways to improve current practices and rankings in the midst of more complex measures (Morgan, Jobe, Konopa, & Downs, 2022). Evaluation systems began as an act to incentivize institutions to enhance quality of their programs, but these changes transformed into media influenced ranking systems with high stakes accountability and related consequences (Dittrich, 2018). Despite these pressures, continuous improvement efforts based on recent…”

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

“…In fact, threats to individual lecturers regarding publications do not come from the external environment but are entrenched in the general administrative structures [8]. Such threats relate to heavy administrative workloads heaped on the professors thereby denying them time to engage in research and publication [45]. In support of this assertion, more scholars have indicated that knowledge workers in HEIs are driven by the desire to perform their professional work yet non-core duties infringe on their professional autonomy and academic freedom to publish as a way of professional development [55,56,11].…”

“…In support of this assertion, more scholars have indicated that knowledge workers in HEIs are driven by the desire to perform their professional work yet non-core duties infringe on their professional autonomy and academic freedom to publish as a way of professional development [55,56,11]. Scholars have advised HEIs to reduce administrative roles of the academics [45] as well as cut the teaching workload [43] in order to enhance publication needs as part of professional development of the academics. Notwithstanding the above observations, further findings in this study have revealed that the academics are entangled in a web of primitive competitions for the limited resources to publish [34].…”

“…According to [44], most HEIs have begun to invest efforts towards internationalization of teaching and learning in a bid for massification. This implies mimetic isomorphism does not only inform massification by way of generating massifying inputs, but also provides knowledge insights from local and international networks of students, parents, researchers and firms as feeds for HEIs academic programmes to ensure quality [45]. This argument is also supported by [46] who demonstrates that organizations can achieve their massification and internationalization goals by promoting knowledge sharing, flexibility, and adaptation to change for quality assurance.…”