Research into Quality Assurance and Quality Management in Higher Education

Tight, Malcolm

doi:10.1108/s2056-375220200000006012

Cited by 21 publications

(19 citation statements)

References 115 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…282-283). Unsurprisingly, an increasing number of research articles deal with various issues of quality management in teaching and learning (for an overview see Harvey & Williams, 2010;Steinhardt, Schneijderberg, Götze, Baumann, & Krücken, 2017;Tight, 2018).…”

Section: Introductionmentioning

confidence: 99%

Strength of weakness – quality managers as agents of multiple principals

Seyfried

Reith

2020

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

The paper investigates quality management in teaching and learning in higher education institutions from a principal-agent perspective. Based on data gained from semi-structured interviews and from a nation-wide survey with quality managers of German higher education institutions, the study shows how quality managers position themselves in relation to their perception of the interests of other actors in higher education institutions. The paper describes the various interests and discusses the main implications of this constellation of actors. It argues that quality managers, although they may be considered as rather weak actors within the higher education institution, may be characterised as having a strength of weakness due to diverging interests of their principals.

show abstract

Section: Introductionmentioning

confidence: 99%

Strength of weakness – quality managers as agents of multiple principals

Seyfried

Reith

2020

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

show abstract

“…External quality assurance procedures were first developed in the USA, the UK and other Anglo–Saxon countries and moved through Western, Central and Eastern Europe (Temple and Billing, 2003; Billing, 2004) and around the globe (El Hassan, 2013). This trend explains the numerous case studies from various countries (for an overview, see Harvey and Williams, 2010; Tight, 2020). However, the wide distribution of quality in higher education did not develop simultaneously.…”

Section: Introductionmentioning

confidence: 82%

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

Manarbek

Seyfried

2022

QAE

View full text Add to dashboard Cite

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.

show abstract

“…Thus, the attitude towards education quality management addresses the degree of encouragement concerning the conformation to the education quality assurance standards within the school organization. The research carried out in recent years has shown an increased preoccupation for the exploration of the teachers' attitude towards education quality management [27].…”

Section: The Attitude Towards Education Quality Managementmentioning

confidence: 99%

A Comprehensive Instrument to Measure Teachers’ Attitude towards Quality Management in the Context of Online Education

Tzafilkou

Mâță

Curpănaru

et al. 2022

IJERPH

View full text Add to dashboard Cite

The purpose of this study is to elaborate and validate a scale for the evaluation of the teachers’ attitude towards quality management, by integrating elements of online education. Nine hundred and forty-two teachers from Romania have participated in the study. The exploratory factor analysis has led to the identification of three main dimensions of the scale: (1) communication and alignment; (2) needs and opportunities; and (3) training and support. Teachers participating in managing positions or in quality assurance boards indicated a more positive attitude towards the three components. Furthermore, teachers of a higher teaching experience reported higher values in the needs and opportunities component. The results are useful to educational institutions, program designers and policy makers to evaluate the teachers’ attitude towards quality management.

show abstract

Research into Quality Assurance and Quality Management in Higher Education

Cited by 21 publications

References 115 publications

Strength of weakness – quality managers as agents of multiple principals

Strength of weakness – quality managers as agents of multiple principals

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

A Comprehensive Instrument to Measure Teachers’ Attitude towards Quality Management in the Context of Online Education

Contact Info

Product

Resources

About