The importance and degree of implementation of the European standards and guidelines for internal quality assurance in universities: the views of Portuguese academics

Manatos, Maria J.; Rosa, Maria João; Sarrico, Cláudia S.

doi:10.1080/13583883.2015.1061587

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Finally, one of the important factors for a successful accreditation system is the existence of mutual trust between the accreditation body and the under-review institutions, which is formed through a common understanding of the goals and the process (7). One strategy for this purpose may be the involvement of institutions in designing the accreditation system (14). We believe that performing the Delphi technique and involving associations authorities in the system design were the key elements in the comprehensive establishment of the system.…”

Section: Discussionmentioning

confidence: 99%

Development of an Accreditation System for Evaluating Biomedical Scientific Associations Through a Participatory Process in Iran

Asadzandi

Mohammadi

Esteghamati

et al. 2022

Med. J. Islam. Republ. Iran

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Section: Discussionmentioning

confidence: 99%

Development of an Accreditation System for Evaluating Biomedical Scientific Associations Through a Participatory Process in Iran

Asadzandi

Mohammadi

Esteghamati

et al. 2022

Med. J. Islam. Republ. Iran

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“…For example, when members of an academic unit are spending much of their time on the actual tasks of preparing self-studies and writing various associated reports, they may not have adequate time to fully reflect on or implement the bigger picture issues, such as enhancing the program or aligning the program objectives with the strategic goals of the institution. The literature contains numerous accounts of faculty members who have expressed the opinion that the minutiae of QA exercises divert their attention from what they see as more important aspects of their jobs (Cardoso et al , 2016, p. 98; Manatos et al , 2015, p. 246). These concerns were echoed by academic units at the University of Ottawa.…”

Section: Discussionmentioning

confidence: 99%

Aligning accreditation and academic program reviews: a Canadian case study

Bowker

2017

QAE

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Purpose This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach The paper describes two Canadian graduate programs that are subject to both external professional accreditation and institutional cyclical reviews, as they underwent an aligned review. The process was developed as a collaborative effort between the academic units, the professional associations and the university’s graduate-level quality assurance office. For each program, a single self-study was developed, a single review panel was constituted, and a single site visit was conducted. The merits and challenges posed by the alignment process are discussed. Findings Initial feedback from the academic units suggests that the alignment of accreditation and program reviews is perceived as reducing the burden on programs with regard to the time and effort invested by faculty, staff and other stakeholders, as well as in terms of financial expenses. Based on this feedback, along with input from reviewers and program evaluation committee members, 14 recommendations emerged for ways in which an aligned review process can be set up for success. Practical implications The results suggest that aligned reviews are not only resource-efficient but also allow reviewers to provide more holistic feedback that faculty may be more willing to engage with for program enhancement. Originality/value The present study contributes to the existing body of knowledge about conducting aligned reviews in response to external accreditation requirements or institutional needs. It summarizes the potential benefits and limitations and offers recommendations for potential best practices for carrying out aligned reviews for policymakers and practitioners.

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“…Academics may take a stance toward quality management that varies from a favourable attitude, acceptance, and support to resistance or neglect and lack of concern (Manatos, Rosa, & Sarrico, 2015).…”

Section: Academic Perceptions Of Qualitymentioning

confidence: 99%

Academics’ Perceptions of Constraints to Quality Assurance Implementation in Higher Education in Algeria

Belimane¹,

Chahed

2022

Economics and Culture

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Research purpose. This paper aims to explore Algerian academics’ perceptions of constraints to quality assurance recently implemented in higher education. Design / Methodology / Approach. Data was collected through a survey. An online questionnaire with a 5-point Likert scale was distributed to the Algerian academics through a snowball sampling method. In total, 121 answers were collected and treated using descriptive statistics. Findings. The analysis reveals that academics perceived constraints in all dimensions examined in this study. The main constraints were: the low involvement of different stakeholders in quality assurance projects, the weakness of internal and external communication, the absence of evidence of compliance with the national standard, the lack of involvement of academics in the development of action plans and the lack of follow-up. These constraints seem to hinder the quality assurance implementation process at the Higher Education Institutions (of the sample). These results may represent a challenge for institutions. Originality / Value / Practical implications. The study is original in that it examines a recent subject that is little dealt with in Algeria. The main contribution of this research is an analytical discussion of perceptions of academics about quality barriers encountered in Higher Education Institutions, leading to a significant enrichment of the literature.

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The importance and degree of implementation of the European standards and guidelines for internal quality assurance in universities: the views of Portuguese academics

Cited by 6 publications

References 24 publications

Development of an Accreditation System for Evaluating Biomedical Scientific Associations Through a Participatory Process in Iran

Development of an Accreditation System for Evaluating Biomedical Scientific Associations Through a Participatory Process in Iran

Aligning accreditation and academic program reviews: a Canadian case study

Academics’ Perceptions of Constraints to Quality Assurance Implementation in Higher Education in Algeria

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