Pub Date : 2022-09-29DOI: 10.1080/13538322.2022.2121197
Eleonora Erittu, M. Turri
Abstract This article uses the theoretical framework developed by Elken and Stensaker to examine the characteristics of the quality assurance internal bodies in relation to composition, activities and factors perceived as critical for the success of quality assurance implementation within higher education institutions. The article is based on data collected from a survey sent out to Presidi della Qualità (PQAs), the internal bodies in charge of implementing quality assurance in Italian universities, at the end of the first national accreditation round. Results point out that PQAs’ activities are somewhat homogeneous while organisation solutions are different in relation to the institution’s size and their nature (whether they are state-funded or non-state-funded universities). The results also make it possible to ascertain that the aspect of quality work is central in determining the success of quality assurance.
{"title":"Internal quality assurance units: empirical evidence from Italy","authors":"Eleonora Erittu, M. Turri","doi":"10.1080/13538322.2022.2121197","DOIUrl":"https://doi.org/10.1080/13538322.2022.2121197","url":null,"abstract":"Abstract This article uses the theoretical framework developed by Elken and Stensaker to examine the characteristics of the quality assurance internal bodies in relation to composition, activities and factors perceived as critical for the success of quality assurance implementation within higher education institutions. The article is based on data collected from a survey sent out to Presidi della Qualità (PQAs), the internal bodies in charge of implementing quality assurance in Italian universities, at the end of the first national accreditation round. Results point out that PQAs’ activities are somewhat homogeneous while organisation solutions are different in relation to the institution’s size and their nature (whether they are state-funded or non-state-funded universities). The results also make it possible to ascertain that the aspect of quality work is central in determining the success of quality assurance.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85503841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1080/13538322.2022.2123271
Arnau Bàguena, Esther Huertas, M. Casadesús
Abstract During this pandemic period, many external quality assurance agencies organised their external assessment visits to higher education institutions virtually. This has been an experience that must be valued, determining whether in future it makes sense to continue organising visits virtually or adopting other similar formats. To this end, this article presents the results of a survey carried out among participants in 100 external assessment panels. Four different items have been analysed: satisfaction with different aspects of the virtual site visits, overall satisfaction, the visit of the facilities and the future of virtual visits. The results show that satisfaction with the process is very broad. Moreover, the physical visit to the facilities is still valued very positively. Few statistically significant differences have been found between programme and institutional accreditation processes, which suggests that whatever the future proposal is, it would follow a similar strategy in both cases.
{"title":"Towards blended external quality assurance agencies: a European experience","authors":"Arnau Bàguena, Esther Huertas, M. Casadesús","doi":"10.1080/13538322.2022.2123271","DOIUrl":"https://doi.org/10.1080/13538322.2022.2123271","url":null,"abstract":"Abstract During this pandemic period, many external quality assurance agencies organised their external assessment visits to higher education institutions virtually. This has been an experience that must be valued, determining whether in future it makes sense to continue organising visits virtually or adopting other similar formats. To this end, this article presents the results of a survey carried out among participants in 100 external assessment panels. Four different items have been analysed: satisfaction with different aspects of the virtual site visits, overall satisfaction, the visit of the facilities and the future of virtual visits. The results show that satisfaction with the process is very broad. Moreover, the physical visit to the facilities is still valued very positively. Few statistically significant differences have been found between programme and institutional accreditation processes, which suggests that whatever the future proposal is, it would follow a similar strategy in both cases.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76739576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1080/13538322.2022.2090746
Weng Marc Lim, Ida Fatimawati bt Adi Badiozaman, H. Leong
Abstract Evaluation of teacher behaviour from the perspective of students is beneficial to higher education institutions striving to improve student engagement. This article aims to identify and close the gaps in teacher behaviour to improve student engagement in higher education. Through a survey of 838 students in four higher education institutions in Sarawak, Malaysia, this study found that teacher behaviour had a positive and significant impact on student engagement. By empirically scrutinising students’ expectations and performance evaluations of teacher behaviour, the findings revealed that significant expectation-performance gaps in teacher behaviour exist as students, across public and private universities, had expectations of teacher behaviour that were significantly higher than the actual performance of their teachers. This study demonstrated the importance of enhancing the quality of interactions and promoting interactive dialogic relationships with students in higher education to garner greater student engagement.
{"title":"Unravelling the expectation-performance gaps in teacher behaviour: a student engagement perspective","authors":"Weng Marc Lim, Ida Fatimawati bt Adi Badiozaman, H. Leong","doi":"10.1080/13538322.2022.2090746","DOIUrl":"https://doi.org/10.1080/13538322.2022.2090746","url":null,"abstract":"Abstract Evaluation of teacher behaviour from the perspective of students is beneficial to higher education institutions striving to improve student engagement. This article aims to identify and close the gaps in teacher behaviour to improve student engagement in higher education. Through a survey of 838 students in four higher education institutions in Sarawak, Malaysia, this study found that teacher behaviour had a positive and significant impact on student engagement. By empirically scrutinising students’ expectations and performance evaluations of teacher behaviour, the findings revealed that significant expectation-performance gaps in teacher behaviour exist as students, across public and private universities, had expectations of teacher behaviour that were significantly higher than the actual performance of their teachers. This study demonstrated the importance of enhancing the quality of interactions and promoting interactive dialogic relationships with students in higher education to garner greater student engagement.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78605405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1080/13538322.2022.2083313
A. Hoare, Pamela Goad
Abstract Student success has multiple meanings; however, the quantitative bias prevalent in the northwest American and Western Canadian postsecondary education sector restricts how student success is defined and measured. Standardised measures of student success assume that the student experience is homogeneous and risk the implementation of policies and programmes based on insufficient information. Findings from several small student focus groups suggest that unless new evaluation approaches are adopted, it is unlikely postsecondary institutions will generate the knowledge and wisdom needed to serve the goals of a diverse array of students. This article presents findings from three small student focus groups (n = 14), in an attempt to understand how students themselves define student success and how it should be measured. The results contributed to the development of five principles for culturally responsive postsecondary performance measurement that include participatory, emergent and appreciative processes and qualitative evaluation methodologies.
{"title":"Culturally responsive postsecondary performance measurement: amplifying student perceptions of success","authors":"A. Hoare, Pamela Goad","doi":"10.1080/13538322.2022.2083313","DOIUrl":"https://doi.org/10.1080/13538322.2022.2083313","url":null,"abstract":"Abstract Student success has multiple meanings; however, the quantitative bias prevalent in the northwest American and Western Canadian postsecondary education sector restricts how student success is defined and measured. Standardised measures of student success assume that the student experience is homogeneous and risk the implementation of policies and programmes based on insufficient information. Findings from several small student focus groups suggest that unless new evaluation approaches are adopted, it is unlikely postsecondary institutions will generate the knowledge and wisdom needed to serve the goals of a diverse array of students. This article presents findings from three small student focus groups (n = 14), in an attempt to understand how students themselves define student success and how it should be measured. The results contributed to the development of five principles for culturally responsive postsecondary performance measurement that include participatory, emergent and appreciative processes and qualitative evaluation methodologies.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89781504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1080/13538322.2022.2123267
C. Bloch, Simon Fuglsang, Johanne Grøndahl Glavind, Anna-Kathrine Bendtsen
Abstract Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting ‘every-day’ quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students’ academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education.
{"title":"Quality work in higher education: a multi-stakeholder study","authors":"C. Bloch, Simon Fuglsang, Johanne Grøndahl Glavind, Anna-Kathrine Bendtsen","doi":"10.1080/13538322.2022.2123267","DOIUrl":"https://doi.org/10.1080/13538322.2022.2123267","url":null,"abstract":"Abstract Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting ‘every-day’ quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students’ academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87292877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1080/13538322.2022.2100101
E. Zaitseva, Anna S. Law
Abstract Student engagement with evaluation surveys has been declining, reducing the reliability and usability of the data for quality assurance and enhancement. One of the reasons for that, as reported by students, is the perceived low relevance of survey questions to their daily experiences and concerns. Uniform questions, provided by standardised survey instruments, rarely capture the needs of a diverse student population with wide-ranging educational experiences. This article draws on findings from a project that explored student priorities in the module level experience by involving them in the development of survey questions. Q methodology was utilised to identify groups of students with similar views and to explore key factors and patterns of thoughts about module experience. The project findings are indicative of three distinctive groups that reflect different stages of the student university journey, their level of maturity and cognitive engagement. The article reflects on the implications of the findings for quality assurance processes, teaching and student support.
{"title":"Questions that matter: using Q methodology to identify student priorities in module level experience","authors":"E. Zaitseva, Anna S. Law","doi":"10.1080/13538322.2022.2100101","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100101","url":null,"abstract":"Abstract Student engagement with evaluation surveys has been declining, reducing the reliability and usability of the data for quality assurance and enhancement. One of the reasons for that, as reported by students, is the perceived low relevance of survey questions to their daily experiences and concerns. Uniform questions, provided by standardised survey instruments, rarely capture the needs of a diverse student population with wide-ranging educational experiences. This article draws on findings from a project that explored student priorities in the module level experience by involving them in the development of survey questions. Q methodology was utilised to identify groups of students with similar views and to explore key factors and patterns of thoughts about module experience. The project findings are indicative of three distinctive groups that reflect different stages of the student university journey, their level of maturity and cognitive engagement. The article reflects on the implications of the findings for quality assurance processes, teaching and student support.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78977009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/13538322.2022.2054077
Patricia Hernández-Medina, Gabriel Ramírez-Torres
Abstract The purpose of the study was to evaluate the impact of the financial aid programme aimed at discounting tuition fees at one of Venezuela’s first private universities on early and late student departure, both from the degree programme and the institution, as well as on graduation. The propensity score matching was used by calculating the average treatment effect estimator under parametric and non-parametric methodologies such as nearest neighbours, Kernel, or local linear regression. The results indicate that although there is evidence of the programme exerting a positive impact on early student departure to a greater extent (reductions between 8% and 15%), the impact tends to be considerably less when it comes to reducing late student departure (between 1% and 5%), and it had no impact on graduation.
{"title":"The impact of financial aid on student departure and graduation: propensity score matching","authors":"Patricia Hernández-Medina, Gabriel Ramírez-Torres","doi":"10.1080/13538322.2022.2054077","DOIUrl":"https://doi.org/10.1080/13538322.2022.2054077","url":null,"abstract":"Abstract The purpose of the study was to evaluate the impact of the financial aid programme aimed at discounting tuition fees at one of Venezuela’s first private universities on early and late student departure, both from the degree programme and the institution, as well as on graduation. The propensity score matching was used by calculating the average treatment effect estimator under parametric and non-parametric methodologies such as nearest neighbours, Kernel, or local linear regression. The results indicate that although there is evidence of the programme exerting a positive impact on early student departure to a greater extent (reductions between 8% and 15%), the impact tends to be considerably less when it comes to reducing late student departure (between 1% and 5%), and it had no impact on graduation.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/13538322.2022.2060786
Małgorzata Dzimińska
Abstract The qualitative research study conducted in the Polish higher education context confirms that students’ vision of an ideal university strongly embraces the concept of quality as transformation. The enhancement and empowerment are manifested by multiple facets of transformation that the students look for at an ideal university, including intellectual, critical, personal, emotional and physical development. Quality culture and transformative pedagogies form important enablers for operationalising quality as transformation. In support of the transformative power of the ideal-type university, implications for quality management in higher education are proposed.
{"title":"How quality as transformation is manifested and enabled in a student vision of an ideal university: implications for quality management in higher education","authors":"Małgorzata Dzimińska","doi":"10.1080/13538322.2022.2060786","DOIUrl":"https://doi.org/10.1080/13538322.2022.2060786","url":null,"abstract":"Abstract The qualitative research study conducted in the Polish higher education context confirms that students’ vision of an ideal university strongly embraces the concept of quality as transformation. The enhancement and empowerment are manifested by multiple facets of transformation that the students look for at an ideal university, including intellectual, critical, personal, emotional and physical development. Quality culture and transformative pedagogies form important enablers for operationalising quality as transformation. In support of the transformative power of the ideal-type university, implications for quality management in higher education are proposed.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86109481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1080/13538322.2022.2051300
A. Rauf, Kriszta Rostás, John S. Canning
Abstract About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a HBO report outlined a series of measures to improve the quality of assessment practices in UAS. This study provides recent analysis of lecturer perceptions of assessments of UAS with a view to exploring how these recommendations have become embedded in the assessment cultures of UAS. The qualitative study with 19 participants teaching at ten different UAS, reveals strong evidence of a staff knowledge gap around outcomes-based assessment.
{"title":"Learning-outcomes-based assessments at universities of applied sciences in the Netherlands: perceptions of business lecturers","authors":"A. Rauf, Kriszta Rostás, John S. Canning","doi":"10.1080/13538322.2022.2051300","DOIUrl":"https://doi.org/10.1080/13538322.2022.2051300","url":null,"abstract":"Abstract About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a HBO report outlined a series of measures to improve the quality of assessment practices in UAS. This study provides recent analysis of lecturer perceptions of assessments of UAS with a view to exploring how these recommendations have become embedded in the assessment cultures of UAS. The qualitative study with 19 participants teaching at ten different UAS, reveals strong evidence of a staff knowledge gap around outcomes-based assessment.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86665377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1080/13538322.2022.2051233
L. Harvey
The evolution of technology and the increasing reliance on the Internet has, inevitably, led to suggestions that the current process for publishing academic articles, viz. in printed journals has a limited future. As of 27 February 2022, Quality in Higher Education had this year’s entire issue of articles already published online. The situation is getting progressively worse with more and more papers issued online well before they ever appear in print; the paper version is thus dated before it is published. Of course, it is not just Quality in Higher Education that is in this position. As of 27 January 2022, Studies in Higher Education had 117 articles published online, some going back to July 2019, that’s two and a half years and still not in a published paper issue. Studies has six issues a year, a total of around 95 articles, so the backlog is growing all the time. The current issue of Studies (47(1)) features articles all published online in February and March 2020! The process seems unsustainable in its current guise and, in the case of Studies, has contributed to the reluctant resignation of the Editor, Leo Goedegebuure (2022):
{"title":"Editorial: Lee Harvey Future for printed journals","authors":"L. Harvey","doi":"10.1080/13538322.2022.2051233","DOIUrl":"https://doi.org/10.1080/13538322.2022.2051233","url":null,"abstract":"The evolution of technology and the increasing reliance on the Internet has, inevitably, led to suggestions that the current process for publishing academic articles, viz. in printed journals has a limited future. As of 27 February 2022, Quality in Higher Education had this year’s entire issue of articles already published online. The situation is getting progressively worse with more and more papers issued online well before they ever appear in print; the paper version is thus dated before it is published. Of course, it is not just Quality in Higher Education that is in this position. As of 27 January 2022, Studies in Higher Education had 117 articles published online, some going back to July 2019, that’s two and a half years and still not in a published paper issue. Studies has six issues a year, a total of around 95 articles, so the backlog is growing all the time. The current issue of Studies (47(1)) features articles all published online in February and March 2020! The process seems unsustainable in its current guise and, in the case of Studies, has contributed to the reluctant resignation of the Editor, Leo Goedegebuure (2022):","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74355783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：