Pub Date : 2021-06-16DOI: 10.1080/13538322.2021.1937819
A. R. Altakhaineh, Aseel Zibin
ABSTRACT This study reviews three university ranking methodologies: Quacquarelli Sysmonds University Rankings, The Times Higher Education World University Rankings, and the Shanghai Jiao Tong University’s Academic Ranking of World Universities. It also aims to suggest two new methodologies, one for World University Ranking and one for Arab University Ranking, and to propose data collecting tools for the new indicators if any. An online survey which elicited quantitative data and two focus-group discussions which produced qualitative data were used. The results of the survey show that the importance of some indicators as ranked by the respondents was similar to those found in the three international ranking systems, while others were not. The focus-groups suggested new weights for the indicators, since ranking systems overlook the differences between the institutions, resulting in unfair assessment of universities in the Arab region. Thus, new sub-indicators were proposed for both ranking systems.
{"title":"A new perspective on university ranking methods worldwide and in the Arab region: facts and suggestions","authors":"A. R. Altakhaineh, Aseel Zibin","doi":"10.1080/13538322.2021.1937819","DOIUrl":"https://doi.org/10.1080/13538322.2021.1937819","url":null,"abstract":"ABSTRACT This study reviews three university ranking methodologies: Quacquarelli Sysmonds University Rankings, The Times Higher Education World University Rankings, and the Shanghai Jiao Tong University’s Academic Ranking of World Universities. It also aims to suggest two new methodologies, one for World University Ranking and one for Arab University Ranking, and to propose data collecting tools for the new indicators if any. An online survey which elicited quantitative data and two focus-group discussions which produced qualitative data were used. The results of the survey show that the importance of some indicators as ranked by the respondents was similar to those found in the three international ranking systems, while others were not. The focus-groups suggested new weights for the indicators, since ranking systems overlook the differences between the institutions, resulting in unfair assessment of universities in the Arab region. Thus, new sub-indicators were proposed for both ranking systems.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82477479","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 : 2021-05-04DOI: 10.1080/13538322.2021.1909215
Maruša Hauptman Komotar
ABSTRACT This article addresses quality assurance in European higher education from the perspective of accreditation. To reduce the bias in favour of comparative research of Western (European) countries, it investigates which practices are attached to accreditation in Slovenian and Dutch higher education and identifies on this basis key similarities and differences in its development and implementation. First, it explores accreditation procedures in national steering documents of each country. Second, it addresses its implementation in practice with the support from results obtained with interviews. Results showcase that in the past five years, both countries made significant changes to the accreditation framework to increase institutional responsibility for quality assurance procedures. However, accreditation also became an efficient tool for national (political) actors, to guide the development of higher education systems in the direction of more or less control and, hence, to challenge the promotion of institutional quality culture in both cases examined.
{"title":"Accreditation in European higher education from the comparative perspective: Slovenia and the Netherlands","authors":"Maruša Hauptman Komotar","doi":"10.1080/13538322.2021.1909215","DOIUrl":"https://doi.org/10.1080/13538322.2021.1909215","url":null,"abstract":"ABSTRACT This article addresses quality assurance in European higher education from the perspective of accreditation. To reduce the bias in favour of comparative research of Western (European) countries, it investigates which practices are attached to accreditation in Slovenian and Dutch higher education and identifies on this basis key similarities and differences in its development and implementation. First, it explores accreditation procedures in national steering documents of each country. Second, it addresses its implementation in practice with the support from results obtained with interviews. Results showcase that in the past five years, both countries made significant changes to the accreditation framework to increase institutional responsibility for quality assurance procedures. However, accreditation also became an efficient tool for national (political) actors, to guide the development of higher education systems in the direction of more or less control and, hence, to challenge the promotion of institutional quality culture in both cases examined.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87730840","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 : 2021-05-04DOI: 10.1080/13538322.2021.1905654
Davut Pehlivan, K. Cicek
ABSTRACT A quality management system is an essential and mandatory instrument for maritime higher education institutions mandated by the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers. To design an effective quality management system, it is strongly recommended to take the most comprehensive model of the quality system such as ISO 9001 quality management system. This paper proposes a knowledge-based model for assessing the compliance level of the quality management system of maritime higher education institutions with respect to ISO 9001:2015 to provide meaningful information to design an effective quality management system, to identify potential gaps and required improvement points in the quality management system. In the proposed model, fuzzy axiomatic design is selected as a suitable research methodology. The obtained results provide a decision aid for the relevant executives in maritime institutions who design a quality management system integrated with ISO 9001:2015 guidelines.
{"title":"A knowledge-based model on quality management system compliance assessment for maritime higher education institutions","authors":"Davut Pehlivan, K. Cicek","doi":"10.1080/13538322.2021.1905654","DOIUrl":"https://doi.org/10.1080/13538322.2021.1905654","url":null,"abstract":"ABSTRACT A quality management system is an essential and mandatory instrument for maritime higher education institutions mandated by the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers. To design an effective quality management system, it is strongly recommended to take the most comprehensive model of the quality system such as ISO 9001 quality management system. This paper proposes a knowledge-based model for assessing the compliance level of the quality management system of maritime higher education institutions with respect to ISO 9001:2015 to provide meaningful information to design an effective quality management system, to identify potential gaps and required improvement points in the quality management system. In the proposed model, fuzzy axiomatic design is selected as a suitable research methodology. The obtained results provide a decision aid for the relevant executives in maritime institutions who design a quality management system integrated with ISO 9001:2015 guidelines.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13538322.2021.1905654","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72410285","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 : 2021-05-03DOI: 10.1080/13538322.2021.1909210
J. Easley, Lesley J. Strawderman, K. Babski-Reeves, S. Bullington, Brian K. Smith
ABSTRACT What does it mean to be ‘excellent’, particularly for the higher education institution? Without a definitive answer to that question, university rankings have become a proxy for quality and excellence. As such, higher education institutions are continually seeking ways to improve their rankings, with the implication being that these rankings measure which universities are most excellent. Upper administrators from public four-year higher education institutions in the United States were surveyed regarding their perceptions of factors they considered most important when assessing quality in the higher education institution. Respondents rated graduation and retention as the most important indicator of quality. Survey results were further compared to methodologies of the US News and World Report rankings, Times Higher Education World University Rankings and Quacquarelli Symonds World University Rankings and found that the perceived quality factors identified by survey respondents did not align with methodologies for any of these three rankings.
{"title":"Perceived quality factors in higher education","authors":"J. Easley, Lesley J. Strawderman, K. Babski-Reeves, S. Bullington, Brian K. Smith","doi":"10.1080/13538322.2021.1909210","DOIUrl":"https://doi.org/10.1080/13538322.2021.1909210","url":null,"abstract":"ABSTRACT What does it mean to be ‘excellent’, particularly for the higher education institution? Without a definitive answer to that question, university rankings have become a proxy for quality and excellence. As such, higher education institutions are continually seeking ways to improve their rankings, with the implication being that these rankings measure which universities are most excellent. Upper administrators from public four-year higher education institutions in the United States were surveyed regarding their perceptions of factors they considered most important when assessing quality in the higher education institution. Respondents rated graduation and retention as the most important indicator of quality. Survey results were further compared to methodologies of the US News and World Report rankings, Times Higher Education World University Rankings and Quacquarelli Symonds World University Rankings and found that the perceived quality factors identified by survey respondents did not align with methodologies for any of these three rankings.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84415820","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 : 2021-03-24DOI: 10.1080/13538322.2021.1890318
Gabriela Gerón-Piñón, Pedro Solana-González, Sara Trigueros-Preciado, Daniel Pérez-González
ABSTRACT Several accreditation agencies in Latin America introduce their standards and guidance for documentation but they do not explicitly elaborate on the key performance indicators on which higher education institutions can rely for evaluating their activities. The purpose of this research is to analyse the management indicators that higher education institutions in the region have implemented to identify those that have more impact in obtaining an institutional accreditation. A quantitative survey of 114 institutional leaders from 97 universities in 11 countries identified the management indicators. Findings in this research may serve as guidelines for leaders and practitioners to decide which indicators to implement and help institutions in the region to succeed in national and international institutional accreditation processes.
{"title":"Management indicators: their impact on Latin-American universities’ accreditation","authors":"Gabriela Gerón-Piñón, Pedro Solana-González, Sara Trigueros-Preciado, Daniel Pérez-González","doi":"10.1080/13538322.2021.1890318","DOIUrl":"https://doi.org/10.1080/13538322.2021.1890318","url":null,"abstract":"ABSTRACT Several accreditation agencies in Latin America introduce their standards and guidance for documentation but they do not explicitly elaborate on the key performance indicators on which higher education institutions can rely for evaluating their activities. The purpose of this research is to analyse the management indicators that higher education institutions in the region have implemented to identify those that have more impact in obtaining an institutional accreditation. A quantitative survey of 114 institutional leaders from 97 universities in 11 countries identified the management indicators. Findings in this research may serve as guidelines for leaders and practitioners to decide which indicators to implement and help institutions in the region to succeed in national and international institutional accreditation processes.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89801594","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 : 2021-03-16DOI: 10.1080/13538322.2021.1889760
B. Kleimann, M. Hückstädt
ABSTRACT The boundaries between universities of applied sciences and universities in the binary higher education system in Germany have begun to blur. This is likely to affect the criteria for hiring professors, too. The article investigates whether or not there is a similarity of the relative weight universities of applied sciences and universities put on selection criteria in appointment procedures for professorships. This analysis is based on data of an online survey of heads of appointment committees from both types of organisations, focusing on the relevance the respondents have attached to 23 selection criteria.
{"title":"Selection criteria in professorial recruiting as indicators of institutional similarity? A comparison of German universities and universities of applied sciences","authors":"B. Kleimann, M. Hückstädt","doi":"10.1080/13538322.2021.1889760","DOIUrl":"https://doi.org/10.1080/13538322.2021.1889760","url":null,"abstract":"ABSTRACT The boundaries between universities of applied sciences and universities in the binary higher education system in Germany have begun to blur. This is likely to affect the criteria for hiring professors, too. The article investigates whether or not there is a similarity of the relative weight universities of applied sciences and universities put on selection criteria in appointment procedures for professorships. This analysis is based on data of an online survey of heads of appointment committees from both types of organisations, focusing on the relevance the respondents have attached to 23 selection criteria.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81833179","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 : 2021-02-16DOI: 10.1080/13538322.2020.1867034
Christopher Hill, Nitesh Sughnani
ABSTRACT Demonstrating the value of transnational education (TNE) to the United Arab Emirates, and Dubai in particular, is a significant research priority. As Dubai seeks to become a destination for international higher education students, there is a need to better understand how TNE providers are viewed, both locally and internationally, by prospective students. This paper was driven by key questions regarding the perception of TNE; its providers; value for money; and student choice patterns. The research adopted a quantitative approach to generate a deeper understanding of the current TNE situation in Dubai and motivations for studying in Dubai.
{"title":"Student motivations for studying at international branch campuses: a study of transnational education engagement in Dubai","authors":"Christopher Hill, Nitesh Sughnani","doi":"10.1080/13538322.2020.1867034","DOIUrl":"https://doi.org/10.1080/13538322.2020.1867034","url":null,"abstract":"ABSTRACT Demonstrating the value of transnational education (TNE) to the United Arab Emirates, and Dubai in particular, is a significant research priority. As Dubai seeks to become a destination for international higher education students, there is a need to better understand how TNE providers are viewed, both locally and internationally, by prospective students. This paper was driven by key questions regarding the perception of TNE; its providers; value for money; and student choice patterns. The research adopted a quantitative approach to generate a deeper understanding of the current TNE situation in Dubai and motivations for studying in Dubai.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83462243","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 : 2021-01-12DOI: 10.1080/13538322.2020.1833420
D. Salto
ABSTRACT Regulation of higher education worldwide has become a complex process. New developments, such as the accreditation of institutions and programmes by foreign, and usually private, agencies, has not been the focus of scholarship on regulation and quality assurance in higher education. This article addresses the issue of accreditation of graduate business programmes in Argentina by foreign accreditation agencies. Through a regulatory analysis, this study indicates that this emerging trend challenges classic understandings of regulation and programmes’ responses to them in various ways, either deciding to participate or not. Those decisions are based on intrinsic and extrinsic motivations and the responses vary by type of institution, sector and approach.
{"title":"Beyond national regulation in higher education? Revisiting regulation and understanding organisational responses to foreign accreditation of management education programmes","authors":"D. Salto","doi":"10.1080/13538322.2020.1833420","DOIUrl":"https://doi.org/10.1080/13538322.2020.1833420","url":null,"abstract":"ABSTRACT Regulation of higher education worldwide has become a complex process. New developments, such as the accreditation of institutions and programmes by foreign, and usually private, agencies, has not been the focus of scholarship on regulation and quality assurance in higher education. This article addresses the issue of accreditation of graduate business programmes in Argentina by foreign accreditation agencies. Through a regulatory analysis, this study indicates that this emerging trend challenges classic understandings of regulation and programmes’ responses to them in various ways, either deciding to participate or not. Those decisions are based on intrinsic and extrinsic motivations and the responses vary by type of institution, sector and approach.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84423027","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 : 2021-01-06DOI: 10.1080/13538322.2020.1865262
Azar Abizada, Fizza Mirzaliyeva
ABSTRACT In 2014, the Ministry of Education of the Azerbaijan Republic launched an honours programme in several universities to introduce the advanced curriculum and interactive teaching methodology. The purpose of this research is to evaluate the success of the programme via the satisfaction level of the honours students with the delivery of the promised purposes of this programme, such as curriculum, teaching methodology and the programme administration in general. Preliminary results show that honours students are satisfied with each of those variables. Moreover, to understand whether the satisfaction of the students is purely due to the structure of the honours programmes, the satisfaction level of honours students was compared with that of non-honours students from the corresponding degree programmes. The results showed that honours students are more satisfied than the non-honours students in all the above-mentioned criteria.
{"title":"Student satisfaction with honours programme in Azerbaijan","authors":"Azar Abizada, Fizza Mirzaliyeva","doi":"10.1080/13538322.2020.1865262","DOIUrl":"https://doi.org/10.1080/13538322.2020.1865262","url":null,"abstract":"ABSTRACT In 2014, the Ministry of Education of the Azerbaijan Republic launched an honours programme in several universities to introduce the advanced curriculum and interactive teaching methodology. The purpose of this research is to evaluate the success of the programme via the satisfaction level of the honours students with the delivery of the promised purposes of this programme, such as curriculum, teaching methodology and the programme administration in general. Preliminary results show that honours students are satisfied with each of those variables. Moreover, to understand whether the satisfaction of the students is purely due to the structure of the honours programmes, the satisfaction level of honours students was compared with that of non-honours students from the corresponding degree programmes. The results showed that honours students are more satisfied than the non-honours students in all the above-mentioned criteria.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82761391","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 : 2021-01-05DOI: 10.1080/13538322.2020.1867036
Christopher Hill, Rawy A. Thabet
ABSTRACT Research output is seen as an indicator of quality. Emerging higher education hubs, such as the United Arab Emirates, are heavily focused on developing research activity within the constraints of a developing research culture. This paper employs a case study model of a research-intensive university in Dubai to highlight key challenges and obstacles to doctoral student research publication; and develop an understanding of the value of the academic doctorate. The authors conducted surveys, interviews and observation to provide an evidence-based analysis. This paper adds to literature regarding research output of doctoral students and the practical challenges they are facing. The paper outlines key areas for development and possible institutional response.
{"title":"Publication challenges facing doctoral students: perspective and analysis from the UAE","authors":"Christopher Hill, Rawy A. Thabet","doi":"10.1080/13538322.2020.1867036","DOIUrl":"https://doi.org/10.1080/13538322.2020.1867036","url":null,"abstract":"ABSTRACT Research output is seen as an indicator of quality. Emerging higher education hubs, such as the United Arab Emirates, are heavily focused on developing research activity within the constraints of a developing research culture. This paper employs a case study model of a research-intensive university in Dubai to highlight key challenges and obstacles to doctoral student research publication; and develop an understanding of the value of the academic doctorate. The authors conducted surveys, interviews and observation to provide an evidence-based analysis. This paper adds to literature regarding research output of doctoral students and the practical challenges they are facing. The paper outlines key areas for development and possible institutional response.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77686754","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}
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