Pub Date : 2022-05-17DOI: 10.1108/qae-08-2021-0141
D. López, Óscar Espinoza, María J. Rojas, M. Crovetto
Purpose This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and program levels. Design/methodology/approach The study adopts a meta-evaluative approach and is based on secondary information sources, including both specialised publications and national databases, regarding the expansion of institutions, programs and enrolment, as well as the results of accreditation processes. Findings University quality assurance reflects developments in economic policies, and supply and demand. Progressive consolidation of the national system has had positive effects on the management and development of universities, but the implementation of quality assurance has brought some problems. A traditional classification of universities into customary categories is predictive of the results of accreditation. The variable of administrative compliance is more important than a culture of quality in explaining the results of institutional and program accreditation. Originality/value This review identifies advances, limitations and challenges in the improvement and assurance of quality of Chilean Universities and their programs. This is an unprecedented metanalysis of studies concerning the evolution of accreditation processes and will inform future practice.
{"title":"External evaluation of university quality in Chile: an overview","authors":"D. López, Óscar Espinoza, María J. Rojas, M. Crovetto","doi":"10.1108/qae-08-2021-0141","DOIUrl":"https://doi.org/10.1108/qae-08-2021-0141","url":null,"abstract":"\u0000Purpose\u0000This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and program levels.\u0000\u0000\u0000Design/methodology/approach\u0000The study adopts a meta-evaluative approach and is based on secondary information sources, including both specialised publications and national databases, regarding the expansion of institutions, programs and enrolment, as well as the results of accreditation processes.\u0000\u0000\u0000Findings\u0000University quality assurance reflects developments in economic policies, and supply and demand. Progressive consolidation of the national system has had positive effects on the management and development of universities, but the implementation of quality assurance has brought some problems. A traditional classification of universities into customary categories is predictive of the results of accreditation. The variable of administrative compliance is more important than a culture of quality in explaining the results of institutional and program accreditation.\u0000\u0000\u0000Originality/value\u0000This review identifies advances, limitations and challenges in the improvement and assurance of quality of Chilean Universities and their programs. This is an unprecedented metanalysis of studies concerning the evolution of accreditation processes and will inform future practice.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44368820","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 : 2022-05-13DOI: 10.1108/qae-08-2021-0122
D. Costa
Purpose Canada is a country that has a democratized higher education system, based on solid principles of access, quality and accountability. Brazil, on the other hand, is a country that seeks to advance its higher education system. For this reason, this paper aims to understand with the main stakeholders of the systems, the perceptions in relation to higher education in terms of access, quality and accountability, confronting two educational systems, the Brazilian and the Canadian. Design/methodology/approach The author applied an exploratory and qualitative method through categorical content analysis in a multicase study. Data were collected through 10 interviews with government managers, 18 unstructured (open) questionnaires, where 13 were applied to professors and experts in higher education and four to student leaders. Findings The results demonstrate that, for Canadian participants, these principles should guide any nation, as it is something demanded by society itself: democratic access to the system, that the available system has quality and that the resources allocated to the system are being well applied. In addition, Brazilian participants understand that it is necessary to deepen this debate, including a new principle: permanence, as it is a country of traditional social inequality. Originality/value This study presented the perceptions of an educational system based on the principles of access, quality and accountability, the Canadian system and the perspectives for a system that intends to develop in this context in Brazil.
{"title":"Higher education and the principles of access, quality and accountability: Brazil × Canada panorama","authors":"D. Costa","doi":"10.1108/qae-08-2021-0122","DOIUrl":"https://doi.org/10.1108/qae-08-2021-0122","url":null,"abstract":"\u0000Purpose\u0000Canada is a country that has a democratized higher education system, based on solid principles of access, quality and accountability. Brazil, on the other hand, is a country that seeks to advance its higher education system. For this reason, this paper aims to understand with the main stakeholders of the systems, the perceptions in relation to higher education in terms of access, quality and accountability, confronting two educational systems, the Brazilian and the Canadian.\u0000\u0000\u0000Design/methodology/approach\u0000The author applied an exploratory and qualitative method through categorical content analysis in a multicase study. Data were collected through 10 interviews with government managers, 18 unstructured (open) questionnaires, where 13 were applied to professors and experts in higher education and four to student leaders.\u0000\u0000\u0000Findings\u0000The results demonstrate that, for Canadian participants, these principles should guide any nation, as it is something demanded by society itself: democratic access to the system, that the available system has quality and that the resources allocated to the system are being well applied. In addition, Brazilian participants understand that it is necessary to deepen this debate, including a new principle: permanence, as it is a country of traditional social inequality.\u0000\u0000\u0000Originality/value\u0000This study presented the perceptions of an educational system based on the principles of access, quality and accountability, the Canadian system and the perspectives for a system that intends to develop in this context in Brazil.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48590308","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 : 2022-05-13DOI: 10.1108/qae-02-2022-0046
Xiangju Meng, Zhenfang Hu
Purpose This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic.
{"title":"The relationship between student motivation and academic performance: the mediating role of online learning behavior","authors":"Xiangju Meng, Zhenfang Hu","doi":"10.1108/qae-02-2022-0046","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0046","url":null,"abstract":"\u0000Purpose\u0000This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context.\u0000\u0000\u0000Design/methodology/approach\u0000Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis.\u0000\u0000\u0000Findings\u0000The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly.\u0000\u0000\u0000Originality/value\u0000Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45579779","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 : 2022-05-11DOI: 10.1108/qae-08-2021-0140
Sylvie Didou Aupetit
Purpose This study aims to analyze the external quality assurance (EQA) strategies of Technological Institutes (TIs) in Mexico, between 2010 and 2020. For this purpose, this study tracks sectoral reforms and institutional adaptation processes toward fulfilling accreditation indicators. This study considers accreditation as an emergent strategy for the governance and quality improvement of the subsystem, historically oriented towards contributing to social equity and national development projects. This study also examines the links between evaluation, quality assurance and the restructuring of public, technological higher education. Design/methodology/approach This study performs a state-of-the-art and exploratory study. This study explores the relationship between quality assurance, non-traditional institutions and regulation in Mexico. This study covers an issue that has been absent from research into the technological sector, particularly research into autonomy and leadership within its institutions. This study obtains qualitative information on those issues through interviews and two focus groups. Findings Mechanisms such as regulatory schemes for the internal reform of TIs and sub-systemic prominence within the overall educational system show limitations owing to the inadequacy of accreditation indicators in accounting for the conditions in which TIs operate. To address this shortcoming and to aid TIs in accreditation endeavors, this study analyzes some features of this adaptive process that enable successful (student profiles, competitive admission criteria, teacher recruitment). Research limitations/implications The main limitation is that this paper reviews a sole country and presents just one case study. Other research on other higher education sub-systems can complete the analysis. In sum, there has been a lack of analysis of accreditation topics in Mexico, in the nontraditional institutions. Practical implications This study provides a diagnosis of barriers to the participation of TIs in rankings and accreditation mechanisms, and their repercussions on management issues, governance patterns and reforms. Social implications This study outlined some internal obstacles linked with centralized model of conduction (data for monitoring, consensus on priorities, capabilities and financing) and external factors (shortages of assurance quality framing and institutional profiles, satisfaction with the process). Originality/value This study explores relationships between quality assurance, non-traditional institutions and regulation in Mexico, attending a lacking point in the research on the technological sector and autonomy/leadership of its institutions.
{"title":"Quality assurance for technological institutes in Mexico: competition and inequity","authors":"Sylvie Didou Aupetit","doi":"10.1108/qae-08-2021-0140","DOIUrl":"https://doi.org/10.1108/qae-08-2021-0140","url":null,"abstract":"\u0000Purpose\u0000This study aims to analyze the external quality assurance (EQA) strategies of Technological Institutes (TIs) in Mexico, between 2010 and 2020. For this purpose, this study tracks sectoral reforms and institutional adaptation processes toward fulfilling accreditation indicators. This study considers accreditation as an emergent strategy for the governance and quality improvement of the subsystem, historically oriented towards contributing to social equity and national development projects. This study also examines the links between evaluation, quality assurance and the restructuring of public, technological higher education.\u0000\u0000\u0000Design/methodology/approach\u0000This study performs a state-of-the-art and exploratory study. This study explores the relationship between quality assurance, non-traditional institutions and regulation in Mexico. This study covers an issue that has been absent from research into the technological sector, particularly research into autonomy and leadership within its institutions. This study obtains qualitative information on those issues through interviews and two focus groups.\u0000\u0000\u0000Findings\u0000Mechanisms such as regulatory schemes for the internal reform of TIs and sub-systemic prominence within the overall educational system show limitations owing to the inadequacy of accreditation indicators in accounting for the conditions in which TIs operate. To address this shortcoming and to aid TIs in accreditation endeavors, this study analyzes some features of this adaptive process that enable successful (student profiles, competitive admission criteria, teacher recruitment).\u0000\u0000\u0000Research limitations/implications\u0000The main limitation is that this paper reviews a sole country and presents just one case study. Other research on other higher education sub-systems can complete the analysis. In sum, there has been a lack of analysis of accreditation topics in Mexico, in the nontraditional institutions.\u0000\u0000\u0000Practical implications\u0000This study provides a diagnosis of barriers to the participation of TIs in rankings and accreditation mechanisms, and their repercussions on management issues, governance patterns and reforms.\u0000\u0000\u0000Social implications\u0000This study outlined some internal obstacles linked with centralized model of conduction (data for monitoring, consensus on priorities, capabilities and financing) and external factors (shortages of assurance quality framing and institutional profiles, satisfaction with the process).\u0000\u0000\u0000Originality/value\u0000This study explores relationships between quality assurance, non-traditional institutions and regulation in Mexico, attending a lacking point in the research on the technological sector and autonomy/leadership of its institutions.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42582264","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 : 2022-05-11DOI: 10.1108/qae-08-2021-0127
Martha T. Ramírez-Valdivia, Paulina Latorre
Purpose This paper aims to identify any relation between the strategies defined in Chilean higher education institutions strategic planning and the compliance with both national accreditation criteria and the dimensions of an integrated internationalization approach, allowing to determine if standards and funding policies shape internationalization processes. Design/methodology/approach Strategic plans of 29 universities were analyzed using a nonexperimental qualitative–quantitative methodology. The institutions were categorized according to the scores obtained through the revision of objectives, aims and goals of their strategic plans. Key elements of integrated internationalization were used to identify the assimilation of such dimensions and the actions executed. Data were collected through documentary revision and scrutinized through content analysis using two dichotomous instruments. Results were examined using principal component and cluster analysis. Findings Chilean universities’ internationalization processes aim to fulfill national accreditation criteria but do not follow a comprehensive internationalization model, as shown by a 53.2% of compliance with the number of elements relating to internationalization accreditation criteria and a 27% of adherence with an integrated internationalization approach. Institutions are slowly evolving, blending isolated internationalization strategic elements and focusing on external guidelines. Research limitations/implications This study was performed through documentary analysis. The derived conclusions could further be complemented through interviews or the inclusion of institutional self-assessment reports for institutional accreditation purposes. Originality/value This paper demonstrates why Chilean universities need to take a qualitative step toward implementing an integrated internationalization approach, to make an even more tangible contribution to their internal and external communities.
{"title":"The influence of national quality assurance policies on institutional planning for internationalization processes of Chilean universities","authors":"Martha T. Ramírez-Valdivia, Paulina Latorre","doi":"10.1108/qae-08-2021-0127","DOIUrl":"https://doi.org/10.1108/qae-08-2021-0127","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify any relation between the strategies defined in Chilean higher education institutions strategic planning and the compliance with both national accreditation criteria and the dimensions of an integrated internationalization approach, allowing to determine if standards and funding policies shape internationalization processes.\u0000\u0000\u0000Design/methodology/approach\u0000Strategic plans of 29 universities were analyzed using a nonexperimental qualitative–quantitative methodology. The institutions were categorized according to the scores obtained through the revision of objectives, aims and goals of their strategic plans. Key elements of integrated internationalization were used to identify the assimilation of such dimensions and the actions executed. Data were collected through documentary revision and scrutinized through content analysis using two dichotomous instruments. Results were examined using principal component and cluster analysis.\u0000\u0000\u0000Findings\u0000Chilean universities’ internationalization processes aim to fulfill national accreditation criteria but do not follow a comprehensive internationalization model, as shown by a 53.2% of compliance with the number of elements relating to internationalization accreditation criteria and a 27% of adherence with an integrated internationalization approach. Institutions are slowly evolving, blending isolated internationalization strategic elements and focusing on external guidelines.\u0000\u0000\u0000Research limitations/implications\u0000This study was performed through documentary analysis. The derived conclusions could further be complemented through interviews or the inclusion of institutional self-assessment reports for institutional accreditation purposes.\u0000\u0000\u0000Originality/value\u0000This paper demonstrates why Chilean universities need to take a qualitative step toward implementing an integrated internationalization approach, to make an even more tangible contribution to their internal and external communities.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360786","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 : 2022-05-11DOI: 10.1108/qae-10-2021-0160
Mónica Marquina, Graciela Gimenez, Wenceslao Rodríguez, I. Mazzeo
Purpose The purpose of this paper is to study how quality assurance (QA) has impacted Argentina’s higher education system, how QA tasks are reflected on the organizational structure of institutions, which kind of professional profiles the new QA staff assume and to what extent university life is reconfigured from these changes. Design/methodology/approach The authors draw on data from three work fields: collection and analysis of institutional data; survey applied to a stratified sample of staff who perform QA functions; and in-depth interviews with institutional QA professionals. Results show that universities have created specific areas and developed new functions and roles in QA. Findings The authors have observed a growing presence of dedicated personnel trained in developing these functions, positioned further down a path that had formerly distanced academics from administrative and institutional decision-makers. Unlike European universities, no evident tension was found between traditional sectors and the new professionals. Research limitations/implications The limited number of responses of the quantitative data collection technique (survey) only allowed for a general and descriptive analysis. This limitation is compensated with two other methodological processes (documental analysis and in-depth interviews), that allowed to incorporate “type of university” as a variable analyse the data obtained. Practical implications Results can be useful for public policy to move toward new forms of monitoring internal institutional QA systems. Originality/value The research that supports this article aims at constructing our own categories to understand the same object that has been studied in developed countries, but in the Argentine-specific context.
{"title":"Quality assurance and new public management: transformations in organizational structures, functions and roles in Argentine universities","authors":"Mónica Marquina, Graciela Gimenez, Wenceslao Rodríguez, I. Mazzeo","doi":"10.1108/qae-10-2021-0160","DOIUrl":"https://doi.org/10.1108/qae-10-2021-0160","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to study how quality assurance (QA) has impacted Argentina’s higher education system, how QA tasks are reflected on the organizational structure of institutions, which kind of professional profiles the new QA staff assume and to what extent university life is reconfigured from these changes.\u0000\u0000\u0000Design/methodology/approach\u0000The authors draw on data from three work fields: collection and analysis of institutional data; survey applied to a stratified sample of staff who perform QA functions; and in-depth interviews with institutional QA professionals. Results show that universities have created specific areas and developed new functions and roles in QA.\u0000\u0000\u0000Findings\u0000The authors have observed a growing presence of dedicated personnel trained in developing these functions, positioned further down a path that had formerly distanced academics from administrative and institutional decision-makers. Unlike European universities, no evident tension was found between traditional sectors and the new professionals.\u0000\u0000\u0000Research limitations/implications\u0000The limited number of responses of the quantitative data collection technique (survey) only allowed for a general and descriptive analysis. This limitation is compensated with two other methodological processes (documental analysis and in-depth interviews), that allowed to incorporate “type of university” as a variable analyse the data obtained.\u0000\u0000\u0000Practical implications\u0000Results can be useful for public policy to move toward new forms of monitoring internal institutional QA systems.\u0000\u0000\u0000Originality/value\u0000The research that supports this article aims at constructing our own categories to understand the same object that has been studied in developed countries, but in the Argentine-specific context.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"30 11","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305117","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 : 2022-05-05DOI: 10.1108/qae-09-2021-0145
J. Duque
Purpose This paper aims to analyze how the legitimacy of the policy of external quality assurance (EQA) in Colombian higher education has evolved over the past 30 years through an examination of its two main instruments: the compulsory control of minimum quality standards for academic programs and institutions (registro calificado) and accreditations of excellence for programs and institutions. Design/methodology/approach Based on the methodology of process-tracing, this paper offers a review of the main sequences of the policy of EQA in Colombian higher education: the origins (1990–1998), the expansion (1998–2011) and the contestation (2011–2021). In each sequence, the sources of the substantive and procedural legitimacy of the policy are analyzed. This analysis is based on qualitative data comprising semi-structured interviews with key informants, online information from the 2011 and 2018 student protests and official documentation. Findings The policy of EQA in Colombian higher education had relatively high levels of substantive and procedural legitimacy during the first two sequences. However, the situation has become more ambivalent since 2011. On the one hand, internal contradictions and student movements’ growing criticism of neoliberal policies have undermined some of the foundations of this policy. On the other hand, higher education institutions and the Colombian Government still have a positive perception of EQA and have recently revisited the policy to address some of its shortcomings. Originality/value From a conceptual standpoint, this paper advances our understanding of how quality assurance in higher education gains, sustains or loses legitimacy by discussing and testing typologies of legitimacy in the analysis of a national system of EQA. From an empirical perspective, this paper provides a diachronic analysis of EQA in Colombian higher education, a case that has primarily been studied through a technical-rational perspective.
{"title":"The evolving legitimacy of external quality assurance in Colombian higher education","authors":"J. Duque","doi":"10.1108/qae-09-2021-0145","DOIUrl":"https://doi.org/10.1108/qae-09-2021-0145","url":null,"abstract":"\u0000Purpose\u0000This paper aims to analyze how the legitimacy of the policy of external quality assurance (EQA) in Colombian higher education has evolved over the past 30 years through an examination of its two main instruments: the compulsory control of minimum quality standards for academic programs and institutions (registro calificado) and accreditations of excellence for programs and institutions.\u0000\u0000\u0000Design/methodology/approach\u0000Based on the methodology of process-tracing, this paper offers a review of the main sequences of the policy of EQA in Colombian higher education: the origins (1990–1998), the expansion (1998–2011) and the contestation (2011–2021). In each sequence, the sources of the substantive and procedural legitimacy of the policy are analyzed. This analysis is based on qualitative data comprising semi-structured interviews with key informants, online information from the 2011 and 2018 student protests and official documentation.\u0000\u0000\u0000Findings\u0000The policy of EQA in Colombian higher education had relatively high levels of substantive and procedural legitimacy during the first two sequences. However, the situation has become more ambivalent since 2011. On the one hand, internal contradictions and student movements’ growing criticism of neoliberal policies have undermined some of the foundations of this policy. On the other hand, higher education institutions and the Colombian Government still have a positive perception of EQA and have recently revisited the policy to address some of its shortcomings.\u0000\u0000\u0000Originality/value\u0000From a conceptual standpoint, this paper advances our understanding of how quality assurance in higher education gains, sustains or loses legitimacy by discussing and testing typologies of legitimacy in the analysis of a national system of EQA. From an empirical perspective, this paper provides a diachronic analysis of EQA in Colombian higher education, a case that has primarily been studied through a technical-rational perspective.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43069932","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 : 2022-04-14DOI: 10.1108/qae-12-2021-0197
Sabiha Mumtaz, S. Parahoo, N. Gupta, H. Harvey
Purpose This paper aims to investigate the major challenges faced and lessons learned during the unplanned transition to online examinations (OE) at a traditional university following the COVID-19 pandemic. Design/methodology/approach This exploratory study involved two distinct samples (110 students and 30 instructors) drawn from a large public university and triangulated the qualitative and quantitative data to analyze how the university navigated the unplanned transition to OE. Findings The university faced several challenges related to a lack of proper institutional infrastructure, non-familiarity of the stakeholders with OE, lack of effective communication, limited student access to technology resources because of socio-economic impediments and academic integrity issues. Practical implications Short- and medium-term recommendations are proposed to enable continuity of teaching and learning in future emergency situations, including the establishment of technology-enabled exam centers, as well as strategies to assure instructor readiness for OE, academic integrity among students and the validity of the evaluation procedure for future OE. Originality/value This study shows how the unplanned transition to OE in a public university exposed new challenges for conducting OE, particularly in resource challenged emerging countries, where full integration of OE was a new experience and prior knowledge of potential issues was lacking.
{"title":"Tryst with the unknown: navigating an unplanned transition to online examinations","authors":"Sabiha Mumtaz, S. Parahoo, N. Gupta, H. Harvey","doi":"10.1108/qae-12-2021-0197","DOIUrl":"https://doi.org/10.1108/qae-12-2021-0197","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate the major challenges faced and lessons learned during the unplanned transition to online examinations (OE) at a traditional university following the COVID-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000This exploratory study involved two distinct samples (110 students and 30 instructors) drawn from a large public university and triangulated the qualitative and quantitative data to analyze how the university navigated the unplanned transition to OE.\u0000\u0000\u0000Findings\u0000The university faced several challenges related to a lack of proper institutional infrastructure, non-familiarity of the stakeholders with OE, lack of effective communication, limited student access to technology resources because of socio-economic impediments and academic integrity issues.\u0000\u0000\u0000Practical implications\u0000Short- and medium-term recommendations are proposed to enable continuity of teaching and learning in future emergency situations, including the establishment of technology-enabled exam centers, as well as strategies to assure instructor readiness for OE, academic integrity among students and the validity of the evaluation procedure for future OE.\u0000\u0000\u0000Originality/value\u0000This study shows how the unplanned transition to OE in a public university exposed new challenges for conducting OE, particularly in resource challenged emerging countries, where full integration of OE was a new experience and prior knowledge of potential issues was lacking.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46833390","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 : 2022-04-12DOI: 10.1108/qae-01-2022-0019
Atul Kumar, Amol Gawande, S. Raibagkar
Purpose The purpose of this study is to evaluate the sustenance of quality over the long run by higher education institutions (HEIs) as measured by the accreditation scores in two consecutive five-year cycles of accreditation, which is a global quality practice. It also aimed to uncover the causes of the decline in the quality performance of the majority of HEIs. Design/methodology/approach The authors analyzed 481 Indian HEIs based on their accreditation scores for the second and third cycles of assessment by the apex agency, the National Assessment and Accreditation Council. Given the alarming results, the authors investigated the matter further. Possible causes for the lack of quality sustenance on the part of Indian HEIs were ascertained. Findings While 161 HEIs showed improvement, 320 showed a decline in the accreditation scores. Indian HEIs are on a slippery slope in dealing with quality. This survey of a sample of 248 out of 481 institutions showed that much remains to be done by the Internal Quality Assurance Cells. The lack of institutionalization of quality is a major concern. Findings of this study have implications for HEIs across the globe who want to be assured of quality on a sustained basis. Originality/value This study is the first of its kind to look into drops in quality among HEIs that have been in a quality environment for more than 10 years. It warns institutions to guard against quality complacency to sustain quality in the long run.
{"title":"Quality complacency in Indian higher education institutions between the second and third cycles of accreditation","authors":"Atul Kumar, Amol Gawande, S. Raibagkar","doi":"10.1108/qae-01-2022-0019","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0019","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to evaluate the sustenance of quality over the long run by higher education institutions (HEIs) as measured by the accreditation scores in two consecutive five-year cycles of accreditation, which is a global quality practice. It also aimed to uncover the causes of the decline in the quality performance of the majority of HEIs.\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed 481 Indian HEIs based on their accreditation scores for the second and third cycles of assessment by the apex agency, the National Assessment and Accreditation Council. Given the alarming results, the authors investigated the matter further. Possible causes for the lack of quality sustenance on the part of Indian HEIs were ascertained.\u0000\u0000\u0000Findings\u0000While 161 HEIs showed improvement, 320 showed a decline in the accreditation scores. Indian HEIs are on a slippery slope in dealing with quality. This survey of a sample of 248 out of 481 institutions showed that much remains to be done by the Internal Quality Assurance Cells. The lack of institutionalization of quality is a major concern. Findings of this study have implications for HEIs across the globe who want to be assured of quality on a sustained basis.\u0000\u0000\u0000Originality/value\u0000This study is the first of its kind to look into drops in quality among HEIs that have been in a quality environment for more than 10 years. It warns institutions to guard against quality complacency to sustain quality in the long run.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46888641","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 : 2022-03-29DOI: 10.1108/qae-12-2021-0203
Brian Poole
Purpose The purpose of this paper is to examine the way “moderation” is defined and operationalised at UK universities. It is hoped that this investigation provides pointers for modifications in university documentation and practices, as well as indicates possible areas for future research. Design/methodology/approach This paper begins with a review of relevant scholarly literature, first tracing the history of the concept of moderation (essentially meaning the avoidance of extremes) in western thought and then proceeding to show how moderation is understood and operationalised in UK universities. Relevant documentation from 10 UK universities, all in the public domain, is analysed to show both commonalities and differences in definition and operationalisation of moderation. Findings This paper shows that universities differ in their understanding of the scope of moderation, with some seeing it as covering the evaluation of draft assessment artifacts. It is also noted that the distinction between moderation and marking is not always expressed in university documentation in ways that distinguish between the two with maximal clarity. Research limitations/implications Limitations include the relatively small sample of documents examined. Conversely, ancient universities (e.g. Edinburgh), long-established universities (e.g. Manchester) and 1992 and more recent universities (e.g. Manchester Metropolitan University and Suffolk) are contained in the sample, so moderation practices from across the sector are included. Practical implications The main findings are that some universities see moderation as including drafting, redrafting and approval of assessment artifacts, whereas others do not. In addition, although all universities stress that moderation and marking are separate activities, some documentation discusses both the activities in tandem; thus, undermining the contention that they are discrete. Both these findings have implications for UK university documentation in terms of both document structure and precise wording. Originality/value The approach taken, in which a sample of publicly available university documents is scrutinised and evaluated, casts a new light on understandings of “moderation”, which is a term and concept that may not always be examined critically by lecturers and quality assurance professionals involved in higher education.
{"title":"Moderation: concept and operationalisation in UK universities","authors":"Brian Poole","doi":"10.1108/qae-12-2021-0203","DOIUrl":"https://doi.org/10.1108/qae-12-2021-0203","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the way “moderation” is defined and operationalised at UK universities. It is hoped that this investigation provides pointers for modifications in university documentation and practices, as well as indicates possible areas for future research.\u0000\u0000\u0000Design/methodology/approach\u0000This paper begins with a review of relevant scholarly literature, first tracing the history of the concept of moderation (essentially meaning the avoidance of extremes) in western thought and then proceeding to show how moderation is understood and operationalised in UK universities. Relevant documentation from 10 UK universities, all in the public domain, is analysed to show both commonalities and differences in definition and operationalisation of moderation.\u0000\u0000\u0000Findings\u0000This paper shows that universities differ in their understanding of the scope of moderation, with some seeing it as covering the evaluation of draft assessment artifacts. It is also noted that the distinction between moderation and marking is not always expressed in university documentation in ways that distinguish between the two with maximal clarity.\u0000\u0000\u0000Research limitations/implications\u0000Limitations include the relatively small sample of documents examined. Conversely, ancient universities (e.g. Edinburgh), long-established universities (e.g. Manchester) and 1992 and more recent universities (e.g. Manchester Metropolitan University and Suffolk) are contained in the sample, so moderation practices from across the sector are included.\u0000\u0000\u0000Practical implications\u0000The main findings are that some universities see moderation as including drafting, redrafting and approval of assessment artifacts, whereas others do not. In addition, although all universities stress that moderation and marking are separate activities, some documentation discusses both the activities in tandem; thus, undermining the contention that they are discrete. Both these findings have implications for UK university documentation in terms of both document structure and precise wording.\u0000\u0000\u0000Originality/value\u0000The approach taken, in which a sample of publicly available university documents is scrutinised and evaluated, casts a new light on understandings of “moderation”, which is a term and concept that may not always be examined critically by lecturers and quality assurance professionals involved in higher education.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44742768","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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