Pub Date : 2023-08-17DOI: 10.1108/qae-05-2023-0083
Subhajit Chakraborty
Purpose The emergence of internet-based business models has given rise to online higher education institutions (OHEIs) that offer their undergraduate and graduate degree programs exclusively online with minimal physical presence. Research on OHEIs discusses the need for external legitimacy and resource acquisition, often ignoring the role of quality among these institutions. Hence, this study aims to investigate the role of digital quality of education on OHEIs’ survival. Design/methodology/approach Guided by four different inter-disciplinary theories, a conceptual framework is offered based on a comprehensive literature review. Findings The role of digital quality of education in improving the survival and strategic competitiveness of institutions in the US online higher education industry is highlighted. Research limitations/implications This conceptual paper highlights how the digital quality of education becomes increasingly important over the life cycle of OHEIs. Practical implications The proposed framework suggests that despite the competition provided by traditional and well-entrenched players, OHEIs can improve their survival and competitiveness if they invest strategically in the digital quality of education. Originality/value This study offers an overarching conceptual framework developed through an integration of multiple theoretical perspectives and grounded in the US online higher education industry.
{"title":"Digital quality’s role in US online higher education","authors":"Subhajit Chakraborty","doi":"10.1108/qae-05-2023-0083","DOIUrl":"https://doi.org/10.1108/qae-05-2023-0083","url":null,"abstract":"\u0000Purpose\u0000The emergence of internet-based business models has given rise to online higher education institutions (OHEIs) that offer their undergraduate and graduate degree programs exclusively online with minimal physical presence. Research on OHEIs discusses the need for external legitimacy and resource acquisition, often ignoring the role of quality among these institutions. Hence, this study aims to investigate the role of digital quality of education on OHEIs’ survival.\u0000\u0000\u0000Design/methodology/approach\u0000Guided by four different inter-disciplinary theories, a conceptual framework is offered based on a comprehensive literature review.\u0000\u0000\u0000Findings\u0000The role of digital quality of education in improving the survival and strategic competitiveness of institutions in the US online higher education industry is highlighted.\u0000\u0000\u0000Research limitations/implications\u0000This conceptual paper highlights how the digital quality of education becomes increasingly important over the life cycle of OHEIs.\u0000\u0000\u0000Practical implications\u0000The proposed framework suggests that despite the competition provided by traditional and well-entrenched players, OHEIs can improve their survival and competitiveness if they invest strategically in the digital quality of education.\u0000\u0000\u0000Originality/value\u0000This study offers an overarching conceptual framework developed through an integration of multiple theoretical perspectives and grounded in the US online higher education industry.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49515770","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 : 2023-08-01DOI: 10.1108/qae-03-2023-0038
Shahzaf Iqbal, C. A. Taib, M. R. Razalli
Purpose This study aims to investigate the mediating role of quality culture (QC) between transformational leadership (TFL), transactional leadership (TNL) and organizational performance (OP) in higher education institutions. Design/methodology/approach The study collects data through a nationwide survey of administrators representing public and private universities in Pakistan using stratified random sampling techniques, while partial least squares structural equation modeling (PLS-SEM) is used for data analysis. Findings The results show that both TFL and TNL directly influence QC and that QC directly influences OP. Additionally, the study reveals significant indirect effects of TFL and TNL on OP through QC. However, the direct effects of TFL and TNL on OP are not empirically supported. Research limitations/implications This study contributes theoretically to the understanding of OP in universities by examining valuable resources (TFL, TNL) and dynamic capability (QC) as predictors while also introducing QC as a mediator to explain the underlying mechanism between TFL, TNL and OP. However, limitations include a cross-sectional design, a small sample size and reliance on administrators' perceptions as the sole respondents. Practical implications This study provides interesting insights for leaders, policymakers and quality managers to integrate valuable, dynamic resources and foster QC by increasing quality awareness at all departmental levels, thereby improving university performance. Originality/value The novelty of this study is the introduction of QC as a mediator of TFL, TNL and OP in a university setting.
{"title":"The nexus between leadership styles and organizational performance: the mediating role of quality culture","authors":"Shahzaf Iqbal, C. A. Taib, M. R. Razalli","doi":"10.1108/qae-03-2023-0038","DOIUrl":"https://doi.org/10.1108/qae-03-2023-0038","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the mediating role of quality culture (QC) between transformational leadership (TFL), transactional leadership (TNL) and organizational performance (OP) in higher education institutions.\u0000\u0000\u0000Design/methodology/approach\u0000The study collects data through a nationwide survey of administrators representing public and private universities in Pakistan using stratified random sampling techniques, while partial least squares structural equation modeling (PLS-SEM) is used for data analysis.\u0000\u0000\u0000Findings\u0000The results show that both TFL and TNL directly influence QC and that QC directly influences OP. Additionally, the study reveals significant indirect effects of TFL and TNL on OP through QC. However, the direct effects of TFL and TNL on OP are not empirically supported.\u0000\u0000\u0000Research limitations/implications\u0000This study contributes theoretically to the understanding of OP in universities by examining valuable resources (TFL, TNL) and dynamic capability (QC) as predictors while also introducing QC as a mediator to explain the underlying mechanism between TFL, TNL and OP. However, limitations include a cross-sectional design, a small sample size and reliance on administrators' perceptions as the sole respondents.\u0000\u0000\u0000Practical implications\u0000This study provides interesting insights for leaders, policymakers and quality managers to integrate valuable, dynamic resources and foster QC by increasing quality awareness at all departmental levels, thereby improving university performance.\u0000\u0000\u0000Originality/value\u0000The novelty of this study is the introduction of QC as a mediator of TFL, TNL and OP in a university setting.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49127122","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 : 2023-07-13DOI: 10.1108/qae-03-2023-0042
Judit T. Kárász, K. Széll, Szabolcs Takács
Purpose Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents. Design/methodology/approach Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability. Findings The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results. Originality/value With this formula, we can form a connection between theoretical and simulation results.
{"title":"Closed formula of test length required for adaptive testing with medium probability of solution","authors":"Judit T. Kárász, K. Széll, Szabolcs Takács","doi":"10.1108/qae-03-2023-0042","DOIUrl":"https://doi.org/10.1108/qae-03-2023-0042","url":null,"abstract":"\u0000Purpose\u0000Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents.\u0000\u0000\u0000Design/methodology/approach\u0000Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability.\u0000\u0000\u0000Findings\u0000The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results.\u0000\u0000\u0000Originality/value\u0000With this formula, we can form a connection between theoretical and simulation results.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42211777","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 : 2023-07-12DOI: 10.1108/qae-03-2023-0051
Aaron Tham, M. J. de Villiers Scheepers, A. Grace, A. Ashton
Purpose This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness. Design/methodology/approach A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes. Findings The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments. Originality/value A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.
{"title":"Assurance of learning in business education – what exactly are we assuring, and whose business should it be?","authors":"Aaron Tham, M. J. de Villiers Scheepers, A. Grace, A. Ashton","doi":"10.1108/qae-03-2023-0051","DOIUrl":"https://doi.org/10.1108/qae-03-2023-0051","url":null,"abstract":"\u0000Purpose\u0000This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness.\u0000\u0000\u0000Design/methodology/approach\u0000A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes.\u0000\u0000\u0000Findings\u0000The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments.\u0000\u0000\u0000Originality/value\u0000A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48066549","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 : 2023-06-08DOI: 10.1108/qae-01-2023-0003
A. Calma
Purpose Skills development for business students is increasingly becoming more important in business education and the workplace. In this paper, students’ research skills are examined. The purpose of this paper is to identify some of the issues and challenges students face in developing research skills and how these can be addressed. Design/methodology/approach The study combines external marker evaluation and content analysis to evaluate one hundred 2,000-word essays and identify issues and challenges associated with students’ development of research skills. Findings Results show that the essays rate well in collecting and using sources and summarising key topics but miss on integrating sources in writing and inconsistency in citations and referencing. Research limitations/implications One of the paper’s limitations is using a sample from a single course in a business school in Australia. Nonetheless, the sampled essays represent similar writing tasks elsewhere that require students to display research skills. Practical implications Some implications for business and higher education are offered, including suggestions to address the issues and challenges raised in business education. For example, academics are encouraged to communicate clear expectations for writing tasks, provide support and show exemplars of business writing that incorporates practical research skills. Social implications Business students who develop effective research skills contribute to society by developing skills in effectively searching and evaluating information. This ensures business graduates in industry workplaces reach considered conclusions before making recommendations that could impact people’s lives. Originality/value The study is original in its approach to investigating the nuances of research skills deficiencies by using external expert examination combined with content analysis.
{"title":"Using assurance of learning data to assess business students’ research skills","authors":"A. Calma","doi":"10.1108/qae-01-2023-0003","DOIUrl":"https://doi.org/10.1108/qae-01-2023-0003","url":null,"abstract":"\u0000Purpose\u0000Skills development for business students is increasingly becoming more important in business education and the workplace. In this paper, students’ research skills are examined. The purpose of this paper is to identify some of the issues and challenges students face in developing research skills and how these can be addressed.\u0000\u0000\u0000Design/methodology/approach\u0000The study combines external marker evaluation and content analysis to evaluate one hundred 2,000-word essays and identify issues and challenges associated with students’ development of research skills.\u0000\u0000\u0000Findings\u0000Results show that the essays rate well in collecting and using sources and summarising key topics but miss on integrating sources in writing and inconsistency in citations and referencing.\u0000\u0000\u0000Research limitations/implications\u0000One of the paper’s limitations is using a sample from a single course in a business school in Australia. Nonetheless, the sampled essays represent similar writing tasks elsewhere that require students to display research skills.\u0000\u0000\u0000Practical implications\u0000Some implications for business and higher education are offered, including suggestions to address the issues and challenges raised in business education. For example, academics are encouraged to communicate clear expectations for writing tasks, provide support and show exemplars of business writing that incorporates practical research skills.\u0000\u0000\u0000Social implications\u0000Business students who develop effective research skills contribute to society by developing skills in effectively searching and evaluating information. This ensures business graduates in industry workplaces reach considered conclusions before making recommendations that could impact people’s lives.\u0000\u0000\u0000Originality/value\u0000The study is original in its approach to investigating the nuances of research skills deficiencies by using external expert examination combined with content analysis.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48008963","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 : 2023-06-02DOI: 10.1108/qae-02-2023-0036
Enitha M. Msamba, E. A. Msuya, W. Anangisye
Purpose In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals. Design/methodology/approach The study used a narrative research design that focuses on analysing the story of a particular event, object or programme as it occurred in a specific social context. Thirty-two purposefully selected respondents were interviewed, and data were analysed using the thematic approach. Findings The study found strengths and weaknesses in the in-service training planning process. The strength included coherence between the need for in-service training and country priority. Moreover, collective participation was promoted since all trainees were English language teachers. Perceived weaknesses included a lack of coherence between training objectives and teachers’ actual needs. Equally, collective participation was limited because trainees taught mixed grades with varied work environments and experiences. Besides, heads of schools were not involved in training planning. Even those tasked with a lead role in cascading training to untrained teachers lacked the confidence and competence to do so. Originality/value The study contributes to the body of knowledge by uncovering weaknesses associated with in-service planning in Tanzania. The study calls upon the future planners of in-service training to consider the elements of effective in-service training during the planning and ensure that the views of all stakeholders at the macro and micro levels are assessed for quality programme implementation and better results.
{"title":"In-service training for improving the implementation of competency-based curriculum in English foreign language teaching: is planning effective?","authors":"Enitha M. Msamba, E. A. Msuya, W. Anangisye","doi":"10.1108/qae-02-2023-0036","DOIUrl":"https://doi.org/10.1108/qae-02-2023-0036","url":null,"abstract":"\u0000Purpose\u0000In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals.\u0000\u0000\u0000Design/methodology/approach\u0000The study used a narrative research design that focuses on analysing the story of a particular event, object or programme as it occurred in a specific social context. Thirty-two purposefully selected respondents were interviewed, and data were analysed using the thematic approach.\u0000\u0000\u0000Findings\u0000The study found strengths and weaknesses in the in-service training planning process. The strength included coherence between the need for in-service training and country priority. Moreover, collective participation was promoted since all trainees were English language teachers. Perceived weaknesses included a lack of coherence between training objectives and teachers’ actual needs. Equally, collective participation was limited because trainees taught mixed grades with varied work environments and experiences. Besides, heads of schools were not involved in training planning. Even those tasked with a lead role in cascading training to untrained teachers lacked the confidence and competence to do so.\u0000\u0000\u0000Originality/value\u0000The study contributes to the body of knowledge by uncovering weaknesses associated with in-service planning in Tanzania. The study calls upon the future planners of in-service training to consider the elements of effective in-service training during the planning and ensure that the views of all stakeholders at the macro and micro levels are assessed for quality programme implementation and better results.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44563112","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}
Purpose The purpose of this study is to identify and address significant quality gaps present in business school dissertations in India. Dissertations, an integral and a special component of the overall business school learning process, acquaint students with the practical business world. Design/methodology/approach The authors benchmarked the dissertation processes of business schools in India against those of reputed business schools in Germany, France, Sweden and Australia. Using a survey questionnaire, the authors checked whether business schools in India followed international processes and, if not, what could be done to adopt such processes. A sample of 367 business schools was studied to obtain reasonable evidence. Findings There were major quality issues in the dissertation process across business schools in India. Serious groundwork preparation issues were identified, such as an absence of research proposals. Most business schools also reported that there were no rubrics for dissertation evaluation, resulting in high subjectivity in the evaluation process. Supervisor interactions and control over the progress of the dissertation were also found to be very weak. As a result, the authors conclude that dissertations from business schools in India have major gaps in quality. Originality/value This is a novel study that examines the quality assurance of business school dissertations. It highlights major quality concerns surrounding the business school dissertation process and suggests measures to address quality issues. The study’s implications apply to business schools in all developing countries and not just India.
{"title":"Sealing the gaps: enhancing quality control in business school dissertations","authors":"Atul Kumar, Amol Gawande, Akash Agarwal, Shailendra Kale, Vinaydeep Brar, S. Raibagkar","doi":"10.1108/qae-12-2022-0207","DOIUrl":"https://doi.org/10.1108/qae-12-2022-0207","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to identify and address significant quality gaps present in business school dissertations in India. Dissertations, an integral and a special component of the overall business school learning process, acquaint students with the practical business world.\u0000\u0000\u0000Design/methodology/approach\u0000The authors benchmarked the dissertation processes of business schools in India against those of reputed business schools in Germany, France, Sweden and Australia. Using a survey questionnaire, the authors checked whether business schools in India followed international processes and, if not, what could be done to adopt such processes. A sample of 367 business schools was studied to obtain reasonable evidence.\u0000\u0000\u0000Findings\u0000There were major quality issues in the dissertation process across business schools in India. Serious groundwork preparation issues were identified, such as an absence of research proposals. Most business schools also reported that there were no rubrics for dissertation evaluation, resulting in high subjectivity in the evaluation process. Supervisor interactions and control over the progress of the dissertation were also found to be very weak. As a result, the authors conclude that dissertations from business schools in India have major gaps in quality.\u0000\u0000\u0000Originality/value\u0000This is a novel study that examines the quality assurance of business school dissertations. It highlights major quality concerns surrounding the business school dissertation process and suggests measures to address quality issues. The study’s implications apply to business schools in all developing countries and not just India.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44985081","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 : 2023-05-09DOI: 10.1108/qae-01-2022-0013
S. C. Pandey, Swati Panda
Purpose Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes. Design/methodology/approach This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports. Findings While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it. Originality/value This investigation attempts to examine the shift to hybrid learning in the Indian context.
{"title":"Universities and innovation – the case of hybrid courses","authors":"S. C. Pandey, Swati Panda","doi":"10.1108/qae-01-2022-0013","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0013","url":null,"abstract":"\u0000Purpose\u0000Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports.\u0000\u0000\u0000Findings\u0000While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it.\u0000\u0000\u0000Originality/value\u0000This investigation attempts to examine the shift to hybrid learning in the Indian context.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380679","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 : 2023-05-09DOI: 10.1108/qae-10-2022-0176
Ernest Bruce-Twum
Purpose Private universities in Ghana are perceived to offer low-quality education, even though the few studies conducted have produced contradictory findings. In addition to the paucity of research in this area, the debate has not largely reflected the views of alumni. This study aims to present the perspectives of a major stakeholder group in education on the quality of the accounting programme offered by a chartered private university in Ghana. Design/methodology/approach A survey questionnaire was sent to 150 alumni from a private university who graduated between 2011 and 2015 to gather data and analysed using descriptive statistical methods and hierarchical factor analysis. Findings In contrast to the perception of low-quality programmes in private universities in Ghana, the alumni group believed that the private institution offered good-quality accounting programmes. The accounting programme was accessed to be fit for its purpose, and it has generally transformed the lives of the alumni group, thus making the programme meet their quality expectations. Practical implications The study’s findings are an important contribution to the debate on the quality of private universities programmes in general and specifically in accounting. Originality/value Although some research has been done on quality assurances and accounting programmes in public universities in Ghana, the authors know very little about the quality in private universities. The study presents the opinions of an alumni group on the controversy over private universities quality of education. This study closes a gap in the literature.
{"title":"Quality of the accounting programmes of private universities in Ghana: alumni group perspectives","authors":"Ernest Bruce-Twum","doi":"10.1108/qae-10-2022-0176","DOIUrl":"https://doi.org/10.1108/qae-10-2022-0176","url":null,"abstract":"\u0000Purpose\u0000Private universities in Ghana are perceived to offer low-quality education, even though the few studies conducted have produced contradictory findings. In addition to the paucity of research in this area, the debate has not largely reflected the views of alumni. This study aims to present the perspectives of a major stakeholder group in education on the quality of the accounting programme offered by a chartered private university in Ghana.\u0000\u0000\u0000Design/methodology/approach\u0000A survey questionnaire was sent to 150 alumni from a private university who graduated between 2011 and 2015 to gather data and analysed using descriptive statistical methods and hierarchical factor analysis.\u0000\u0000\u0000Findings\u0000In contrast to the perception of low-quality programmes in private universities in Ghana, the alumni group believed that the private institution offered good-quality accounting programmes. The accounting programme was accessed to be fit for its purpose, and it has generally transformed the lives of the alumni group, thus making the programme meet their quality expectations.\u0000\u0000\u0000Practical implications\u0000The study’s findings are an important contribution to the debate on the quality of private universities programmes in general and specifically in accounting.\u0000\u0000\u0000Originality/value\u0000Although some research has been done on quality assurances and accounting programmes in public universities in Ghana, the authors know very little about the quality in private universities. The study presents the opinions of an alumni group on the controversy over private universities quality of education. This study closes a gap in the literature.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46824289","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 : 2023-05-02DOI: 10.1108/qae-10-2022-0183
A. Muslim, F. A. Hamied, M. F. Gaffar, Maria Elvira Asuan, S. Samsudin, Watsatree Diteeyont, M. Margana, A. Suryani, J. Png, R. Solihat, Tina Priyantin, Nina Cassandra, G. Gunadi, Sumalee Sitthikorn
Purpose This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region. Design/methodology/approach The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia. Findings As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries. Research limitations/implications The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance. Practical/social implications The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic. Originality/value The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.
{"title":"Benefits, mechanisms and challenges of international accreditation for teacher education: ASEAN academics’ perspectives","authors":"A. Muslim, F. A. Hamied, M. F. Gaffar, Maria Elvira Asuan, S. Samsudin, Watsatree Diteeyont, M. Margana, A. Suryani, J. Png, R. Solihat, Tina Priyantin, Nina Cassandra, G. Gunadi, Sumalee Sitthikorn","doi":"10.1108/qae-10-2022-0183","DOIUrl":"https://doi.org/10.1108/qae-10-2022-0183","url":null,"abstract":"Purpose\u0000This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region.\u0000\u0000\u0000Design/methodology/approach\u0000The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia.\u0000\u0000\u0000Findings\u0000As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries.\u0000\u0000\u0000Research limitations/implications\u0000The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance.\u0000\u0000\u0000Practical/social implications\u0000The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic.\u0000\u0000\u0000Originality/value\u0000The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048225","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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