Pub Date : 2023-04-27DOI: 10.1108/qae-10-2022-0187
E. Cudney, Somer G. Anderson, Robbie Beane, S. Furterer, Lakshmy Mohandas, C. Laux
Purpose Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study. Design/methodology/approach A comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test. Findings This study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects. Research limitations/implications As a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students. Practical implications Categorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience. Originality/value This research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.
{"title":"Using the voice of the student to identify perceptions of teaching effectiveness attributes: a pilot study","authors":"E. Cudney, Somer G. Anderson, Robbie Beane, S. Furterer, Lakshmy Mohandas, C. Laux","doi":"10.1108/qae-10-2022-0187","DOIUrl":"https://doi.org/10.1108/qae-10-2022-0187","url":null,"abstract":"\u0000Purpose\u0000Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study.\u0000\u0000\u0000Design/methodology/approach\u0000A comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test.\u0000\u0000\u0000Findings\u0000This study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects.\u0000\u0000\u0000Research limitations/implications\u0000As a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students.\u0000\u0000\u0000Practical implications\u0000Categorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience.\u0000\u0000\u0000Originality/value\u0000This research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42106889","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 : 2023-04-27DOI: 10.1108/qae-09-2022-0163
K. Al-Tkhayneh, A. R. Altakhaineh, Khaled Khamis Nser
Purpose This study aims to discuss the impact of the physical environment on the quality of distance education from the viewpoint of a number of teaching staff in Jordanian universities during the COVID-19 pandemic. Design/methodology/approach A total of 308 lecturers were selected using a snowball sampling method from different social media websites. The researcher used a descriptive analysis method by conducting social surveys. Findings The results reveal that there is a negative impact of the physical environment on the quality of distance education from the perspective of the teaching staff in Jordanian universities during the COVID-19 pandemic. The results also show that there are statistically significant differences between males and females in terms of the quality of distance education in favor of males. In addition, there are no statistically significant differences in the quality of distance education based on the place from which the lecture is given and the faculty type. Practical implications The study recommends improving teaching staff’s performance in the teaching process, boosting their comfort level and reducing stress and anxiety which may be caused by the surrounding physical environment during distance education. Originality/value The topic of the study is of great significance to quality assurance in education, i.e. online learning and teaching.
{"title":"The impact of the physical environment on the quality of distance education","authors":"K. Al-Tkhayneh, A. R. Altakhaineh, Khaled Khamis Nser","doi":"10.1108/qae-09-2022-0163","DOIUrl":"https://doi.org/10.1108/qae-09-2022-0163","url":null,"abstract":"\u0000Purpose\u0000This study aims to discuss the impact of the physical environment on the quality of distance education from the viewpoint of a number of teaching staff in Jordanian universities during the COVID-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 308 lecturers were selected using a snowball sampling method from different social media websites. The researcher used a descriptive analysis method by conducting social surveys.\u0000\u0000\u0000Findings\u0000The results reveal that there is a negative impact of the physical environment on the quality of distance education from the perspective of the teaching staff in Jordanian universities during the COVID-19 pandemic. The results also show that there are statistically significant differences between males and females in terms of the quality of distance education in favor of males. In addition, there are no statistically significant differences in the quality of distance education based on the place from which the lecture is given and the faculty type.\u0000\u0000\u0000Practical implications\u0000The study recommends improving teaching staff’s performance in the teaching process, boosting their comfort level and reducing stress and anxiety which may be caused by the surrounding physical environment during distance education.\u0000\u0000\u0000Originality/value\u0000The topic of the study is of great significance to quality assurance in education, i.e. online learning and teaching.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44378111","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 : 2023-04-07DOI: 10.1108/qae-09-2022-0171
Krzysztof Rybiński
Purpose This paper aims to investigate the relationship between student emotions, professors' performance and course ratings and difficulty. Design/methodology/approach Natural language processing models are used to extract six basic emotions and several categories of professors' harmful performance from nearly one million student reviews randomly selected from the website ratemyprofessors.com. These features are used in regression analysis to analyse their relationship with numerical ratings of course quality and course difficulty. Findings Negative emotions and bad performance by professors are detected more often for low-rated courses and courses perceived as more difficult by students. Positive emotions are seen for highly rated and less challenging courses. Practical implications This paper shows that natural language processing tools can be used to enhance and strengthen the quality assurance processes at universities. The proposed methods can improve the often-contested student evaluation of teaching practices, help students make better and more informed choices about their courses and assist instructors to better tailor their teaching approaches and create a more positive learning environment for their students. Originality/value This paper presents a novel analysis of how student emotions and poor performance by professors, derived automatically from teacher evaluations by students, affect course ratings. Results also lead to a novel hypothesis that the student–course emotional match or student tolerance of bad behaviour by professors can affect the performance of students and their chances of completing their degree.
{"title":"Exploring the influence of student emotions and professor behaviour on course ratings: a quantitative analysis","authors":"Krzysztof Rybiński","doi":"10.1108/qae-09-2022-0171","DOIUrl":"https://doi.org/10.1108/qae-09-2022-0171","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate the relationship between student emotions, professors' performance and course ratings and difficulty.\u0000\u0000\u0000Design/methodology/approach\u0000Natural language processing models are used to extract six basic emotions and several categories of professors' harmful performance from nearly one million student reviews randomly selected from the website ratemyprofessors.com. These features are used in regression analysis to analyse their relationship with numerical ratings of course quality and course difficulty.\u0000\u0000\u0000Findings\u0000Negative emotions and bad performance by professors are detected more often for low-rated courses and courses perceived as more difficult by students. Positive emotions are seen for highly rated and less challenging courses.\u0000\u0000\u0000Practical implications\u0000This paper shows that natural language processing tools can be used to enhance and strengthen the quality assurance processes at universities. The proposed methods can improve the often-contested student evaluation of teaching practices, help students make better and more informed choices about their courses and assist instructors to better tailor their teaching approaches and create a more positive learning environment for their students.\u0000\u0000\u0000Originality/value\u0000This paper presents a novel analysis of how student emotions and poor performance by professors, derived automatically from teacher evaluations by students, affect course ratings. Results also lead to a novel hypothesis that the student–course emotional match or student tolerance of bad behaviour by professors can affect the performance of students and their chances of completing their degree.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49527313","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 : 2023-03-31DOI: 10.1108/qae-08-2022-0155
Doodnath Persad, P. Farrell, Carla Alonzo-Williams, Roxanne Sargeant
Purpose Unless higher education institutions ensure that first-rate academic programme offerings are supported with the provision of high-quality services, student satisfaction, retention, enrolment and ultimately, viability of the institutions will be adversely affected (Canic and McCarthy, 2000). The purpose of this paper is to evaluate the quality of selected administrative and academic support services by a community college in Trinidad and Tobago using a performance-only model of service quality (SERVPERF). This also informed the development of a service quality construct unique to the particular educational setting. Design/methodology/approach A multi-method approach was adopted where qualitative data from focus groups and two routine institutional surveys were triangulated with quantitative data from a slightly modified SERVPERF survey administered to separate random samples of students. Principal component analysis was also used to examine the unique service quality dimensions in this setting. Findings Results indicated that students had major issues with the timeliness of responses and staff not taking time to understand their needs. They also placed a high value on knowledge and courtesy of staff. Three separable dimensions of service quality (effectiveness and efficiency; professional and personal touch; and tangibles) emerged from the analysis. Originality/value This research demonstrated an appropriate approach which could be used to evaluate overall service quality as well as develop an instrument to routinely monitor, assess and inform improvements to service quality at similar types of tertiary-level educational institutions.
{"title":"Towards a model of service excellence at a community college in Trinidad and Tobago","authors":"Doodnath Persad, P. Farrell, Carla Alonzo-Williams, Roxanne Sargeant","doi":"10.1108/qae-08-2022-0155","DOIUrl":"https://doi.org/10.1108/qae-08-2022-0155","url":null,"abstract":"\u0000Purpose\u0000Unless higher education institutions ensure that first-rate academic programme offerings are supported with the provision of high-quality services, student satisfaction, retention, enrolment and ultimately, viability of the institutions will be adversely affected (Canic and McCarthy, 2000). The purpose of this paper is to evaluate the quality of selected administrative and academic support services by a community college in Trinidad and Tobago using a performance-only model of service quality (SERVPERF). This also informed the development of a service quality construct unique to the particular educational setting.\u0000\u0000\u0000Design/methodology/approach\u0000A multi-method approach was adopted where qualitative data from focus groups and two routine institutional surveys were triangulated with quantitative data from a slightly modified SERVPERF survey administered to separate random samples of students. Principal component analysis was also used to examine the unique service quality dimensions in this setting.\u0000\u0000\u0000Findings\u0000Results indicated that students had major issues with the timeliness of responses and staff not taking time to understand their needs. They also placed a high value on knowledge and courtesy of staff. Three separable dimensions of service quality (effectiveness and efficiency; professional and personal touch; and tangibles) emerged from the analysis.\u0000\u0000\u0000Originality/value\u0000This research demonstrated an appropriate approach which could be used to evaluate overall service quality as well as develop an instrument to routinely monitor, assess and inform improvements to service quality at similar types of tertiary-level educational institutions.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46120928","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 : 2023-03-28DOI: 10.1108/qae-10-2022-0189
E. Sfakianaki, Nikolaos Kaiseroglou, A. Kakouris
Purpose Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument. Findings The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic. Practical implications The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans. Originality/value This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment.
{"title":"An instrument for studying TQM implementation in primary education: development and empirical investigation","authors":"E. Sfakianaki, Nikolaos Kaiseroglou, A. Kakouris","doi":"10.1108/qae-10-2022-0189","DOIUrl":"https://doi.org/10.1108/qae-10-2022-0189","url":null,"abstract":"\u0000Purpose\u0000Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE.\u0000\u0000\u0000Design/methodology/approach\u0000This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument.\u0000\u0000\u0000Findings\u0000The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic.\u0000\u0000\u0000Practical implications\u0000The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans.\u0000\u0000\u0000Originality/value\u0000This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45013976","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}
[...]educational institutions should create organizational environments that enable faculty members, who are the people most directly involved, with structure and support to dynamism. [...]this Special Issue is an important collection of scholarship that examines how educators are using a range of flexible learning formats due to the environmental circumstances of the COVID-19 pandemic. [...]social behavioral aspects of online academic performance are researched in The Relationship Between Student Motivation and Academic Performance: The Mediating Role of Online Learning Behavior and The Relationship Between Social Media Based Teaching and Academic Performance During Covid-19.
{"title":"Guest editorial: Hybrid, blended and mixed-mode learning quality: more lessons learned in the COVID pandemic and beyond","authors":"Jeffrey W. Alstete, H. Flavian, K. Petrova","doi":"10.1108/qae-02-2023-205","DOIUrl":"https://doi.org/10.1108/qae-02-2023-205","url":null,"abstract":"[...]educational institutions should create organizational environments that enable faculty members, who are the people most directly involved, with structure and support to dynamism. [...]this Special Issue is an important collection of scholarship that examines how educators are using a range of flexible learning formats due to the environmental circumstances of the COVID-19 pandemic. [...]social behavioral aspects of online academic performance are researched in The Relationship Between Student Motivation and Academic Performance: The Mediating Role of Online Learning Behavior and The Relationship Between Social Media Based Teaching and Academic Performance During Covid-19.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45132738","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 : 2022-12-29DOI: 10.1108/qae-04-2022-0098
Rinat Arviv Elyashiv, O. Avidov-Ungar
Purpose Large-scale assessment has been used in many education systems as an instrument to evaluate educational performance nationally. This practice is based on the concept of epistemic governance which encourages school accountability. This study aims to explore teachers' perspectives regarding the value and uses of national large-scale assessment (NLSA), highlighting its relevance across contexts. Design/methodology/approach Using qualitative data, this paper presents the case of the Israeli NLSA tests – the Meitzav, while examining the perceptions and actions in which teachers engage to follow-up on the test results, and the extent to which they implement pedagogical change in light of the test results. Findings The findings showed that teachers tend to use the NLSA test results as a pedagogical tool to improve learning processes to a limited extent. They concede that most activity involving the tests at the school and class levels is dedicated to preparation and not to pedagogical change. Some explanations are suggested. Originality/value This paper discusses the theoretical and practical implications of the NLSA testing regime for the school, curriculum and pedagogy.
{"title":"Teachers' pedagogical implementation of the National Large-Scale Assessment (NLSA): improving and advancing teaching-learning processes","authors":"Rinat Arviv Elyashiv, O. Avidov-Ungar","doi":"10.1108/qae-04-2022-0098","DOIUrl":"https://doi.org/10.1108/qae-04-2022-0098","url":null,"abstract":"\u0000Purpose\u0000Large-scale assessment has been used in many education systems as an instrument to evaluate educational performance nationally. This practice is based on the concept of epistemic governance which encourages school accountability. This study aims to explore teachers' perspectives regarding the value and uses of national large-scale assessment (NLSA), highlighting its relevance across contexts.\u0000\u0000\u0000Design/methodology/approach\u0000Using qualitative data, this paper presents the case of the Israeli NLSA tests – the Meitzav, while examining the perceptions and actions in which teachers engage to follow-up on the test results, and the extent to which they implement pedagogical change in light of the test results.\u0000\u0000\u0000Findings\u0000The findings showed that teachers tend to use the NLSA test results as a pedagogical tool to improve learning processes to a limited extent. They concede that most activity involving the tests at the school and class levels is dedicated to preparation and not to pedagogical change. Some explanations are suggested.\u0000\u0000\u0000Originality/value\u0000This paper discusses the theoretical and practical implications of the NLSA testing regime for the school, curriculum and pedagogy.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44123051","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 : 2022-12-21DOI: 10.1108/qae-04-2022-0089
Y. Al-Mahdy, Mahmoud Emam
Purpose This study aims to investigate a mediated-effects model of organizational support and citizenship behaviour. The model proposes organizational support as an antecedent of citizenship behaviour and commitment to change (CTC) as a mediator in the organizational support–citizenship behaviour relationship. Design/methodology/approach Cross-sectional survey data were collected from university faculty (n = 221) and analyzed using structural equation modelling. Findings The findings showed that organizational support significantly contributes to increased citizenship behaviour and commitment of university faculty to program accreditation as an enterprise change process. The authors conclude that university-level organizational support shapes faculty’s CTC both directly and indirectly. The findings have significant practical implications for higher education institutions (HEIs) where new practices that aim at improving institutional effectiveness are embraced. Research limitations/implications The study is cross-sectional (i.e. one-time data collection), which restricts the ability to make generable inferences about cause-and-effect relationships. Although the authors tested a model, longitudinal research is needed to unpack the processes of organizational support, commitment and citizenship behaviour. During enterprise change management, organizations work tirelessly to build and maintain citizenship behaviour. Therefore, considering citizenship behaviour in relation to other processes over time is important. However, relying on one source of data may represent another limitation, which increases concerns about common method bias in the current investigation. Practical implications The study findings offer a number of implications to HEIs in contexts where accreditation is perceived as an enterprise change process. Universities, similar to any other organizations, rely consistently on methods and mechanism through which employees’ professional performance, engagement and involvement can be enhanced. Accreditation has always been examined by exploring externally focused variables such as global reputation, organizational prestige and international prominence. The present study, however, draws attention to how perceived organizational support (POS) may be an equally important lever that needs to be considered before accreditation is introduced in HEIs. University chancellors, deans and other university leaders can directly influence organizational support by creating a system that weighs the extra work needed, the human resources and the incentives, and developing a plausible action plan. Social implications It is unlikely that all faculty members will maintain quality relationship with the university leadership and immediate leaders such as department chairpersons or the college dean. This unlikelihood increases during crisis and change time. The study findings showed that POS contributes significantly to organizational citizenship beh
{"title":"Program accreditation for enterprise change: how organizational support and commitment impact citizenship behaviour in Oman","authors":"Y. Al-Mahdy, Mahmoud Emam","doi":"10.1108/qae-04-2022-0089","DOIUrl":"https://doi.org/10.1108/qae-04-2022-0089","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate a mediated-effects model of organizational support and citizenship behaviour. The model proposes organizational support as an antecedent of citizenship behaviour and commitment to change (CTC) as a mediator in the organizational support–citizenship behaviour relationship.\u0000\u0000\u0000Design/methodology/approach\u0000Cross-sectional survey data were collected from university faculty (n = 221) and analyzed using structural equation modelling.\u0000\u0000\u0000Findings\u0000The findings showed that organizational support significantly contributes to increased citizenship behaviour and commitment of university faculty to program accreditation as an enterprise change process. The authors conclude that university-level organizational support shapes faculty’s CTC both directly and indirectly. The findings have significant practical implications for higher education institutions (HEIs) where new practices that aim at improving institutional effectiveness are embraced.\u0000\u0000\u0000Research limitations/implications\u0000The study is cross-sectional (i.e. one-time data collection), which restricts the ability to make generable inferences about cause-and-effect relationships. Although the authors tested a model, longitudinal research is needed to unpack the processes of organizational support, commitment and citizenship behaviour. During enterprise change management, organizations work tirelessly to build and maintain citizenship behaviour. Therefore, considering citizenship behaviour in relation to other processes over time is important. However, relying on one source of data may represent another limitation, which increases concerns about common method bias in the current investigation.\u0000\u0000\u0000Practical implications\u0000The study findings offer a number of implications to HEIs in contexts where accreditation is perceived as an enterprise change process. Universities, similar to any other organizations, rely consistently on methods and mechanism through which employees’ professional performance, engagement and involvement can be enhanced. Accreditation has always been examined by exploring externally focused variables such as global reputation, organizational prestige and international prominence. The present study, however, draws attention to how perceived organizational support (POS) may be an equally important lever that needs to be considered before accreditation is introduced in HEIs. University chancellors, deans and other university leaders can directly influence organizational support by creating a system that weighs the extra work needed, the human resources and the incentives, and developing a plausible action plan.\u0000\u0000\u0000Social implications\u0000It is unlikely that all faculty members will maintain quality relationship with the university leadership and immediate leaders such as department chairpersons or the college dean. This unlikelihood increases during crisis and change time. The study findings showed that POS contributes significantly to organizational citizenship beh","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427883","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 : 2022-12-20DOI: 10.1108/qae-02-2022-0030
Klodiana Kolomitro, Jenna Inglese, Denise Stockley, Jill Scott, Madison Wright
Purpose In 2010, the Ontario Universities Quality Assurance Council was established and became responsible for monitoring the quality of university programs, and each university was tasked with establishing institutional quality assurance purposes. The purpose of this study is to evaluate the effectiveness of the quality assurance process at facilitating change at one Canadian institution. Design/methodology/approach To better understand the impacts of quality assurance, the authors analyzed 39 self-study documents, which were completed for all academic programs at Queen’s University. Focus groups were also conducted with key stakeholders to gain more insights into the institutional change that resulted from completing these self-studies. Findings After the analysis of the self-studies and focus groups, three themes emerged as impacts of completing self-studies: teaching and learning, identity and collaboration and resource allocation and strategic planning. This study demonstrates that self-studies completed by departments have value beyond simply meeting the provincial mandate, as they are effective in catalyzing positive institutional change. Research limitations/implications The self-study documents were created for the purpose of institutional quality assurance process, not this research study, therefore limiting the data that could be collected. Practical implications Four considerations are provided at the end of this study to spark conversations at other institutions when reviewing and assessing the impact of their quality assurance processes. Originality/value To the best of the authors’ knowledge, this is the first time self-studies have been analyzed to evaluate the quality assurance process.
{"title":"Institutional change through departmental quality assurance self-studies","authors":"Klodiana Kolomitro, Jenna Inglese, Denise Stockley, Jill Scott, Madison Wright","doi":"10.1108/qae-02-2022-0030","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0030","url":null,"abstract":"\u0000Purpose\u0000In 2010, the Ontario Universities Quality Assurance Council was established and became responsible for monitoring the quality of university programs, and each university was tasked with establishing institutional quality assurance purposes. The purpose of this study is to evaluate the effectiveness of the quality assurance process at facilitating change at one Canadian institution.\u0000\u0000\u0000Design/methodology/approach\u0000To better understand the impacts of quality assurance, the authors analyzed 39 self-study documents, which were completed for all academic programs at Queen’s University. Focus groups were also conducted with key stakeholders to gain more insights into the institutional change that resulted from completing these self-studies.\u0000\u0000\u0000Findings\u0000After the analysis of the self-studies and focus groups, three themes emerged as impacts of completing self-studies: teaching and learning, identity and collaboration and resource allocation and strategic planning. This study demonstrates that self-studies completed by departments have value beyond simply meeting the provincial mandate, as they are effective in catalyzing positive institutional change.\u0000\u0000\u0000Research limitations/implications\u0000The self-study documents were created for the purpose of institutional quality assurance process, not this research study, therefore limiting the data that could be collected.\u0000\u0000\u0000Practical implications\u0000Four considerations are provided at the end of this study to spark conversations at other institutions when reviewing and assessing the impact of their quality assurance processes.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first time self-studies have been analyzed to evaluate the quality assurance process.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43870670","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 : 2022-12-09DOI: 10.1108/qae-01-2022-0020
Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif
Purpose Persistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication. Design/methodology/approach A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management. Findings The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management. Practical implications This research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE. Originality/value The study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.
{"title":"Enhancing the organisation and the management of built environment higher education courses","authors":"Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif","doi":"10.1108/qae-01-2022-0020","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0020","url":null,"abstract":"\u0000Purpose\u0000Persistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication.\u0000\u0000\u0000Design/methodology/approach\u0000A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management.\u0000\u0000\u0000Findings\u0000The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management.\u0000\u0000\u0000Practical implications\u0000This research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE.\u0000\u0000\u0000Originality/value\u0000The study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47590014","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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