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Academics’ support for quality assurance (QA) depends on several factors, including their sense of ownership, which seems to be influenced by academics’ participation in QA’s implementation. This paper aims to understand whether this participation is indeed contributing to academics’ ownership of QA. Findings from a survey of Portuguese academics’ on their participation in study programmes accreditation suggests that this may not be the case. Academics present a partial withdrawal towards effective participation in study programmes’ accreditation, especially regarding external assessment. Furthermore, they do not seem willing to enhance this participation nor are they very critical about it. Since academics’ sense of ownership is essential for the successful implementation of QA, these results may represent a challenge for both institutions and QA agencies. 相似文献
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Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
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Girmaw A. Akalu 《Quality in Higher Education》2016,22(3):260-276
Ensuring and assuring the quality of higher education have become dominant policy discourses in many jurisdictions across the globe. Yet, the pressures of massification and its attendant problems mean that academics now have increasingly demanding roles to improve student learning, particularly so in systems ravaged by a paucity of resources. The study reported in this article explores the experiences of and the challenges faced by academics in a large public university in Ethiopia during a period of graduate education expansion. The study found that academics hold onto ‘exceptional’ and ‘transformative’ notions of quality as they made judgements about the quality of education, which they saw as declining since the onset of expansion. As well, academics associated the entire expansion effort with burden, alienation, enhanced workload and loss of autonomy for the professor. The study suggests that policies intended to improve the quality of higher education should, inter alia, attend to the concerns of front-line academics. 相似文献
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Patrick Boyle 《Assessment & Evaluation in Higher Education》1997,22(2):111-121
In the last decade or so there has been a proliferation of literature(s) concerning quality assurance (QA) in a variety of contexts. The literatures which have primary relevance to higher education span a range of disciplines or transdisciplines, including management science and development evaluation, organisational behaviour and change, and the study of higher education. While evolution has occurred in approaches to QA in many institutions, piecemeal, non‐systemic or poorly planned and integrated approaches are still common. This paper distils some key ideas from the literatures on QA and higher education culture and practice and proposes a model for educational quality assurance (EQA). The model is evolutionary, in that it (1) is built on and integrates ideas from research, practice and case evidence; (2) integrates key elements of educational environments which influence the quality of climate, process and outcome, but which are often not strongly linked in QA strategies or systems; and (3) has continual quality improvement in student learning at its heart and as its primary goal, with accountability as an important consequence. 相似文献
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Orlanda Tavares Cristina Sin Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice. 相似文献
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Sónia Cardoso Maria J. Rosa Bjørn Stensaker 《Assessment & Evaluation in Higher Education》2016,41(6):950-965
Quality assurance is currently an established activity in Europe, driven either by national quality assurance agencies or by institutions themselves. However, whether quality assurance is perceived as actually being capable of promoting quality is still a question open to discussion. Based on three different views on quality derived from the literature – quality as culture, as compliance and as consistency – the current article sheds light on this issue by identifying the main obstacles to quality as perceived by Portuguese academics. The analysis reveals that academics tend to see those obstacles as essentially related to the view of quality as culture and especially with its structural component, including the design and functioning of institutional governance and management. Although this may indeed correspond to the Portuguese higher education institutions’ reality, one must not forget that academics tend to have a poor knowledge about the structural frames that are embedded in governance and management. By highlighting obstacles related to different views on quality, this study may serve as a base to the development of more effective quality assurance mechanisms. 相似文献
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In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.
相似文献9.
Lori Goff 《Higher Education》2017,74(1):179-195
As the quality of university education garners increasingly more interest in both the public and in the literature, and as quality assurance (QA) processes are developed and implemented within universities around the world, it is important to carefully consider what is meant by the term quality. This study attempts to add to the literature empirical data from interviews conducted with senior administrators within Canada’s province of Ontario. A quality assurance framework was developed by the Ontario Council of Academic Vice-Presidents in response to international trends in QA and implemented by all 21 Ontario universities in 2011. This phenomenographic study explored the conceptions of quality held by senior university administrators and their strategies for implementing QA processes. Results revealed a range of QA approaches that are employed within Ontario’s universities. Rather than the two categories of retrospective QA and prospective QA that Biggs (High Educ 41:221–238, 2001) postulated, results indicate a more complex spectrum that involves three main approaches to QA: an approach aimed at defending quality, an approach aimed at demonstrating quality, and an approach aimed at enhancing quality. These approaches are considered in relation to Biggs’s (High Educ 41:221–238, 2001) ideas about quality enhancement and a revision to his model is proposed. 相似文献
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Sónia Cardoso Maria J. Rosa Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2019,44(2):249-262
This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices. 相似文献
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Sybert Mutereko 《Assessment & Evaluation in Higher Education》2018,43(2):235-247
Using Foucault’s power concepts of the panopticon and governmentality as analytic and heuristic tools, this study reveals insights into how accreditation creates power networks in the quality assurance of higher education graduates in South Africa. The study draws on 11 in-depth interviews with academics from the Faculty of Engineering at a university of technology, and comprehensive documentary analysis, as the main sources of data to demonstrate that quality assurance is not neutral or apolitical, but legitimises the positions of those with power through accreditation. This study establishes that the Engineering Council of South Africa epitomises the centred power of a panopticon surveillance system through its various supervisory mechanisms, such as site visits. On the other hand, there is clear evidence of governmentality notions in which the locus of power has been decentralised and internalised in the governed by giving them autonomy and responsibilities in certain aspects of the engineering curriculum. This study has important theoretical and practical implications for the field of higher education and the circulation of professional qualifications. Caution must be taken to ensure that the curriculum is not narrowly centred on the interests of the powerful labour market but responsive to other societal and student needs. 相似文献
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姚荣 《河北师范大学学报(教育科学版)》2021,23(2)
高等教育质量保障的法律规制是大学法研究的前沿议题,以德国与美国为代表的两大法律体系,分别被纳入公法规制与普通法规制的范畴。在德国,高等教育认证行为属于行政行为,高校与认证代理机构之间的纠纷属于公法争议。申诉、行政诉讼与宪法诉愿等公法救济机制,构成德国高等学校与认证代理机构之间纠纷的解决渠道。如何避免认证对学术自由构成侵害,已成为德国公法学界与实务界关注的核心议题。受联邦宪法法院大学课程认证裁定的影响,德国高等教育认证体系正在进行深刻变革与调整。在美国,高等教育认证机构具有非营利性组织的法律地位,须履行诚实信用以及基本的正当程序等普通法的一般义务。高等教育认证机构对“认证联邦化”的抵制以及高等教育机构对认证决定的抱怨或不满,构成美国高等教育质量保障纠纷的焦点议题。穷尽内部救济与“司法终局性”原则,被视为美国高等教育质量保障纠纷的解决机制。德美两国在高等教育质量保障法律纠纷的解决中形成的经验和教训,对我国明确高等教育质量保障机构的法律地位、强化高等教育质量保障的程序正义、建全高等教育质量的多元纠纷解决机制具有重要启示。 相似文献
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Meggan Madden 《Higher Education》2014,67(1):91-104
Although Vi?t Nam’s experiences with quality assurance (QA) policy development have been influenced by its relationships with, and funding from, the World Bank and regional organizations, the state-centric values of the Socialist Republic of Vi?t Nam still navigate the implementation process. The development of QA in Vietnamese higher education has walked a fine line between neo-liberal, free market strategies and state-centric, protectionist perspectives. Policy document analysis and key informant interviews show that the implementation of QA policies in Vi?t Nam is an example of how one developing country walks the line between state-centric values and neoliberal principles. 相似文献
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Yung-Chi Hou Martin Ince Sandy Tsai Wayne Wang Vicky Hung Chung Lin Jiang 《高等教育研究与发展》2016,35(3):473-487
Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies. 相似文献
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In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities. 相似文献
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While quality measures in higher education in general have gained significant and growing attention over the past 30 years, questions remain about quality in open universities. This research was an international comparative case study focusing on perceptions of quality and quality assurance (QA) in learner support areas at open universities. The goal of the study was to explore and understand the concept of quality and QA in three open universities in Southeast Asia from the perspectives of practitioners, instructors, and administrators serving in learner support areas. Results indicate that staff at all three institutions view satisfying students as the primary quality criterion in learner support areas, while their conceptualizations of QA focus on the importance of quality guidelines (standard operating procedures) as the roadmap to meeting individual quality criteria. 相似文献
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Rille Raaper 《Critical Studies in Education》2016,57(2):175-190
Neoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part of the technologies that increasingly govern academics and their work in universities. I will draw on Foucault’s theories of governmentality and subjectification, and discourse analysis that have framed the research conducted with 16 academics in one university in the UK. While academics in the study expressed frustration with neoliberal reforms in general, and assessment policies in particular, they tended not to demonstrate overt resistance within their university systems. The reasons for this will be questioned and analysed in relation to a neoliberal mode of government where power relations shaping academic subjectivities are diffuse and pervasive. I will discuss the ways in which academics understand and act within these power relations, and I will also demonstrate a variety of covert practices that academics tend to apply when coping with the neoliberal technologies of government such as assessment. 相似文献
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为提升高校混合学习质量,“英联邦学习共同体”制定了混合学习质量评估标准,简称QA评估标准,经过多次修订现已正式投入使用。QA评估标准主要包括网站导航、课程内容、教学设计、课程结构、学生支持、技术媒介、学业评价以及质量保障和评估8个一级指标和50个二级指标。基于对其构成与实践的探析,结合全面质量管理理论,我国高校混合学习质量评估工作的开展应确立高校混合学习全过程评估的评价理念与目标,构建基于全面质量管理的混合学习质量评估标准,并在实践中不断完善。 相似文献
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The present affiliation policy regime of Ghana’s higher education system has existed for more than two decades. However, empirical studies to examine the policy rhetoric and reality with regard to building quality assurance capacity in mentored institutions appear non-existent. This paper is based on an illustrative qualitative case study undertaken to examine the achievements and challenges of implementing the policy to build internal quality assurance capacities in mentored institutions. The study was guided by Institutional Theory using 12 key informant in-depth interviews and document reviews as data collection sources. The findings indicate a minimal achievement of the policy intent on internal quality assurance capacity building due to key implementation challenges such as a tripartite relationship structure; increasing cost on mentored institutions and increasing workload on mentor institutions. The study concludes that the gap between the policy rhetoric and reality in the studied mentored institutions appears undesirable and requires stakeholders’ attention. 相似文献
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于凌云黄淑萍 《宁波大学学报(教育科学版)》2017,(5):72-075
大学生学习质量的高低是考评高校办学质量的核心要素,而学生参与能够反映学生在学业相关活动中投入的时间和努力的程度,是评价学习质量的重要依据。影响学生学习投入的两个主要变量包括学生自身以及外在的教育支持。关注学生参与,可以清晰地展示学生发展的维度、程度和质量,也将形成一个方向标,指明高校内部教学质量管理上应提高的方面。通过从制度上、意识上、渠道上和资源上构建学习质量保证体系,可以形成整合力促进学生参与,激励学生主动参与教学活动,提高学习质量。 相似文献