Institutional accreditation of online institutions in the Anglophone Caribbean: synergies and misalignments

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2021-06-17 DOI:10.1080/13538322.2021.1935277

Pamela Dottin

引用次数: 1

Abstract

ABSTRACT This article explores the status of quality assurance provisions, internal and external, for online education in the Anglophone Caribbean region and provides a comparative analysis of current global trends. The findings of that analysis show that there is a misalignment between the provisions of the external quality assurance agencies and needs of the online institutions, particularly in the region. However, it also highlights the existence of a regional framework policy for quality assurance of online programmes which, if implemented, could alleviate much of the disconnect between the national external quality assurance agencies and the online institutions. Finally, it suggests the need for greater harmonisation between the standards of the various national quality assurance agencies and alignment to regional and international quality assurance for online models.

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加勒比英语国家在线教育机构的认证:协同效应和错位

本文探讨了英语加勒比地区在线教育的内部和外部质量保证规定的现状，并对当前的全球趋势进行了比较分析。该分析的结果表明，外部质量保证机构的规定与在线机构的需求之间存在不一致，特别是在该地区。然而，它也强调了在线课程质量保证的区域框架政策的存在，如果得到实施，可以在很大程度上缓解国家外部质量保证机构与在线机构之间的脱节。最后，它表明需要在各个国家质量保证机构的标准之间进行更大的协调，并与在线模型的区域和国际质量保证保持一致。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.