Internal quality assurance units: empirical evidence from Italy

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-09-29 DOI:10.1080/13538322.2022.2121197

Eleonora Erittu, M. Turri

引用次数: 1

Abstract

Abstract This article uses the theoretical framework developed by Elken and Stensaker to examine the characteristics of the quality assurance internal bodies in relation to composition, activities and factors perceived as critical for the success of quality assurance implementation within higher education institutions. The article is based on data collected from a survey sent out to Presidi della Qualità (PQAs), the internal bodies in charge of implementing quality assurance in Italian universities, at the end of the first national accreditation round. Results point out that PQAs’ activities are somewhat homogeneous while organisation solutions are different in relation to the institution’s size and their nature (whether they are state-funded or non-state-funded universities). The results also make it possible to ascertain that the aspect of quality work is central in determining the success of quality assurance.

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内部质量保证单位:来自意大利的经验证据

本文使用Elken和Stensaker开发的理论框架来研究质量保证内部机构在组成、活动和因素方面的特征，这些因素被认为是高等教育机构成功实施质量保证的关键。这篇文章基于在第一轮国家认证结束时向意大利大学质量管理委员会(PQAs)发送的一项调查收集的数据。PQAs是负责意大利大学质量保证的内部机构。结果指出，pqa的活动在某种程度上是同质的，而组织解决方案则因机构的规模和性质(无论它们是国家资助的还是非国家资助的大学)而不同。研究结果还使我们有可能确定，质量工作方面是决定质量保证成功与否的核心。

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.