Quality in Higher Education最新文献

{"title":"Retiring Editorial Board Members","authors":"","doi":"10.1080/13538322.2022.2030529","DOIUrl":"https://doi.org/10.1080/13538322.2022.2030529","url":null,"abstract":"","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76837656","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}

{"title":"Performance data governance and management of learning and teaching in higher education: the SQELT project","authors":"T. Leiber","doi":"10.1080/13538322.2021.1951438","DOIUrl":"https://doi.org/10.1080/13538322.2021.1951438","url":null,"abstract":"This special issue of Quality in Higher Education is dedicated to the theme of Performance Data Governance and Management (PDGM) of Learning and Teaching in Higher Education. The seven articles deal with the achievements, success and desiderata of PDGM at six European universities from Austria, Belgium, Italy, Poland, Portugal and the United Kingdom and beyond. The articles arose from work done in the Erasmus+ project SQELT (Sustainable Quality Enhancement in Higher Education Learning and Teaching) that gathered ten institutional partners from nine European countries in a Strategic Partnership (SQELT, 2020). More specifically, the authors of the special issue came from eight European universities, an evaluation and quality assurance agency and a policy research centre. The SQELT project investigated PDGM in learning and teaching of higher education including its policy and core elements, for example a PDGM policy, an ethical code of practice for data analytics and a comprehensive performance indicator set. These and further relevant elements are not per se completely novel. However, at many higher education organisational places they are still often not fully known or only present in rudimentary ways related to pronounced island approaches in PDGM, which are not exactly a proof of systematic organisational effectivity and efficiency. Therefore, it was the intention of the SQELT project to produce, as far as possible with such limited resources, a systematic and integrated approach to PDGM matters that should support the universities of the partnership as well as any other interested university to improve their PDGM systems. In the light of notorious success factors of quality management and evidence-informed organisational development in higher education institutions (Leiber, 2019b, 332ff.), benchlearning and strategic SWOT analyses related to the SQELT university project partners’ actual PDGM approaches exhibited the need of several initiatives of evidence-informed organisational development to further develop, improve and refine their PDGM models. Particularly, the sample PDGM models showed the following four main organisational transformation needs. First, procedures of data processing and communication, software platforms and responsible bodies for collecting and interpreting performance indicators must be further developed to improve quality as well as usability and","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74906656","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}

{"title":"Performance governance and management in higher education revisited: international developments and perspectives","authors":"J. Huisman, B. Stensaker","doi":"10.1080/13538322.2021.1951457","DOIUrl":"https://doi.org/10.1080/13538322.2021.1951457","url":null,"abstract":"ABSTRACT The article identifies current trends with respect to the governance and management of institutional performance in higher education institutions and discusses how recent developments in this area can be interpreted. It is argued that performance governance is changing with respect to the way performances are documented, measured and disseminated. It is argued that meaning creation and the relationship between institutional achievements and their significance for current societal challenges are becoming more focal. The article showcases recent policy initiatives and practices with respect to performance and accountability. The article ends by highlighting possible implications for institutional management and leadership.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86708436","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}

{"title":"Innovation, professionalisation and evaluation: implications for quality management in higher education","authors":"P. Pohlenz","doi":"10.1080/13538322.2021.1951452","DOIUrl":"https://doi.org/10.1080/13538322.2021.1951452","url":null,"abstract":"ABSTRACT At first sight, discussing the relevance of innovation, professionalisation and evaluation for higher education quality management seems to be redundant. Universities can legitimately be expected to be innovation-friendly, to pursue professionalism in their approaches to teaching and to be appreciative towards an evidence-supported management practice that relies on sound evaluation research methods. At second sight however, things prove to be blurry. For instance, evaluation practice in the field of higher education, with its focus on predefined quality indicators can in the worst case impede teaching innovation that requires more openness and error-tolerance. The paper thus discusses innovation, professionalisation and evaluation as interrelated concepts that can in the best case contribute to an adaptive and agile quality management environment which is context sensitive and creates trust in the employed mechanisms and those who are in charge to perform them.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86069084","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}

{"title":"Performance indicators in higher education quality management of learning and teaching: lessons from a benchlearning exercise of six European universities","authors":"G. Barbato, Justyna Bugaj, David F. J. Campbell, R. Cerbino, Piotr Ciesielski, Agnieszka Feliks-Długosz, M. Milani, Attila Pausits","doi":"10.1080/13538322.2021.1951456","DOIUrl":"https://doi.org/10.1080/13538322.2021.1951456","url":null,"abstract":"ABSTRACT The article presents results of an Erasmus+ project that aimed at suggesting a comprehensive performance indicator set for learning and teaching. Based on a benchlearning exercise among the six project universities, the article presents findings of an exploratory research on the assessment of the developed indicator set by members of four stakeholder groups (leadership, quality management staff, teachers, students). It emerges that learning and teaching quality should be assessed through a holistic approach, though some learning and teaching domains (competences and learning outcomes) appear more important for learning and teaching quality enhancement. Perception on the usefulness of the project’s performance indicator list varies considerably among different stakeholders, influenced by both external factors and consolidated internal practices. Moreover, findings highlight a modest awareness of how learning and teaching quality is assessed. The project results may be a diagnostic instrument or a strategic opportunity to complement existing institutional and national quality management systems in learning and teaching.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89747889","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}

{"title":"Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique","authors":"Nelson Casimiro Zavale","doi":"10.1080/13538322.2021.2010987","DOIUrl":"https://doi.org/10.1080/13538322.2021.2010987","url":null,"abstract":"ABSTRACT As elsewhere in Africa, Mozambique established, during the 2000s, a national higher education quality assurance system to cope with the country’s rapid expansion of higher education. In 2014, the national quality assurance agency began the accreditation process. From 2015 to 2020, the Eduardo Mondlane University (UEM), the country’s oldest and largest public university, has accredited about 30 academic programmes. Based on UEM’s case and on reflection-in-action and reflection-on-action, this article examines the challenges of accreditation in Mozambique and in Africa. The reflection focuses on challenges related to the process and instruments, organisational setting, resources and policy and impact of accreditation. These challenges suggest that, alongside establishing quality assurance mechanisms in Africa, attention should also be paid to identifying and dealing with challenges constraining or facilitating implementation of these mechanisms, particularly if quality assurance systems are intended to improve the quality of institutions and make them accountable.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75616093","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}

{"title":"‘We’re stubborn enough to create our own world’: how programme directors frame higher education quality in interdependence","authors":"K. Weenink, N. Aarts, Sandra Jacobs","doi":"10.1080/13538322.2021.2008290","DOIUrl":"https://doi.org/10.1080/13538322.2021.2008290","url":null,"abstract":"ABSTRACT Little is known about how the complex notion of higher education quality is understood and (strategically) handled by a specific group of key university actors: directors of educational programmes. A framing analysis of in-depth interviews was conducted to explore how bachelor-programme directors in Dutch social science departments understand and enact quality, while maintaining multiple commitments. The analysis revealed that directors share a non-problematic, understanding of quality as realising a good educational programme, programme. They enact different quality frames while upholding their programme and position but face issues in practice. Balancing different goals and interests is a recurrent strategy. The directors’ room for manoeuvre to enact their quality views, however, is position-dependent. Whereas some directors can play it out in any direction, others experience responsibility without power. Quality’s plasticity provides the flexibility to maintain the idea of improvement, even in limiting circumstances, while preventing structural changes at a more fundamental level.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80265589","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}

{"title":"Benefits and challenges of cross-border quality assurance in higher education. A case study in engineering education in Europe","authors":"Teresa Sánchez-Chaparro, B. Remaud, Víctor Gómez-Frías, Caty Duykaerts, A. Jolly","doi":"10.1080/13538322.2021.2004984","DOIUrl":"https://doi.org/10.1080/13538322.2021.2004984","url":null,"abstract":"ABSTRACT Quality assurance in higher education has become a global activity. In the European Higher Education Area, cross-border quality assurance has been heavily encouraged by the European Commission. Behind this, lies the belief that encouraging competition among quality assurance bodies and introducing a liberal ‘market’ logic into the sector would result in a better overall quality of higher education. However, some critical voices have pinpointed possible risks of this practice. This calls for a better understanding of the actual implications of cross-border quality assurance. Using a purposely chosen case study, this article reflects on the risks and benefits of cross-border quality assurance in Europe. The case study involves the accreditation in the engineering sector in Belgium by a French accreditation agency, in partnership with a Belgian agency. Benefits and challenges of cross-border quality assurance are identified, as well as several key lessons for quality assurance bodies involved in this type of activity.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82856795","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}

{"title":"The role of external quality assurance for student learning outcomes in Japan: evaluation of evidence between bureaucracy and peer reviews","authors":"Ayaka Noda","doi":"10.1080/13538322.2021.1986252","DOIUrl":"https://doi.org/10.1080/13538322.2021.1986252","url":null,"abstract":"ABSTRACT This study examines the roles and challenges of external quality assurance in reviewing learning outcome assessments of Japanese universities. Following criticism that Japan has overly relied on the difficulty of entrance examination as a quality metric for a given institution, rather than graduates’ competencies, there is more pressure for transparency in higher education. Recognising the shift from the old dichotomy to a new ‘trinity’ (accountability, improvement and transparency), Japanese accreditation has pushed universities to define, assess and improve learning outcomes. Applying the double logic of quality assurance (bureaucracy and peer review) and employing interviews with key quality assurance agency personnel, this study shows peer reviewers’ professional judgment as qualitative, contextual and even philosophical, thus helping enhance a university’s uniqueness and diversity while maintaining objectivity and equity. Furthermore, accreditation needs to cultivate a ‘culture of evidence’ in universities to capture their initiatives and make such efforts empirically meaningful.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72431995","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}

{"title":"Sustainability of transnational education: learning from Asia and the Gulf cooperation council","authors":"Christopher Hill, F. C. B. Lim","doi":"10.1080/13538322.2021.1987889","DOIUrl":"https://doi.org/10.1080/13538322.2021.1987889","url":null,"abstract":"ABSTRACT This article evaluates the sustainability of transnational higher education (TNE). It examines recent TNE activity in two major global hubs, identifies patterns and provides analysis regarding the next phase of TNE development, as it relates to sustainability. The focus on TNE has shifted from growth to impact and legacy. Using this lens as a foundation for discussion, the central issue of educational value is examined through the link to capacity building and graduate employment. This article presents a document analysis and a review of literature, on selected reports on the development and impact of TNE in Asia and the Middle East, two of the major transnational education regions. The article contributes to the literature on TNE through the lens of sustainability, both from an operational perspective and the value of a degree for students, particularly when viewed post-graduation.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76705866","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}