QUALITY ASSURANCE IN EDUCATION最新文献

{"title":"Influence of academic leadership on organizational commitment of faculty members in private sector universities: mediating role of work engagement","authors":"Umer Yaseen, Rana Nadir Idrees, Muhammad Haseeb Shakil, Sayyed Zaman Haider, Junaid Khalil","doi":"10.1108/qae-04-2024-0072","DOIUrl":"https://doi.org/10.1108/qae-04-2024-0072","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate the impact of academic leadership on the organizational commitment of faculty members in private universities in Punjab. Work engagement was examined as a mediator, and co-worker support was considered as a moderator.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used a quantitative, cross-sectional approach with convenience sampling. Regression and correlation analyses were used for hypothesis testing. Social exchange theory guided the exploration of academic leadership’s impact on faculty members’ organizational commitment.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results of the current study indicated a positive and significant effect of academic leadership on organizational commitment. Work engagement was identified as a partial mediator in this relationship. However, co-worker support was found to be an insignificant moderator, indicating no substantial influence on the relationship between academic leadership and work engagement among faculty members in private-sector universities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The similarity of the paper is less than 18%.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945376","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":"Toward a satisfactory sustainable education for international students: a qualitative framework for international accounting students","authors":"Arash Arianpoor, Saba Sabah Dheyab Al-Ani, Hameed Mohsin Khayoon","doi":"10.1108/qae-02-2024-0025","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to provide a qualitative framework for satisfactory sustainable education for international accounting students using a meta-synthetic approach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To determine the components and indicators of satisfactory sustainable education for international accounting students, a meta-synthesis allows for the attainment of the objectives of study. In the first phase of study, international related literature was reviewed (<em>n</em> = 2,176). After several screenings for measuring the quality of the related literature including Critical Appraisals Skills Program (CASP), the total number of selected papers was 48, and 2,128 were excluded.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The present research proposed a comprehensive conceptual model for sustainable education and international accounting students’ satisfaction, with seven components and 63 indicators. To assess the credibility of phases, the indicators were presented to five experts independently. The reliability of the proposed conceptual model was tested using Cohen’s Kappa coefficient and analyzed in SPSS. Kappa’s coefficient showed that the agreement level was high and the reliability was high too.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Sustainable education and student satisfaction are crucial for maintaining a competitive international education market. There are ongoing debates about accounting education, particularly accreditation challenges and the need for clear regulations on academic interaction with practice. Accounting education has also been criticized for being outdated, promoting surface-level learning and neglecting the development of broader skills in university graduates. Therefore, it is important to understand sustainable education for international accounting students. The present study aims to identify the aspects of accounting educational services that international accounting students perceive important for increasing satisfaction. This research provides empirical evidence and suggests potential avenues for future research in other countries.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772462","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":"A conceptual analysis of artificial intelligence (AI) on academic opportunities and challenges: a case study based on higher educational institutions in Bangladesh","authors":"Marzia Tamanna, Bijaya Sinha","doi":"10.1108/qae-03-2024-0050","DOIUrl":"https://doi.org/10.1108/qae-03-2024-0050","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to provide an in-depth analysis of the challenges associated with using artificial intelligence (AI) in academic research and suggest various preventive measures that can be taken to address these issues and transform them into opportunities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To develop measurement items and constructs, the authors collected 248 responses through an online survey. These responses were then used to establish the structural model and determine discriminant validity through the use of structural equation modeling with SmartPLS 4.0.9.9. Additionally, the authors used SPSS (Version 29) to create graphs and visual representations of the challenges faced and the most commonly used AI tools. These techniques allowed them to explore data and draw meaningful conclusions for future research.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This research shows that AI has a positive impact on higher education, improving learning outcomes and data security. However, issues such as plagiarism and academic integrity can destroy students. The study highlights AI’s potential in education while emphasizing the need to address challenges.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This paper emphasizes the preventive measures to tackle academic challenges and suggests enhancing academic work.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study examines how AI can be used to personalize learning and overcome challenges in this area. It emphasizes the importance of academic institutions in promoting academic integrity and transparency to prevent plagiarism. Additionally, the study stresses the need for technology advancement and exploration of new approaches to further improve personalized learning with AI.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141615007","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":"Safety training needs of educational institutions","authors":"Timo Savolainen, Kaisa Airo, Tuuli Jylhä","doi":"10.1108/qae-03-2024-0049","DOIUrl":"https://doi.org/10.1108/qae-03-2024-0049","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The overall quality of education may be compromised due to the limited availability of safety and security (S&amp;S) courses in professional teacher education. The purpose of this paper is to identify the main safety-related training needs of a higher education institution, which may provide insights for improving the quality of education from a safety perspective.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study included 17 interviews with students and staff experienced in S&amp;S due to their professions. The study also used Laurea University of Applied Sciences’ (Laurea) S&amp;S reports, which have a variety of S&amp;S events from 28 October 2020 to 20 December 2021. Both data sets were analyzed using qualitative theory-driven content analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Safety risks at schools are mainly constructed through the negative psychosocial atmosphere and lack of safety knowledge and/or skills. There is a need for safety training covering key topics such as crime prevention, violence, fire safety and understanding inclusion and diversity.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study proposes a new risk-based training and development management model for school management and the planning of training activities.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>The analysis offers valuable perceptions of the S&amp;S challenges of educational institutions, which can be used as a starting point to enhance overall educational quality and safety.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper provides a novel way of improving the safety of education by approaching training needs from a risk assessment perspective.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506587","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":"Improving the quality of student assessment practices: a Saudi University case study","authors":"Wessam Mohamed, Taghreed Almuqayteeb, Ibrahim Abd El Sattar, Taghreed Al-Ghamdi, Ghazi Alotaibi","doi":"10.1108/qae-10-2022-0186","DOIUrl":"https://doi.org/10.1108/qae-10-2022-0186","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the best practices to institutionalize the internal quality of student assessment (SA) when a gap emerges between quality conceptualization and practice work, using Imam Abdul Rahman bin Faisal University (IAU) as a case study.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A single-embedded case study research design chronologically presents key events of assuring and improving SA at IAU. It integrates quantitative and qualitative data to provide empirical evidence of changes in SA practices.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Over three years, evident improvements in SA practices resulted in more effective internal quality assurance strategies (e.g., faculty involvement) and the achievement of performance indicators.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study used data from informal observation and self-reports. Thus, it is suggested that future research should use in-depth (e.g. focus group) and diverse data sources from stakeholders (e.g. students) and use emerging global trends to assess SA quality.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Involving faculty as changing agents via accountability and training in assuring and improving SA quality leads to measurable improvements.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>A top-down approach alone is insufficient to assure and improve the quality of SA practices, so empowering faculty via involvement and training is inevitable.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The quality assurance of SA described in this practice-oriented case places IAU as a leading university in the region, contributes to the external quality assurance of SA, empowers Saudi graduates to compete in the labor market as aspired in Vision 2030 and adds to the literature on quality assurance of SA in a higher education context.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506585","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":"Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes","authors":"Jubilate Rogathe Shuma, W. Anangisye, Mjege Kinyota","doi":"10.1108/qae-02-2024-0039","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0039","url":null,"abstract":"\u0000Purpose\u0000This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.\u0000\u0000\u0000Findings\u0000Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.\u0000\u0000\u0000Practical implications\u0000The study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.\u0000\u0000\u0000Originality/value\u0000The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335114","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":"Higher education pre- to post-COVID-19: student and faculty perceptions","authors":"Gaby Probst, L. Zizka","doi":"10.1108/qae-05-2024-0077","DOIUrl":"https://doi.org/10.1108/qae-05-2024-0077","url":null,"abstract":"\u0000Purpose\u0000Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members.\u0000\u0000\u0000Design/methodology/approach\u0000Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings.\u0000\u0000\u0000Findings\u0000The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education.\u0000\u0000\u0000Originality/value\u0000The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335227","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":"Unveiling fairness in scoring: a thorough method for precise cutoff score calculation in education assessment","authors":"Alireza Akbari, Mohsen Shahrokhi","doi":"10.1108/qae-12-2023-0208","DOIUrl":"https://doi.org/10.1108/qae-12-2023-0208","url":null,"abstract":"Purpose\u0000The purpose of this research is to address the need for a robust system to accurately determine a cutoff score by using the Angoff method and leveraging the Rasch infit and outfit statistics of item response theory by detecting and removing misfitting items in a test.\u0000\u0000Design/methodology/approach\u0000Researchers in educational evaluation support the use of grades as a complete measure to evaluate students’ overall academic performance. In higher education, determining cutoff scores is crucial for assessing academic progress and achievement. Higher education institutions worldwide set predefined minimal standards of success, sometimes referred to as cutoff thresholds. These thresholds serve as benchmarks for assessing performance quality and determining eligibility for academic credit or advancement.\u0000\u0000Findings\u0000The proposed approach combines the Angoff method with Rasch item fit statistics to precisely determine the cutoff score by excluding items that do not fit well (misfitting items) in a test. This methodology holds the potential to enhance the fairness and accuracy of grading practices, ensuring that assessments align with educational objectives and provide meaningful feedback to students.\u0000\u0000Originality/value\u0000The value of this research extends to various fields where cutoff scores are used for decision-making purposes. By using Rasch item fit statistics and the Angoff method, practitioners and researchers can enhance the quality and validity of their assessments.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341790","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":"Building international standards for Islamic education teacher candidates with reference to CAEP guidelines","authors":"Ali I. AlHouli","doi":"10.1108/qae-02-2024-0032","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0032","url":null,"abstract":"\u0000Purpose\u0000This paper aims to develop precise statements (standards) to describe the knowledge and skills that should be possessed by Islamic education (IE) teacher candidates who receive their initial preparation in various international higher-education institutions. These statements must be compatible with the requirements and guidelines for building specialized standards set by the Council for Accreditation of Educator Preparation (CAEP), so that they can be used for accreditation and improving quality.\u0000\u0000\u0000Design/methodology/approach\u0000Two panels of IE experts participated in developing and validating the standards, using a combination of Delphi and content validity methods. Alongside this research activity, management activity ensured that the process ran smoothly, as the researcher coordinated panels, allocated resources and tracked progress during standard development.\u0000\u0000\u0000Findings\u0000Twenty-six components divided into five standards were developed into a final list based on the panels.\u0000\u0000\u0000Originality/value\u0000This study provides standards for the preparation of IE teachers in higher-education institutions that can be applied in different countries and geographical regions. Furthermore, it aims to make the subject of IE more comparable with other academic disciplines, and appropriate for CAEP accreditation.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344600","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 AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend","authors":"C. Chedrawi, Nahil Kazoun, Angelika Kokkinaki","doi":"10.1108/qae-01-2024-0010","DOIUrl":"https://doi.org/10.1108/qae-01-2024-0010","url":null,"abstract":"Purpose\u0000This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).\u0000\u0000Design/methodology/approach\u0000A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers.\u0000\u0000Findings\u0000This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs.\u0000\u0000Originality/value\u0000The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342335","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}