QA in Higher Education

7/28/2019 QA in Higher Education

http://slidepdf.com/reader/full/qa-in-higher-education 1/18

Quality Assurance in Higher Education

Quality Assurance is the planned and systematic review process of an

institution or programme to determine whether or not acceptable standards

of education, scholarship and Infrastructure are being met, maintained and

enhanced. It is an instrument designed to add value to higher education by

encouraging high quality. A sustainable quality assurance programme

enhances employment opportunities, improves the education and training of

future employees, harnesses future leaders, facilitates an enabling learning

environment, and enriches the academic and intellectual landscape. Thus it

fuels the engine of economic and social development at the national,

regional and international levels.

The term quality assurance in higher education is increasingly used to

denote the practices whereby academic standards, i.e., the level of academic

achievement attained by higher education graduates, are maintained and

improved. This definition of academic quality as equivalent to academic

standards is consistent with the emerging focus in higher education policies

on student learning outcomes -- the specific levels of knowledge, skills, and

abilities that students achieve as a consequence of their engagement in a

particular education program (Brennan and Shah, 2000).

A quality higher education system is essential to the successful development

and functioning of an open and democratic civil society. Higher education is

expected to provide the social norms of communication and interaction such

as philosophical thinking and reasoning to promote the sovereignty of its

individuals, and to eliminate all kinds of social-class ethnic conflicts and

1



gender or religious biases. A quality providing institution of higher

education is a model for creating a modern civil society. This ideal state of

academic quality is not commonly realized but it is, nevertheless, a yardstick

by which to measure the effectiveness of higher education systems operating

in the country.

The development of Quality Assurance is a continuous process and

therefore, continuity of strategies, actions and efforts is a prerequisite for

quality in higher education. Quality Assurance including its processes,

procedures and outcomes of assessment is a challenge and its management is

even a greater challenge to practitioners seeking workable guidelines,

evidences of good practices and tools that will facilitate the process.

The essence of quality assurance in higher education

According to Wahlen (1998) quality assurance in higher education is the

activity that aims at maintaining and raising quality, e.g. research, analysis,

assessing acceptability, recruitment, appointment procedures and different

mechanisms and systems. The aim of the quality assurance in higher

education is to guarantee the improvement of standards and quality in higher

education in order to make higher education meet the needs of students,

employers and financiers (Lomas, 2002).

A useful distinction is drawn between internal and external academic quality

assurance. Internal quality assurance refers to those policies and practices

whereby academic institutions themselves monitor and improve the quality

of their education provision, while external quality assurance refers to supra-

institutional policies and practices whereby the quality of higher education

2



institutions and programs are assured. Individual universities have always

possessed policies and practices designed to assure the quality of education,

but academic institutions have also always operated within a national policy

framework designed by the state to assure academic standards.

External quality assurance. External quality assurance monitoring is a

broad concept that includes several quality related assessments provided by

different bodies or individuals outside the higher education institutions. The

aim is to achieve accountability. The government institutions usually decide

upon the systems of external quality assurance of higher education

institutions. (Westerheijden, 1998). External quality assurance is necessary

in order to prove to the public that the goals set by the institution will be

achieved.

Higher education institutions bear responsibility to assure their supporters,

state and society in general that they are committed to the fulfillment of their

mission, use the resources honestly and responsibility and that they meet the

legal expectations (El-Khawas, 1998).

Internal or institutional quality assurance. Internal or institutional quality

assurance aims at institutional development and assessment of internal

accountability. Institutional quality assurance incorporates every

institutional activity that focuses on quality insurance and development in all

the fields of activity of the institution (European dimension of institutional

quality management, 2000). Internal quality assurance concentrates mainly

on academic issues and lies in collecting evidence and information about

mission fulfillment, efficiency of activity and ways of insuring quality

within the institution (El-Khawas, 1998).

3



Quality assurance systems are classified according to the aims and in this

context we can speak about the so-called “As of quality” and “Es of

quality”:

As of quality are assurance, accountability, audit and assessment . It is

strongly connected with control – it refers to quality control. Quality

assurance mechanisms are imposed by university administration or state and

they concentrate on insuring the minimum (often not defined) level of

instruction and courses.

Es of quality include empowerment , enthusiasm, expertise and excellence

of the staff. These aspects characterize the raising of quality (McKay,

Kember, 1999).

Quality assurance in Higher Education

Quality assurance is often presented as a technical issue that involves terms

and procedures from handbooks. According to Harvey (1999) quality

assurance is based on three main principles: control, accountability and

improvement.

Accountability usually requires meeting the preferences of politicians,

outside parties and financiers.

Control means that the institution does not merely control the expenditure of

resources but also shows how high quality is achievable with the existing

resources. It raises the issue of the definition of “good value”.

4



Improvement is probably the most widely spread aim of quality assurance. It

enables the institution to get necessary input, refine the process and raise the

standards of output in order to meet the goals set.

Different approaches to higher education and quality and different systems

have resulted in developing a quality monitoring system that caters for the

needs of various models and levels. This system highlights the emphases and

priorities.

Quality assessment in higher education. At the first sight the whole topic of

quality assessment could be concluded in the following way: define what

quality is, set assessment standards, compare the latter with the real outcome

and decide to what extent the standards are met. This approach to the

external quality assessment anticipates three prerequisites: quality is

definable, education level index and quality are interrelated and quantitative

measurement and assessment of quality is possible. Hernon (2002) states

that quality assessment should meet the needs of people who benefit from

this, as one of the aims of the assessment should be the improvement of

activity within the institution under assessment. The result that includes the

quality of service, customer satisfaction outcome assessment should be

related to the planning process. Quality assessment should give answers to

“the general public: both to those who have the credentials to assess as well

as to those who are affected by the assessment”. But what does quality

assessment entail? It entails assessing quality that has been created by the

institution. Quality assessment includes assessing to what extent the activity

meets the criteria (both external and internal). Here the problem can be that

quality assessment tends to be mission sensitive (Hernon, 2002).

5



Quality audit of higher education investigates whether the process of

activity is efficient (whether the goals are achievable). In other words,

quality audit means checking whether relevant systems and structures within

organization support the goal of instruction. Quality audit can be internal as

well as external. Quality audit checks whether university systems function

and whether documents prove that (Hernon, 2002).

Accreditation of higher education is often delegated by the government to

specially formed assessment agencies (e.g. Higher Education Accreditation

Centre in Estonia) as it is also common in accreditation of curricula

(especially for specific specialties) American voluntary accreditation system

that has its roots in the US market system is unique and hardly applicable in

education systems of different market systems and in other countries

(Eastern Europe, South America) where rapid increase of private education

sector can be observed. In such situations a central (government led,

controlled, supported) body is created to monitor that the private offer meets

the minimum standards. The closer the central body is to the higher

education sector, the more successful the procedures are and improvement

happens; especially in these cases where the assessment agency is seen as

independent of government as well as universities (like in Sweden, for

example).

When the assessment agency tries to impose itself on the sector or influence

it– reluctance is expressed and trust in the process diminishes (like it

happened in Britain). Generally speaking, together with the development and

improvement of agencies, they start to focus their attention on activities that

stress improvement (instead of responsibility) that in its turn bring along

more influence form the side of politicians who would like the agency to

6



maintain or develop “their teeth” (Harvey, 2002). In case of accreditation

one can pose a question

“Are we good enough to deserve approval”. Accreditation is a form of

assessment that defines the status of the higher education institution.

Quality control is a system that checks whether the produced product or

offered service meets the set standards. Quality is checked usually at the end

of the production procedure and somebody from outside the institution

administers it. This approach in higher education results in the problem that

the institution is checked and the fact that everybody who is working for the

institution holds responsible for the quality of the institution (Harvey, 2002).

7



1. Organizational Profile

The Organizational Profile provides an overview of the organization. The

profile addresses:

• Operating environment,

• Key organizational relationships,

• Competitive environment and strategic challenges, and

• Approach to performance improvement.

The Organizational Profile provides the organization with critical insight

into the key internal and external factors that shape the operating

8



environment. These factors, such as the mission, vision, values, competitive

environment, and strategic challenges and advantages, impact the way the

organization is run and the decisions one make. As such, the Organizational

Profile helps the organization better understand the context in which it

operates; the key requirements for current and future organizational success

and sustainability; and the needs, opportunities, and constraints placed on

the organization’s performance management system.

Leading organizations have well-defined governance systems with clear

reporting relationships. It is important to clearly identify which functions are

performed by senior leaders and, as applicable, by the governance

board/policymaking body. Independence and accountability frequently are

key considerations in the governance structure.

Suppliers may play critical roles in processes that are important to running

the organization and to maintaining or achieving overall organizational

performance success. Requirements for suppliers might include on-time or

just-in-time delivery, flexibility, variable staffing, research and design

capability, and customized services.

Knowledge of an organization’s strengths, vulnerabilities, and opportunities

for both improvement and growth is essential to the success and

sustainability of the organization. With this knowledge, one can identify

those educational programs, offerings, services, processes, competencies,

and performance attributes that are unique to your organization; those that

set you apart from other organizations; and those that help you to sustain

your competitive advantage.

9



Operating the organization in today’s challenging and sometimes

competitive environment means one is facing many strategic challenges that

can affect one’s ability to sustain performance and maintain advantages such

as academic program leadership, unique services, or optimal student-to-

faculty ratio. These challenges might include the anticipation of and

adjustment for your operational costs; an expanding or decreasing student

population; a decreasing local and state tax base or educational

appropriation; changing demographics and competition, including charter

schools; diminishing student persistence; the introduction of new or

substitute programs, offerings, or services; and state and federal mandates.

In addition, it is challenging to recruit, hire, and retain a qualified workforce.

One of the many issues facing organizations today is how to manage, use,

evaluate, and share their ever-increasing organizational knowledge. Leading

organizations already benefit from the knowledge assets of their workforce,

students, stakeholders, suppliers, collaborators, and partners, who together

drive organizational learning and improve performance.

2. Leadeship

It addresses

• How the senior leaders guide and sustain the organization,

• Setting organizational vision, values, and performance expectations.

• How your senior leaders communicate with your workforce, develop

future leaders, measure organizational performance, and create a

10



learning environment that encourages ethical behavior and high

performance.

• Organization’s governance system and

• How your organization ensures ethical behavior and practices good

citizenship.

An integral part of performance management and improvement is

proactively addressing (1) the need for ethical behavior; (2) the observance

of all legal, regulatory, safety, and accreditation requirements; and (3) risk

factors. Ensuring high performance in these areas requires establishing

appropriate measures or indicators that senior leaders track in their

performance reviews. The organization should be sensitive to issues of

public concern, whether or not these issues currently are embodied in laws

and regulations. Role-model organizations look for opportunities to exceed

requirements and to excel in areas of legal and ethical behavior.

Examples of organizational community involvement include partnering with

businesses and other community based organizations to improve educational

opportunities for students, as well as efforts by the organization, senior

leaders, and faculty and staff to strengthen and/or improve community

services, the environment, athletic associations, and professional

associations. Community involvement also might include students, giving

them the opportunity to develop social and citizenship values and skills.

3. Strategic planning

11





Student requirements should be interpreted in a holistic sense to include

knowledge, application of knowledge, problem solving, learning skills,

interpersonal skills, character development, critical

thinking skills, conflict resolution, and citizenship.

The determination of future requirements and expectations of students and

stakeholders should take into account the following: demographic data and

trends; changing requirements of graduates in the workplace or other

schools; changing local, state, national, and global requirements; and

education alternatives for prospective students. Changing requirements of

graduates should reflect requirements set by stakeholders, taking into

account paths followed by the organization’s graduates. These requirements

might include qualification standards, licensure requirements, workplace

skills such as teamwork, and admission requirements.

In determining student and stakeholder satisfaction and dissatisfaction, a key

aspect is the comparative satisfaction of these groups with competitors and

organizations delivering similar educational services or alternative offerings.

Such information might be derived from available published data or

independent studies. The purpose of this comparison is to develop

information that can be used for improving the delivery of educational,

student, and support services and for creating an overall climate conducive

to learning for all students.

5. The Measurement, Analysis, and Knowledge Management

13



This category is about all key information about effectively measuring,

analyzing, and improving performance and managing organizational

knowledge to drive improvement in student and operational performance. It

addresses:

• Measurement, analysis and improvement of organizational

performance

• Measurement of Information, Information technology & knowledge

Alignment and integration are key concepts for successful implementation of

the performance measurement system. They include how measures are

aligned throughout the organization and how they are integrated to yield

organization-wide data and information. They also include how performance

measurement requirements are deployed by the senior leaders to track work

group and process-level performance on key measures targeted for

organization wide significance or improvement.

The focus of an organization’s knowledge management is on the knowledge

that people need to do their work; improve processes, programs, offerings,

and services; keep current with changing educational service needs and

directions; and develop innovative solutions that add value for students,

stakeholders, and the organization.

6. Workforce Focus

Workforce Focus addresses key workforce practices—those directed toward

creating and maintaining a high-performance workplace with a strong focus

on students and learning and toward engaging the workforce to enable it and

the organization to adapt to change and to succeed. It addresses:

14



• workforce engagement,

• development, and

• Management requirements in an integrated way (i.e., aligned with

your organization’s strategic objectives and action plans).

High-performance work is characterized by a focus on student achievement,

flexibility, innovation, knowledge and skill sharing, good communication

and information flow, alignment with organizational objectives, and the

ability to exercise discretion and make effective decisions to respond to

changing educational service needs and requirements of the students,

stakeholders, and markets.

Compensation and recognition systems should be matched to the faculty

and staff work systems. To be effective, compensation and recognition

might be tied to demonstrated skills, administrator/supervisor evaluations, or

student evaluations of teachers’ classroom performance.

7. Process management

Process Management is the focal point within the Criteria for the key work

systems and work processes. Built into the Category are the central

requirements for identification and management of the core competencies to

achieve efficient and effective work process management:

• effective design;

• a focus on student learning;

• a prevention orientation;

• linkage to students, stakeholders, suppliers, partners, and collaborators

• a focus on value creation for all key stakeholders;

15



• operational performance;

• cycle time;

• emergency readiness;

• evaluation, continuous improvement,

• Organizational learning.

Agility, cost reduction, operational efficiencies tied to changes in revenue

and cycle time education are increasingly important in all aspects of process

management and organizational design.

The key work processes include those nonprogram and nonservice business

processes that are considered important to organizational success and growth

by your senior leaders. These processes frequently relate to an organization’s

core competencies, strategic objectives, and critical success factors. Key

business processes might include processes for innovation, research and

development, technology acquisition, information and knowledge

management, supplier partnering, outsourcing, project management, and

marketing. For some education organizations,

key business processes might include fundraising, media relations, and

public policy advocacy.

Specific reference is made to in-process measurements and to student and

stakeholder and supplier interactions. These measurements and interactionsrequire the identification

of critical points in processes for measurement, observation, or interaction.

These activities should occur at the earliest points possible in processes to

minimize problems and costs that may result from deviations from expected

16



performance. Achieving expected performance frequently requires setting

in-process performance levels or standards to guide decision making.

8. Results

This Category focuses—superior value of offerings as viewed by the

students, stakeholders, and markets; superior organizational performance as

reflected in your operational, workforce, legal, ethical, and financial

indicators; and organizational and personal learning—are maintained.

It focuses on improvement by the organization over time and on

achievement levels relative to those of competitors and comparable

organizations or student populations.

Student learning results should reflect not only what students know but also

what they have learned as a result of the educational program, what they are

able to do, and how well they are able to function.

Results measures reported for indicators of workforce engagement and

satisfaction might include improvement in local decision making,

organizational culture, and workforce or leader development. Input data,

such as the extent of training, might be included, but the main emphasis

should be on data that show effectiveness or outcomes.

CORE VALUE & CONCEPTS

The Criteria are built on the following set of interrelated Core Values and

Concepts:

■ visionary leadership

■ learning-centered education

17



■ organizational and personal learning

■ valuing workforce members and partners

■ agility

■ focus on the future

■ managing for innovation

■ management by fact

■ social responsibility

■ focus on results and creating value

■ systems perspective

18

Documents

QA in Higher Education