On Q: Causing Quality in Higher Education.

Education has different meanings as per different approaches. The quality in education is a complex and multicultural process. This study was conducted to check the Quality in higher Education. Four higher institutions were taken as sample. Out of which two were from public sector. The theoretical frame work consisted of the dependent variable which was, “Quality in Higher Education”, and the independent variables which were Management, Faculty, Infrastructure, Research Facilities and Evaluation Criteria. Overall results showed that majority (73%) respondents were in view that there is quality in education in higher education institutions. The most important factor which helps to maintain quality in higher education is the evaluation criteria in examinations (responded 23%). The lack of proper infrastructure is the main problem of education institutions (responded 35%). The above results show that quality in higher education is an essential tool to boost up the education sector of any country.

:Using CiteSpace to draw a keyword co-occurrence knowledge map for 1,048 research papers on the quality of higher education from 2000 to 2014 in the Chinese Social Sciences Citation Index database, we found that over the past 15 years, research on the quality of Chinese higher education was clearly oriented toward policies, and a good interactive relationship formed between research and policy. Looking at research topics, apart from macrodiscussions of the spirit of several educational reforms, the relevant topics are mainly focused on higher education quality issues in the massification stage, issues of higher education academic management, issues of student cultivation, and issues of ensuring and evaluating higher education quality. Of these, issues of ensuring and evaluating higher education quality have continually been the mainstream of research on Chinese higher education quality, and there has been an increasing trend of emphasizing ensuring internal quality within schools, emphasizing student participation, and evaluating the effectiveness of student learning. Scholars had a renewed focus on the topics of higher education academic management and student cultivation after 2010, and truly improving the quality of higher education will become a future hot topic of study, however there is an urgent need for further study.

The main argument of this paper emanates from an understanding that 'quality' is a highly contested concept and has multiple meanings to people who conceive higher education and quality differently. This paper attempts to analyse ways of thinking about higher education and quality; consider their relevance to the measurement of performance of universities and colleges; and explore their implications for the selection of criteria, approaches and methods for the assurance of quality in higher education. This paper also investigates various models of measuring quality in higher education, consider their value and discuss both their shortcomings and contributions to the assessment of higher education institutions. These models include the simple 'production model', which depicts a direct relationship between inputs and outputs; the 'value-added approach', which measures the gain by students before and after they receive higher education; and the 'total quality experience approach', which aims to capture the entire learning experience undergone by students during their years in universities or colleges.

Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalization and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: frst, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits.
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\nA desagregação é o processo pelo qual os produtos anteriormente vendidos em conjunto são separados em suas partes constituintes. No ensino superior, esta dinâmica tem sido impulsionada principalmente por motivações financeiras e liderada pelo setor com fins lucrativos, mas também tem motivações pedagógicas através da ênfase na personalização e na empregabilidade. Este artigo apresenta uma análise teórica da tendência, propondo novas ferramentas conceituais para mapear as implicações normativas. Embora pareça oferecer perspectivas de viabilidade financeira e maior relevância, a desagregação apresenta alguns sinais preocupantes para as universidades: primeiro, a remoção de possíveis sinergias entre ensino e pesquisa, e entre diferentes modos de aprendizagem; em segundo lugar, o enfraquecimento da capacidade das instituições de promover o bem público e garantir a igualdade de oportunidades; e, em terceiro lugar, a ameaça de hiperporosidade na realização de pesquisas básicas com benefícios no longo prazo.

The article highlights the experience of internal quality assurance of educational activities and the quality of higher education of the Faculty of Social and Psychological Education of Uman State Pedagogical University named after Pavel Tychyna. The current system of internal quality assurance of educational activity and quality of higher education at the Faculty of Social and Psychological Education of Uman State Pedagogical University named after Pavel Tychyna is analyzed. It is established that the internal quality assurance of educational activities and the quality of higher education at the faculty has a systemic nature and is carried out in certain areas that are logically and consistently interconnected, namely: periodic review and updating of educational programs (updating educational programs; preparation of new and improvement of current curricula, monitoring the quality of working programs of academic disciplines, development of syllabuses, informing students about the disciplines of free choice, analysis of the availability of educational and methodological and information support); assessment of applicants for higher education (assessment of students, periodic surveys of participants in the educational process); promoting the principles of academic integrity; monitoring the quality of teaching staff (analysis of the timeliness of internships and in-service training by teachers, monitoring the quality of training sessions by teachers, analysis of compliance with the licensing conditions of staffing); ensuring the availability of necessary resources; ensuring publicity of information. Ensuring the quality of educational activities and the quality of higher education at the Faculty of Social and Psychological Education is ensured by a holistic systematic interaction of all participants in the educational process, faculty and university in the implementation of appropriate internal measures and procedures aimed at improving the quality of education.

A nation’s development depends on an educated workforce and the same applies to a developing country like Bangladesh, which has made strides in providing quality education through establishing several non- government, mainly private universities. Such universities have increased remarkably, resulting in the education sector becoming more competitive and yet, many of these universities couldn’t ensure the desired quality of education. Research and expert opinion seems to indicate that the quality of education of many of these universities is below par; many of them depend on part-time, inexperienced faculty. On the other hand, different facilities like, laboratory, library facilities etc. are not satisfactory. Many of the students were not familiar with the online education system such as courses being uploaded on the internet, attending class from home through servers, online library facilities, etc. This paper shows some of the facilities that are being provided by renowned private universities in Bangladesh and abroad. Furthermore, some differences between the facilities of public and non-government universities are highlighted. Based on the findings, some recommendations are prescribed that should be beneficial for all non-government universities in order to improve the quality of the higher education that they want to provide.

The paper suggests that the idea of quality in higher education is ideologically constructed and conducted. In a spiral of mutual reinforcements, quality regimes naturalise experience, while the theories of that practice legitimise the naturalness of ‘quality’. I shall suggest that quality regimes provide too narrow readings of higher education. The central concepts, which I propose to use – discourse and power – emphasise the connectedness of ideology and quality in higher education. In particular, I suggest that the ideological character of the idea of quality in higher education is evident in discourses – which themselves are interlinked in networks. These discourses and networks are backed up by power and this helps to sustain their ideological character. Thus, this paper attempts two things: to outline a conceptual framework concerning the ideological character of the idea of quality in higher education and to draw attention to the organisation of that ideological formation.

Purpose– This paper seeks to analyze the internationalization of quality practices in higher education. In light of insufficient theorization about quality in the global dimension, the paper presents a model for value construction in higher education.Design/methodology/approach– The authors reviewed different models for quality in higher educationvis-à-visemerging international quality practices in higher education.Findings– After reviewing quality models and international quality practices, the authors argue that, in order to evaluate and improve quality in higher education, a model of value in higher education that connects quality with relevance, access, and investment is necessary.Research limitations/implications– Thus far, quality in higher education has been explored in isolation from access, relevance, and investment. The integrative approach suggested here may prove generative for researchers and help address complex educational interrogations.Practical implications– Higher education leaders are faced with decisions about quality; these leaders may benefit from connecting quality decisions with the demands on relevance, access, and investment that their local settings dictate.Originality/value– The concept of value is largely absent from conceptual discussions about quality in higher education; additionally, many discussions about quality in higher education seem to be isolated from their context. This paper addresses both these issues.

This study discusses the transformation of the role of the Independent Education Accreditation Agency (IEAA/LAMDIK) in ensuring the quality of education study programmes at Islamic Higher Education Institutions (IHEI/PTKI) in the global era. This study stems from the need for reform in the quality of Indonesian higher education amid the challenges of globalisation, digitalisation, and the demands of 21st-century competencies. LAMDIK serves as an independent accreditation agency that plays a strategic role in ensuring external quality, replacing the role of National Accreditation Agency for Higher Education (NAA-HE/BAN-PT) for education clusters, with a new paradigm of accreditation based on Outcome-Based Education (OBE). The objectives of this study are to describe the transformation of LAMDIK's role, analyse the implementation of outcome-based accreditation policies, and identify the challenges faced by PTKI in the accreditation process. The method used is a multi-case qualitative approach involving three PTKIs: Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh, Universitas Islam Negeri (UIN) North Sumatra, and Sekolah Tinggi Agama Islam (STAI) Aceh Tamiang. Data were collected through in-depth interviews, observations, and documentation studies, and analysed using the Miles, Huberman & Saldana model. The study results show that LAMDIK has undergone a paradigmatic transformation in policies, instruments, and the accreditation process, from a compliance-based system to a performance- and achievement-based system. LAMDIK acts as a quality regulator, facilitator of a culture of quality, and catalyst for change in academic governance at PTKI. However, challenges remain, such as limited human resources, digital literacy, and the integration of Islamic epistemology into accreditation instruments. In conclusion, LAMDIK has become an agent of transformation in the quality of higher education in PTKI, which assesses administrative compliance and builds a sustainable quality culture oriented towards global competitiveness.

What is quality in higher education?: Edited by Diana Green, the society for research into higher education and open university press (1994), 120 pp., £37.50 (hard), £12.99 (soft)

The article is to examine several pieces of evidence from previous studies to understand higher education governance in the crisis-era related to the challenges of achieving equal distribution of education quality. Data collection involves searching for many published articles, including journals, books, magazines, and websites that discuss higher education governance issues regarding quality and opportunity. The data analysis involves a comprehensive evaluation data coding system, critical interpretation, and comprehensive and high decision making. The data search is done with the help of technology, especially online data sources using keywords such as the quality of higher education, equal opportunity. Based on the findings, explanations, and discussions, we can summarize that the governance of higher education in the crisis era faces various challenges related to equity and the achievement of high quality. When a crisis occurs, the changes are significant, and they cannot carry out various obligations and intellectual rights so that they ignore the quality and equity of higher education. Therefore, this study recommends that high fences be managed by emphasizing finding solutions to address the challenges of service quality and equity by following guidelines and regulations in force in many countries. It is hoped that this study will become an essential input to solve the challenges of higher education afflicted by various crises.
 Keywords: Education Quality and Equity, Managing Higher Education, Education in Pandemic Era

In 2005, the Executive Board of the Academy of Criminal Justice Sciences approved policies and procedures for the academic certification of criminal justice and criminology programs. Academic certification is anticipated to lead to a rebirth of accreditation which was first initiated in the mid‐1970s and abandoned shortly thereafter as a means to redress the quality concerns in criminal justice education. This article highlights the general use of accreditation and standards as a means to ensure quality in higher education. The emergence and growth of criminal justice/criminology programs, questions regarding quality, the development and implementation of academic standards, and the record of initiatives in preparing for accreditation in criminal justice education are explored. The authors review issues and obstacles in the evolution of criminal justice standards and discuss the impact and importance of academic review to the pursuit of quality in criminal justice higher education. The authors examine the salient contribution of the Massachusetts Board of Higher Education in establishing a compliance review process for criminal justice programs and the promise of accreditation as a vehicle for ensuring quality in criminal justice education.

In the context of credit-based higher education, students’ self-directed learning has become a central determinant of training quality and learning effectiveness. However, the transition from traditional teacher-centered models to learner-centered credit-based systems poses significant challenges for universities, particularly in managing students’ self-study activities in a systematic and sustainable manner. This paper examines the management of students’ self-directed learning from a quality assurance perspective in higher education. Using theoretical analysis and institutional practice review, the study clarifies the conceptual foundations, managerial content, organizational mechanisms, and operational practices of self-directed learning management within credit-based training systems. The findings reveal that while higher education institutions have made notable progress in establishing regulatory frameworks, academic advising systems, learning resources, and assessment mechanisms, persistent limitations remain in institutional coordination, pedagogical innovation, and student adaptability. Based on these findings, the paper proposes a comprehensive set of management solutions focusing on transforming stakeholder awareness, strengthening academic advising, innovating teaching and assessment practices, enhancing learning resources, and ensuring integrated institutional governance. The study contributes practical implications for universities seeking to improve the effectiveness of self-directed learning management and enhance educational quality in credit-based higher education.

Introduction: Higher education faces challenges in a globalized world. Therefore, universities seek to excel in areas such as research, pedagogy, and student participation. Innovative multiple criteria are gaining relevance in finding approaches and methodologies that contribute to strengthening the quality and evaluation processes at this educational level. Objectives: To project an integrative model based on innovative multiple criteria focused on the development of quality and evaluation processes in higher education. Methods: A narrative review was conducted using the Elsevier-Scopus databases, including information from 2018 to 2023, applying a qualitative approach to the analysis of research related to innovative criteria for evaluating and improving educational quality in higher education institutions. Results: This study explores innovative multiple criteria related to the quality and evaluation of higher education through the application of specific approaches to educational quality, evaluation instruments, decision-making techniques, strategic alignment, and typical evaluation criteria. It outlines an integrative model consisting of three phases: first, identification of key criteria; second, determination of criterion weightings; and third, classification of faculties using the RATMI technique. Conclusions: An integrative model was developed using instruments such as multi-criteria decision-making techniques and the balanced scorecard. Improving the overall quality and evaluation of higher education is essential, considering multiple dimensions such as infrastructure, internal processes, learning, outcomes, and innovations. This involves identifying strengths and areas for improvement focused on strategic resources, all based on the innovative multiple-criteria integrative model.

<p>The article deals with the problems of the quality of education. It has been<br> determined that the quality of education is considered as the degree of compliance of<br> a set of characteristics with the current requirements. The quality of education is<br> aimed at meeting the requirements of several stake holders: consumers, owners,<br> employees of institutions, organizations and the society as a whole. In connection<br> with this, the assessment of the quality is a complex and controversial social process<br> which cannot be reduced to control only. A significant regulatory framework which<br> should regulate and ensure the quality of educational processes, the quality of<br> providing educational services, the quality of specialists’ level of competence has<br> been analyzed. The legal acts which guarantee the specified processes include: the<br> Law of Ukraine “On Higher Education”, the Regulations “On the Educational<br> Process Organization in Higher Educational Institutions”, the Regulations on<br> Graduate Education, the Regulations of the Ministry of Education and Science of<br> Ukraine “On the Organization of Research Work of Students in Higher Educational<br> Institutions” and others. Higher educational institutions of Ukraine have the<br> authority to develop their own normative documents which take into account the<br> specifics of the university and the peculiarities of the organization of the educational<br> process (for example, the Regulations on the Сertification for the Educational<br> Degrees “Bachelor” and “Master” of H.S. Skovoroda Kharkiv National Pedagogical<br> University, Regulations on Teaching Practice of Students of the H.S. Skovoroda<br> Kharkiv National Pedagogical University). The guideline for ensuring the quality of<br> education is the international standard ISO 8402:1994 (which complies with the state<br> standard of Ukraine DSTU 3230-95). It has been noted that other standards also<br> function successfully. The issues of the quality are important not only for universities,<br> state institutions, public organizations, but also for all stake holders of the<br> educational process in Ukraine (prospective students, their parents, students,<br> teaching staff, employers). In order to monitor the quality of providing educational<br> services and the level of education in general, the article describes innovative<br> approaches to the implementation of this process. It has been determined that it is</p> <p>necessary to take into account the achievements of native and foreign pedagogy,<br> international experience in assessing the quality of higher education, to provide a<br> permanent communication between students and teachers, to understand employers’<br> demands, to continuously improve the scientific and methodological level of teachers,<br> to create conditions for mobility of teachers and students, to build up the material<br> and technical base.</p>