Accreditation and Quality Assuance in Higher Education Research Papers (original) (raw)

Introduction: In the Indian subcontinent, Master's-level Public Health (MlPH) programmes attract graduates of diverse academic disciplines from health and non-health sciences alike. Considering the current and futuristic importance of the public health cadre, we described them and reviewed their transdisciplinarity status based on MlPH admissibility criteria 1995 to 2021. Methods: Using a search strategy, we abstracted information available in the public domain on MlPH programmes and their admissibility criteria. We categorized the admission criteria based on specified disciplines into Health science, Non-health science and Non-health non-science categories. We described the MlPH programmes by location, type of institution, course duration, curriculum, pedagogical methods, specializations offered, and nature of admission criteria statements. We calculated descriptive statistics for eligible educational qualifications for MlPH admission. Results: Overall, 76 Indian institutions (Medical colleges-21 and Non-medical coleges-55) offered 92 MlPH programmes (Private-58 and Public-34). We included 89 for review. These programmes represent a 51% increase (n = 47) from 2016 to 2021. They are mostly concentrated in 21 Indian provinces. These programmes stated that they admit candidates of but not limited to "graduation in any life sciences", "3-year bachelor's degree in any discipline", "graduation from any Indian universities", and "graduation in any discipline". Among the health science disciplines, Modern medicine (n = 89; 100%), Occupational therapy (n = 57; 64%) is the least eligible. Among the non-health science disciplines, life sciences and behavioural sciences (n = 53; 59%) and non-health non-science disciplines, humanities and social sciences (n = 62; 72%) are the topmost eligible disciplines for admission in the MPH programmes. Conclusion: Our review suggests that India's MlPH programmes are less transdisciplinary. Relatively, non-medical institutions offer admission to various academic disciplines than the medical institutions in their MlPH programmes. India's Master's level public health programmes could be more inclusive by opening to graduates from trans-disciplinary backgrounds.

- by and +1
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- Education, Transdisciplinarity, Applied Transdisciplinarity, Public Health

Public higher education institutions have resisted national accreditation processes in many
countries arguing that the process should be limited to private institutions. These public
institutions are often listed as “accredited” by the government or the University Grants
Commission.
In Sri Lanka only private institutions were subject to accreditation and public higher
education institutions were exempted when accreditation began. However, the law was
changed in 2010 and now public institutions are subject to accreditation introducing a
separate accreditation process.
Recently, however, most public universities have realized that they benefit from accreditation
in terms of the value of the external perspective provided by peer reviews and site visits, the
international recognition that results, the need for accreditation for many international credit
transfers, and its importance in attracting foreign students seeking study abroad opportunities.
It also proves useful in obtaining recognition of the degrees of students seeking admission for
advanced study outside the country.
In the long run, it is hard to imagine an effective national quality assurance system that
excludes public institutions – some of which are badly in need of quality improvement
themselves. Sri Lanka needs to develop a single “comprehensive and standardized
accreditation system that covers all stakeholders: public and private. In the face of the
inability of many public institutions to confront the problem of quality directly, a system of
accreditation which is external to the universities seems essential. Quality assurance in
tertiary education, if it is to be effective, legitimate, and in the public interest, must include
both public and private institutions under a single accreditation procedure.

The online education in the higher education is a complete system rather than just a platform. The participants for this research study included twenty enrollees in distance learning programs. The respondents got online instruction from two distinct higher education institutions (the University of Florida and the Florida State University). The qualitative research design chosen for this study was conducted through observations, and interviews. To begin the study, each respondent had a formal structured interview recorded and transcribed. The interviews with each respondent lasted around 60 minutes on average. Depending on the respondents' preferences, interviews were done at a convenient location, such as their workplace, the university library, or dorm room. Interviews with each participant were performed in an unstructured manner. The following were among the favorable experiences: ease of connection, availability of technical help, self-paced learning, convenience, cost-effectiveness, and adaptability of the program. The difficulties included: a feeling of isolation, self-motivation, and self-regulation, inability to get help from the teacher, and a delay in seeking feedback. The following factors contributed to participants' positive interactions: accessibility to the internet and technology, a well-designed instructional format, easily accessible technical help from the institution, immediate grade filings following assessments, and a flexible learning participative timetable. Untimely or ineffective communication from the educator was among the variables that contributed to participants' unfavorable experiences. Other factors were boring educational approaches, a lack of technical assistance, a lack of interpersonal connection, and an inadequately-designed course interface.
Keywords: governance, digital learning, online education, online learning, e-learning

- by Prof. Dr. Samir Abdelaziz
- •
- E-learning, Higher Education, Governance, Digital Media & Learning

Deogiri College recently received A grade with CGPA of 3.75 out of 4 in its third cycle of accreditation and I could witness the whole process from the beginning as the coordinator of IQAC. My college stands first in Maharashtra with the highest CGPA and perhaps 4th in India. Many colleges nowadays come to visit Deogiri College, Aurangabad. I observed that many colleges ignore the importance of right psychological preparations for the assessment. In this paper, I have dealt with the aspect of such preparation in details. However, the issues discussed in this paper have been generated from the experience of successful interactions and presentations. Subjective 'I' would be frequent as you go through the paper.

ورقة عمل مقدمة للمؤتمر السنوي الرابع للمنظمة العربية لضمان الجودة في التعليم 2012 في القاهرة – مصر

- by Affan Anwar
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- Education, Teacher Education, Higher Education, Human Resource Management

When it comes to getting accredited, the little foxes often spoil the vine, and quickly your school can become the Sleeping Snow White in this arena rather than the Prince Charming. In all of the overwhelming efforts that it takes to put together your school’s self-study and curriculum guides, this paper tries to identify seven critical “dwarves” can be the hard workers that make you the “hi-ho” success of your accreditation efforts.

- by Timothy M Stafford, PhD
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- Instructional Design, Assessment, Strategic Planning, Accreditation

هذا الدليل يُعد المرشد للكليات في الجامعات الليبية نحو تطبيق أنظمة الجودة وضمانها، حيث يحتوي على الإجراءات، والإرشادات، والملاحظات التي تساعد مسؤولي الجودة وتقييم الأداء في الجامعات على بناء قواعد الجودة وضمانها داخل الكليات، كما سترشدهم إلى أسس بناء تلك القواعد، بالشكل الذي يُراعي ظروف الجامعات الليبية، مع التأكيد بأن هذا الدليل يمثل الحد الأدنى من الإجراءات والخطوات والإرشادات المطلوبة لتحقيق الجودة والاعتماد، حيث يستوجب على مسؤولي الجودة في الكليات طرح المبادرات التى تدعم بناء قواعد الجودة وضمانها في الكليات، إضافة إلى البحث، وتعزيز الممارسات الجيدة

Besides developing a new system of internal and external quality audit at undergraduate levels, which is a radical departure from the earlier input-oriented system of accreditation, the Ethiopian Higher Education Relevance and Quality Agency (HERQA) has recently embarked on the task of developing a protocol that will be used for assessing and accrediting post graduate programs in Ethiopia. With the major aim of contributing to this endeavor, this paper had the specific objectives of outlining the major components of post-graduate accreditation/review as practiced elsewhere; and identifying the opinions of instructors in public and private higher education institutions on criteria developed for the purpose. This has been made by referring to two major areas of literary source (i.e., Academic Reviews and Accreditation checklists) and an empirical study which investigated faculty opinion on the issue. Drawing on world-wide practices required reviewing the Academic Review Protocols and descriptions of the structures of a master’s degree program from 22 higher institutions of learning in New Zealand, Australia, Scotland, UK and USA. In similar vein, information drawn from the general and/or specific protocols used by accreditation agencies in India, USA, and Norway have also been used. To supplement the theoretical investigation and to see the extent to which a draft protocol is viewed at academia, a questionnaire was developed and distributed to the Faculties of Law, Accounting/Business Education, and Computer Science at Addis Ababa University (AAU) and five Private Higher Education Institutions. A total of 27 questionnaires from AAU and 95 questionnaires from the 5 private institutions were returned and analyzed using descriptive statistics. The results obtained from both sources are discussed and the implications thereof indicated.

Resumen Evaluar la calidad de educación virtual implica contar con un conjunto de dimensiones determinantes para definir dicha calidad. Los modelos de calidad surgen para proponer, describir y establecer como valorar dichas dimensiones. Hasta la fecha, se han desarrollado múltiples modelos que pretenden conseguir dichos objetivos. Sin embargo, es curioso observar la falta de estudios comparativos acerca de dichos modelos, que no siempre presentan un enfoque coincidente en cuanto a las dimensiones de evaluación de la calidad de educación virtual. El presente artículo tiene como objetivo realizar un análisis comparativo de algunos modelos diseñados para la evaluación de la calidad de educación virtual, incidiendo en dimensiones propuestas para evaluar dicha calidad y establecer cuáles son las dimensiones relevantes o frecuentes consideradas por los modelos seleccionados. Se sintetiza una revisión bibliográfica que aborda el análisis comparativo de 25 modelos y 42 dimensiones de evaluación. Los modelos analizados han sido elaborados, entre otros, por investigadores, universidades, organizaciones de acreditación; y han sido propuestos a universidades para mejorar la calidad de la educación virtual que imparten. Los resultados del análisis muestran que las grandes dimensiones que describen la calidad de educación virtual según los modelos analizados son: el contexto institucional, la infraestructura tecnológica, los estudiantes, el docente, los aspectos pedagógicos y las dimensiones enfocadas en la evaluación del ciclo de vida de un curso virtual: el diseño, el desarrollo y los resultados del curso. Teniendo en cuenta que los modelos existentes poseen algunas dimensiones en común y otras divergentes, se concluye que no existe un criterio unificado en cuanto a las dimensiones abordadas para esta evaluación. Palabras clave: educación a distancia; educación virtual; educación superior; calidad de la educación; evaluación; garantía de calidad. Abstract Carrying out the assessment of the quality of virtual education implies taking into account a set of dimensions determinant for its definition. New quality models are created in order to propose, describe and assess such dimensions. Nevertheless, these models do not always offer a common perspective when it comes to the dimensions of the assessment of the quality of virtual education. Moreover, no comparative studies have been carried out regarding those models. The purpose of this article is to carry out a comparative analysis of several models designed to assess the quality of virtual education. The article focuses on the assessment dimensions proposed by the analyzed models in order to determine those considered to be the most relevant and frequently applied. The author sums up a bibliographical research based on a comparative analysis of a number of models and assessment dimensions drafted, among others, by researchers, universities and assessment organizations. All the analyzed models have been offered to the universities in order to improve the quality of their virtual education. According to the results of the research, the most relevant assessment dimensions are: institutional context, impact/results, program/course development, program/course assessment, educators, and technological infrastructure. It should be noted that some of the dimensions are used by several existing models, while other are only used by some of them. Furthermore, the definition of each dimension may vary depending on the model. As a result, it can be concluded that there are no unified criteria to be applicable to the abovementioned dimensions.

MATRIK IAPS 4.0 PROGRAM DOKTOR

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

We wish to bring to the attention of the reading public that the Swiss Management Center (SMC), which is not accredited by any national accreditation authority anywhere in the world, has resorted to clandestine forms of communication to continue to malign us to its students for exposing their dishonest operations in Ghana. In a dispatch dated August 16, 2016, circulated among its Ghanaian students, the Vice-Chancellor of the SMC, Dr. Ted Sun, questioned the integrity of our PhDs, raised vague methodological and ethical issues concerning our report, and assured his students that all is well with the SMC. In the same memo, Dr. Sun went on to challenge, intimidate or threaten us as follows and we quote: " While you are reading the below lines, a coordinated legal effort within Ghana and the US has been initiated: " fake " , by dictionary definition relates to something as being " not true or real: meant to look real or genuine but not real or genuine " – thus mentioning SMC and their alumni, who spend years on thorough research to complete an accredited program, in such a context shall be treated and acted upon as attempted slander, duress and defamation. " All we can say is, bring it on. We hope to address each of the issues Dr. Sun raised in his memo. In the sixth paragraph of the said memo, Dr. Sun gave a historical narration of the Swiss accreditation regime. What is heartwarming about Sun's revelation is that, by his own clarification, the " Swiss government provided no options for private universities until 2015. " What sun failed to do in this historical narrative is to not educate his students on the reasons the Swiss authorities would not provide accreditation options for private universities in Switzerland, particularly those engaged in the teaching and award of online degrees. Even though Sun assured his students that those private institutions operate legally and offer " high quality education programs, " our concern has not been whether those institutions operate legally or offer high quality education. The unambiguous position is that SMC is not accredited by the Swiss accreditation authorities. No institution of higher learning can be a judge of its own academic standards. This is the reason institutional accreditation is mandatory for all universities operating in Ghana. Sun also pointed out that in 2015, " Swiss law was amended to enable accreditation of private universities, but only in theory. " As we raced through the memo, the preceding quote referenced only heightened our expectation that what would follow would indicate that the SMC, in both theory and practice, has applied for and has been granted that seal of recognition as an accredited private university, putting to rest the contentions of the last couple of weeks. Unfortunately, Sun again offered the excuse that " the thresholds and criteria for eligibility have been adopted from state-controlled facilities, leaving little to no room for small or specialized providers. " Sun explained that the very few private universities in Switzerland that are granted accreditation have to do that in partnership with the well-established public universities. Even though Sun failed to explain why, it must be obvious to the average reader that what Sun considered impracticable accreditation processes for private institutions in Switzerland are only stringent measures put in place to safeguard the quality of education in that country.

The Purposes of this study are to explore the existing quality status and analyze the gaps between existing practices and formal quality assurance and accreditation (QAA) systems, and to assess and tap the institutional learning and challenges of introducing QAA mechanism in Bangladesh. However, the intention is to explore the preparedness to introduce formal QAA mechanism and their implications on the institutional performance in the context of Bangladeshi Higher Education Institutions (HEIs). The Mix method approach is applied here, where the primary data are collected from the university faculty members in order to determine the perceptions towards quality improvement initiatives in HEIs. The study revealed that HEIs in Bangladesh face a number of challenges in terms of formal quality assurance practices. The key variables brought from formal QA framework fell into six quality areas: leadership and institutional governance, curriculum, facilities, student, staff, and quality assurance process development. The study suggests that the main challenge lies with quality assurance process development to introduce formal QAA in HEIs. Existing quality status from this study shows that quality areas of student, curriculum and facilities remain above the average level of standard, but the quality areas of leadership and institutional governance, staff and quality assurance process development are below the average conditions. The findings would assist academicians to enhance quality assurance framework at national level as well as institutional level. However, the challenges the individual higher education institution would encounter to implement the formal QAA mechanism are addressed at length.

- by Open Access Publishing Group
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- Teaching and Learning, Education, Higher Education, Didactics

This paper examines Ghana’s efforts towards revitalizing its higher education systems using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the quality assurance system. As one of the oldest quality... more

MATRIK IAPS 4.0 PROGRAM SARJANA

الدليل الإرشادي لبناء وتفعيل المواقع الإلكترونية لمؤسسات التعليم العالي
يعد هذا الدليل المرشد لمؤسسات التعليم العالي نحو بناء وتفعيل المواقع الإلكترونية ، حيث يتضمن الخطوات، والملاحظات التي تساعد مسؤولي المواقع الإلكترونية بمؤسسات التعليم العالي على بناء المواقع الإلكترونية بالشكل المناسب والمطلوب، ويرشدهم إلى بناء وتفعيل المواقع الإلكترونية بالشكل الذي يُراعي ظروف كل مؤسسة تعليمية.

- by Hussein Mrgin and +1
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- Accreditation and Quality Assuance in Higher Education

Egypt initiated major reforms in higher education in 2000. One of the major focuses of the reform was on quality assurance and accreditation. The country established an accreditation agency in 2006. The expectation was that the universities will be approaching this agency for purposes of accreditation. As of today not a single public university sought accreditation from NAQAAE. This study discusses the role and functions of the national accreditation agency and analyses the reasons for public universities not approaching the agency for purposes of accreditation. Based on the findings, the study makes suggestions to encourage public universities to initiate the process of accreditation to assure quality in higher education in Egypt.

- by Mohamed El-Maghraby
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- Higher Education, Accreditation, Egypt, Accreditation and Quality Assurance

Professional five year Bachelor of
Architecture program initiated in Bangladesh with the
inception of Architecture Department at BUET in 1962. At
present the number of Architecture schools offering
B.Arch degree has risen to seventeen and nine has
produced graduates so far. Six of these nine architecture
schools are picked on random selection for the
research. The study focuses to identify the challenges of
architecture education here in maintaining and improving
its quality, responsiveness and competitiveness in a global
standard, while it will also illustrate a picture of hope and
prospects that is rising on the horizon. Investigating the
problems and identifying the prospects while comparing
the different crucial factors simultaneously with reference
to widely accepted local and international standards would
be the first step in suggesting guidelines and strategies to
ensure standard for Architecture education in future. The
paper finally draws a critical, comparative overview of the
existing system to help seek the process which needs to be
undertaken in order to ensure a bright future for
architecture education scenario of Bangladesh.
Keywords: Architecture Education, Accreditations,
Profession, Challenge, Prospects, Standards

- by M. Arefeen Ibrahim and +1
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- Bangladesh, Architecture Education, Accreditation and Quality Assuance in Higher Education

MATRIK IAPS 4.0 PROGRAM MAGISTER

Expone las tendencias actuales para impulsar y mantener la calidad de la educación superior, con base en la exposición y análisis de los sistemas de evaluación y acreditación de la educación superior en 19 países. El propósito es mostrar el cambio de paradigma de los sistemas de aseguramiento de la calidad. Nuevos elementos se han presentado en los últimos veinte años, que han modificado el panorama de la educación superior. En los últimos tres se han presentado, de manera vertiginosa, una serie de hechos que modifican el escenario a cada momento. Entre ellos: los acuerdos en toda Europa para rediseñar los planes de estudio, la creación de nuevos organismos, la revisión de los ya existentes y el rápido crecimiento de la educación virtual.

- by Xavier Gamboa Villafranca and +1
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- Sociology of Education, Social Research Methods and Methodology, Research Methodology, Qualitative methodology

Ce papier est une contribution à travers laquelle nous mettons en exergue les concepts de la qualité , de l’assurance qualité et de l’assurance de la qualité dans le domaine de l’enseignement supérieur . Puis, nous abordons les missions de la cellule d’assurance qualité et les étapes de la mise en place d’un Système de Management de la Qualité dans les établissement universitaires. En suite , nous partageons la « petite » expérience de la cellule d’assurance qualité de l’université Badji Mokhtar Annaba avec la proposition d’une organisation des cellules et des groupes qualité dans les facultés et les départements dune façon détaillée. Enfin, quelques procédures qualité et des aspects organisationnels sont proposés en vue de l’implémentation de l’assurance qualité selon une approche qui consiste à «coproduire» la qualité , les savoirs et savoir-faire associés, par l'ensemble des parties prenantes (Administration, enseignants , étudiants , personnel, entreprises économiques , pouvoirs publiques…) dans le cadre d'un processus progressif et continu d'apprentissage au vu des mutations et des défis à relever par notre université.
Mots clefs : Enseignement Supérieur , Qualité, Assurance, Procédures, cellule qualité .

تقدم هذه الورقة التجربة الليبية في مجال تقييم الجودة والاعتماد في برنامج الدراسات العليا، والتي جاءت من خلال تطبيق عملي على واقع الدراسات العليا في ليبيا وكذلك من خلال التغذية الراجعة الصادرة من المؤسسات التعليمية. لقد قام المركز الوطني لضمان الجودة ( 2008 ) بإصدار نموذجين للتقييم والاعتماد الأول خاص بالاعتماد المؤسسي الجامعي والثاني خاص بالاعتماد البرامجي (للدراسات الجامعية والدراسات العليا دون تميز) ولكن عند التطبيق لوحظ أن الدراسات العليا لها خصوصية تختلف عن الدراسات الجامعية يجب أن تأخذ في الاعتبار وكذلك آليات تقييم محاور الاعتماد (موجود – موجود جزئي – غير موجود) لم تكن عادلة، لذلك في هذه الورقة نقدم النموذج الليبي في مجال تقييم الجودة والاعتماد البرامجي لبرنامج الدراسات العليا من خلال تقسيم مجاور الاعتماد إلى عدد من الإبعاد التي بدورها قسمت إلى عدد من البنود، صنفت إلى بند أساسي وأخر داعم. كذلك اعتمدنا لتقييم هذه البنود على الدمج بين الأسلوب الكمي والأسلوب النوعي للتقييم.

Sarojini Naidu Government Girls Post Graduate (Autonomous) College, popularly known as Nutan College, is considered as a paradigm of creativity, harbinger of change and a nodal agency for quality sustenance. The College has been a forerunner to venture semester system, comprehensive continuous evaluation, non-traditional methods of teaching & learning, inculcation of value system, personality development, career counseling and a fine tuned Tutor Guardian Cell (Mentor’s Club). Thanks to the Nutan fraternity and a galaxy of our graduates who transformed our tiny strides into a great success.

O Instituto Politécnico de Portalegre (IPP) adotou, de forma voluntária, o caminho da qualidade, através da implementação do Sistema de Gestão da Qualidade (SGQ), culminando em 2008 com a certificação pela norma de referência NP EN ISO 9001:2008, sendo a primeira instituição pública de ensino superior, na sua globalidade, a consegui-lo. O mesmo sucedeu na Responsabilidade Social em 2011, e no Sistema Interno de Garantia da Qualidade (SIGQ) em 2015.
O objetivo desta comunicação é evidenciar como têm sido superados pelo IPP, recorrendo à melhoria contínua permanente, os diversos desafios e obstáculos, ao apostar num SGQ e num Sistema Integrado de Gestão (SIG), de modo a conseguir de forma mais sistematizada, eficiente e próxima melhores resultados, tornando-se assim mais sustentável e diferenciador.
A metodologia utilizada decorre da análise da estrutura implementada, do desenvolvimento do SIG e dos resultados obtidos. O Sistema baseia-se numa formulação estratégica, através da metodologia Balanced Scorecard (BSC), suportado por equipas de trabalho – Círculo de Progresso e Grupos de Melhoria Contínua – e sistemas de informação, assente na política da qualidade e responsabilidade social assumida pelo IPP. Utiliza-se uma abordagem por processos, monitorização regular, autoavaliações e auditorias internas/externas, e uma análise/reflexão crítica anuais ao Sistema de Gestão.
Dos imensos resultados e ganhos do SGQ, destacam-se uma melhoria contínua generalizada, a qualidade do ensino/aprendizagem, as políticas de investigação e internacionalização com progressos associados, elevada eficiência/capacidade dos serviços de apoio, mais satisfação e envolvimento das partes interessadas. Pode afirmar-se que existe maior controlo, sustentabilidade, eficácia, qualidade e afirmação regional.

This paper shares some of the findings of the OpenCred study, conducted by the Institute of Learning Innovation at the University of Leicester in collaboration with the European Commission’s Institute for Prospective Technological Studies (IPTS), and funded by the IPTS. It describes a range of initiatives by higher education and professional training institutions in Europe in which non-formal, open learning achievements are recognised. Recognition of learning is almost always conferred in consideration of the type of assessment used, and so a matrix has been developed to show the relationship between these two features. The vertical axis of the matrix comprises a five-level hierarchy of formality of recognition (from no recognition to full recognition in line with the European Credit Transfer and Accumulation System), while the horizontal axis represents a five-level hierarchy for robustness of assessment (from no assessment to formal examinations). Examples of European open education initiatives are discussed and plotted on the assessment-recognition matrix. The paper concludes with a summary of the tensions between the assessment procedures used and the recognition awarded, and offers recommendations for institutions wishing to evaluate the nature of recognition awarded to open learners. It also identifies further areas in which the framework could develop.

- by Yves Punie and +3
- •
- Assessment, Higher Education, Recognition of Prior Learning, Accreditation and Quality Assuance in Higher Education

Nos últimos anos, Portugal tem assistido a um processo de adoção e implementação de sistemas de gestão e garantia da qualidade das suas instituições de ensino superior (IES), materializando uma tendência observada noutros países europeus.
A presente comunicação versa sobre os sistemas de gestão e garantia da qualidade no ensino superior português, acreditados pela Agência de Avaliação e Acreditação do Ensino Superior (A3ES), num total de 12 IES que viram os seus sistemas internos de garantia da qualidade (SIGQ) acreditados por aquela entidade, à data de dezembro de 2015.
Como objetivo central procurar-se-á dar conta da importância que os referenciais propostos pela A3ES representam para as 12 instituições acreditadas, analisando o grau de implementação desses referenciais e identificando os que se revelam mais e menos conseguidos, elencando os respetivos motivos. O texto sintetiza ainda os pontos fortes dos SIGQ e enumera, analogamente, as principais recomendações.
A estratégia metodológica adotada centrou-se na análise de conteúdo dos documentos disponibilizados publicamente pela A3ES, designadamente os relatórios de avaliação, produzidos pelas respetivas Comissões de Avaliação Externas.
O resultado final corresponde a uma análise comparativa, procurando aferir, entre outros parâmetros, se a existência de experiências antecedentes de implementação de sistemas de gestão da qualidade, por exemplo por via da obtenção de certificações anteriores, correspondem às mesmas IES que aderiram em primeiro lugar à certificação da A3ES. O texto termina com uma referência à possibilidade de adoção de boas práticas pelas IES, com o objetivo de ajudar a melhorar a implementação dos respetivos SIGQ.

The scientific promotion is considered as one of the most important incentives that are concerned by faculty members through linking scientific promotion to the increasing of financial and moral incentives, and it is also considered as regulation of the relationship between teacher and university or scientific program where he is teaching. Whereas the promotion is based to a set of conditions and criteria associated with the time duration and the number of research which is supposed to be provided by a university professor. Therefore, this paper will answer a number of questions: 1. What is the concept of scientific promotion? What are the concepts associated with it? 2. What is the relationship between the scientific promotion and the scientific researches? 3. What is the relationship between the scientific promotion and activities and programs of quality and quality assurance? 4. What is the most important link between the scientific promotion and service of the community and the university?

The library has a key role in supporting the academic activities of higher education institutions by establishing, maintaining and promoting the Information services within easy accessibility and greater efficiency. Srinivas Institute of Management Studies (SIMS) being a higher educational institution, is fostering the quality of education through modern infrastructure and best services keeping in view the quality as yardstick. In this regard, it has taken many steps to improve the qualities of information provided to its students as well as teachers for enhancing knowledge, skills and supports research activities which is a major part of higher education. This paper provides the best practices followed in Library and quality enhancement services and exposes the current challenges faced by the library and how it overcomes it by using the best practices. There are 30 best practices adopted for providing best service to its users. A best practice may be innovative and be philosophy, policy, strategy, program, process or practice that solve a problem or create new opportunities and positively impact the whole Institution. Collection and library environment are indispensable assets of the library. Almost all the services and outputs of a library are associated with these two aspects. The effectiveness services through automation and subscription of on-line journals and databases are also mentioned. Finally two best practices are elaborated by considering their aim, contextual features, implementation and uniqueness, and evidence of success, and which have contributed to the achievement of the Institutional objectives and/or contributed to the Quality improvement of the core activities of the library.

This report sets out the results from a study conducted during 2017-18 for the Council for Higher Education Accreditation / CHEA International Quality Group (CHEA/CIQG). This study builds on recommendations from the IIEP/UNESCO and CHEA/CIQG Advisory Statement prepared by Sir John Daniel (IIEP & CIQG 2016), consolidating contributions from a panel of expert witnesses1. The study was designed to capture information about actions and responses of accreditation and quality assurance bodies (AQABs) for addressing different forms of corruption in higher education. The results, recommendations and conclusions in this report are based on the findings of the study.

- by Anna Maria Tammaro
- •
- Assessment, Strategic Planning, LIS Education, Accreditation

Accreditation can be seen as one of several complementary measures in a quality assurance system, and the starting point is the need to maintain and improve good quality in institutions of higher education. Accreditation can play a more or less dominant role in the field of different measures that
aim at monitoring, steering, recognizing and ensuring quality assurance in higher education. The frameworks for accreditation and external quality assurance vary from country to country, but generally follow three basic forms: the European model of central control of quality assurance by state educational ministries (Egypt follows this model); the United States (US) model of decentralized quality assurance combining limited state control with market competition; and, the British model in which the state essentially ceded responsibility for quality assurance to self-accrediting universities. (Contains 1 table.)

The organisers of the international conference Single accreditation of joint programmes – turning Bologna guideline into reality, held in Vilnius at Mykolas Romeris University on May 30-31, 2017, have published a Conference Report.
The Conference Report is the result of a welcome addresses, plenary contributions, session on joint programmes accreditation practices in Lithuania, Latvia, The Netherlans, Spain and Estonia, session on progress in implementation of the European Approach for Quality Assurance of Joint Programmes (2015) by the view of EUA, EQAR, ENQA, ECA, ENIC-NARIC representatives and group discussions sessions of the conference participants from 18 countries of EHEA. The key messages and recommendations for public authorities are also presented in the conclusions of the Conference Report. This is intended to feed into the discussions at the 2018 Bologna Process Ministerial Meeting in respect of single accreditation of joint programmes.

This study was conducted to examine the practices, challenges, and prospects of using accreditation, external quality audit, and internal quality assurance as major components of the quality assurance (QA) regime in the Ethiopian higher education sector. The research used documentary evidence and interview as principal means of investigation. The findings revealed that, despite availing the tools and mechanisms for assuring quality both at national and institutional levels, the sectoral practice lags behind policy directions with little coordination among the discrete QA schemes deployed. This has resulted not only in undermining the possible gains from each component of the QA regime but also in achieving the greater purpose of promoting quality higher education at a national level. The findings further imply that improvements should be made to strengthen the system by maximizing desired results and reducing unnecessary efforts and costs. It is suggested that unless enough considerations are made in examining the efficiency of each QA mechanism and creating the needed synergy within the system, the quality of higher education in Ethiopia may be fraught with dim prospects.

MATRIK IAPS 4.0 PROGRAM DIPLOMA

Trade in higher education in its many diverse forms transcends and challenges the national regulatory frameworks in higher education, including national quality assurance and accreditation systems. New kinds of international quality assurance and accreditation are seen as the crucial elements of regulation in a more and more trade oriented international higher education market. In this paper four models of development of international quality assurance are analysed: 1) Strengthening the capacities of national quality assurance and accreditation systems; 2) Promoting cross-border quality assurance and the mutual recognition of quality assurance and accreditation; 3) Developing meta-accreditation of quality assurance and accreditation agencies on an international and global level; and 4) Establishing international quality assurance and accreditation schemes. Current developments and strategies in international quality assurance are situated within these four models and discussed with reference to the trade in education issue.

تحرص كل الدول على اختلاف أحجامها ومستويات نموها على إنشاء مؤسساتها التعليمية المتنوعة، كما تحرص أيضا على تطوير هذه المؤسسات من آن لآخر لقناعتها بأهمية الدور الذي يقوم به التعليم العالي في نقل الدول إلى مراحل متقدمة من النمو،بالإضافة إلى كون هذا التعليم تعليماً تخصصياً، قيادياً يمثل في النهاية ضمير الأمة، وبالتالي فإن الموضوع ليس بالهين، ويحتاج إلى من يُشخص واقع تلك الجامعات ويحلل ويضع التوصيات والمقترحات ثم يتأكد من فعالية تلك التوصيات التي ربما تحتاج إلى تعديل أو تطوير أو إضافات وهكذا فالعملية هي عملية دينامكية وغير قابلة للسكون أو التوقف، وهنا يطرح سؤال مَنْ الذي يتولى مهام تلك العمليات والفعاليات المؤسسية والفعاليات البرنامجية، ومَنْ يشرف على ذلك الحراك التعليمي داخل الجامعات الليبية ؟ إن الإجابة عن هذا التساؤل يقودنا بطبيعة الحال إلى مكاتب الجودة وتقييم الأداء ،والتي أنيط بها تلك المهام والوظائف، ومن هنا تكمن أهمية الموضوع في كونه يتناول مكانيزما الجودة داخل الجامعات، أو ربما نسميها كرات الدم البيضاء داخل الجامعات التي تعمل على تصفير المشكلات داخلها، والتي يطلق عليها في الجامعات الليبية بمكاتب الجودة وتقييم الأداء، كما يطلق عليها في الجامعات السعودية عمادة الجودة، كما يسميها البعض الآخر مركز ضمان الجودة كما هو موجود في الجامعات المصرية، وبالرغم من قيام كل الجامعات الليبية بتأسيس مكاتب للجودة وتقييم الأداء بها على مستوى الجامعات والكليات والأقسام ، والتي ساعدت الجامعات في تقديم الدعم اللازم من خلال تنظيم أمورها الإدارية والأكاديمية، إلا أن حظ نجاح مكاتب الجودة وتقييم الأداء لم يحالف الكثير من الجامعات، فقد أصبحت مكاتب الجودة في الجامعات الليبية أمراً مكروهاً وخطاً وشراً يجب تفاديه بأي ثمن، وهنا نستطيع طرح بعض التساؤلات حتى نكون أكثر موضوعية، ما سبب هذا الاختلاف في أداء مكاتب الجودة ؟ وما الذي يجعل مكتب الجودة في جامعة ما ناجحاً وفاشلاً في جامعة أخرى؟ هل السبب كامن في التباين بين الجامعات؟ وهل نحن بصدد هوية من يقومون بإدارة الجامعات؟ وبشكل عام ماذا يجري في مكاتب الجودة وتقييم الأداء في الجامعات الليبية؟

عتبر الجامعات من أبرز المؤسسات التي تساهم في إحداث التغيير والتطوير داخل المجتمع ، فالجامعة ليست مؤسسة تعليمية فحسب، بل هي في الأساس مؤسسة ثقافية اجتماعية تنمي كل الجوانب الشخصية للطالب وتسهم في بناء المجتمع في كل المجالات ، ولكن هذه الأهداف والغايات في جل الجامعات الليبية لا تزال مقتصره على تخريج الموارد بشرية لإشغال وظائف غير مرغوبة ، وبأسلوب تقليدي يقوم جلها على المحاضرات النظرية ، وتعتمد على التلقين واجترار المعلومات، دون الاهتمام بالعمل الجماعي والتفكير الإبداعي وتطبيق المعارف، والأكثر من ذلك هو استمرار تعاطي الجامعات مع المشكلات بنفس الأسلوب التقليدي إضافة إلى عدم الاهتمام بمواءمة احتياجات سوق العمل، وهي بهذا تهدر المال العام ولا تساهم في إحداث التغيير داخل المجتمع الليبي وتضيع فرص اللحاق بالدول المتطورة.

The European Foundation for Quality Management, EFQM, was founded in October 1989 when the CEO/Presidents of 67 European companies subscribed to its Policy Document and declared their commitment to achieving EFQM mission and vision. In 2000, the Romanian Quality Award was launched in Bucharest, under the administration of the " Romanian Quality Award " Foundation (established formally in February 1999, through a project developed by the first author and financed by EC). In February 2001, the first winners of Romanian Quality Award were presented to the public. All winners received also a message signed by Joseph M.Juran. The Romanian Quality Award (JMJ-RQA)– whose criteria are representing the " Romanian Model for Excellence " – was intended to represent the highest Romania's recognition, at national level, of managerial competence. It is based on the former EFQM European Model for Excellence, i.e. on the European Quality Award criteria, applied in Europe till 1999, as the European model of Total Quality Management (TQM). During years 2001-2009, the JMJ-RQA was won by 32 different organisations based in Romania. Unfortunately, for many new reasons, after 2009 and till today, it was not more possible to organise thr JMJ-RQA competitions. In addition, during years 2002-2006, no Romanian candidate organisation was found enough able to earn the EFQM Award for Excellence. However, some hopes to overcome these challenges were later generated by the founding in 2017 of the new association TEAM 4 EXCELLENCE, in Constanța, managed by the second author. This paper introduces-from historical and professional insider's perspective-the most important facts, challenges, issues and outcomes of these surprising Romanian evolutions, during over 28 years of EFQM operation. Rezumat Fundațía Europeană pentru Managementul calității, EFQM, a fost înființată în octombrie 1989, prin semnarea de către managerii/ președinții ai 67 întreprinderi europene a Statutului EFQM, declarându-și angajamentul personal de-a realiza misiunea și viziunea EFQM. În anul 2000, a fost lansat în Bucureşti, Premiul Român pentru Calitate , administrat de Fundaţia " Premiul Român pentru Calitate " (înfiinţată oficial în februarie 1999, printr-un proiect european conceput și realizat dezvoltat de primul autor). În februarie 2001, primii câştigători ai Premiul Român pentru Calitate au fost prezentaţi public. Toţi câştigătorii premiului au primit şi un mesaj semnat de Joseph M.Juran. Acest Premiu Român pentru Calitate <Joseph M. Juran (PRC-JMJ)-ale cărui criterii reprezintă " Modelul românesc de Excelenţă "-a fost special conceput pentru a reprezenta cea mai înaltă

- by Nicolae Dragulanescu and +1
- •
- Quality Assurance Engineering, Quality Management, Excellence Science, Service Quality

From the mid-1980s on, accountability is part and parcel of the higher education fabric. Much research has highlighted accountability reforms and observed that balancing autonomy and accountability remains a challenge. This chapter highlights that many of the concerns can be traced back to different perceptions and expectations of pertinent stakeholders. To support this claim, insights from the public administration literature are presented, and particularly the notions of accountability forms, functions and forums. The latter notion suggests that audiences may reflect differently on accountability: a political forum (for instance, parliament) versus the public forum (for instance, mass media) versus market forums (for instance, customers). Using examples of accountability mechanism in the Netherlands, England, Norway, Austria and Italy, it is illustrated that accountability particularly becomes quite complex if types of accountability mix and accountability narratives move from one forum to the other. It is argued that a more fine-grained analysis of accountability – stripped from the normative connotations that figure largely in the higher education literature – is promising to gain more insight in the implementation and impacts of accountability regimes in higher education.

MATRIK IAPS 4.O PROGRAM SARJANA TERAPAN

- by Jeffrey Ross
- •
- Marketing, Community Colleges, Assessment, Nutrition

The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.

La investigación busca satisfacer la demanda del Sistema Nacional de Aseguramiento de la Calidad por evaluación del impacto de la vinculación de las instituciones de educación superior con el medio. Se trata de resolver un problema metodológico que, como se refleja a través de la acreditación institucional en Chile, aún no genera una solución reconocida como estándar o buena práctica. La pregunta por la rendición de cuentas del impacto de la vinculación con el medio se aborda desde una perspectiva generalizable: propone un estándar metodológico básico, adecuado para satisfacer el mínimo del criterio de acreditación institucional respectivo. Se construye una buena práctica de seguimiento de la vinculación con el medio y su impacto basada en el método de encuesta, replicable para cualquier institución de educación superior que la aplique. La encuesta integra el estado del arte nacional e internacional en la perspectiva de ampliar su aplicabilidad, incluyendo indicadores que representan la diversidad de mecanismos de vinculación con el medio, a la vez que se establece conmensurabilidad y agregación entre ellos.

- by Nicolas Fleet and +1
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- Higher Education, Quality assurance in Higher Education, University, Evaluación y acreditación