Quality Assurance in Education

An Evaluation of an Internal Audit on Student Feedback within a British University: A Quality Enhancement Process : Table of Contents

Prof. Ken Reid — Sat Nov 14 08:00:19 GMT 2009

Abstract:
Purpose - Final year students attending British universities now complete an annual questionnaire to assess their views on their learning experiences of higher education (HE) from a variety of perspectives. They undertake this process as part of the National Student Survey (NSS). These data are then collated and an annual report with associated league tables is produced. Swansea Metropolitan University (SMU) decided to undertake an internal audit to contrast their own results against the national review in order to better understand and improve their own quality enhancement and student feedback processes.Design/methodology/approach - A three-tier methodology approach was utilised involving both qualitative and quantitative methods, staff and student involvement and interview and questionnaire techniques.Findings - The findings are presented by Faculty and overall and indicate that whilst most students are satisfied with existing feedback schemes, some variations in practice occur. Students’ value highly some feedback approaches more than others.Research limitations/implications - The SMU internal audit results closely match those obtained by the NSS for both the University and sector-wide and the implications of these findings and the internal results are discussed and considered. These findings may point the way forward for other fields of future research, especially those involving students within universities.Originality/value - This article has two clear benefits. First it shows the clear relationship between the National Student Survey (NSS) results in the UK with those undertaken independently. Second it provides one of the most comprehensive analyses of student feedback. The article is particularly relevant for all those engaged in quality assurance and enhancement processes.

Quality, Semantics and the Two Cultures : Table of Contents

Mr. Brian David Poole — Sat Nov 14 08:00:19 GMT 2009

Abstract:
Purpose - The aims of this paper are twofold: first, to engage with the definition of quality as ‘excellence’ (Harvey and Green, 1993) and to show why this could be regarded as unhelpful and misleading; and, second, to suggest some factors which contribute to a ‘cultural divide’ between quality assurance specialists in universities and their colleagues who are full-time academics. In both cases these issues are raised and explored because their resolution may suggest ways forward for quality assurance in higher education.Design/methodology/approach - The paper is generally based on consideration and critical evaluation of published work relevant to the two issues mentioned above. However, other forms of evidence are drawn into the argument. Notably, lexical data from the British National Corpus are examined in order to substantiate points about the semantics of the word ‘quality’.Findings - The paper finds on the grounds of both lexical semantics and consideration of scholarly literature on quality assurance in higher education, that it is unhelpful to understand the term ‘quality’ as equivalent to ‘excellence’. It also identifies possible reasons why a ‘cultural divide’ exists between university lecturers and quality assurance specialists.Research limitations/implications - Since the paper essentially presents a personal viewpoint, triangulation is not always apparent. However, the early part of the paper draws on data from free online access to the British National Corpus. Practical implications - There are implications for university management, and for the priority accorded to quality enhancement (or improvement) versus quality assurance.Originality/value - The paper should be of interest to both quality assurance specialists and lecturers in universities. It offers logical, language-based reasons why ‘quality’ should not be regarded as ‘excellence’ and goes on to relate this to the notion of ‘quality enhancement’. Preliminary suggestions are also made about means through which the ‘cultural divide’ between academics and quality assurance specialists might be narrowed, to the potential benefit of universities seen as both complex entrepreneurial organizations, and academic communities.

Quality assurance in post-secondary education: some common approaches : Table of Contents

Dr. Dennis Chung Sea Law — Sat Nov 14 08:00:19 GMT 2009

Abstract:
Purpose - The purpose of this paper is to review some common approaches to quality assurance that have been practiced in post-secondary education. Design/methodology/approach - Literature review and reflection on three approaches to the assurance of educational quality, namely total quality management, performance indicator and external quality monitoring. Findings - While these past / current approaches to quality assurance may have their respective reasons for existence, they promote a quality culture that tends to favor the institutional aspects rather than the student aspects of the quality issues, and tends to lean more on the accountability-led view rather than the improvement-led view of quality assurance. Originality/value - This paper makes a contribution to the debate about educational quality in post-secondary education. It supports the argument for a need to transform the quality assurance practice by promoting ‘quality as transformation’ as an important underpinning conception, and ‘the centrality of the student experience’ as an important underlying principle of the quality endeavor.

Self-assessment processes: the importance of follow-up for success : Table of Contents

Dr. Juan José Tarí — Sat Nov 14 08:00:19 GMT 2009

Abstract:
Purpose - The purpose of this paper is to review the literature on self-assessment processes; and to identify the difficulties, benefits and success factors of the European Foundation for Quality Management self-assessment model, analysing the importance of follow-up. Design/methodology/approach - First, the paper carries out a literature review on self-assessment, and then it uses the case study methodology based on 10 services provided by a public university in Spain to identify difficulties, benefits and success factors of self-assessment. Findings - The findings show, first, what the literature suggests on self-assessment in general and for higher education, and second, the difficulties, benefits and success factors and the importance of follow-up for successful self-assessment. Originality/value - It provides a literature review on self-assessment and lessons for managers from other universities, or other public sector organisations, who wish to know the difficulties, benefits and success factors, and the characteristics of follow-up.

Cross-evaluation of Degree Programmes in Higher Education : Table of Contents

Prof. Juha Kettunen — Sat Nov 14 08:00:19 GMT 2009

Abstract:
Purpose - This study develops and describes the benchmarking approach of enhancement-led evaluation in higher education and presents a cross-evaluation process for degree programmes. Design/methodology/approach - The benchmarking approach produces useful information for the development of degree programmes based on self-evaluation, evaluation visits and analyses.Findings - The cross-evaluation of degree programmes can result in recommendations not only for the improvement of the degree programme, but also for that of the whole institution and the evaluation process. Originality/value - The results of this study are useful for those who want to improve the quality culture of higher education institutions.