Emerald | Quality Assurance in Education | Table of Contents

Initial assessment of two questionnaires for measuring service quality in the Hong Kong post-secondary education context

literatinetwork@emeraldinsight.com (Dennis C S Law) — Fri, 05 Jul 2013 00:00:00 +0100

Abstract

Purpose - The SERVPERF (for Service Performance) and the HEdPERF (for Higher Education Performance) are two questionnaires for collecting customer/student feedback on service quality that have been tested and used mainly in non-Chinese contexts. The purpose of this paper is to adapt and initially validate a Chinese translation of these two instruments for application in the context of post-secondary education in Hong Kong.Design/methodology/approach - Given that a Chinese translation of the two questionnaires concerned has not been tested in this new response-context, an exploratory approach was adopted by examining the psychometric properties of the SERVPERF scales and the HEdPERF scales via scale alpha, item-correlation analysis and exploratory factor analysis using valid responses collected from 271 students.Findings - The alpha values of both the SERVPERF scales and the HEdPERF scales are good or acceptable, with the latter better than the former in general. In the present study, the validity of employing the SERVPERF in the targeted response-context is supported as all the five SERVERF dimensions have been cleanly identified in the exploratory factor analysis. However, only three out of the five HEdPERF dimensions were identified in the present study, and two of the identified dimensions are complex concepts with each of them exhibited as two factors in the exploratory factor analysis, casting doubt on the appropriateness of the direct employment of the HEdPERF in the targeted response-context for the measurement of service quality.Research limitations/implications - The students who participated in the present study were pursuing Project Yi Jin which was a special one-year post-secondary programme in Hong Kong.Originality/value - Taking both reliability and validity issues into consideration, this initial investigation indicates that the SERVPERF may be a more appropriate instrument than the HEdPERF for supporting quality assurance in the context of Hong Kong post-secondary education, especially when multiple questionnaires will be used for collecting students’ feedback on their various experiences at different levels, where it is important for these questionnaires to be, as much as possible, simple and non-overlapping.

Quality Enhancement: A Case of Internal Evaluation at a Teacher Education College

literatinetwork@emeraldinsight.com (Hanna Ezer, Arielle Horin) — Fri, 05 Jul 2013 00:00:00 +0100

Abstract

Purpose - To examine faculty members’ perceptions over time with respect to the concept of quality assurance; the evaluation objects and the rationale for choosing them; attitudes toward the application of this process in the college and in its academic units.Design/methodology/approach - This is a qualitative longitudinal case study of one veteran college of education at the center of Israel. The leading faculty members under study comprised 17 subject-matter department heads specializing in the humanities, science and in education. All of them implemented an internal evaluation in their departments as part of a quality assurance process. The study involved two rounds of semi-structured interviews: at the beginning of the process and two-and-a-half years later, using categorical content analysis.Findings - The results indicate that time is required for the process to mature, for process objection level to decline and for assertive leadership to evolve. Positive attitudes emerge when faculty members are given the opportunity to act in an autonomous atmosphere, when organizational learning frameworks are established and when variety is legitimized. Furthermore, faculty members take responsibility and understand that the process improves the quality of their work. Overall, perceptions of processes changed from quality assurance as external supervision imposed on the institution to quality enhancement emerging from the academic faculty and from the needs of the institution.Originality/value - For decision makers and practitioners in higher education, this case study represents one stage in building an organizational culture, that can contribute in the future to external quality assurance processes when required by stakeholders.

Quality Expectations in Thai Higher Education Institutions: Multiple Stakeholder Perspectives

literatinetwork@emeraldinsight.com (Mukdashine Sandmaung, Do Ba Khang) — Fri, 05 Jul 2013 00:00:00 +0100

Abstract

Purpose - This study aims at determining the quality indicators that are suitable for assuring quality in higher education institutions (HEIs) in Thailand from the perspectives of students, teaching staff, managerial staff and employers. These quality expectations are then compared with the quality indicators of the Office of Higher Education Commission (OHEC) in Thailand.Design/methodology/approach - List of quality expectations was first established based on a review of the literature and the OHEC quality indicators, then finalized with input from interviews with experts and a pilot survey. Over 2,000 questionnaires were then delivered to stakeholders. Statistical analyses of differences and factors were conducted and compared with OHEC’s official list of quality indicators.Findings - In terms of relative perceived importance, while the rank correlations among quality expectations of different stakeholder groups were generally high, a correlation between students and teaching/managerial staff was the lowest. The most important expectations of stakeholders are found missing from the OHEC list, and several indicators used by OHEC were among the lowest ranked items. Factor analysis also suggested a different structure for categorizing the quality indicators compared to what is being mandated by OHEC. Practical implications - The stakeholders’ perspectives and their priorities observed in this study could serve as initial empirical inputs for OHEC and HEIs in developing or reviewing quality assurance systems. Originality/value - Assessing and comparing similarities and difference among multiple stakeholder perspectives can present a more comprehensive and accurate understanding for the development of quality assurance indicators suitable for Thai HEIs.

Quality of Work-Life Model for Teachers of Private Universities in Pakistan

literatinetwork@emeraldinsight.com (Seema Arif, Maryam Ilyas) — Fri, 05 Jul 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this article is to explore various dimensions of quality of work-life (QWL) as it affects the life and attitude at work of faculty of private universities in Lahore, Pakistan. Design/methodology/approach - The study was quantitative in nature. Survey was held with 360 faculty members of private universities of Lahore in order to find their perceptions about quality of work life and its spill-over effect on employee commitment, employee engagement, and reputation of the university. Findings - It was found out that perceived value of work, work stress, work life balance and satisfaction with relationships in life are the major factors which shape work attitudes of faculty working in private universities of Pakistan. Overall perception of quality of work-life is rather weak and it has little or no spillover effect on employee commitment and their engagement and involvement. Research limitations/implications - Data collection was found to be a tough job. Most of the respondents left the open ended questions unanswered in the questionnaire and that portion was excluded from final analysis, which could have given an in-depth probe into the phenomenon of quality of work-life. Since data was collected from Lahore only, the results should be generalized carefully.Practical implications - Originality/value - The study has contributed scholarly as well as practically. The study has drawn scholarly attention towards dominant constructs of QWL playing important role in shaping attitude towards work, life and relationships of faculty of private universities. At practice level the study hints at the possible implications of dissatisfaction and imbalance on employee commitment and engagement and even the reputation of the university.

Equity and Excellence Are Not Mutually Exclusive: A Discussion of Academic Standards In An Era of Widening Participation

Mon, 15 Apr 2013 00:00:00 +0100

Abstract

Purpose - Social inclusion policies in the higher education sector are implemented to ensure that all people - irrespective of socioeconomic background – have rights of access and the opportunities needed to participate and, ultimately, succeed. The purpose of this article is to stimulate discussion on the extent to which a national social inclusion agenda may impact academic standards and student outcomes. We argue that contemporary trends such as increasing student diversity; changing pattern of student participation; differentiated levels of preparedness for tertiary education; and new modes of learning, will continue to grow and will not in and of themselves affect academic standards.Design/methodology/approach - The main aim of the article is to encourage debate on the topic particularly in Australian higher education context where the government has introduced policies to increase the access and participation of disadvantaged student in higher education. The authors have undertaken a thorough literature review on the topic in countries such as South Africa, United Kingdom and United States of America. Findings - The review of litarature suggests that social inclusion agenda and the opportunity for disadvantaged students in higher education do not necessarily compromise standards and outcomes. The changing trend in student participation in higher education with increased student diversity means graduate exit standards are more important than entry standards.Research limitations/implications - Limited research in Australian higher education on the social inclusion initiatives and its impact on academic quality and outcomes.Practical implications - The increased participation of disadvantaged students in higher education together with limited academic support may impact on the graduate exit standards.Originality/value - Increasing the access and participation of disadvantaged students in Australian higher education is driven by government policy. This article encourages debate on one of the most important topics in higher education which argues that social inclusion agenda does not compromise academic quality, standards and outcomes. The article argues the need to fulfil the ‘moral’ purpose of higher education by providing access and opportunity for all groups of people to participate in higher education.

Institutional factors and the postgraduate student experience

literatinetwork@emeraldinsight.com (Jonine Jancey, Sharyn Burns) — Fri, 05 Jul 2013 00:00:00 +0100

Abstract

Purpose - Few studies have evaluated the satisfaction of mature aged postgraduate students. This research aims to determine postgraduate coursework students service expectations in regard to academic course quality; university services; and industry links.Design/methodology/approach - A case study of fifty-one taught postgraduate students enrolled in School of Public Health nested postgraduate courses was conducted. Students completed an online self-complete survey (response rate of 58%). Descriptive statistics and uni-variate analysis (chi-square) were used to explore associations between variables.Findings - Postgraduate taught students come from a variety of career backgrounds. They place a great deal of importance on their educational experience, especially in regard to academic factors: reputable degree; skilled engaging teachers; access to online resources; ready contact with academics; and a supportive enrolment processes.Research limitations/implications - This research is a case study containing a small sample of postgraduate coursework students. It is recommended that future research be conduced with a larger study population.Practical implications - A greater awareness of student expectations equips universities to provide a more meaningful pedogological experience and to better address the unique needs of postgraduate students. This is likely to enhance lifelong learning and support retention and progression rates. Originality/value - This research provides a case study of a specific group of postgraduate students and helps understand some of the unique requirements of this postgraduate group which is largely older, female, domestic students.