Quality Assurance in EducationTable of Contents for Quality Assurance in Education. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0968-4883/vol/32/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestQuality Assurance in EducationEmerald Publishing LimitedQuality Assurance in EducationQuality Assurance in Educationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/2336835fae894087a9c65ea14582598a/urn:emeraldgroup.com:asset:id:binary:qae.cover.jpghttps://www.emerald.com/insight/publication/issn/0968-4883/vol/32/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEnhancing the assessment and the feedback in higher educationhttps://www.emerald.com/insight/content/doi/10.1108/QAE-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestLack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula. A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver. This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks. The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE. This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.Enhancing the assessment and the feedback in higher education
Kasun Gomis, Mandeep Saini, Mohammed Arif, Chaminda Pathirage
Quality Assurance in Education, Vol. 32, No. 2, pp.165-179

Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.

A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.

This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.

The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.

This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.

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Enhancing the assessment and the feedback in higher education10.1108/QAE-01-2023-0004Quality Assurance in Education2023-12-18© 2023 Emerald Publishing LimitedKasun GomisMandeep SainiMohammed ArifChaminda PathirageQuality Assurance in Education3222023-12-1810.1108/QAE-01-2023-0004https://www.emerald.com/insight/content/doi/10.1108/QAE-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviourhttps://www.emerald.com/insight/content/doi/10.1108/QAE-07-2022-0128/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning. A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights. The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE. The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education. The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour
Ai Na Seow, Siew Yong Lam, Yuen Onn Choong, Chee Keong Choong
Quality Assurance in Education, Vol. 32, No. 2, pp.180-196

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

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Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour10.1108/QAE-07-2022-0128Quality Assurance in Education2023-12-15© 2023 Emerald Publishing LimitedAi Na SeowSiew Yong LamYuen Onn ChoongChee Keong ChoongQuality Assurance in Education3222023-12-1510.1108/QAE-07-2022-0128https://www.emerald.com/insight/content/doi/10.1108/QAE-07-2022-0128/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programshttps://www.emerald.com/insight/content/doi/10.1108/QAE-08-2023-0136/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods. The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations. Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration. This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs
Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela, Wirawan Setialaksana
Quality Assurance in Education, Vol. 32, No. 2, pp.197-212

This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.

The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.

Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.

This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

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Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs10.1108/QAE-08-2023-0136Quality Assurance in Education2024-01-25© 2024 Emerald Publishing LimitedFiskia Rera BaharuddinAmiruddin AmiruddinNurlaela NurlaelaWirawan SetialaksanaQuality Assurance in Education3222024-01-2510.1108/QAE-08-2023-0136https://www.emerald.com/insight/content/doi/10.1108/QAE-08-2023-0136/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programshttps://www.emerald.com/insight/content/doi/10.1108/QAE-11-2023-0184/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs. Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed. The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs. The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs
Satumari John Wafudu, Yusri Bin Kamin
Quality Assurance in Education, Vol. 32, No. 2, pp.213-231

The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.

Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.

The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.

The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

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Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs10.1108/QAE-11-2023-0184Quality Assurance in Education2024-01-24© 2023 Emerald Publishing LimitedSatumari John WafuduYusri Bin KaminQuality Assurance in Education3222024-01-2410.1108/QAE-11-2023-0184https://www.emerald.com/insight/content/doi/10.1108/QAE-11-2023-0184/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Advice from the editor’s desk: an introductory guide to success in education publishinghttps://www.emerald.com/insight/content/doi/10.1108/QAE-09-2023-0161/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals. This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing. This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty. Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.Advice from the editor’s desk: an introductory guide to success in education publishing
Jeffrey W. Alstete, Heidi Flavian
Quality Assurance in Education, Vol. 32, No. 2, pp.232-245

This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals.

This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing.

This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty.

Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.

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Advice from the editor’s desk: an introductory guide to success in education publishing10.1108/QAE-09-2023-0161Quality Assurance in Education2024-02-09© 2024 Emerald Publishing LimitedJeffrey W. AlsteteHeidi FlavianQuality Assurance in Education3222024-02-0910.1108/QAE-09-2023-0161https://www.emerald.com/insight/content/doi/10.1108/QAE-09-2023-0161/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Smart choice with smart device: the use of apps in accelerated online education for nontraditional studentshttps://www.emerald.com/insight/content/doi/10.1108/QAE-10-2023-0173/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestBased on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience. This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps). It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase. These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.Smart choice with smart device: the use of apps in accelerated online education for nontraditional students
Lei Wen, Danya Mi
Quality Assurance in Education, Vol. 32, No. 2, pp.246-256

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

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Smart choice with smart device: the use of apps in accelerated online education for nontraditional students10.1108/QAE-10-2023-0173Quality Assurance in Education2024-02-21© 2024 Emerald Publishing LimitedLei WenDanya MiQuality Assurance in Education3222024-02-2110.1108/QAE-10-2023-0173https://www.emerald.com/insight/content/doi/10.1108/QAE-10-2023-0173/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Quality in preschools through systematic quality work – a principal’s perspectivehttps://www.emerald.com/insight/content/doi/10.1108/QAE-08-2023-0135/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective. A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values. Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values. This research is based on answers collected from 18 principals in one municipality in Sweden. The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools. Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.Quality in preschools through systematic quality work – a principal’s perspective
Ingela Bäckström, Pernilla Ingelsson, Anna Mårtensson, Kristen M. Snyder
Quality Assurance in Education, Vol. 32, No. 2, pp.257-273

The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective.

A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values.

Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values.

This research is based on answers collected from 18 principals in one municipality in Sweden.

The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools.

Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

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Quality in preschools through systematic quality work – a principal’s perspective10.1108/QAE-08-2023-0135Quality Assurance in Education2024-03-13© 2024 Ingela Bäckström, Pernilla Ingelsson, Anna Mårtensson and Kristen M. Snyder.Ingela BäckströmPernilla IngelssonAnna MårtenssonKristen M. SnyderQuality Assurance in Education3222024-03-1310.1108/QAE-08-2023-0135https://www.emerald.com/insight/content/doi/10.1108/QAE-08-2023-0135/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Ingela Bäckström, Pernilla Ingelsson, Anna Mårtensson and Kristen M. Snyder.http://creativecommons.org/licences/by/4.0/legalcode
Managing quality assurance at community colleges in Ontario, Canada: experiences and perspectives of front-line quality managershttps://www.emerald.com/insight/content/doi/10.1108/QAE-11-2023-0194/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to examine the roles of quality managers at community colleges, their experiences balancing accountability and improvement and their insights into the future of quality assurance. This phenomenological, qualitative study used semi-structured interviews with eight community college quality managers to investigate their roles, experiences and perspectives. A reflexive thematic approach was used to analyze the interview data. Four themes were identified from participant responses: quality managers frame and enable program quality, quality managers drive program change, quality managers cultivate a culture of quality and quality managers seek system change. The findings illustrate the roles played by quality managers as they work to improve college education at program, institution and system-wide levels. The decision of participants to accept the recruitment invitation might reflect particular attitudes, perspectives or experiences. Quality assurance has emerged as a key mechanism for ensuring postsecondary programs are current, relevant and meeting the evolving needs of students and employers. This study advances the understanding of how quality assurance processes play out at the operational level and explores the experiences of quality managers as they navigate various quality tensions. Quality managers play key roles in leading, evaluating and influencing quality assurance processes in postsecondary education yet they are underrepresented in the literature. The findings of this study shed new light on the aspirational and influential roles they play in advancing quality assurance.Managing quality assurance at community colleges in Ontario, Canada: experiences and perspectives of front-line quality managers
Laura Jarrell, Dale Kirby
Quality Assurance in Education, Vol. 32, No. 2, pp.274-290

This paper aims to examine the roles of quality managers at community colleges, their experiences balancing accountability and improvement and their insights into the future of quality assurance.

This phenomenological, qualitative study used semi-structured interviews with eight community college quality managers to investigate their roles, experiences and perspectives. A reflexive thematic approach was used to analyze the interview data.

Four themes were identified from participant responses: quality managers frame and enable program quality, quality managers drive program change, quality managers cultivate a culture of quality and quality managers seek system change. The findings illustrate the roles played by quality managers as they work to improve college education at program, institution and system-wide levels.

The decision of participants to accept the recruitment invitation might reflect particular attitudes, perspectives or experiences.

Quality assurance has emerged as a key mechanism for ensuring postsecondary programs are current, relevant and meeting the evolving needs of students and employers. This study advances the understanding of how quality assurance processes play out at the operational level and explores the experiences of quality managers as they navigate various quality tensions.

Quality managers play key roles in leading, evaluating and influencing quality assurance processes in postsecondary education yet they are underrepresented in the literature. The findings of this study shed new light on the aspirational and influential roles they play in advancing quality assurance.

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Managing quality assurance at community colleges in Ontario, Canada: experiences and perspectives of front-line quality managers10.1108/QAE-11-2023-0194Quality Assurance in Education2024-03-04© 2024 Emerald Publishing LimitedLaura JarrellDale KirbyQuality Assurance in Education3222024-03-0410.1108/QAE-11-2023-0194https://www.emerald.com/insight/content/doi/10.1108/QAE-11-2023-0194/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited