Managing the Quality of Cross-Border Higher Education in Zimbabwe

Autor/in	Garwe, Evelyn Chiyevo
Titel	Managing the Quality of Cross-Border Higher Education in Zimbabwe
Quelle	In: Journal of Education and Training Studies, 3 (2015) 2, S.44-50 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Higher Education; Educational Quality; Case Studies; Documentation; Content Analysis; Accreditation (Institutions); Qualifications; Interviews; Quality Assurance; Foreign Students; Foreign Countries; Developing Nations; International Cooperation; Program Evaluation; Zimbabwe + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Dokumentation; Inhaltsanalyse; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualifikation; Qualifikationsstufe; Interviewing; Interviewtechnik; Qualitätssicherung; Ausland; Developing country; Developing countries; Entwicklungsland; Internationale Kooperation; Internationale Zusammenarbeit; Programme evaluation; Programmevaluation; Simbabwe
Abstract	A study on investigating the issues of quality associated with cross-border higher education was carried out using the case study approach focusing on Zimbabwe. The methodology involved document analysis of the cases of regulation and accreditation of cross-border higher education providers and assessment of qualifications acquired from foreign higher education providers as well as interviews with staff from the national quality assurance body. The findings revealed that internationalisation of higher education, does offer several prospects and advantages but it can also negatively impact on the quality of higher education provision if certain activities are left unchecked. These include sub-standard and dubious foreign higher education providers who often enrol students who do not meet the minimum entry requirements as well as degree mills who sell qualifications to clients who do not merit obtaining them. Out of all the qualifications assessed from 2009-2013, 28 percent where found not comparable with similar local qualifications in terms of curriculum content, rigor, duration of study and entry requirements. The lessons from the study include the need for higher education institutions to enrol students who meet nationally agreed entry requirements as well as introducing qualifying courses before admission of those who do not initially meet the required standards for entry. Quality assurance bodies and institutions of higher learning should continue to collaborate with similar bodies globally in order to share best practices on quality assurance issues and setting of minimum standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01