Assessing Quality of Academic Programmes: Comparing Different Sets of Standards

Autor/inn/en	Ali, Sedig Ahmed Babikir; Ahmad, Mohammad Nazir; Zakaria, Nor Hidayati; Arbab, Ahmed Mohammed; Badr, Kamal Badr Abdalla
Titel	Assessing Quality of Academic Programmes: Comparing Different Sets of Standards
Quelle	In: Quality Assurance in Education: An International Perspective, 26 (2018) 3, S.318-332 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-09-2016-0051
Schlagwörter	Educational Quality; Academic Standards; Quality Assurance; Guidelines; Higher Education; International Cooperation; Foreign Countries; Comparative Analysis; Cross Cultural Studies; College Students; College Faculty; Information Systems; Qualifications; Student Mobility; Faculty Mobility; Europe; South Africa; Bahrain; Malaysia; Australia + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätssicherung; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Cultural comparison; Kulturvergleich; Collegestudent; Fakultät; Qualifikation; Qualifikationsstufe; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Europa; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien
Abstract	Purpose: Standards should provide a means for transparently comparing academic programmes delivered by higher education providers and the research activities they carry out. The purpose of this study is to investigate the different sets of standards related to the quality assurance of academic programmes in four countries with regard to the European Standards and Guidelines (ESG), developed by the European Association for Quality Assurance, for internal quality assurance within higher education institutions. The main aim is to find the convergence and divergence points and to test the consistency of terminologies in use which may impede international collaboration to develop one comprehensive international quality assurance system. Design/methodology/approach: The study relied solely on desk-based research and no fieldwork or interviews were conducted for data collection; a point-by-point comparative approach has been applied to explore the standards related to quality assurance of academic programmes. Findings: Although there is a great deal of convergence between the different sets of standards compared in this study, fundamental differences still exist. Research limitations/implications: This study compared the standards of academic programmes in four countries with the ESG. To generalise the findings of this study, future research may include other standards for comparison. Originality/value: This study engages in the debate of how quality of higher education will remain maintained, in times, when higher education is facing challenges such as internationalisation, which requires new initiatives and integrated mechanisms to facilitate mutual recognition of qualifications of students and staff moving across borders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01