This study aims to propose a comprehensive model for assessing the quality of academic programs in higher education institutions (HEIs) by adopting the TQM philosophy.
Based on a sample of 377 responses from higher education academics, experts and professionals in Sweden, partial least squares structural equation modeling (PLS-SEM) technique was used to empirically test the proposed hypotheses and validate the model.
The model reveals that the input-based factors have a stronger impact on the process-based factors; while process-based factors have less impact on the output-based factors. The input-based factors: adoption of international pedagogy standards (IPS), education infrastructure (EDI), and work/study environment (WSE) through the process-based factors quality of students (QOS) and quality of faculty staff (QFS) is found to have a significant impact on output-based factor quality of academic programs (QAP).
This study has been conducted in Sweden. Inclusion of other countries provides opportunities for further analysis by conducting cross-comparison between different cultures in higher education, and including additional stakeholders such as policymakers, parents and students.
This research also contributes to practice by providing an in-depth understanding of the relationships among variables that affect the quality of academic programs in HEIs, and provides insights to internally assess the quality levels of their academic programs
This study contributes to the knowledge by providing a holistic view in which it integrates input, process and output perspectives in a conceptual model to assess the quality of academic programs at the higher education level.
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