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This chapter provides an in-depth examination of the quality assurance process in the higher education system of Iraq and the Kurdistan Region of Iraq (KRI) in terms of standards, processes, and procedures. More specifically, the chapter aims to examine the impact of the quality assurance process on the quality development of education in Iraq and Kurdistan Region, as well as identify the challenges that staff (top management and faculty members) face at various higher education institutions therein. For this purpose, a qualitative/quantitative analysis was conducted, which involved reviewing existing official policies, reports, and forms; interviewing top officials (presidents, vice-presidents, quality assurance directors) at a few higher education institutions (public and private); and developing a survey questionnaire that detected the perspective of top officials and faculty members regarding the level of impact quality assurance has had on the development of higher education. A total of 284 university staff members were surveyed from different universities in Iraq and Kurdistan. A total of 29 universities from Iraq and Kurdistan were represented in the survey. The respondents came from a variety of colleges and departments at public and private universities, with 79% of respondents coming from public universities. Study results demonstrate that quality assurance has contributed significantly to the improvement of university staff performance. There are a number of recommendations made within this chapter for educational leaders, which could lead to the further development of quality practices and the upgrading of the higher education system.

A study was done to document the standards that should be adhered to by library and information professionals in Zimbabwe to assure quality in service provision in order to meet the sustainable development goals. A literature review and web content analysis were done to unpack the various standards that all types of libraries should consider from library buildings, service provision, qualifications and accreditation of library and information science schools and professionals, and assessing the impact of libraries in the communities that they are serving. The findings review that there are international and national standards from various governing bodies that should be considered in library and information service provision. The author recommends the implementation of these standards in all the libraries to assure quality in library and information service provision.

This chapter offers a systematic review of research into quality assurance and quality management in higher education. It begins by considering quality as theory and discusses the methodology applied. The origin and meaning of the terms quality assurance and quality management, as they are used in higher education, and their application and practice, are then discussed. The issues and critiques that have been raised concerning quality assurance and management are identified, before some conclusions are reached.

The chapter focused on quality assurance and marketing of library services and products at the Midlands State University (MSU). The chapter's main objective was to identify the quality assurance mechanisms at the MSU Library. The major findings of the research were; the MSU library was practising quality assurance, staff was trained on the latest trends in the profession, the collection was multidisciplinary and in different forms, and that there were Information Communication Technologies (ICTs) used in enhancing service provision. The researcher recommended that the library needed to continuously train librarians on issues to do with quality, improve the infrastructure, introduce Research Data Management to enhance the Research Support Services and improve on the Information Literacy Skills training programmes. The author identified some areas for further research and the major one was that there is need for clarification on the concept of the 4th Industrial Revolution.

The academic library is an important component of any university and is responsible for providing academic and research support to all members of the university community. At present, higher education institutions in Thailand are trying to evaluate and improve their quality by implementing quality assurance models/mechanisms. Libraries, as critical supporting organizations in these institutions, also need to improve their quality. As a service organization, academic libraries are faced with the need to satisfy their clientele and to measure and evaluate their services. There is a need, therefore, for librarians to take positive steps to insure that their clients receive quality services.

Purpose: The aim of this study is to reveal the opinions of the auditors, academicians, and institutions that published integrated reports regarding the development and execution of the assurance process of integrated reports.

Design/methodology/approach: For this purpose, interviews were conducted using qualitative research technique to determine awareness about integrated reporting and combined assurance. Within the scope of the research, semi-structured interviews were conducted with six auditors, five academicians, and five workers in institutions that published integrated reports. Qualitative data analysis method was used to analyze the data.

Findings: As a result of the research, combined assurance process criteria were proposed in the integrated reports which in line with the opinions of the participants.

Originality/value: Institutions around the world are increasingly publishing integrated reports. However, when institutions publish integrated reports, there is no clear standard or any guidance on how to ensure the reliability of these reports. It is seen that AA1000, ISAE3000, GRI Standards, and some local standards are used to provide assurance. At this point, the combined assurance model can be used for the reliability of the information in the integrated reports. Integrated reporting and combined assurance are still relatively new concepts in Turkey. Furthermore, this study is important in terms of the lack of studies on how to provide combined assurance for integrated report when scanned related literature in Turkey. Although readily integrated reporting continued in Turkey, it continues to be an area of application is still under development. In particular, the research reflects the level of integrated reporting awareness and how to ensure assurance of these reports.

This study compares quality assurance across two case studies in the UK; a commercial organization operating in the private sector and a university. Case Study A is a private education organization specializing in the delivery of business and management programs. Case Study B is a university that delivers courses across four academic schools and through a number of partnerships. The business school offers a range of undergraduate and postgraduate degrees in business management, economics, accounting, events, tourism, marketing, entrepreneurialism, and human resources. Semi-structured interviews were conducted with 11 organizational members from across the two organizations including 8 academics/tutors, 6 of whom are also employed as external examiners and/or external quality assurers (EQAs). The study compares the remit of both EQA working on behalf of awarding bodies and external examiners working on behalf of universities. The EQA role is conceptualized as an “arbiter of standards” whereas the external examiner is more likely to be considered as “critical friend.” This variance in conception has important implications for the way the process of quality assurance is conducted and utilized in support of program and institutional development. The research finds that one of the most significant differences between quality assurance processes in Case Studies A and B is the way in which student feedback is collected and utilized to support and enhance the process of review. This chapter provides recommendations designed to capitalize on the value of the quality assurance process through greater alignment of teaching and assessment strategy and policies and procedures in practice.

Our notion of project control is based on the five-by-five model and constitutes a comprehensive control model including control of results, time and work control, resource control, financial control, and contract management.

The task of project control is determined by uncertainty and complexity and calls for improvisation and ingenuity in order to be able to maneuver the project. The notion of forward-oriented follow-up is introduced.