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1 – 10 of 59Angela Yung Chi Hou, Christopher Hong-Yi Tao, Kyle Zi-Wei Zhou, Arianna Fang Yu Lin, Edward Hung Cheng Su and Ying Chen
In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the…
Abstract
Purpose
In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.
Design/methodology/approach
The research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.
Findings
Three are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.
Originality/value
The findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.
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This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on…
Abstract
Purpose
This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.
Design/methodology/approach
The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.
Findings
Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.
Originality/value
This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.
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Mohammed Aboramadan, Julia Barbar, Wasim Alhabil and Hussam Alhalbusi
Building on the theories of social learning and social information processing, this paper aims to examine the effect of green servant leadership (GSL) on green voice behavior…
Abstract
Purpose
Building on the theories of social learning and social information processing, this paper aims to examine the effect of green servant leadership (GSL) on green voice behavior among staff working in Qatari higher education. In this relationship, the climate for green initiative (CFGI) was used to act as a mediating mechanism.
Design/methodology/approach
Data in this study were collected from 275 staff working in Qatari higher education. Structural equation modeling was used to analyze the data.
Findings
The results suggest that GSL positively influences green voice behavior, whereas CFGI mediated this link.
Practical implications
The results can be beneficial to higher education pertaining to the importance of GSL in generating positive green behaviors such as green voice behavior. Furthermore, the results highlight the significant role CFGI plays in motivating such behaviors.
Originality/value
To the best of the authors’ knowledge, this is the first study that examines the link between GSL and green voice behavior in the higher education context. Furthermore, research on CFGI has received limited attention so far.
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Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational…
Abstract
Purpose
Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.
Design/methodology/approach
This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.
Findings
While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.
Research limitations/implications
Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.
Practical implications
This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.
Social implications
The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.
Originality/value
This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.
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Nitha Siby, Mohammad Ammar, Jolly Bhadra, Elmogiera Fadlallh Elsaye Elawad, Noora Jabor Al-Thani and Zubair Ahmad
Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct…
Abstract
Purpose
Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.
Design/methodology/approach
This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.
Findings
The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.
Originality/value
This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.
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This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.
Abstract
Purpose
This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.
Design/methodology/approach
A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.
Findings
A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.
Research limitations/implications
Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.
Practical implications
The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.
Social implications
This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.
Originality/value
This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.
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Frank Ato Ghansah and Weisheng Lu
While COVID-19 mitigation measures (CMMs) aided in steady recovery during the pandemic, they also impeded movement across economies/borders, affecting quality assurance (QA) of…
Abstract
Purpose
While COVID-19 mitigation measures (CMMs) aided in steady recovery during the pandemic, they also impeded movement across economies/borders, affecting quality assurance (QA) of Cross-border Construction Logistics and Supply Chain (Cb-CLSC). However, prior studies on the pandemic in the construction project industry have not revealed how CMMs have impacted QA. Thus, this study aims to evaluate the impact of the CMMs on the QA of Cb-CLSC.
Design/methodology/approach
This is achieved by adopting an embedded mixed-method approach involving a desk literature review and engaging 150 experts from different economies across the globe using expert surveys, and results verified via semi-structured expert interviews. Structural equation modelling-based multiple regression analysis (SEM-MRA) was integrated to examine the impact of the CMMs on the QA, along with descriptive and content analysis.
Findings
The study confirmed that CMMs have not only impacted the QA negatively but also influenced the positioning of the QA for the post-pandemic era and probably to survive the risks of future pandemics. Among all the identified CMMs, the top three critical measures include “lockdown (CMM2)”, “use of personal protective equipment, such as nose masks, disinfects, etc. (CMM5)”, and “electronic/virtual meetings (CMM7)”. However, CMM5 possesses the highest contributory power to form CMM in impacting the QA, and this can be regarded as largely positive by strengthening health and safety management systems. Its negative impact lies with the project cost increment and the inconveniences of using nose and face masks.
Practical implications
This study provides a better understanding to construction practitioners and policy makers on how the pandemic policies, i.e. CMMs, have impacted QA and can aid in formulating planning and operational decisions to adequately position the QA for the post-pandemic era and to endure the risks of future pandemics.
Originality/value
The study contributes to knowledge in that it provides a better understanding of how the pandemic policies, such as CMMs, have impacted QA and can aid in formulating planning and operational decisions to adequately position the QA for the post-pandemic era and to endure the risks of future pandemics. This area of study has been given limited attention among prior studies during the pandemic.
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Satumari John Wafudu and Yusri Bin Kamin
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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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Frank Ato Ghansah, Weisheng Lu and Benjamin Kwaku Ababio
The COVID-19 pandemic has impacted the construction industry, yet still, it is unclear from existing studies about the critical challenges imposed on quality assurance (QA)…
Abstract
Purpose
The COVID-19 pandemic has impacted the construction industry, yet still, it is unclear from existing studies about the critical challenges imposed on quality assurance (QA), particularly Cross-border Construction Logistics and Supply Chain (Cb-CLSC). Thus, this study aims to identify and examine the critical challenges of QA of Cb-CLSC during the COVID-19 pandemic.
Design/methodology/approach
The aim is achieved via an embedded mixed-method approach pragmatically involving a desk literature review and engaging 150 experts across the globe using expert surveys, and results confirmed by semi-structured interviews. The approach is based on Interpretive Structural Modelling (ISM) as its foundation.
Findings
The study revealed ten critical challenges of QA, with the top four including “the shortage of raw construction material (C7)”, “design changes (C6)”, “collaboration and communication difficulties (C1)” and “changes in work practices (C10)”. However, examining the interrelationships among the critical challenges using ISM confirmed C7 and C10 as the most critical challenges. The study again revealed that the critical challenges are sensitive and capable of affecting themselves due to the nature of their interrelationship based on MICMAC analysis. Hence, being consistent with why all the challenges were considered critical amid the pandemic. Sentiment analysis revealed that the critical challenges have not been entirely negative but also positive by creating three areas of opportunities for improvement: technology adoption, worker management, and work process management. However, four areas of challenges in the QA include cost, raw material, time, and work process, including inspection, testing, auditing, communication, etc.
Practical implications
The finding provides a convenient point of reference to researchers, policymakers, practitioners, and decision-makers on formulating policies to enhance the effectiveness of construction QA during the pandemic through to the post-pandemic era.
Originality/value
The study enriches the extant literature on QA, Cb-CLSC, and the COVID-19 pandemic in the construction industry by identifying the critical challenges and examining the interrelationships among them. This provides a better understanding of how the construction QA has been affected by the pandemic and the opportunities created.
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Frank Ato Ghansah and Weisheng Lu
While the COVID-19 pandemic has impacted the construction industry, it is still unclear from prior studies about adequately positioning the quality assurance (QA) for the…
Abstract
Purpose
While the COVID-19 pandemic has impacted the construction industry, it is still unclear from prior studies about adequately positioning the quality assurance (QA) for the post-pandemic era and future pandemics, especially cross-border construction logistics and supply chain (Cb-CLSC). Thus, this study aims to develop a managerial framework to position the QA of Cb-CLSC during pandemics and post-pandemics by taking lessons from how COVID-19 has impacted the existing QA systems and has been managed successfully.
Design/methodology/approach
This is achieved pragmatically through an embedded mixed-method design involving a literature review, survey and interview from experts within the Hong Kong SAR–Mainland China links, typically known as the world’s factory. The design is further integrated with the partial least squares structural equation modelling (PLS-SEM) approach.
Findings
The study revealed 10 critical managerial practices (MPs) to position the QA to be adequate for the post-pandemic and during future pandemics, with the top three including “strict observance of government regulations (MP1)”, “planning ahead the period of quality assurance with the quarantine days in host countries (MP6)” and “modification of contract to cater for uncertainties (MP4)”. This attained a relatively good percentage agreement of 53% between the industry and academia. However, the top four MPs regarded as very effective include “implementing digital collaborative inspections with subcontractors and trades (MP8)”, “implementing a digital centralized document and issue management system (MP7)”, “strict observance to government regulations, including vaccination of workers, social distancing, use of prescribed nose masks, etc. (MP1)” and “planning ahead the period of quality assurance with the quarantine days in host countries (MP6)”. Two underlying components of the MPs were revealed as policy-process (PP)-related practices and people-technology-process (PTP)-related practices, and these can be modelled into a managerial framework capable of effectively positioning the QA to be adequate during pandemics through to the post-pandemic era.
Practical implications
The findings of this study depicted significant theoretical and practical contributions to the proactive management of QA activities during pandemics through to the post-pandemic era. It could empower organisations to pay attention to smartly and innovatively balancing people, processes, pandemic policy and technology to inform decisions to effectively position the QA for the post-pandemic era and survive the risks of future pandemics.
Originality/value
The study contributes to the body of knowledge in that it develops a managerial framework to position the QA of Cb-CLSC during pandemics and post-pandemics by taking lessons from how COVID-19 has impacted the existing QA systems and has been managed successfully. It is original research with invaluable primary data in the form of surveys and interviews from experts within the Hong Kong SAR–Mainland China links, typically known as the world’s factory.
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