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The paper aims to sum up the principal and original set of information related to the special project covered by Czech Ministry of Education, Youth and Sports, which was oriented to quality assurance and assessment at Czech higher education institutions. It brings main results and lessons learned from comprehensive quality assessment methodology pilot testing.

Brainstorming conferences, seminars, comparative analysis, interviews, design review and validation were used by the expert team to develop and to test the comprehensive quality assessment methodology.

The EFQM Excellence Model is the most comprehensive tool for quality assurance and quality assessment. It is pragmatic and practical, but it is necessary to adapt this model for effective use at Czech higher education institutions as a set of assessment criteria. The comprehensive quality assessment approach does not only examine what universities and other higher schools have achieved in the past (through lagging indicators), but it also includes assessment of their potential for the future through the so-called leading indicators.

The pilot testing of designed methodology of comprehensive quality assessment was performed within 12 Czech higher education institutions, but the lessons learned have common validity for any Czech higher education institution.

The proposed methodology of comprehensive quality assessment is a quite new approach from the point of Czech higher education institutions view. It offers new and efficient tool for next higher schools and universities development.

The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education.

The discussion was based on the results of a survey run in 2010 among Portuguese academics on quality assessment objectives and purposes. Descriptive statistics was used to investigate academics’ support to what quality assessment was supposed to guarantee (its purposes) and which should be its objectives. Furthermore, a factorial analysis using Promax rotation (oblique) was performed to investigate if the different purposes could be grouped according to the different areas they address in terms of quality assessment, helping to uncover a rationale that could explain the answers obtained. Theoretically, the results have been analysed in the light of the “quality culture” concept.

Perceptions of Portuguese academics that support internal processes of quality assurance correspond either to the responsive quality culture or the regenerative quality culture. The viable form of ideal cultures is analytically limited, and the perceptions gathered encourage “quality cultures” biased by stronger group control.

The paper offers new insights into academics’ perceptions on quality assessment, a theme that so far has been relatively absent from higher education quality assurance studies. Furthermore, the results obtained could be useful to policymakers and quality assurance agencies when setting up evaluation and accreditation systems capable of balancing improvement associated with the group dimension and accountability coupled with the grid dimension.

The purpose of this paper is to explore Portuguese academics' perceptions on higher education quality assessment objectives and purposes, in general, and on the recently implemented system for higher education quality assessment and accreditation, in particular. It aims to discuss the differences of those perceptions dependent on some academics' characteristics, such as: gender, disciplinary affiliation, type of higher education institution and experience in quality assurance activities.

An online questionnaire with Likert‐type answer scales was distributed to the Portuguese academic population (n=36,215). In total, 962 answers were collected from academics belonging to the public higher education system. Data were treated resorting to descriptive statistics, hypothesis tests and analysis of variance.

Portuguese academics tend to support the majority of goals and purposes quality assessment may have, as well as the main features of the newly designed quality assessment and accreditation system. Nevertheless they tend to support more quality assessment mechanisms privileging improvement over control. This support is slightly more evident among female academics, academics from public polytechnic institutions, from medical and health sciences and with former experience in quality assurance activities.

The study adds to the discussion on academics' perceptions on quality assurance, highlighting the influence played at this level by some of their characteristics. It is especially relevant for those working either in higher education institutions or governmental agencies, since it may contribute to the design of quality assurance systems academics are more likely to support.

Explores the relationships between quality assessment and staff development in higher education and their role in changing the culture of higher education. Addresses the processes of quality assessment and the nature of staff development. Demonstrates how staff development has contributed to quality assessment and how quality assessment has contributed to staff development, and offers some suggestions for future directions.

To gain an in-depth understanding and provide direction to governments on their quality measurement practices related to open government data (OGD), this paper aims to develop a common frame of reference for quality assessment of OGD.

Qualitative meta-synthesis was used to synthesize previous studies on the quality measurement of OGD. This paper applies a meta-synthesis approach to integrate 10 qualitative studies into a common frame of reference for quality assessment of OGD.

Based on a seven-step meta-synthesis, the paper proposes a common frame of reference for quality assessment of OGD, which includes six indicators, namely, accuracy, accessibility, completeness, timeliness, consistency and understandability.

A common frame of reference for quality assessment of OGD will help researchers better understand the quality assessment of OGD and government agencies to improve the quality of OGD that they publish.

The purpose of this paper is to perform a comparative analysis of the delay associated in running two real-time machine learning-based applications, namely, a video quality assessment (VQA) and a phishing detection application by using the edge, fog and cloud computing paradigms.

The VQA algorithm was developed using Android Studio and run on a mobile phone for the edge paradigm. For the fog paradigm, it was hosted on a Java server and for the cloud paradigm on the IBM and Firebase clouds. The phishing detection algorithm was embedded into a browser extension for the edge paradigm. For the fog paradigm, it was hosted on a Node.js server and for the cloud paradigm on Firebase.

For the VQA algorithm, the edge paradigm had the highest response time while the cloud paradigm had the lowest, as the algorithm was computationally intensive. For the phishing detection algorithm, the edge paradigm had the lowest response time, and the cloud paradigm had the highest, as the algorithm had a low computational complexity. Since the determining factor for the response time was the latency, the edge paradigm provided the smallest delay as all processing were local.

The main limitation of this work is that the experiments were performed on a small scale due to time and budget constraints.

A detailed analysis with real applications has been provided to show how the complexity of an application can determine the best computing paradigm on which it can be deployed.

This study aimed to analyze existing problems in the dissemination and management of emergency information on social media platforms, improve social media users' experience regarding such information, increase the efficiency of emergency information dissemination and curb the spread of misinformation.

In this study, the emergency information quality on social media platforms was examined. Based on the evaluation principles of the quality of mature information, social media information characteristics and the rules of emergency information dissemination, combined with relevant academic research results, an index to evaluate the quality of emergency information on social media was constructed. In addition, the authors have introduced cloud theory as an information quality evaluation method and used social media users' emotional characteristics to assess information quality evaluation results. A comprehensive system for evaluating emergency information quality, including indexes, methods and detection strategies was established. Based on a comprehensive system, a case study was conducted on the forest fires in Sichuan Province and the African swine fever events as reported on the Zhihu platform. In accordance with the results of the case study, the authors expanded the research and introduced the emotional characteristics of social media users as an independent evaluation dimension to evaluate the quality of emergency information on social media.

The comprehensive system's effectiveness was verified through the case study. Further, it was found that users' emotional characteristics (reflected in their information behavior) are inconsistent with their evaluation of websites' information quality regarding major emergencies. Integrating users' emotional characteristics into the information evaluation system can enhance its effectiveness following major emergencies.

First, an evaluation index system of emergency information quality on social media about major emergencies was offered. Unlike the commonly available index system for information quality evaluation, this proposed evaluation index system not only accounted for the characteristics of social media, such as massive disordered information, multiple information sources and rapid dissemination, but also for the characteristics of emergency events, such as variability and the absence of precursors. This proposed evaluation index system enhances the pertinence of the information quality evaluation and compensates for the shortcoming that the current research only focuses on evaluating social media information quality in a broad context, but pays insufficient attention to major emergencies. Second, cloud theory was introduced as a method to evaluate the emergency information quality found on social media. Existing research has primarily included the use of traditional statistical methods, which cannot transform numerical values into qualitative concepts effectively. Various indeterminate factors inevitably affect the quality of emergency information on social media platforms, and the traditional methods cannot eliminate this uncertainty in the evaluation process. The method to assess emergency information quality based on cloud theory can effectively compensate for the gaps in the research and improve the accuracy of information quality assessment. Third, the inspection and the dynamic adjustment of assessment results are absent in the research on information quality assessment, and the research has relied principally on the information users' evaluation and has paid insufficient attention to their attitudes and behaviors toward information. Therefore, the authors incorporated users' emotional characteristics into the evaluation of emergency information quality on social media and used them to test the evaluation results so that the results of the information quality assessment not only include the users' explicit attitudes but also their implicit attitudes. This enhances the effectiveness of the information quality assessment system. Finally, through this case study, it was found that an inconsistency exists between user evaluation and user emotional characteristics after major emergencies. The reasons for this phenomenon were explained, and the necessity of integrating user emotional characteristics into information quality assessment was demonstrated. Based on this, the users' emotional characteristics were used as a separate evaluation dimension for assessing the quality of emergency information on social media. Compared with assessing the quality of general information, integrating the user's emotional characteristics into the evaluation index system can lead the evaluation results to include not only the users' cognitive evaluation but also their emotional experience, further enhancing their adaptability.

The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively.

A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems.

A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning.

The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.

In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality assurance (QA) in Turkey and issues of effective schooling is summarised in terms of Turkish literature.

Education is widely accepted as a lifelong process. The school is an institution established in order to provide qualified education which contains complex and more abstract knowledge and ideas as well as literacy and simple numerical skills to the students. Each country has basically established education systems and educational institutions to ensure social integration, continuity and stability, and to sustain the social and cultural heritage of a society. Education in Turkey is one of the state’s basic functions according to the constitution and performed under the supervision and control of the state with the declaration of the Republic of Turkey. Ministry of National Education is responsible for the implementation of all education activities centrally managed in the Republic of Turkey. Higher Education Council (YÖK) is responsible for the management and thus the quality processes of the higher education institutions in Turkey. Two major attempts in this perspective are YÖK, which assesses the institutions with standards which are coherent with international accreditation institutions, and Higher Education Quality Council (YÖKAK), an independent and specific council which is established by YÖK. YÖK and YÖKAK are governmental-based quality-assessment institutions. Association for Evaluation and Accreditation of Teacher Colleges’ Educational Programs (EPDAD) is also an independent institution for quality assessment of education faculties which focusses on teacher training and education. The purpose of EPDAD is to strengthen the student learning in formal training and to ensure the quality standards for candidate teachers. Any undergraduate programme which meets the standards of EPDAD is accredited for three years. Standards of EPDAD are detailed in this chapter.

The growing acceptance of evidence‐based decision support systems in healthcare organizations has resulted in recognition of data quality improvement as a key area of both strategic and operational management. Information managers are faced with their emerging role in establishing quality management standards for information collection and application in the day‐to‐day delivery of health care. In the USA, rigid data‐based practice and performance standards and regulations related to information management have met with some resistance from providers. In the emerging information‐intensive healthcare environment, managers are beginning to understand the importance of formal, continuous data quality assessment in health services delivery and quality management. Variation in data quality management practice poses quality problems in such an environment, since it precludes comparative assessments across larger markets or areas, a critical component of evidence‐based quality assessments. In this study a national survey of health information managers was employed to provide a benchmark of the degree of such variation, examining how quality management practices vary across area indicators. Findings here suggest that managers continue to employ paper‐based quality assessment audits, despite nationwide mandates to adopt system‐based measures using aggregate data analysis and automated quality intervention. The level of adoption of automated quality management methods in this study varied significantly across practice characteristics and areas, suggesting the existence of data quality barriers to cross‐market comparative assessment. Implications for healthcare service delivery in an evidence‐based environment are further examined and discussed.