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Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India.

The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method.

The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82.

The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries.

When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments.

The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education.

The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies.

Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and teacher education. Based on the existing knowledge of education quality, quality management and effective schools, aims to propose a framework to show how staff development can be designed and managed to contribute to the assurance and enhancement of school education quality from the perspective of seven multimodels of school education quality. Different models emphasize different aspects of school education quality and propose different strategies to enhance it. For ensuring long‐term school education quality in a changing educational environment, staff development can be organized and managed according to the major concerns of multimodels. Proposes some practical considerations for designing and implementing school‐based staff development.

Purpose – This research analyzes and describes the implementation of the North Aceh Regency education budget policy for improving the quality of education in relationship to the impact of the special autonomy budget.

Design/Methodology/Approach – This research uses qualitative research, descriptive-qualitative analysis methods, and qualitative explorative methods.

Findings – The results show that the implementation of the special autonomy education budget policy of North Aceh Regency to improve the education quality has not run optimally. The main obstacle is the inadequate human resource issue, including the leadership problems of regional heads who should prioritize the development. Based on field data of the actors involved in the formulation of the education quality improvement program in Aceh Utara District, especially the legislative branch (namely BAPPEDA), the education office and members of the Aceh legislative team, the post-conflict Aceh representation of the legislature at the provincial level, the DPRA and DPRK at the district level / in the field of political will produced. The resulting program does not focus on the pattern of improving the quality of education, the policy is more rhetorical, and the program implementation is often adapted to the wishes of political actors.

Research Limitations/Implications – Given the fundamental differences in the root causes of primary and secondary education in Aceh, further research is needed to determine whether similar results will be obtained in other parts of Aceh.

Originality/Value – Identifies factors that lead to the low quality of educators and the unequal distribution of teachers in the Aceh Regency.

Paper Type – Research paper

Quality has always been a central concern in education. The existent debate of educational quality has, however, shifted. The current discourse about educational quality is replete with slogans like “standards”, “quality control”, “total quality management”, “consumer rights” and “appraisal”. Furthermore, the present debate about educational quality leaves many of the assumptions that underpin the utilization of the concept, quality, unexamined. In addition, recent discussions about educational quality presume, implicitly or explicitly, certain understandings of the practice of education. More importantly, the current discourse of educational quality is largely technicist. Argues that the current debate concerning educational quality is underpinned by technicist assumptions with respect to the practice of education. Moreover, further argues that the prevalent discourse of educational quality suppresses the argument regarding educational equality.

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.

A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.

The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.

Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

As a new framework for quality assurance in teacher education emerges, internal and external constituencies with an interest in teacher education quality are making burdensome demands on the sector. The constituencies include OFSTED, Government agencies concerned with accreditation and funding, the HE institutions, the teaching profession and student teachers. The result is a series of potentially conflicting pressures and a heavy cycle of inspection and report writing. There is a danger that tutors involved in the process will become sceptical about it, falling back on compliant responses in order to satisfy demands at a surface level. Examines quality assurance in teacher education, reports the way in which one group of teacher education tutors conceptualizes the idea of quality in practice and identifies those characteristics of a quality assurance system which should retain the confidence of staff.

This article seeks to highlight the challenges and issues that face merging higher education institutions and also to outline some of the challenges in integrating the quality assurance systems during the pre‐, interim and post‐merger phases in a merged university.

Case studies of merged and merging institutions were critiqued to compare the similarities and differences. A range of issues experienced by two universities that recently merged in South Africa is explored.

It is clear that merging institutions is a thorny issue, and cannot be resolved quickly. The merging of institutions brings with it a whole host of challenges. The current literature review has found that merging higher education institutions globally is invariably unpredictable, as the institutions experience multifaceted complexities.

The lessons learned from this newly merged university can be a very useful resource and guide to those in leadership positions.

This article contributes to the current pool of information and offers practical guidance and assistance to institutions that have merged or are in the process of merging.

The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.

To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics.

The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities.

The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities.

The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities.

The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality.

The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

The Romanian quality legislation is based on ISO 9001 family definition and considers the quality of education as mixed characteristics of a study programme and its supplier through which the expectations of the beneficiaries are met, as well as the quality standards. In 2006, the Education Quality Assurance Law was adopted (L87/2006). The law defined the main quality of education concepts, stating a methodology related to the internal and external assurance of quality, establishing the responsibilities for quality assurance through two national agencies (ARACIS for higher studies and the other – ARACIP for pre-university studies). Also, within the same law the structures which are responsible for quality assurance at a pre-university and university institutions are mentioned – The Evaluation and Quality Assurance Committee.

A downside for national specific standards, augmented by the lack of domain politics is the limited consulting of the interested groups. The authors are sharing the opinion based on which the study of education quality requires the recognition (and taking of the responsibility) of the complex and questionable nature of the cultural, economic, political and even historical implications which are executed on this reality. From this perspective, the school is not only a place where authors are teaching the child to write, read and other knowledge, but also develops his autonomy and forms his personality. Sometimes the school becomes favourable for discrimination and inequality, raising significant barriers in becoming its beneficiary when they present vulnerability. That’s why the school should have the necessary resources to remove economic, social, cultural inequity in order to offer equal chances in learning and development. The education as well as disability are strongly contextualised in the social map of the community. The authors consider the quality in education as being defined by the educational politics which are met with the school practices in the specific context of a community.

The quality as the expression of a politics should become intrinsic to education giving the system processes new connotations. It influences the school processes just as those are developed both strategically, as well as at an educational practices level. At the school institution level it gets redefined, needs to be assumed and supported by all the interested strategic groups involved (institutional and personal accountability). That is why the authors are proposing in this chapter a model of intervention with improving value for the quality management, experienced in 10 schools (five special and five mainstream schools) in an analysis of multiple cases based on quality process deployment.