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Second of a two‐part series. Suggests that external, third‐party assessment schemes no longer meet the needs of total quality organizations and that what is needed is a self‐assessment process, based on a new reference model, capable of unifying an organization′s diverse assessment criteria regarding total quality. Highlights the “quality sub‐system” as the most important component in self‐assessment and examines a possible model in detail, including its relationship to the organizational system model. Concludes by summarizing ways in which external assessment can be improved significantly through incorporating these self‐assessment methods.

First of a two‐part series. Examines current schemes for self‐assessment and their limitations. Proposes a new method of measuring organisational excellence and continous improvement. Suggests what is needed is an “assessment model” of the company′s quality goals and results, created and analysed through surveys and measurement.

This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education.

The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application.

As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments.

Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality.

The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.

Via the Institute of Internal Auditors, founded in 1941, the internal auditing profession actively promote the quality of internal auditors and internal audit activities. Since 1999, internal auditing standards have been revised. From 1 January 2002, all internal audit activities/any consultant rendering internal auditing services must undergo quality control, according to the provisions of Attribute Standard 1300. The revised internal auditing standards on quality control in internal audit activities reflect fundamental changes for the internal auditing profession. This article analyses the formal prescriptions and guidelines on quality in internal audit activities contained in the internal auditing standards and related practice advisories.

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.

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.

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.

Introduction: In the context of globalisation processes, the necessity to create appropriate information support for management decisions at various levels becomes increasingly important: at the international, national and enterprise levels. The source of such data is financial reporting. The last leads to increase attention from key users (investors, lenders, other users) to the reliability and quality of financial reporting data. The study of scientific literature and best foreign practices made it possible to identify problems of the theoretical, organisational and methodological background of preparing high-quality financial statements and their assessment, particularly the lack of a unified interpretation of the financial reporting quality concept. The necessity to identify a theoretical basis for assessing financial reporting quality has led to the relevance of this study.

Aim: Scientific substantiation and improvement of theoretical provisions of methodology development for financial reporting quality assessment.

Methods used within the study are the following: Analysis, synthesis, operational approach, bibliographic analysis, generalisation.

Findings: The application of an operational approach to the formulation of the definition of financial reporting quality has made it possible to create the basis for its assessment. This approach involves descriptions of the principles of clarity and uniformity. The authors define the concept of ‘financial reporting quality’, formulating the theoretical principles for financial reporting assessment as the process of establishing compliance of financial statements with a specific list of qualitative characteristics.

The purpose of this paper is to study the EFQM model self‐assessment in a Spanish university.

A case study methodology is used based on five services provided by a public university in Spain.

The findings show the steps that one university can follow in order to apply this exercise in a successful manner, its benefits, its obstacles and its key factors such as management and employee commitment, and the support to self‐assessment teams (e.g. training, review).

The paper provides lessons for managers from other universities who wish to develop a self‐assessment exercise.