Quality accreditation in higher education institutions (HEIs) is currently a buzzword. The need to maintain high-quality education standards is a critical requirement for HEIs to remain competitive in the market and for government and regulatory bodies to ensure the quality standards of programs offered. From being an implicit requirement that is internally addressed, quality assurance activities become an explicit requirement that is regularly audited and appraised by national and international accreditation agencies. HEIs are voluntarily integrating quality management systems (QMS), institutional and program-specific, in response to the political and competitive environment in which it exists. Through its higher education department or by creating non-profitable accreditation bodies, many governments have implemented a quality framework for licensing HEIs and invigilates its adherence based on which accreditation statuses are granted for HEIs. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions provides a comprehensive framework for HEIs to address quality assurance and quality accreditation requirements and serves as a practical tool to develop and deploy well-defined quality management systems in higher education. The book focuses on the critical aspects of quality assurance; the need to develop a concise and agile vision, mission, values, and graduate attributes; and to develop a system that effectively aligns the various activities of the HEI to the attainment of the strategic priorities listed in the institutional plans. The chapters each cover the various facets of the quality assurance framework and accreditation agencies' requirements with practical examples of each. This book is useful for HEI administrators, quality assurance specialists in HEIs, heads of academic departments, internal auditors, external auditors, and other practitioners of quality, along with stakeholders, researchers, academicians, and students interested in quality assurance and accreditation in higher education.
The book should be of use to those working in higher education - both academics and policy makers - because of its comparative focus and ability to compare strategies and structures from one country to another.
Different higher education systems are trying to develop assessment tools (internal and external) to improve the quality of teaching, research and extension activities, and these are either based on experiences of selected countries or are ...
In other contexts, there has been c- siderable governmental regulation and disciplinary direction over time. The authors in this volume represent essentially all continents and 15 different countries.
ENQA Workshop Report 12. Helsinki, Finland. Du Preez, P., & Simmonds, S. (2016). Higher degree committee members' perceptions of quality assurance of doctoral education: A South African perspective. International Journal of Doctoral ...
(e) The forum can pose questions, (f ) pass judgements (g) and the actor may face consequences. ... Still, this does not mean that the scheme offered by Bovens is beyond criticism; for example, the criterion concerning 'consequences' ...
Study into the feasibility of a higher education data collection covering private providers, including undertaking ... Further development of the national protocols for higher education approval processes: A report for the Department of ...
This comprehensive volume is essential reading for anyone involved in higher education and educational policy.
This book will help academic leaders, policy makers, and international education professionals understand the increasing complexities of internationalization and the current controversial issues related to quality assurance, accreditation, ...
There is a longstanding tradition of women's private higher education in the United States and a similar significantly prominent trend in Asia (Purcell, Helms, and Rumbley, 2005). Elite and Semielite US tradition notwithstanding, ...
This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, South America, and the United Kingdom.