Purpose The purpose of this study was to explore how higher education institutions (HEIs) can be structured and managed to ensure both the quality of education and inclusivity, in light of criticisms that HEIs often fail to accommodate all students and do not consistently produce graduates with the desired levels of quality and employability skills. Design/methodology/approach A qualitative research approach with a historical research design was used. Data was collected from 21 open-access empirical and literature review documents, including abstracts published in English between 2015 and 2024 and were analysed thematically. Findings The findings indicate that fostering a transformative and inclusive culture is fundamental for ensuring both inclusivity and the quality of education in HEIs. The findings also reveal that strengthening internal monitoring, evaluation and leadership mechanisms, alongside the provision of training for instructors in pedagogical practices, support inclusivity and the achievement of desired educational standards. It was again found that the provision of relevant curricula plays a critical role in equipping graduates with the employability skills required in the labour market. However, HEIs faced several challenges, including difficulties in maintaining consistent quality, limited capacity to produce graduates with market-relevant skills, constrained financial and human resources (HRs), inadequate infrastructure to support inclusive education (IE), digital divides and curricula that are not always aligned with industry or societal needs. Research limitations/implications This study used a qualitative approach based on a review of existing literature. While this approach provided valuable insights into quality assurance (QA) and IE in HEIs, the inclusion of both qualitative and quantitative methods through a mixed-methods approach, incorporating the perspectives of instructors and students, could generate richer, more comprehensive and empirically grounded findings on the challenges and opportunities related to QA and inclusivity in HEIs. In addition, this study did not examine important student-related variables, such as completion rates, disability status, gender, urban–rural background and socio-economic characteristics, all of which may significantly influence access, participation and academic success in higher education. Future research should therefore explore these dimensions to provide a more holistic understanding of QA and inclusive practices in HEIs. Further, investigation is also needed to assess the extent to which government-supported scholarship and student loan schemes have effectively benefitted students with education needs (SENs) and contributed to equitable participation in higher education. Practical implications For HEIs to achieve accreditation and attract international students, there is a need to ensure that the quality of teaching and learning and the infrastructural system are improved. HEIs will also need more collaborations and partnerships in academic exchange programmes with other institutions to ensure that their degree programmes are competitive, comparable and meet international standards. Social implications There is a need for the involvement of students, parents and the community in the development and implementation of IE and QA in HEIs. For these to take place, there is a need for the governments to invest in education and increase the proportional budget directed to HEIs. Originality/value This study provides a discussion on QA and inclusivity in HEIs and contributes to the existing body of knowledge on the strategies required to ensure both quality and inclusivity for all students. It is argued in this study that, to achieve these goals, HEIs need to develop comprehensive QA policies, standards and guidelines for IE and actively involve key educational stakeholders in the process. African Governments should strengthen scholarship programmes for both male and female students through loans boards (LBs) and provide essential assistive technologies for students with disabilities, including braille materials, computers, hearing aids and screen readers. For this to be a reality, it requires increased budgetary allocations to HEIs, particularly for investment in technology to support inclusive and high-quality education for all students. The provision of a continuous professional development (CPD) programme for university instructors remains equally imperative.
Purpose Quality education is critical to developing competent human resources in clinical settings. Identifying the factors that influence educational quality can help improve educational programs. This study, conducted at X University of Medical Sciences, aims to explain these factors from the perspective of diverse stakeholders. Design/methodology/approach This six-month qualitative study used a conventional content analysis approach. Twenty participants: university faculty, clinical instructors, students, education development officials and patients were purposefully selected until data saturation was reached, ensuring maximum diversity. Data were gathered through semistructured interviews (20–65 min) and analyzed concurrently using an inductive method. Findings Data analysis yielded 5 themes and 23 subthemes. Four themes reflected structural barriers to educational quality: the marginalization of education relative to clinical service, limited facilities amid rising student numbers, a career outlook shaped by credentialism and declining intrinsic motivation and inconsistent curriculum supervision. The fifth theme, student flourishing in the presence of competent faculty members, emerged as the richest (nine subthemes) and most central: across all stakeholder groups, instructors’ morale-building, motivational support and conflict-management skills, and innovative teaching methods were described as compensating for the very deficiencies identified in the other themes, rather than merely coexisting alongside them. Research limitations/implications This study has several limitations. First, it was conducted in a single university setting, which may limit the transferability of the findings to other contexts. Second, as a qualitative study, the findings are based on interpretive analysis and may be influenced by researchers’ perspectives. Finally, the mediating role of capable faculty members was conceptually derived from thematic relationships rather than statistically tested. Future studies using mixed-methods or quantitative designs are recommended to further validate the proposed model. Practical implications Balancing education with research and treatment in university policies. Increasing educational budgets and equipment. Strengthening curriculum oversight and standardizing assessments. Providing career and educational counseling to enhance genuine motivation for learning. Paying attention to the economic and social status of professors and providing professional development. Social implications These measures can pave the way for improving the quality of education by training a skilled and capable workforce. Future studies can examine the impact of these innovative interventions with a mixed approach. Psychometric testing of the proposed dimensions can be used in future studies in different university communities. Originality/value Participants perceived faculty competence as capable of compensating for structural deficiencies, suggesting that it may act as an enabling factor. Drawing on role-modeling theory extended here beyond professional education to educational quality more broadly, the findings suggest that investment in faculty development may yield faster and greater returns than investment in infrastructure alone.
Purpose This study aims to examine how quality assurance (QA) logics interact with university social responsibility (USR)-driven capstone design courses operating in contrasting field contexts. It addresses the challenge of evaluating practice-based, community-engaged programmes within audit-oriented QA regimes that privilege standardised, positivist indicators. Design/methodology/approach Drawing on two longitudinal capstone projects in Taiwan (an industry-driven project in an indigenous mountainous community and a culture-driven project in a rural agricultural township), the research uses a qualitative multiple-case study design. Using thematic analysis of course documents, student reports, field observations and stakeholder interviews, this study compares how field conditions and driving logics shape the rhythm of design thinking and the forms of quality evidence that can be generated. Findings The analysis identifies two distinctive operational patterns: a linear convergence mode in the industry-driven case and a recursive divergence mode in the culture-driven case. These contrasting rhythms lead to markedly different QA profiles: the industry-driven case produces traceable outputs aligned with conventional performance indicators (e.g., branded products, market responses), whereas the culture-driven case yields more diffuse but deeper process evidence (e.g., participation trajectories, shifts in local identity and patterns of community engagement). Applying uniform QA expectations to such heterogeneous USR capstone courses risks misrecognising educational value and undermining contextually appropriate pedagogy. Originality/value Building on participatory and developmental QA literature, this study empirically articulates the mechanism linking field heterogeneity to pedagogical rhythm, and subsequently to quality evidence profiles. Rather than merely advocating for context-sensitivity, it operationalises how QA frameworks can accommodate plural evidence portfolios while supporting accountability in capstone design education.
Purpose This paper aims to present a game-based assessment (GBA) methodology for systematically assessing graduate attributes within an accreditation-oriented framework in higher education. The study focuses on an activity that generates structured evidence to support the assessment of learning outcomes, addressing challenges of authentic evaluation in engineering programmes.Design/methodology/approach A GBA tower-construction activity was designed and implemented at three curricular stages (initial, intermediate and advanced) in a Civil Engineering programme at the University of Costa Rica. The activity combined observable performance indicators with a percentile-anchored normalisation to produce 0-100 scores for five graduate attributes. Data was collected from 28 student teams (more than 110 students) and complemented by a survey on clarity, fairness and value.Findings Results reveal differentiated progression: design and development; environment and sustainability; and teamwork improved significantly; problem analysis remained stable; and project administration and finances increased gradually. Students reported high clarity and adequacy of conditions, supporting feasibility and acceptability.Practical implications The GBA methodology provides a potentially adaptable framework for generating structured, performance-based evidence in exploratory programme-level quality assurance applications to support programme dashboards, thresholding and continuous improvement in outcomes-based accreditation processes.Originality/value While gamification is widely studied as a pedagogical strategy, empirical uses of GBA as an assessment mechanism are scarce and they rarely produce structured evidence for programme-level outcomes. This study reframes gamification as a programme-level assessment support mechanism, contributing a novel, context-sensitive approach that aligns authentic performance tasks with comparable, accreditation-relevant outcome indicators in higher education.
Purpose This study aims to investigate how a school organizational capability framework can serve both as a reliable and valid diagnostic instrument and as a holistic system for sustainable school development at the foundation level. This study examines whether higher framework scores are associated with stronger perceived school results in a Dutch multi-school primary education foundation. Design/methodology/approach This study uses cross-sectional survey data from 165 staff members across 13 schools in the STEV Foundation. Organizational capability is measured with an education-specific high-performing schools (HPS) framework and supplemented with high-performance organization (HPO) factors; perceived school results are captured by a separate scale. This study assesses reliability and factor structure, examines correlations between HPS, HPO and results and analyzes which capability factors are most strongly associated with perceived performance. Findings All HPS and HPO scales show high internal consistency and a clear factor structure. Within the HPS framework, internal organization, staff quality and educational approach have the strongest associations with perceived school results, while leadership quality operates mainly through these factors. Convergent validity with HPO is strong, with conceptually aligned subscales mapping closely. The framework, therefore, provides STEV with a statistically sound and practically useful basis for steering improvement. Originality/value This study extends prior work on HPS by validating an organizational-capability framework at the foundation level and by showing how HPS, in conjunction with HPO, can connect school-effectiveness insights with PDCA (plan-do-check-act)-based improvement practice in a Dutch multi-school context.
PurposeA trend is observed for international accreditation by business schools across the world, especially in India. This research aims to provide stakeholders involved in Triple Crown accreditation processes with useful insights. It examines the interrelationship dynamics between the unique characteristics of the Association to Advance Collegiate Schools of Business (AACSB) process, which is expected to improve the quality of management education and improve the desirability of AACSB schools among the most important stakeholders, the prospective student. Design/methodology/approachA comparative analysis of the Triple Crown accreditation process characteristics was conducted through an extensive literature review to identify the unique characteristics of the AACSB process. A focus group of experts provided a select set of important inputs. The decision-making trial and evaluation laboratory methodology was applied to analyse the interrelationships among the unique characteristics. FindingsThe four important characteristics of AACSB, out of a list of ten, identified are impact-focused intellectual contributions by faculty, subject matter expertise aligned teaching by faculty, continued currency of faculty (CuF) and thought leadership in a chosen area(s). The top two “cause” characteristics are AACSB’s mentoring of institutes for better alignment with its mission and the CuF. The top three “effect” characteristics are impact-driven contribution to society, quality student acquisition and impact-driven teaching–learning process. Practical implicationsThe insights from the analysis will provide valuable guidance to business school leaders, accreditation teams, policymakers, accreditation bodies and students. The interrelationship dynamics between the characteristics help analyse and prioritize the focus areas in their accreditation journey. Originality/valueThe novel attempt to decipher interrelationship dynamics between unique AACSB characteristics using a quantitative approach of DEMATEL is a value add. The insights from this research study will serve as a guide to navigate the AACSB accreditation process for institutions and other key stakeholders.
PurposeThis study aims to examine the quality assurance (QA) landscape of Vietnam's legal education through a content analysis of institutional and program-level accreditation reports from 4 law universities and 83 law programs.Design/methodology/approachThe analysis encompasses 87 resolutions based on national accreditation data up to February 28, 2025. Data were analyzed statistically using Excel to evaluate accreditation scores and met/unmet criteria or standards, while MAXQDA 2020 facilitated qualitative analysis. NotebookLM and ChatGPT provided support for data extraction and triangulation.FindingsThe results reveal a systemic transition from content-driven curricula to outcome-based education (OBE) models, emphasizing constructive alignment, stakeholder participation and continuous improvement. However, challenges persist in OBE-aligned curriculum design, student assessment validity, faculty readiness and research integration.Practical implicationsBased on the findings, an implementation framework for legal education is recommended at the policy level to embed OBE principles. At the institutional level, ongoing faculty development for outcomes-based pedagogy and assessment is essential, alongside strengthening internal QA systems, data-driven management and practice-oriented learning environments.Originality/valueThe study contributes empirical evidence to legal-education reform in Vietnam and provides a conceptual foundation for policy alignment, institutional governance and curriculum innovation in the country's transition toward globally benchmarked legal education.
PurposeThis study aims to explore staff perceptions of quality assurance (QA) in Omani Higher Education Institutions (HEIs), taking the University of Technology and Applied Sciences (UTAS) as a case study, to examine how staff conceptualize QA, the challenges they face and its role in fostering a sustainable quality culture.Design/methodology/approachA convergent parallel mixed-methods design was employed, combining a staff survey across UTAS branches with 20 semi-structured interviews involving senior leadership (AVCs and DAVCs), middle management (HoDs/HoCs and Heads of QA) and academic (teaching) and administrative staff with varying levels of experience. Quantitative data were analyzed statistically, while qualitative data were examined using thematic analysis for triangulation.FindingsStaff viewed QA as essential for accountability and improvement but expressed concerns over workload, bureaucracy, limited awareness and communication gaps. They also expressed uncertainty about the purpose and outcomes of submitted documentation and called for clearer guidance, simplified processes, digital systems and recognition to support meaningful participation.Research limitations/implicationsAs a mixed-methods case study, this research is limited to selected UTAS branches, which may restrict the generalization of findings across all Omani HEIs. Although the quantitative sample was statistically adequate and the qualitative interviews yielded rich insights, the results reflect perceptions within a specific institutional context. Self-reported data and researcher interpretation may also introduce bias. However, the triangulation of quantitative and qualitative evidence enhances credibility and provides a robust understanding of staff views on QA, offering practical guidance for strengthening sustainable quality culture in Omani HEIs.Practical implicationsStrengthening QA awareness, engagement, feedback mechanisms and integrating QA into daily practice are vital, particularly for Oman's National Program Accreditation System and Vision 2040 goals.Social implicationsThis study demonstrates that fostering a sustainable quality culture in Omani higher education through meaningful staff engagement in QA has broader social value. When staff across UTAS branches actively participate in QA processes, it strengthens collaboration, trust and shared responsibility, moving QA beyond compliance toward genuine institutional enhancement. Such engagement improves learning environments, enhances student outcomes and supports the development of skilled and confident graduates. These outcomes reinforce public trust in higher education and contribute to Oman Vision 2040's social priorities by promoting transparency, accountability and a culture of continuous improvement within the national higher education system.Originality/valueTo the best of the authors' knowledge, this study offers one of the first empirical examinations of staff perceptions of QA in Omani HEIs through the lens of building a sustainable quality culture, using UTAS as the case study. Using a mixed-methods approach, it shows how staff engagement, institutional support and communication shape QA practices and influence continuous improvement and accreditation readiness. The findings contribute to regional QA discourse and provide practical guidance for strengthening sustainable quality culture across the Arab Gulf region higher education sector.
Purpose - This paper aims to critically examine how internationalisation and international quality assurance (QA) frameworks function as governance mechanisms that shape definitions of educational quality, legitimacy and excellence in global higher education, with significant implications for epistemic authority across contexts. Design/methodology/approach - Using a conceptual and critical approach informed by postcolonial theory, neoliberal governance perspectives and epistemic justice, this study analyses how QA and internationalisation institutionalise particular standards and forms of knowledge within global higher education systems. Findings - The analysis shows that QA frameworks operate less as neutral improvement tools and more as mechanisms of epistemic and economic governance. Through soft coercion, they privilege dominant languages, knowledge forms and evaluation models while marginalising locally grounded epistemologies, particularly in the Global South. As a result, quality becomes increasingly aligned with market-oriented standardisation and commodification rather than pedagogical substance. Research limitations/implications - This study is conceptual and interpretive rather than empirical. Future research should explore how decolonial QA principles can be operationalised in diverse higher education contexts. Practical implications - This paper proposes alternatives for decolonising QA including participatory evaluation processes recognition of epistemic and linguistic plurality and accountability models that resist the commercialisation of QA. Originality/value - This paper integrates postcolonial and epistemic justice perspectives to reconceptualise QA as an ethical and political practice. It links governance mechanisms to epistemic outcomes and outlines directions for developing participatory, context-sensitive and epistemically plural QA approaches.
PurposeAcross education systems worldwide, public schools are increasingly turning to educational outsourcing (EO) to deliver standard curriculum, yet evidence of its effectiveness remains mixed. This study aims to model the antecedents and underlying mechanisms shaping stakeholders' perceptions of the teaching quality of outsourced programs (OPs).Design/methodology/approachThe authors surveyed 224 school leaders and teachers from 18% of all publicly funded Hong Kong secondary schools (n = 67) about their EO practices. Specifically, they examined decision-making across the partnership cycle from the identification of providers to postservice evaluation of the OPs via multilevel ordered Logit analysis.FindingsStaff responsible for overseeing or administering OPs rated them as less effective than vice-principals. OPs were rated lower when purchasing decisions relied primarily on subjective inputs (e.g. colleague opinions) rather than objective evidence (e.g. student learning outcomes). Staff who collaborated directly with OP providers also gave lower ratings, as did postservice evaluations that incorporated teacher feedback. Conversely, staff rated OPs more favorably when they aligned with budget plans. Vice-principals who viewed OP rules as helpful were more likely to report OPs that met budget expectations, which in turn was associated with higher ratings. Overall, OPs that remained within budget and incorporated teacher feedback received higher evaluations.Originality/valueUnlike prior studies that focus on isolated correlates of OP quality, this study explicates the underlying mechanisms and interactions among key factors, offering a more nuanced and integrated understanding of EO quality.
PurposeService quality perceptions in higher education play a crucial role in student satisfaction. While service quality measurement is an established stream of research in higher education, there remains a notable gap in understanding how and to what extent the cultural background of students and the higher educational context predict service quality perceptions. Similarly, there is a need to understand what service quality gaps can be identified between two higher education institutions in two different national contexts & mldr;Design/methodology/approachThis study aims to fill these gaps by using a comparative approach based on an adapted SERVPERF and PAKSERV method to compare international student service quality perceptions in two national contexts, in the USA and in Hungary. Introducing a comparative measurement tool, SERV-COMP, this study further intends to reveal service quality gaps across different cultural and national contexts.FindingsResults show that students' regional background is a meaningful determinant of their service quality perceptions in higher education, with Western origin students generally being more critical than their South Asian peers, while institutional affiliation has less predictive power for perceived service quality in the examined sample.Originality/valueThe research introduces a novel SERVPERF-based comparative tool to analyse and contrast international students' service quality perceptions in Hungary and in the USA, enabling culturally sensitive insights and improvements in higher education experiences across different national and cultural contexts.
PurposeThis study aims to examine how the combined use of technologies, such as Artificial Intelligence (AI), equity-oriented access strategies and sustainability-infused, interdisciplinary curricula, fosters the leadership competencies that K-12 systems need to support a future, ethically grounded space sector.Design/methodology/approachA PRISMA-guided systematic review of Google Scholar (2021 - May 2025) screened 3,570 records retrieved with the string "K-12 outer space education" AND STEM AND "transformative OR distributed OR instructional" AND "sustainability OR SDG" AND "equity OR inclusion" AND "Artificial Intelligence (AI)". After dual-reviewer filtering and quality appraisal, 67 high-relevance studies were synthesized thematically and mapped onto a hybrid leadership framework.FindingsWhen transformational vision, distributed decision-making and instructional data routines are present alongside VR/AR or AI tools it raises leadership self-efficacy, widens underrepresented participation and embeds sustainability literacy. AI personalization and analytics act as catalysts, but most interventions are short-term and geographically concentrated in North America and Europe.Originality/valueLinking EdTech, equity scaffolds and SDG-aligned interdisciplinarity with a tri-paradigm (transformational-distributed-instructional) leadership lens, it is significant to translate those links into a quality-assurance framework that educational agencies can operationalize for the emerging space-education economy.
PurposeThis study aims to evaluate the role of digital capabilities, Industry 4.0 readiness and total quality management (TQM) practices in influencing sustainable competitive performance (SCP) in Pakistan's higher-education institutions (HEIs).Design/methodology/approachA quantitative research method was applied, and quantitative data were collected from 326 employees working in Pakistan's HEIs. Statistical analysis was run to assess the characteristics of the variables. Finally, PLS-SEM was implemented to test the synthesised hypotheses.FindingsThe findings obtained from this research showed that quality information, employee training and management commitment have a significant positive relationship on SCP. In contrast, teamwork was found to have an insignificant association with SCP. However, Industry 4.0 readiness supported the indirect relationships among these variables. At the same time, digital capabilities also showed a significant mediating effect in the association between quality information and performance. Moreover, an insignificant relationship was observed between employee training and digital capabilities.Practical implicationsThis study encourages the HEIs to foster a digital culture to ensure an effective alignment between employee training and leadership support in association with technology. This may contribute to enhanced sustainable competitive performance. Administrators and policymakers can also yield important insights and plan digital transformation initiatives.Originality/valueThis study uniquely integrates TQM, digital capabilities and Industry 4.0 readiness within the context of HEIs. It provides novel insights regarding the digital transformation and sustainable performance in HEIs of Pakistan.
PurposeThe purpose of this study is to explore student perceptions regarding the competencies of their teachers by analyzing a data set of 2,870 open-ended comments from course evaluations and comparing these insights with established competency frameworks to enhance teaching quality.Design/methodology/approachIn this study, the authors used topic modeling techniques to analyze 2,870 comments from student course evaluations, allowing to extract key competencies perceived as essential for effective teaching. This qualitative approach enabled a deeper understanding of student perspectives, beyond the limitations of closed-ended survey formats. The competencies identified through this analysis were then compared with those outlined in earlier research, providing a unique opportunity to validate and expand the understanding of teaching effectiveness in higher education.FindingsThis analysis revealed a strong alignment between student-perceived competencies and those identified in previous literature-based research. Key competencies such as communication, empathy, creativity and others, emerged as essential for effective teaching, with students emphasizing the importance of their engagement in the learning process. However, some competencies were less prominently highlighted in student feedback.Research limitations/implicationsThis study's reliance on open-ended student feedback presents a limitation, as certain competencies may not be easily expressed or recognized by students.Originality/valueWhile previous studies have applied text mining or topic modeling to student feedback, this study makes a distinct contribution by systematically comparing the competencies emerging from open-ended comments with an established framework derived from the literature.
PurposeThe purpose of this study is to identify and provide initial empirical support for the organizational and managerial characteristics of high-performing schools (HPS), and to examine how these relate to the established high-performance organization (HPO) framework and to school results in the Dutch context.Design/methodology/approachA two-stage quantitative study: (1) a literature review (2018-2023) distilled 34 HPS characteristics grouped into four hypothesized factors; (2) a cross-sectional survey (Autumn 2023) among staff in three Dutch schools (two primary, one vocational; n = 274). Instruments included the HPS items, the HPO questionnaire and a two-item school-results index. Analyses used Cronbach's alpha, Pearson correlations, independent-samples t-tests and one-way ANOVAs (SPSS v18).FindingsThe four HPS factors - quality of school management, quality of internal organization, quality of teachers and staff, and quality of educational approach - showed high internal reliability. All HPS factors correlated positively with school results; HPO factors did as well. HPS and HPO factors were mutually correlated, indicating a complementary system of practices. Primary schools scored higher than the vocational school on all HPS subscales; employee role had significant main effects on three of four subscales, while tenure showed no effect.Originality/valueThis study offers an empirically grounded, education-specific set of organizational and managerial HPS characteristics, with strong internal consistency and initial empirical support, and explicitly connects them to the HPO framework, providing a practical, evidence-based diagnostic for school leaders and a theoretical bridge between school effectiveness and HPO literatures.
PurposeThis study aims to examine the alignment between Geographic Information Systems (GIS) education and vocational qualifications within the framework of quality assurance (QA) in higher education. It investigates how academic programmes meet competency requirements of GIS Specialist (Level 6) National Qualification, aligned with the European Qualifications Framework (EQF), and develops a validated scale that can serve as a QA tool for monitoring curriculum-qualification alignment.Design/methodology/approachA scale was developed based on the learning outcomes and performance criteria. Data was collected from 174 graduates of GIS-related programmes. Exploratory and confirmatory factor analyses were performed to ensure the validity and reliability of the scale, while Cronbach's alpha and composite reliability coefficients were used to test internal consistency.FindingsThe results indicate that developed scale has a four-factor structure with strong validity and reliability, capturing self-efficacy perceptions in technical organisation, quality management and work organisation, occupational health and safety and information security. Findings also highlight a gap between academic curricula and certain vocational qualification standards, especially in workplace safety and information security, underscoring the need for continuous alignment of higher education with industry requirements.Research limitations/implicationsThis study is limited to self-reported perceptions of graduates in T & uuml;rkiye and may not fully generalise to other contexts. Future research should include comparative analyses across countries and integrate certification exam results for a more comprehensive assessment. However, this study is limited by its modest sample size (n = 174), regional focus (two universities) and reliance on self-reported perceptions, which may affect generalisability. Nevertheless, the proposed scale is a valuable instrument for planning curriculum modifications, carrying out evidence-based evaluations in accreditation procedures and comparing programme results with EQF/Turkish Qualifications Framework (TQF) certifications in higher education institutions' quality assurance processes.Practical implicationsThe validated scale can be used by universities, accreditation bodies and policymakers as a QA instrument to monitor the alignment of GIS curricula with national and European qualification frameworks. It provides actionable evidence for programme reviews, curriculum revisions and external quality evaluations, supporting the PDCA cycle in institutional QA systems.Social implicationsBy promoting transparency, accountability and international comparability, this study contributes to enhancing employability, labour market mobility and quality culture in higher education. Aligning education with vocational qualifications also fosters lifelong learning and continuous professional development among GIS professionals.Originality/valueFrom a quality assurance standpoint, to the best of the authors' knowledge, this study presents one of the first scales to link professional competency criteria with GIS educational outcomes. Despite sample and regional constraints, the scale is a valuable instrument for curriculum reform, accreditation evaluations and EQF/TQF compliance studies.
PurposeQuality assurance (QA), once considered a means of evaluation and measurement, has become integral to reputational and managerial issues in universities. This paper aims to examine how four universities in Chile and Colombia internalize quality assurance in response to managerial and market needs.Design/methodology/approachThis study adopts a comparative qualitative case study design. The authors reviewed institutional documents and interviewed 33 senior managers from two Chilean and two Colombian universities.FindingsThe translation of quality assurance is increasingly constrained by shared managerial rules, assumptions and practices. The analysis shows that, despite discursive differences in public and private universities, operational practices converge around strategic planning, performance monitoring and indicator-based evaluation.Research limitations/implicationsThe study focuses on the perspectives of senior managers and excludes the views of middle managers, faculty and students.Practical implicationsIntroducing QA schemes with greater flexibility regarding the unique context of different universities, fostering frameworks that recognize institutional diversity and social missions, and creating spaces for open discussion of performance metrics.Social implicationsDevelopment of QA as an instrument of reflexive governance that reconciles accountability with research and education as public goods that generate public benefits.Originality/valueThis paper shows how quality assurance has evolved from an evaluative tool into a mechanism of market-driven university governance. It explains this by drawing on academic capitalism, specifically the market and market-like behavior of universities to obtain external resources, as well as the concepts of organizational isomorphism and translation theory.
Purpose This comprehensive systematic review aims to examine service quality assessment frameworks in higher education over four decades, from 1984 to 2024. It aims to identify key models, analyse applications and provide actionable insights. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework was used to conduct a systematic literature review, with searches across Scopus, Web of Science and Google Scholar. From an initial pool of 820 documents, 275 studies were selected through a multi-stage screening process for thematic relevance and methodological robustness. Findings SERVQUAL, SERVPERF, HEdPERF and EduQUAL emerge as predominant assessment models. Persistent gaps are observed between students’ perceptions and expectations, highlighting the need to adapt frameworks to varied institutional contexts. Research limitations/implications Limitations include an English-language restriction, a geographic bias towards developed countries and an exclusive focus on student perspectives, neglecting other stakeholders. Future research should develop standardised benchmarks and enhance empirical validation. Practical implications Higher education institutions should integrate technology for real-time monitoring and develop context-specific frameworks. Enhanced stakeholder engagement and continuous improvement are essential for effective service quality management. Social implications Enhanced service quality frameworks promote educational equity by ensuring consistent standards across diverse contexts. Improved satisfaction contributes to better educational outcomes and social mobility. Originality/value This research provides the most comprehensive four-decade (1984–2024) systematic review, building upon prior, shorter-span systematic literature reviews (Teeroovengadum et al., 2016; Ali et al., 2016), by synthesising 275 studies across 66 countries. It offers unique insights into framework evolution, a novel 2024 literature cut-off and technology integration.
Purpose This study aims to explore the administrative handling and quality dimensions of school bullying in Greek primary education. It focuses on the role of school leadership, collaboration among stakeholders and teacher training in preventing and addressing bullying, to inform educational policy and enhance school safety and quality. Design/methodology/approach A qualitative case study approach was used, with data collected through semi-structured interviews with 12 primary school educators during the 2018–2019 academic year. A triangulated sampling strategy ensured that diverse perspectives were represented. Data were analyzed through content analysis to identify key themes. Findings The findings highlight the pivotal role of school principals in cultivating a safe school climate and coordinating anti-bullying efforts. Effective collaboration among teachers, principals and parents emerged as essential. Participants also stressed the need for continuous professional development in bullying prevention to sustain educational quality. Originality/value This study contributes original insights by linking bullying management with educational quality in the Greek primary sector. Its focus on leadership and professional development provides actionable implications for policy and school practice.
PurposeThis paper aims to introduce a structured framework for measuring the attainment of program learning outcomes (PLOs) using anchor assessments and performance indicators (PIs) as part of institutional quality assurance systems in higher education. The framework is designed to support curriculum improvement, accreditation compliance and data-informed academic decision-making.Design/methodology/approachA six-step model, developed through a design-based research (DBR) approach, is presented. It integrates anchor assessments, PIs and competency-based rubrics to simplify and standardize PLO measurement. The model was iteratively designed, implemented and refined in authentic institutional settings and is illustrated through a case example from a bachelor's program, demonstrating how assessments can be mapped to PLOs in a scalable and replicable manner.FindingsThe framework streamlines the assessment process by embedding high-impact anchor assessments rather than exhaustive question-level or course mappings. This approach provides reliable data for evaluating PLO attainment and identifies areas for ongoing curriculum improvement. The results support institutional alignment with national and international accreditation requirements.Practical implicationsHigher education institutions can adopt this model to improve the efficiency and validity of their assurance of learning processes. It offers practical benefits for academic leadership, faculty and quality assurance teams by generating evidence-based insights without overburdening assessment design or administrative processes.Originality/valueThis study contributes a practical, evidence-informed framework for outcome-based assessment in higher education. It bridges the gap between learning outcome theory and quality assurance practice, offering institutions an adaptable model for integrating assessment into broader quality assurance and accreditation strategies.
