Higher education institutions increasingly rely on internal quality assurance to enhance teaching, learning and accountability, yet effective implementation remains challenging across contexts. This study examines how contextual, procedural and cultural factors shape the implementation of internal quality assurance in practice, rather than focusing solely on system design. Using mixed methods, the study triangulates expert interviews with survey data from students, alumni, faculty and employers at two higher education institutions in contrasting quality assurance environments: the Netherlands and Azerbaijan. Findings show that challenges persist across different levels of system maturity and stem less from the absence of formal structures than from bureaucratic pressures, limited stakeholder engagement, weak feedback loops and fragile quality cultures. The study identifies reducing bureaucracy, strengthening communication and making improvement actions visible as key enablers of enhancement-oriented internal quality assurance. It contributes to quality assurance scholarship by positioning it as a relational, enacted process dependent on trust and shared commitment.
Student representation in external quality assurance is a mandatory requirement in European higher education systems and the involvement of students in such processes is seen as important for the legitimacy of evaluations, accreditations and audits. However, there is limited knowledge about the role students play in external quality assurance panels and how they perceive their involvement. This study seeks to address this gap. It is based on a survey of students who routinely take part in external quality assurance exercises across Europe. The survey shows that students perceive themselves as representatives, partners or even experts. Students' multiple roles and their integration into panel practices indicate that quality assurance panels function as a form of extended collegiality. In the discussion, the paper outlines the key conditions for integrating students into external quality assurance and not least, how students' expertise in such processes may be enhanced.
This study presents a contextually responsive evaluation instrument for resource-constrained environments such as colleges in Lesotho. Colleges' stakeholders' accreditation experiences, including achievements such as strengthened internal quality cultures and public accountability and challenges like lack of differentiation within standards, complexity, ambiguity and limited contextual alignment. inform the design of the instrument. The study employs a qualitative design involving twenty-two participants from three purposively selected colleges with programmes that have undergone two accreditation cycles. Semi-structured interviews were conducted with college management and focus group discussions with academic, administrative and internal quality assurance staff. The instrument is designed to be more specific, reduce redundancy and complexity by merging repeated criteria and exclude institutional-level criteria, making it more relevant. The evaluation instrument is positioned to enhance contextual relevance in quality assurance practices, not only for Lesotho colleges but also for other resource-constrained countries seeking to balance credibility with practicality.
Over the past three decades, higher education quality assurance systems in Europe and in several other regions have become increasingly mature. Consequently, external programme accreditation-once a dominant instrument-is now subject to growing criticism for being repetitive, costly and potentially undermining institutions' own responsibility. Nevertheless, some stakeholders defend the need for external programme-level oversight. This article explores different instruments for monitoring study programmes for public accountability in a mature environment. Drawing from recent experiences across various European countries, the article identifies four conceptually distinct alternatives: self-accreditation, public 'report cards', thematic reviews and professional (voluntary) certification. The article assesses the strengths and weaknesses of these models and their potential to address public concerns. These alternatives are analysed through the lens of contemporary regulatory theory, which emphasises the importance of novel regulatory approaches for an increasingly complex, international, polycentric and dynamic environment.
This article explores the use of artificial intelligence in higher education external quality assessment. Specifically, the study demonstrates the feasibility and accuracy of predicting potential non-full compliance (defined as quality risk) in the quality assessment of higher education degree programmes. Using data from the Catalan University Quality Assurance Agency (Catalonia, Spain) covering the period 2015-2023, the study applies machine learning techniques to identify hidden patterns between 74 quality indicators and the accreditation outcomes of 1.416 degree programme evaluations. This research provides an innovative perspective to optimise and complement institutional assessment processes that are widely established at the international level.
The quality of higher education institutions is increasingly signalled by national and global ranking systems that rely on survey-based measures of reputation or perception. However, such indicators are conceptually and methodologically ambiguous and vulnerable to measurement artefacts. This study looks specifically at the Indian case of the 'perception parameter' used by the National Institutional Ranking Framework (NIRF). The study employs both quantitative and qualitative methodologies to identify and interpret abnormalities in the perception parameter. Data are used from the 100 highest-ranked higher education institutions in 2023 and 2024, and a comparison is made with Quacquarelli Symonds' reputation parameters used in the World University Rankings. The analysis highlights that the perception parameter has several flaws, including a low mean, high variation and many exactly matching scores across ranked Indian higher education institutions. This has implications for higher education institution ranking systems worldwide because they use similar methods to measure institutional reputation.
Institutional accreditation reports provide an overview of the strengths and areas for improvement of higher education institutions, analysed by international experts based on predefined quality standards. The aim of this study was to identify cross-standard themes from accreditation decisions that offer insights into the general strengths and development needs of Estonian higher education, as well as to draw conclusions about the functioning of the external quality assurance system itself. A mixed-method research design was employed. Content analysis revealed eight categories describing strengths and nine categories describing areas for improvement. Notable strengths included digital solutions and activities aimed at societal impact. The categories for areas of improvement highlighted the need for better engagement of higher education community members, the development of a shared understanding and improved documentation. The analysis demonstrated that the accreditation system effectively addresses the quality assurance systems of higher education institutions, focusing on goal-orientation, self-evaluation, stakeholder engagement and learner-centred approach.
This study explores the perceptions of expatriate academics of the impact of job security on their academic identities and the quality of their academic lives. Job security and its links to academic identity and quality of higher education have not been explored in depth in the literature. Within the conceptual framework of the interpretive paradigm, using purposive sampling, sixteen semi-structured interviews were conducted with women and men expatriate academics in six different private universities in a Gulf State. Results showed that most of the participants felt that the precarity of their work is enforced by management that seems to preserve the right of termination regardless of the length of the contract or the performance of the academics, which resulted in having neurotic, uncertain identities. These uncertainties have negatively impacted the quality of their academic experiences and of their teaching. The study has implications for policy makers who need, in order to enhance the quality of higher education, to create a safe and secure context where job stability and security are prioritised over abrupt decisions of terminations.
This research examines the conceptual properties of quality in external evaluations of study programmes within Slovenian higher education. It maps how evaluators apply six conceptual modalities: quality as consistency, fitness for purpose, quality in economic terms, quality as transformation, technocratic quality and academic quality. The analysis shows how these concepts are distributed across external evaluations, how their prevalence relates to how often evaluative judgements are made according to specific standards of quality and how critical they are. Findings confirm that external quality assurance focuses on rights, responsibilities, stakeholder participation, organisation and management, particularly when calling for improvements. Considerations related to educational value or outcomes of teaching, research and curricula, however, are less frequently and less critically emphasised. This research contributes to understanding the properties of external evaluations and how they affect higher education. It highlights the need for quality assurance and enhancement to become more exact, transparent and context-sensitive.
Artificial intelligence (AI) is reshaping the landscape of higher education by redefining how quality is monitored, assured, and enhanced. This paper examines Qatar's pioneering approach to embedding AI within its national quality assurance and accreditation framework, led by the National Committee for Qualifications and Academic Accreditation (NCQAA). Anchored in Qatar's National Vision 2030 and National Artificial Intelligence Strategy, the study illustrates how AI-driven tools can strengthen institutional accountability, streamline accreditation processes, and uphold ethical governance. A structured methodological model is proposed to guide higher education institutions in assessing readiness, developing policy, and integrating AI responsibly. Beyond Qatar, the framework offers transferable insights for countries seeking to harmonise innovation with integrity in their quality assurance systems. By translating national policy into institutional practice, the paper highlights AI's potential to foster transparency, inclusivity, and data-informed decision-making in the pursuit of academic excellence.
Student involvement in quality assurance is a key principle of the European Higher Education Area. This study uses a case study of universities in Spain to examine students' perceptions of the impact of accreditation processes on the improvement of the organisation and management of university degrees and identifies differences according to several variables. A questionnaire survey was administered to students from a range of universities, and the results indicate that students' perceptions of accreditation processes are generally limited, suggesting that quality assurance initiatives may not be fully visible or impactful from their perspective. Where students have greater knowledge of these processes, they tend to evaluate them more positively, indicating that involving and informing students can enhance the effectiveness of quality assurance. Differences across regions, academic disciplines and being a student representative show that context and student engagement shape perceptions, offering valuable guidance for tailoring QA practices.
This study develops and tests a model that incorporates market orientation, educational services and brand orientation as variables that influence educational quality from the perspective of students. This study complements theoretical and empirical gaps found in the literature and contributes to existing methodologies and definitions of the quality of education. The specific objectives included analysing the impact of the strategies employed by higher education institutions to improve the quality of teaching within their respective sector. The data was collected using a survey of students in Peru. The findings confirm the validity of the model across public and private institutions, demonstrating that strategies implemented by higher education institutions, market orientation, educational services and brand orientation-from the students' perspective-are reliable variables to predict the quality of higher education. This research provides actionable insights aimed at enhancing the quality of teaching among the university population examined in the present study.
This study investigates how internal quality and quality assurance are perceived and operated by Russian graduate engineering programmes directors. Based on semi-structured interviews (n = 15) and thematic analysis, four themes are revealed: the managerial role, with varying levels of directors' proactivity; students' intake quality, ranging from passive to proactive approaches; the managerial insight, represented by a combination of internal perceptions and different metrics and quality assurance practices, including student feedback, personal interactions and handling complaints. It was identified that quality, when matched to Harvey and Green's (1993) conceptualisation, is viewed by directors as 'exceptional' across all the approaches, whereas quality as 'fit for purpose' is highlighted less frequently. This study contributes to discussions on quality culture and quality conceptualisations in contexts where engineering education is prioritised and heavily regulated. The findings may inform policymakers in similar contexts and guide university managers in fostering a quality culture within their institutions.
The quantification of higher education is increasingly reshaping how universities conceptualise and structure their extension activities. This paper examines the transformation of university extension in Chilean universities through the lens of quantification, understood as the process by which complex social interactions are translated into standardised metrics and indicators. Drawing on Espeland and Stevens' theory of quantification, the study analyses how universities reconfigure extension practices to align with external accountability demands, converting relational, context-dependent engagements into measurable outputs. Based on extensive interviews with university administrators, the research uncovers a paradox at the heart of this transformation: while quantification enhances institutional legitimacy and facilitates resource allocation, it simultaneously distorts the meaning of extension by shifting its focus from substantive community engagement to the production of data that satisfies evaluative frameworks.
Quality assurance is essential in higher education as it strengthens quality and relevance within a fast-changing global environment. It enhances student satisfaction and success by ensuring programs meet learners' needs and expectations. This study examines factors of quality assurance that affect the performance of private higher education institutions in Oman, emphasizing the mediating role of quality culture. Data were gathered through a descriptive survey using a 108-item questionnaire addressing quality culture (33), institutional performance (27), and quality assurance initiatives (27). The sample included 337 senior leaders. Findings revealed that quality assurance initiatives significantly improved quality culture (0.868), which in turn had a substantial impact on performance (0.807). Initiatives also showed a smaller but meaningful direct effect (0.188) on performance. Results confirm that quality culture partially mediates (0.701) the link between quality assurance initiatives and performance. These outcomes highlight the importance of nurturing quality culture to drive long-term institutional success.
Although widely discussed in quality assurance networks worldwide, internal quality assurance (IQA) is perhaps still an abstract concept, easy to discuss but difficult to develop. This article reviews IQA models issued at various levels and IQA studies for best practices. Based on the introductory review, this article also suggests an IQA model for Vietnamese higher education. The review indicates that IQA is part of a quality assurance framework and has been formalised in some countries, resulting in fulfilling accountability rather than the claimed improvement purposes. The challenges of Vietnamese quality assurance derive from the lack of appropriate assessment of institutional outcomes even though the IQA infrastructure has been established. The findings suggest that Vietnamese universities should focus more on measuring institutional effectiveness besides a formalised IQA structure. For Vietnam, this IQA model is suggested to complete one component of the Vietnam quality assurance framework, yet the implementation requires careful contextualisation.
Quality assurance agencies in higher education are typically expected to be independent not only from government but also from other main stakeholders such as higher education institutions and students. Nevertheless, they are subject to often conflicting pressures from their stakeholders that impact their independence. It is in that context that this article explores the facets of independence that are most important for quality assurance agencies to manage for them to function as independent authorities protecting students, employers and the public relying on higher education qualifications. This question was explored through a collective case study comprising document analysis and semi-structured interviews with four quality assurance agencies. The case studies revealed that independence is not absolute but a paradox constructed in practice through interactions and thus multiple interdependences with stakeholders that need to be managed for quality assurance agencies to assure the quality of educational outcomes.
