scholarly journals Ideological Shift in Indian Higher Education Internationalization

2014 ◽  
pp. 12-14 ◽  
Author(s):  
Mona Kahre
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Private Education ◽  
New Strategy ◽  
Education Hub ◽  
Indian Higher Education ◽  
Higher Education Internationalization ◽  
Opening Up ◽  
Different Levels ◽  
Regional Education Hub

A new strategy sees India seeking to become a regional education hub by developing new forms of international collaboration based on co-creation, opening up to private education provision for dual and joint degrees, and entering international associations for knowledge sharing. But, it will need to ensure that appropriate strategies and quality assurance systems are in place at the different levels to ensure successful outcomes.

PARTICIPATION OF STUDENTS IN THE QUALITY ASSURANCE SYSTEM

2018 ◽  
pp. 68-72
Author(s):  
Dariia Shchegliuk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Student Organizations ◽  
Positive Influence ◽  
Individual Member ◽  
Education Student ◽  
Quality Assurance System ◽  
Assurance System ◽  
Different Levels ◽  
Selection Of

HEI should regulate and encourage active participation in the quality assurance of higher education of all stakeholders, as well as stimulate their interaction. The introduction and support of appropriate mechanisms to ensure the maximum participation of students at different levels of the quality assurance system is one of the main tasks of the leadership of departments, faculties and institutions of higher education. Student involvement in quality can have a positive influence on the delivery and development of any aspect of the student educational experience, whether implemented by the higher education provider, a faculty, a department, or an individual member of staff. It is necessary to envisage the involvement of students in all processes and quality assurance procedures at all institutional levels. It is necessary to clearly define the rights that are granted in each case to student self- government bodies and student. Students should be provided with methodological support to improve their participation in internal and external quality assurance processes. The selection of experts for accreditation processes from the number of students should be carried out through an open competition with the assistance of national student organizations.

Global Accreditation for a Knowledge-Oriented Community

2014 ◽  
pp. 303-328 ◽  
Author(s):  
Henry C. Alphin
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Quality Assurance ◽  
Higher Learning ◽  
Learning Standards ◽  
Higher Education Quality ◽  
E Learning ◽  
Ongoing Development ◽  
Higher Education Internationalization ◽  
Improve Access

Faculty, administrators, businesses, accrediting agencies, and other institutions concerned with higher education quality must act to provide a framework for international higher learning standards, particularly concerning e-learning and access in developing countries. Higher education internationalization efforts will continue through the use of IT, increased mobility, the knowledge economy, and an integrated world economy (Altbach & Knight, 2007). Global accreditation will help to assure quality and increase options to improve access. A global accreditation model would provide the impetus for a knowledge-oriented global community that provides access to students in developing countries, as well as traditional and non-traditional learners. The chapter examines key forces shaping the transformation and globalization of higher education, international entities taking a global approach to quality assurance and accreditation, and key concepts in development and implementation of quality assurance at the global level. Finally, the chapter concludes with future implications in the ongoing development of global accreditation.

scholarly journals O sistema britânico de garantia de qualidade do ensino superior: lições para o Brasil

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Fernando Spagnolo
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Reference Points ◽  
Ministry Of Education ◽  
Quality Assurance Agency ◽  
Institutional Review ◽  
Keywords Quality Assurance ◽  
Common Strategy ◽  
Major Commitment ◽  
Different Levels

A avaliação do ensino superior, um dos principais compromissos da atual administração do Ministério da Educação, está, com ênfase crescente, na agenda dos governos do mundo inteiro. Em se tratando de uma problemática bastante nova e decididamente polêmica, é comum avançar nessa área a partir de um escrutínio da experiência de outros para adotar e adaptar o que parece de interesse. O sistema de avaliação britânico, proposto pela Quality Assurance Agency (QAA), criada em 1997, é um sistema que chama a atenção pela abrangência e sofisticação da sua concepção. Além de promover e integrar as avaliações internas das próprias instituições e as externas (avaliação de cursos e avaliação institucional), a agência aceitou o desafio de definir pontos de referência de qualidade. Por meio de programas, tais como "Estrutura das Titulações Acadêmicas", "Padrões de Referência de Qualidade de Área" e "Especificações de Programa", a QAA se propõe a definir de forma explícita e consensual padrões e exigências a serem cumpridas em diferentes cursos e níveis de ensino. Da análise dessa experiência, em fase de avançada implementação, são extraídas lições para melhor articular e fortalecer o Sistema Nacional de Avaliação do Ensino Superior no Brasil. Palavras-chave: sistemas de avaliação; ensino superior; Reino Unido. Abstract Quality assurance in higher education, a major commitment of the current administration of the Brazilian Ministry of Education, is increasingly being placed on the agenda in most of the countries of the world. As this is a relatively new and highly controversial issue, a common strategy is to scrutinize the experience of others and adapt and adopt what seems to be of interest. The British quality assurance system, formulated by the Quality Assurance Agency (the QAA, created in 1997), is often cited for its comprehensiveness and sophistication. Besides promoting internal evaluation by the institutions of higher education themselves and its integration with external evaluation by the agency "Subject Review" and "Institutional Review"), the QAA has taken up the challenge of defining "reference points for quality". Through programmes such as the "National Qualifications Framework", "Subject Benchmarking" and "Programme Specification", the QAA intends to define, in an explicit and consensual way, the standards and demands to e met by students and institutions in different subjects and at different levels. From assessment of this experience, which is already at an advanced stage of execution, lessons are being learned to better integrate and strengthen the Brazilian system of quality assurance in higher education. Keywords: quality assurance; higher education; United Kingdom.

Global Accreditation for a Knowledge-Oriented Community

2016 ◽  
pp. 209-234
Author(s):  
Henry C. Alphin Jr.
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Quality Assurance ◽  
Higher Learning ◽  
Learning Standards ◽  
Higher Education Quality ◽  
E Learning ◽  
Ongoing Development ◽  
Higher Education Internationalization ◽  
Improve Access

Faculty, administrators, businesses, accrediting agencies, and other institutions concerned with higher education quality must act to provide a framework for international higher learning standards, particularly concerning e-learning and access in developing countries. Higher education internationalization efforts will continue through the use of IT, increased mobility, the knowledge economy, and an integrated world economy (Altbach & Knight, 2007). Global accreditation will help to assure quality and increase options to improve access. A global accreditation model would provide the impetus for a knowledge-oriented global community that provides access to students in developing countries, as well as traditional and non-traditional learners. The chapter examines key forces shaping the transformation and globalization of higher education, international entities taking a global approach to quality assurance and accreditation, and key concepts in development and implementation of quality assurance at the global level. Finally, the chapter concludes with future implications in the ongoing development of global accreditation.

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