Academics' Perceptions of the Impact of Internal Quality Assurance on Teaching and Learning

Autor/inn/en	Tavares, Orlanda; Sin, Cristina; Videira, Pedro; Amaral, Alberto
Titel	Academics' Perceptions of the Impact of Internal Quality Assurance on Teaching and Learning
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 8, S.1293-1305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavares, Orlanda) ORCID (Sin, Cristina) ORCID (Amaral, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1262326
Schlagwörter	Quality Assurance; College Faculty; Public Colleges; Private Colleges; Foreign Countries; Teacher Attitudes; College Instruction; Learning; Educational Improvement; Information Utilization; Teacher Participation; Online Surveys; Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Qualitätssicherung; Fakultät; Privathochschule; Ausland; Lehrerverhalten; Hochschullehre; Lernen; Teaching improvement; Unterrichtsentwicklung; Informationsnutzung; Statistische Analyse
Abstract	Internal quality assurance systems are expected to improve the institutions' core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics' perceptions. Based on the findings, the paper makes recommendations for institutional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01