Learning-Oriented Quality Assurance in Higher Education Institutions

Autor/inn/en	Tezcan-Unal, Burcu; Winston, Kalman; Qualter, Anne
Titel	Learning-Oriented Quality Assurance in Higher Education Institutions
Quelle	In: Quality in Higher Education, 24 (2018) 3, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tezcan-Unal, Burcu) ORCID (Winston, Kalman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2018.1558504
Schlagwörter	Higher Education; Educational Quality; Quality Assurance; Case Studies; Accreditation (Institutions); Educational Environment; Instructional Leadership; Resource Allocation; Foreign Countries; College Faculty; Administrator Attitudes; Teacher Attitudes; Universities; United Arab Emirates + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Qualitätssicherung; Case study; Fallstudie; Case Study; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Ressourcenallokation; Ausland; Fakultät; Lehrerverhalten; University; Universität; Vereinigte Arabische Emirate
Abstract	Many institutions allocate resources to assessment by external quality assurance bodies. Most such schemes aim to enhance students' educational experiences. This elusive goal may be attainable by creating an inquiry-based institutional dynamism, which resonates with the main principles of learning organisations. This article discusses findings from a case study exploring the influence of US-based accreditation experiences of an Arabic higher education institution on its development as a learning organisation. Employing a mixed methodology, data was primarily analysed with a specific learning organisation framework based on three building blocks: supportive learning environment, learning practices and leadership that supports learning. This relationship between external quality assurance and becoming a learning organisation in higher education institutions has not been studied widely. Thus, knowledge and recommendations based on this empirical study may offer insights to researchers and local, regional and international practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01