| Bologna and quality assurance: Progress made or pulling the wrong cart? |
680:T |
QCAS / 55 / 3 / 267 |
| A tale of two ‘qualitys’: Reflections on the quality revolution in higher education |
680:T |
QCAS / 55 / 3 / 269 |
| A ‘quality revolution’ constrained? A critical reflection on quality assurance methodology from the South African higher education context |
680:T |
QCAS / 55 / 3 / 271 |
| Criteria for accreditation in Vietnam’s higher education: Focus on input or outcome? |
680:T |
QCAS / 55 / 1-2 / 127 |
| Building European-level Quality Assurance Structures: Views from Within ENQA |
680:T |
QCAS / 54 / 5-6 / 535 |
| Quis custodiet ipsos custodes? The review of the Australian universities quality agency |
680:T |
QCAS / 54 / 5-6 / 537 |
| Student satisfaction surveys: The value in taking an historical perspective |
680:T |
QCAS / 54 / 5-6 / 539 |
| Regional quality assurance activity in higher education in Southeast Asia: Its characteristics and driving forces |
680:T |
QCAS / 54 / 5-6 / 541 |
| How can evaluation fail? The case of Italian universities |
680:T |
QCAS / 54 / 5-6 / 543 |
| The causal relationship between service quality, corporate image and adult’s learning satisfaction and loyalty: A study of professional training programmes in Taiwanese vocational institute |
680:T |
QCAS / 54 / 5-6 / 545 |
| Quality assurance strategies of higher education in Iraq and Kurdistan: A case study |
680:T |
QCAS / 54 / 4 / 371 |
| The ranking of higher education institutions: A deduction or delusion? |
680:T |
QCAS / 54 / 4 / 373 |
| Management and academic freedom in higher educational institutions: Implications for quality education in Uganda |
680:T |
QCAS / 54 / 4 / 375 |
| An exploratory use of the stakeholder approach to defining and measuring quality: The case of a Cypriot higher education institution |
680:T |
QCAS / 54 / 4 / 377 |
| Evaluators of higher education in Germany: Are they ‘fit for purpose’? |
349:T |
QCAS / 54 / 1-2 / 57 |
| Measuring quality in higher education: Can a performance indicator approach be extended to identifying the quality of students’ union provision? |
680:T |
QCAS / 54 / 1-2 / 125 |
| Evaluation and quality assurance in Finnish and Italian universities in the Bologna process |
680:T |
QCAS / 54 / 1-2 / 127 |
| ‘Strategic repositioning of institutional frameworks’: Balancing competing demands within the modular UK higher education environment |
680:T |
QCAS / 54 / 1-2 / 129 |
| Using qualitative data to learn about customer needs: Understanding employer desires when designing an MBA program |
680:T |
QCAS / 53 / 6 / 607 |
| International network of quality assurance agencies in higher education |
310:T |
QCAS / 52 / 6 / 619 |
| TQM and higher education: A critical systems perspective on fitness for purpose |
410:T |
QCAS / 52 / 6 / 639 |
| Contrasting faculty quality views and practices over a five-year interval |
680:T |
QCAS / 52 / 6 / 677 |
| Quality assurance of cross-border higher education |
680:T |
QCAS / 52 / 6 / 679 |
| Distorting value added: The use of longitudinal, vertically scaled student achievement data for growth based, value added accountability |
190:T |
QCAS / 52 / 3 / 267 |
| Implementation of a holistic model for quality in higher education |
T |
QCAS / 51 / 5 / 539 |
| Improve schools with empowerment based models |
410:T |
QCAS / 51 / 4 / 403 |
| Academic staff views of quality systems for teaching and learning: A Hong Kong case study |
T |
QCAS / 51 / 4 / 411 |
| Quality assurance and e-learning: Reflections from the front line |
T |
QCAS / 51 / 3 / 283 |
| Disciplinary: A barrier to quality assurance? The UK experience of area studies |
T |
QCAS / 51 / 1 / 59 |
| Tracking classroom teaching and learning: An SPC applications |
T |
QCAS / 51 / 1 / 61 |
| Training: It’s not always the answer |
331:T |
QCAS / 50 / 6 / 651 |
| ‘Best” for whom? The tension between ‘best practice’ ERP packages and diverse epistemic cultures in a university context |
T |
QCAS / 50 / 6 / 671 |
| Quality and the scholarship of teaching: Learning from subject review |
690:T |
QCAS / 50 / 5 / 569 |
| Measuring educational standards |
342:T |
QCAS / 50 / 4 / 407 |
| Perspectives on quality assurance in higher education in Norway |
630:T |
QCAS / 50 / 4 / 457 |
| External examiners in new roles: A case study at the Norwegian University of Science and Technology |
690:T |
QCAS / 50 / 4 / 465 |
| A comparative analysis of quality management in US and international universities |
T |
QCAS / 50 / 1 / 59 |
| Service quality in higher education using an enhanced SERVQUAL approach |
670:T |
QCAS / 50 / 1 / 101 |
| The role of selection, orientation and training in improving the quality of public college and university boards of trustees in the United States |
690:T |
QCAS / 49 / 6 / 689 |
| Higher education quality assurance organizations in Central and Eastern Europe |
690:T |
QCAS / 49 / 6 / 693 |
| Running up the down escalator: Stressors and strains in UK academics |
490:T |
QCAS / 49 / 4 / 439 |
| Using success to measure quality in British higher education: Which subjects attract the best-qualified students? |
490:T |
QCAS / 49 / 3 / 309 |
| Developing a holistic model for quality in higher education |
331:T |
QCAS / 49 / 2 / 161 |
| The measurement of quality management culture in schools: Development and validation of the SQMCS |
313:T |
QCAS / 49 / 1 / 53 |
| Quality and university teaching: Juggling competing agendas |
331:T |
QCAS / 49 / 1 / 61 |
| Quality management in education: Building excellence and equity in student performance |
690:T |
QCAS / 48 / 5 / 579 |
| The little engine that could: Self-efficacy implications for quality training outcomes |
331:T |
QCAS / 48 / 4 / 385 |
| Reciprocity and educational evaluations by European inspectorates: Assumptions and reality checks |
349:T |
QCAS / 48 / 4 / 393 |
| Sowing the seeds of quality: Quality at the source |
630:T |
QCAS / 48 / 4 / 441 |
| Among demons and angels: Attitudes towards system evaluation for quality improvement in advanced vocational education |
630:T |
QCAS / 48 / 4 / 443 |
| A perspective on tensions between external quality assurance requirements and institutional quality assurance development: A case study |
319:T |
QCAS / 48 / 2 / 133 |
| From audit to assessment: A national perspective on an international issue |
490:T |
QCAS / 48 / 2 / 185 |
| Quality as politics |
490:T |
QCAS / 48 / 2 / 187 |
| Improving the climate of teaching sessions: The use of evaluations of students and instructors |
319:T |
QCAS / 48 / 1 / 53 |
| Does the development of mass education necessarily mean the end of quality? |
319:T |
QCAS / 48 / 1 / 55 |
| Quality management in US higher education |
320:T |
QCAS / 47 / 6 / 643 |
| Measuring quality in higher education: A competency approach |
630:T |
QCAS / 47 / 6 / 691 |
| Quality adjusted measures of services in public schools |
630:T |
QCAS / 47 / 5 / 567 |
| Producing new workers: Quality, equality and employability in higher education |
331:T |
QCAS / 47 / 4 / 405 |
| Some new classroom cases for teaching statistical quality control methods |
190:T |
QCAS / 47 / 3 / 255 |
| Quality training: Needs and evaluation – findings from European survey |
331:T |
QCAS / 47 / 3 / 283 |
| Challenges and strategies for improving the quality of information in a university setting: A case study |
650:T |
QCAS / 47 / 3 / 327 |
| Statistics for discovery |
590:T |
QCAS / 47 / 2 / 195 |
| The development of an ideal kindergarten through concept engineering/quality function deployment |
323:T |
QCAS / 47 / 1 / 39 |
| The assessment of software quality from the user perspective: Evaluation of a GIS implementation |
850:T |
QCAS / 46 / 5 / 591 |
| The case for undergraduate education in quality management |
319:T |
QCAS / 46 / 2 / 165 |
| A new way to teach university introductory statistics courses |
590:T |
QCAS / 46 / 2 / 203 |
| The ‘second call’: Faculty renewal and recommitment at midlife |
630:T |
QCAS / 46 / 2 / 205 |
| The quality of the student experience: What can institutions learn from data relating to non-completion? |
690:T |
QCAS / 46 / 1 / 99 |
| The international transferability of quality assessment systems for higher education: The Turkish experience |
410:T |
QCAS / 45 / 6 / 657 |
| Continuous quality improvement in higher education: A model for Sri Lanka |
490:T |
QCAS / 45 / 6 / 663 |
| Preparation for college: A customer-supplier framework |
350:T |
QCAS / 45 / 3 / 289 |
| Total quality management and higher education: The employer’s perspective |
410:T |
QCAS / 45 / 3 / 303 |
| Quality management applied to higher education |
490:T |
QCAS / 45 / 3 / 315 |
| Benchmarking academic standards in history: An empirical exercise |
324:T |
QCAS / 45 / 2 / 157 |
| Total quality management in higher education |
410:T |
QCAS / 45 / 2 / 177 |
| Will our educational system be the solution or the problem? |
630:T |
QCAS / 45 / 2 / 207 |
