| Is quality assurance compatible with technological innovation?
Case studies of massive open online courses (MOOCS) in United Kingdom higher education |
680:T |
QCAS / 68 / 3-4 / 245 |
| Prepared for higher education? Staff and student perceptions
of academic literacy dimensions across disciplines |
680:T |
QCAS / 68 / 3-4 / 249 |
| Understanding the quality management of private universities in Bangladesh: A hierarchical model |
680:T |
QCAS / 66 / 5-6 / 437 |
| The seven deadly sins of quality management: Trade-offs and implications for further research |
680:T |
QCAS / 66 / 5-6 / 441 |
| Challenges of implementing quality in European higher education: An expert perspective |
680:T |
QCAS / 66 / 3-4 / 251 |
| Implementation of quality assurance standards in European higher education: Does context matter? |
680:T |
QCAS / 66 / 3-4 / 255 |
| ‘Skipping the quality abracadabra’: Academic resistance to quality management in Finnish higher education institutions and quality managers’ strategies to handle it |
680:T |
QCAS / 66 / 3-4 / 259 |
| Does teacher training actually work? Evidence from a large-scale randomized evaluation of a national teacher training program |
680:T |
QCAS / 66 / 3-4 / 261 |
| In search of quality: Measuring higher education service quality (HiEduQual) |
680:T |
QCAS / 66 / 3-4 / 263 |
| Universities and smart cities: The challenges to high quality |
680:T |
QCAS / 66 / 1-2 / 107 |
| The rise of risk management in the universities: A new way to understand quality in university management |
680:T |
QCAS / 66 / 1-2 / 111 |
| Has the quality of teaching and learning processes improved as a result of the implementation of quality assurance coordinated by the state? |
680:T |
QCAS / 66 / 1-2 / 115 |
| The relationship among learning outcome measures used in higher education |
680:T |
QCAS / 66 / 1-2 / 119 |
| Quality management of research, development and innovation activities in Finnish universities of applied sciences |
680:T |
QCAS / 66 / 1-2 / 123 |
| The evolutionary dynamics of quality assurance systems in European higher education: The view from Slovenia |
680:T |
QCAS / 65 / 5-6 / 443 |
| Learning-oriented quality assurance in higher education institutions |
680:T |
QCAS / 65 / 5-6 / 447 |
| An extended framework for analyzing higher education performance |
680:T |
QCAS / 65 / 3-4 / 291 |
| Quality in higher education: The view of quality assurance managers in Chile |
680:T |
QCAS / 65 / 3-4 / 295 |
| Developing a performance evaluation matrix to enhance the learner satisfaction of an e-learning system |
680:T |
QCAS / 65 / 3-4 / 299 |
| The distinction between academic standards and quality: Implications for transnational higher education |
680:T |
QCAS / 64 / 3-4 / 279 |
| Reinforcement learning from comparisons: Three alternatives are enough, two are not |
680:Y |
QCAS / 64 / 3-4 / 281 |
| Skills utilization at work, the quality of the study program and fields of study |
680:T |
QCAS / 63 / 3-4 / 263 |
| Addressing quality challenges in the private university sector in Bangladesh: From policy formulation to institutional implementation |
680:T |
QCAS / 63 / 3-4 / 265 |
| Defining the quality of higher education around ethics and moral values |
680:T |
QCAS / 63 / 3-4 / 269 |
| Government reforms in quality against higher education theory:
Is the relationship symbiotic? |
680:T |
QCAS / 63 / 3-4 / 273 |
| Quality as sense-making |
680:T |
QCAS / 63 / 3-4 / 277 |
| The contribution of professional accreditation to quality assurance in higher education |
680:T |
QCAS / 63 / 3-4 / 281 |
| A theory of change for student-led academic integrity |
680:T |
QCAS / 63 / 3-4 / 285 |
| Higher education ‘massification’ and challenges to the professoriate: Do academics’ conceptions of quality matter? |
680:T |
QCAS / 63 / 3-4 / 289 |
| Reception of the quality assurance commitments of the Bologna process in Finnish higher education institutions |
680:T |
QCAS / 63 / 3-4 / 293 |
| Developing a decomposed alumni satisfaction model for higher education institutions |
680:T |
QCAS / 63 / 3-4 / 295 |
| Attitudes of academic staff towards their own work and towards external evaluation, from the perspective of self-determination theory: Estonian case |
680:T |
QCAS / 63 / 3-4 / 299 |
| ClassroomQual: A scale for measuring the use-of-classrooms-
for-teaching-learning service quality |
680:T |
QCAS / 63 / 3-4 / 303 |
| Teaching principles and fundamentals of
business excellence
to undergraduate students through a game |
680:T |
QCAS / 63 / 1-2 / 123 |
| Productivity as an indication of quality in higher education: The views of employed graduates in Greece |
680:T |
QCAS / 63 / 1-2 / 127 |
| High-quality academic teachers in business school. The case of The University of Gdansk, Poland |
680:T |
QCAS / 63 / 1-2 / 131 |
| Seven keys for implementing the self-evaluation, periodic evaluation and accreditation (AVA) method, to improve quality and
student satisfaction in the Italian higher
education system |
680:T |
QCAS / 63 / 1-2 / 133 |
| Quality assurance and its impact from higher education
institutions’ perspectives: Methodological approaches,
experiences and expectations |
680:T |
QCAS / 62 / 5-6 / 511 |
| Guiding and modeling quality improvement
in higher education institutions |
680:T |
QCAS / 62 / 5-6 / 515 |
| Practice what you preach:
Quality of education in education on quality |
680:T |
QCAS / 62 / 5-6 / 519 |
| Exploring drivers of student satisfaction and dissatisfaction:
An assessment of impact-asymmetry and impact-range |
680:T |
QCAS / 62 / 5-6 / 523 |
| Impact evaluation of quality assurance in higher education:
Methodology and causal designs |
680:T |
QCAS / 62 / 4 / 377 |
| Ranking Romanian academic departments
in three fields of study using the g-index |
680:T |
QCAS / 62 / 3 / 253 |
| Bringing Kaizen to the classroom:
Lessons learned in an operations management course |
680:T |
QCAS / 62 / 3 / 257 |
| An application of the performance-evaluation model
for e-learning quality in higher education |
680:T |
QCAS / 62 / 1-2 / 127 |
| A study on education quality using the Taguchi method |
680:T |
QCAS / 61 / 4 / 389 |
| How perceived service quality influences students’ satisfaction? Teachers’ and students’ perspectives |
680:T |
QCAS / 61 / 3 / 269 |
| Development and validation of a measure of the quality management practices in education |
680:T |
QCAS / 61 / 1-2 / 123 |
| Beyond SERVQUAL:
The competitive forces of higher education in
Singapore |
680:T |
QCAS / 61 / 1-2 / 127 |
| Teaching quality in higher education: An introductory review on a process-oriented teaching-quality model |
680:T |
QCAS / 61 / 1-2 / 131 |
| A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes,
and dropout intentions |
680:T |
QCAS / 61 / 1-2 / 135 |
| How a training institute acquires learner satisfaction
and loyalty under economic recession |
680:T |
QCAS / 60 / 5-6 / 547 |
| Determining the key capabilities required for
performance excellence in higher education |
680:T |
QCAS / 60 / 5-6 / 549 |
| Service quality evaluation in the school of physical education and
sports: An empirical investigation of students’ perceptions |
680:T |
QCAS / 60 / 5-6 / 553 |
| Identifying at-risk students in higher education |
680:T |
QCAS / 60 / 5-6 / 557 |
| How do teachers improve? The relative importance of specific and general human capital |
680:A |
QCAS / 60 / 1-2 / 123 |
| The Q.LIFE engine: A work of statistical engineering |
680:T |
QCAS / 58 / 4 / 379 |
| The quality of higher education and employability of graduates |
680:T |
QCAS / 57 / 1-2 / 113 |
| Exploring TQM-innovation relationship in continuing education: A system architecture and propositions |
680:T |
QCAS / 57 / 1-2 / 115 |
| Testing the criticality of HR-TQM factors in the Malaysian higher education context |
680:T |
QCAS / 57 / 1-2 / 117 |
| Quality in search of meanings: The case of Italian universities |
680:T |
QCAS / 56 / 5-6 / 533 |
| A critique of the use of self-evaluation in a compulsory accreditation system |
680:T |
QCAS / 56 / 5-6 / 535 |
| Building process understanding for vaccine manufacturing using data mining |
680:B |
QCAS / 56 / 4 / 385 |
| How one accreditation agency can address higher education’s quality crisis |
680:T |
QCAS / 56 / 1-2 / 137 |
| Has external quality assurance actually improved quality in higher education over the course of 20 years of the ‘quality revolution’? |
680:T |
QCAS / 55 / 5-6 / 535 |
| Students’ roles in maintaining quality and in enhancing learning: Is there a tension? |
680:T |
QCAS / 55 / 5-6 / 537 |
| Twenty years of quality assurance in higher education: What’s happened and what’s different? |
680:T |
QCAS / 55 / 5-6 / 541 |
| Higher education quality and work-based learning: Two concepts not yet fully integrated |
680:Y |
QCAS / 55 / 5-6 / 543 |
| Quality management in higher education: Towards a better understanding of an emerging field |
680:T |
QCAS / 55 / 4 / 387 |
| Does the Emperor have the right (or any) clothes? The public regulation of higher education qualities over the last two decades |
680:T |
QCAS / 55 / 4 / 391 |
| 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 |
| Testing a hierarchical and integrated model of quality in the service sector: Functional, relational, and tangible Dimensions |
680:S |
QCAS / 55 / 1-2 / 125 |
| 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 |
