Comparative study on quality self-assessment processes at higher education institutions in Algeria A content analysis of self-assessment reports
Article Sidebar
Main Article Content
Abstract
Algeria has introduced the institutional self-assessment as Quality Assurance (QA) approach in Higher Education Institutions (HEIs) at the national level. It has been formalized in official reports communicated to the Ministry. The purpose of this study is to evaluate self-assessment practices implemented in HEIs in a comparative perspective. The method of qualitative content analysis of self-assessment reports was used, based on category system deduced from the literature review. Results show that the HEIs followed common approaches with some differences in the deployment of steps and the importance given to them. The study concludes by highlighting the implemented processes advantages and difficulties and producing important recommendations for improvement of future self-assessment exercises.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Ahmed, A., Yang, J., & Dale, B. (2003). Self-Assessment Methodology: The Route to Business Excellence. Quality Management Journal, 10(1), 43–57 ;, 10(1), 43–57.
Aktouf, O. (1987). Méthodologie des sciences sociales et approche qualitative des organisations. Montréal: Les Presses de l’Université du Québec.
Babbie, E. (2016). The practice of social research Fourteenth Edition. . Cengage Learning.
Balbaster Benavent, F., Cruz Ros, S., & Moreno-Luz, M. (2005). A model of quality management self-assessment: an exploratory research. International Journal of Quality & Reliability Management, 22(5), 432–451.
Bugday Ince, S., & Gounko, T. (2014). Quality assurance in Turkish higher education. European Journal of Higher Education, 4(2), 184-196.
Calvo-mora, A., Leal, A., & Roldán, J. (2005). Relationships between the EFQM model criteria: a study in Spanish universities. Total Quality Management & Business Excellence, 16(6), 741-770.
Campatelli, G., Citti, P., & Meneghin, A. (2011). Development of a simplified approach based on the EFQM model and Six Sigma for the implementation of TQM principles in a university administration. Total Quality Management & Business Excellence, 22(7), 691-704.
Campbell, C., & Rozsnyai, C. (2002). Quality Assurance and the Development of Course Programmes. UNESCO: Education, Papers on Higher.
Cheng, Y. C., & Tam, W. M. (1997). Multi‐models of quality in education. Quality Assurance in Education, 5(1), 22-31.
Conti, T. (1997). Optimizing self-assessment. Total Quality Management, 8(2.3), 5–15.
Davim, J. P. (2012). Mechanical engineering education. London: ISTE Ltd.
Dépelteau, F. (2000). La démarche d'une recherche en sciences humaines: de la question de départ à la communication des résultats. Presses Université Laval.
Detert, J., & Jenni, R. (2000). An Instrument for Measuring Quality Practices in Education. Quality Management Journal, 7(3), 20–37.
Elassy, N. (2015). The concepts of quality, quality assurance and quality enhancement. Quality Assurance in Education, 23(3), 250–261.
European commission. (2010-2013). AqiUmed project: Objectives, implementation, results and dissemination - Strengthening internal quality assurance in Mediterranean universities Algeria, Morocco, Tunisia. https://www.agence-erasmus.fr/docs/2161_livret-aqiumed.pdf.
Golowko, N., Kopia, J., Geldmacher, W., & Förster-Pastor, U. S. (2017). Comparative Study on Quality Management at German Private Universities. Quality-Access to Success, 18(157), 85-94.
Green, D. (1994). What Is Quality in Higher Education? 1900 Frost Road, Bristol, PA19007-1598: Taylor & Francis.
Harvey, L., & Green, D. (1993). Defining Quality. Assessment & Evaluation in Higher Education, 18(1), 9–34.
Hillman, G. (1994). Making Self-assessment Successful. The TQM Magazine, 6(3), 29–31.
Houston, D. (2007). TQM and Higher Education: A Critical Systems Perspective on Fitness for Purpose. Quality in Higher Education, 13(1), 3-17.
Houston, D. (2010). Achievements and Consequences of Two Decades of Quality Assurance in Higher Education: A Personal View From the Edge. Quality in Higher Education, 16(2), 177-180.
Lerari, M. (2016). Guide l’auto-évaluation selon le référentiel national. Algérie: http://www.entp.edu.dz/images/Documents/assurance-qualite/Guide_de_auto_evaluation_selon_le_referentiel_national-.pdf, (Consulté le 10/01/2017).
Leray, C. (2008). L'analyse de contenu: de la théorie à la Pratique, la Méthode Morin-Chartier. PUQ.
Matei, L., & Iwinska, J. (2016). Quality assurance in higher education: A practical handbook. Budapest, Hungary: Yehuda Elkana Centre for Higher Education.
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt.
Mezache, N., & Chahed, A. (2018). La démarche assurance qualité dans l’enseignement supérieur en Algérie : Expérience de contextualisation et d’appropriation des méthodes et instruments d’évaluation . Colloque Qualité du G3 (3ème édition). Montréal, Canada: Université de Montréal.
National Accreditation Commission [CNA-CHILE]. (2008). Manual for the development of self-evaluation processes. Careers and undergraduate programs.
Nguyen, H. T. (2016). Quality assurance in higher education in Vietnam: A case-study. Doctoral dissertation, Victoria University.
Pratasavitskaya, H., & Stensaker, B. (2010). Quality Management in Higher Education: Towards a Better Understanding of an Emerging Field. Quality in Higher Education, 16(1), 37-50.
Ritchie, L., & Dale, B. (2000). Self-assessment using the business excellence model: A study of practice and process. International Journal of Production Economics, 66(3), 241–254.
Rontopoulou, J. L. (1998). The evaluation of higher education. Paris: UNESCO.
Rosa, M. J., Sarrico, C. S., & Amaral, A. (2012). Implementing quality management systems in higher education institutions. In ., Quality Assurance and Management (pp. 129-146). DOI: 10.5772/33922.
Samuelsson, P., & Nilsson, L.-E. (2002). Self-assessment practices in large organisations. International Journal of Quality & Reliability Management, 19(1), 10 – 23.
Schindler, L. A., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3–13.
Spasos, S., Alexandris, A., Petropoulos, G., & Vaxevanidis, N. M. (2008). Implementation of EFQM model in a greek engineering higher education institute: a framework and a case study. International Journal for Quality Research, 2(1), 43-49.
Srikanthan, G., & Dalrymple, J. (s.d.). A Synthesis of a Quality Management Model for Education in Universities. International Journal of Educational Management, 18(4), 266-279.
Tari, J. (2010). Self-assessment processes: the importance of follow-up for success. Quality Assurance in Education, 19-33.
Tari, J. J. (2011). Similarities and differences between self-assessment approaches in public services in higher education institutions. The Service Industries Journal, 31(7), 1125-1142.
Tarí, J., & Madeleine, C. (2010). The EFQM Self-Assessment Processes in HEIs in Spain and Jordan. US-China Education Review, 7(7), 65–74.
Teo, W. F., & Dale, B. G. (1997). Self-assessment: methods, management and process. Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture, 211(5), 365-375.
Thune, C. (1996). The Alliance of Accountability and Improvement: the Danish experience. Quality in Higher Education, 2(1), 21-32.
Torre, D., & Zapata, G. (2012). Impacto de procesos de aseguramiento de la calidad sobre las instituciones de educación superior: un estudio en siete países. Aseguramiento de la Calidad en Iberoamérica. Educación Superior. Informe. 117-153.
Villalta, O. M. (1998). Autoevaluación, autorregulación y acreditación: retos de la educación superior. Revista Educación, 22(2), 101-113.
Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions. Bucharest: Unesco-Cepes.
World Bank. (2012). Report on university governance in Algeria . http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/TED/SABER_TED_University_governance_Algeria.pdf, (Consulté le 20/01/2017) ;.
Yin, R. (2009). Case study research: Design and methods (4th ed.). California: Sage Publications: Thousand Oaks.
Zou, Y., Du, X., & Rasmussen, P. (2012). Quality of higher education: organisational or educational? A content analysis of Chinese university self-evaluation reports. Quality in Higher Education, 18(2), 169-184.