Quality Assurance in Academic Institutions: A Factor Analytical Approach

Abstract

The number of students anticipated to seek higher education globally may reach 263 million by 2025, up from less than 100 million in 2000. (Ryan, 2015). The increased demand for excellent education has led to a growing desire for universities to provide assurance of excellence because of the greater flexibility of learners, instructors, initiatives, and educational institutions. To meet this growing need, a standard structure for the quality assessment method would provide consistent evaluation of instructional design, content, and methodology. (Puzziferro & Shelton, 2008). Despite the fact that educational assessments stated goal is to raise the caliber of the products and amenities offered by universities, some academicians think they are being used to support government funding cuts for education. The present investigation looked at impressions of the motivations underlying the assessments through a structured survey that was provided to more than 389 academicians from 10 universities focusing on quality education in India by using factor analytical approach. Our research' findings demonstrate that faculty engagement in the evaluation process considerably lowers the likelihood that faculty think quality assessments are done for practical purposes. People who believe that evaluations are conducted to raise the caliber of the programme they are reviewing are also more likely to believe that the assessments are real and to identify more with the academic programme that is being assessed.