Models for Assessing Higher Education Quality: The Most Suitable for Developing Countries - A Literature Review
Abstract
This literature review addresses the absence of consolidated documentation on quality assessment models in higher education, aiming to provide a unified and accessible resource. It responds to three key research questions: detailing the originators, purposes, features, and distinctions of identified models, conducting comparative analyses to discern differences and similarities, and determining the most suitable model for measuring higher education quality in developing countries. The study illuminates the intricate landscape of quality assessment models, revealing shared emphases on service quality, survey instrument utilisation, a multidimensional approach, and commitment to continuous improvement. A notable student-centric approach permeates various models. The study found the HEQAM model by Noaman et al. most suitable for developing countries due to its streamlined and adaptable nature, focusing on administrative, physical, and support systems. The study emphasises the urgent need for a consolidated overview of these models, underscoring their collective contribution to student-centred frameworks. It recommends the HEQAM model for adoption in resource-constrained environments. It suggests further research to explore its implementation in diverse contexts. This review contributes valuable insights, fostering informed decision-making and excellence in educational institutions
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References
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