Quality enhancement, teaching quality, and students perceived satisfaction: challenges and perspectives in higher education

1. QUALITY ENHANCEMENT, TEACHING QUALITY, AND
STUDENTS PERCEIVED SATISFACTION: CHALLENGES AND
PERSPECTIVES IN HIGHER EDUCATION
By
Muhammad Ayub Buzdar, and Hina Jalal
2nd International Conference on Quality Assurance at Higher
Education
April, 2019

2. QUALITY ASSURANCE
QAA
1.External Quality
Assurance (EQA)
2.Internal Quality
Assurance (IQA)
EQA
Accreditation
IQA
Quality Enhancement
Cells

3. QUALITY FOR LEARNING EXPERIENCES?
Designs for
Learning
Resources for
Learning
Facilitating
Learning
Assessment for
Learning
Evaluating
Teaching
Professional
Learning
Quality
Enhancement in
terms of educational
program
Effective Practice
Guidelines
Academic
Development
Learning
Analytics
Scholarship of
Teaching and Learning
Grants
andAwards
Learning
Design Tools

4. CURRENT STUDY
• The current study investigated the issues and
challenges of QECs directors. in relation to the
teachers and students’ satisfaction with teacher
education program quality. The present study
developed the following research questions

5. RESEARCH QUESTIONS
1. To what extent teachers are satisfied with teacher education program quality?
2. To what extent students are satisfied with teacher education program quality?
3. What are perceptions of teachers about QECs influence on quality enhancement?
4. What are the major challenges that directors of QECs face to enhance quality in
higher education?
5. What are the issues that directors of QECs experience to enhance quality in
higher education?

6. METHODOLOGY
• Mixed methods design of explanatory approach adopted in this study.
• Questionnaires and semi-structured interviews.
• Five public universities located in Punjab province were randomly included in
this study.
• Hundred university teachers, and five hundred students associated to teacher
education program were participated in this study.
• The directors of QECs
• Quantitative analysed through statistical tests and techniques of mean, standard
deviation, t-tests. Thematic analysis for qualitative data.

7. RESEARCH INSTRUMENT
Questionnaire for teachers Questionnaire for students
Indicators α Indicators α
QECs Contribution .71 Curriculum transmission .85
Role of QECs in
quality enhancement
.75 Services .83
QECs effectiveness .73 Teaching quality .73
Procedure of QEC .83 Teaching practices .84
Curriculum
transmission
.83 Generic attributes .95
Services .88 University community
interaction
.91
Teaching quality .97 Evaluation .82
Teaching practices .91
Generic attributes .72
University community
interaction
.70
Evaluation .70
• The themes were;
achievements in Quality
enhancement, quality
enhancement influence,
weaknesses of quality
enhancement framework,
issues that constraint
quality enhancement in
higher education,
challenges of quality
enhancement,
recommendations.

8. FINDINGS
Factors Mean SD MD t p
Curriculum transmission Teachers 3.02 .888
.7 -.283 .21
Students 2.32 .845
Services Teachers 3.54 1.062
1.5 -1.261 .00
Students 2.04 .662
Teaching quality Teachers 3.33 .993
.6 .106 .01
Students 2.73 .893
Teaching practices Teachers 3.16 .723
-0.01 .571 .00
Students 3.17 .219
Generic attributes Teachers 3.77 .839
1.71 .150 .00
Students 2.06 .720
University community
interaction
Teachers 2.86 .792
-0.25 .073 .03
Students 3.11 .336
Evaluation Teachers 3.66 .368
0.78 .080 .02
Students 2.88 .234

9. FINDING
Sr # Factors Mean
Standard
Deviation
1 QECs Contribution 3.92 1.014
2 Role of QECs in quality enhancement 2.70 1.020
3 QECs effectiveness 2.71 .851
4 Procedure of QEC 2.01 .522

10. FINDINGS

11. CONCLUSION
• Clear majority of the teachers are not satisfied with the role, effectiveness, and
process of quality enhancement cells. While, teachers are much satisfied with the
contribution of QECs.
• The findings of present study demonstrated that teachers are clearly satisfied with
the program quality. In contrast students are only satisfied with university
community interaction and less satisfied with overall quality of their teacher
education program.
• QECs settled with many challenges such as funding, establishing proper
infrastructure, research and development, teaching quality, departmental and
administrative cooperation, dissemination of quality culture, limited trained and
professional team, and teachers and students’ awareness.

12. THANK YOU FOR YOUR ATTENTION.
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