A comprehensive model for assessing the quality in higher education institutions

Abstract

Purpose This study aims to propose a comprehensive model for assessing the quality of academic programs in higher education institutions (HEIs) by adopting the TQM philosophy. Design/methodology/approach Based on a sample of 377 responses from higher education academics, experts and professionals in Sweden, partial least squares structural equation modeling (PLS-SEM) technique was used to empirically test the proposed hypotheses and validate the model. Findings The model reveals that the input-based factors have a stronger impact on the process-based factors; while process-based factors have less impact on the output-based factors. The input-based factors: adoption of international pedagogy standards (IPS), education infrastructure (EDI), and work/study environment (WSE) through the process-based factors quality of students (QOS) and quality of faculty staff (QFS) is found to have a significant impact on output-based factor quality of academic programs (QAP). Research limitations/implications This study has been conducted in Sweden. Inclusion of other countries provides opportunities for further analysis by conducting cross-comparison between different cultures in higher education, and including additional stakeholders such as policymakers, parents and students. Practical implications This research also contributes to practice by providing an in-depth understanding of the relationships among variables that affect the quality of academic programs in HEIs, and provides insights to internally assess the quality levels of their academic programs Originality/value This study contributes to the knowledge by providing a holistic view in which it integrates input, process and output perspectives in a conceptual model to assess the quality of academic programs at the higher education level.