• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.146-152
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• 2022

The National Agency for Quality Assurance in Higher Education plays a crucial role in education in Ukraine, as an independent entity creates and ensures quality standards of higher education, which allow to properly implement the educational policy of the state, develop the economy and society as a whole. The purpose of the article: to reveal the crucial role of the National Agency for Quality Assurance in Higher Education to create quality management of higher education institutions, to show its mechanism as an independent entity that creates and ensures quality standards of higher education. and society as a whole. The mission of the National Agency for Quality Assurance in Higher Education is to become a catalyst for positive changes in higher education and the formation of a culture of its quality. The strategic goals of the National Agency are implemented in three main areas: the quality of educational services, recognition of the quality of scientific results, ensuring the systemic impact of the National Agency. The National Agency for Quality Assurance in Higher Education exercises various powers, which can be divided into: regulatory, analytical, accreditation, control, communication. The effectiveness of the work of the National Agency for Quality Assurance in Higher Education for 2020 has been proved. The results of a survey conducted by 183 higher education institutions of Ukraine conducted by the National Agency for Quality Assurance in Higher Education are shown. Emphasis was placed on the development of "Recommendations of the National Agency for Quality Assurance in Higher Education regarding the introduction of an internal quality assurance system." The international activity and international recognition of the National Agency for Quality Assurance in Higher Education are shown.

• Educational Technology International
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• v.24 no.1
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• pp.53-80
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• 2023

This study investigates faculty support for quality assurance in online education, and offers suggestions for its improvement based on feedback from Instructional Design (ID) staff working at a public university in the U.S. Qualitative research using semi-structured interviews was conducted with seven ID staff in order to examine their perceptions regarding faculty support related to quality assurance in online education. The results of the data analysis indicate that four types of faculty support-quality assurance reviews using Quality Matter (QM) standards, templates, individual consultations with ongoing support, and monitoring-were offered for faculty. Faculty support for quality assurance in online education could be improved by developing specific quality assurance standards, recruiting external experts, examining learning effects, developing a quality assurance management system, and sharing documents among ID staff. This study highlights the necessity of quality assurance in online education and provides cases of faculty support in a real higher education setting.

• Journal of Korean Society for Quality Management
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• v.41 no.1
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• pp.53-68
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• 2013

Purpose: The paper presents research that examine relationship difference education quality, satisfaction, loyalty in university education sector. Specifically, the effects of difference education quality on student satisfaction and loyalty in the context of education quality are examined. Methods: A model of difference education quality effect on student satisfaction and loyalty is introduced and tested in the university using student perceptions of provider. Questionnaire was developed, and data was collected and analyzed for this study with SEM(Structural Equation Modeling). Results: The results are as follows: Education capability, BNIE(Business Newspaper In Education) are significantly influenced on student satisfaction. In addition, student satisfaction is significantly influence on external customer satisfaction, professor image. Professor image is significantly influence on student loyalty. Conclusion: Upon learning of student need and want, professor can focus on development of difference education quality based on student need and want.

• International Journal of Quality Innovation
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• v.6 no.2
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• pp.147-166
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• 2005

The purpose of this study is to analyze the causal relationship, in the perspective of Total Quality Management, among the education quality factors, which were suggested in the previous researches. Lee et al. [16] had tried to analyze the relationship among education factors, but they did not estimate the education factor using latent variable concept, which is very reasonable and efficient to represent the constructed concepts. So this study attempts to analyze the causal relationship among education quality factors, represented as latent variables used in structural equation modeling (SEM), and compared with each other. In this study, education quality factors were measured by several measures, constructed as several latent variables, and then processed with AMOS, the most efficient statistical package in the SEM area. In order to analyze the causal relationship among the education quality factors constructed as latent variables, this study designed the structural equation model with suggested factors and established several research hypotheses. This study discovered a prominent causality among the education quality factors, such as education leadership, student scholastic performance and satisfaction of education quality, which is similar to that of previous research. This outcome is really a unique Korean syndrome manifest within our educational career orientation.

• International Journal of Computer Science & Network Security
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• v.23 no.11
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• pp.142-148
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• 2023

The National Agency for Quality Assurance in Higher Education plays a crucial role in education in Ukraine, as an independent entity creates and ensures quality standards of higher education, which allow to properly implement the educational policy of the state, develop the economy and society as a whole.The purpose of the article: to reveal the crucial role of the National Agency for Quality Assurance in Higher Education to create quality management of higher education institutions, to show its mechanism as an independent entity that creates and ensures quality standards of higher education. and society as a whole. The mission of the National Agency for Quality Assurance in Higher Education is to become a catalyst for positive changes in higher education and the formation of a culture of its quality. The strategic goals of the National Agency are implemented in three main areas: the quality of educational services, recognition of the quality of scientific results, ensuring the systemic impact of the National Agency. The National Agency for Quality Assurance in Higher Education exercises various powers, which can be divided into: regulatory, analytical, accreditation, control, communication.The effectiveness of the work of the National Agency for Quality Assurance in Higher Education for 2020 has been proved. The results of a survey conducted by 183 higher education institutions of Ukraine conducted by the National Agency for Quality Assurance in Higher Education are shown. Emphasis was placed on the development of "Recommendations of the National Agency for Quality Assurance in Higher Education regarding the introduction of an internal quality assurance system." The international activity and international recognition of the National Agency for Quality Assurance in Higher Education are shown.

• Journal of Korean society of Dental Hygiene
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• v.16 no.4
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• pp.549-557
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• 2016

Objectives: The purpose of the study is to investigate the influence of education service quality on major satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was completed by 271 dental hygiene students in Seoul from April 1 to 20, 2016. The questionnaire consisted of general characteristics of the subjects(6 items), education service quality (27 items), and major satisfaction of students(23 items). The instrument for education service quality was adapted from Parasuraman and modified by Park & Lee. Likert 5 point scale adaptation included physical environment, reliability, responsiveness, certainty, empathy, class professors, administrative facilities, and school activities accessibility. Cronbach's alpha test in the study was 0.956 in education service quality and 0.951 in major satisfaction. Results: The education service quality was 3.1 points. The lower grade students tended to have the higher education service quality (p<0.001). The satisfaction to class professors was 3.2 points. The education service quality had a significant positive relation to major satisfaction. The satisfaction was positively influenced by physical environment, responsiveness, certainty, and empathy. Conclusions: A positive motivation to education service quality leads to major satisfaction. A variety of strategies are very important to enhance the education specialization.

• Journal of Korean Society for Quality Management
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• v.41 no.1
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• pp.79-94
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• 2013

Purpose: Life insurance company provides insurance planners various education program to inspire service mind and to enhance its customer satisfaction. The purpose of this study is to analyze the effects of service quality of education on service commitment and to propose the implication for the effective service education. Methods: This study is intended to identify how service quality of education from the planners in life insurance affects service commitment. The research model is tested via a survey of 307 life insurance planners. Results: This study shows that tangibles, assurance, responsiveness, and empathy in the educational service quality significantly influence education satisfaction. It also positively affect customer orientation and service commitment, but it also shows that reliability in the educational service quality has very little effect on customer satisfaction. Conclusion: This study emphasizes the service quality of education on life insurance planner and also suggests practical plan to increase the service quality of education. This study has more focused on the direction in the service quality of education for making the close long-term relationship with customer.

• Culinary science and hospitality research
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• v.20 no.5
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• pp.76-83
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• 2014

This article examines the effects of education service quality of culinary education facility on the learning outcome. For this, items for figuring out the relation between education service quality and the learning outcomes has been deducted through IPA regarding education service quality. Further, the factors of education service, which is for verifying the effects of relevant experiences (culinary certificate) have been examined according to advanced studies. Self administered questionnaires have been prepared by 231 samples in total and the collected data have been analyzed through frequency, factor, reliability and regression analyzing methods by using SPSS 18.0. The results from paired t-test performed on the importance and performance of culinary education service quality indicate that expertise, level of knowledge, education method of instructor and additional convenience facilities (locker and lounge etc) are the most important factors respectively. The results from IPA analysis show that the quadrant 1 includes knowledge level, education method, kindness of instructor. The quadrant 2 contains awareness of instructor while the third one includes culinary facility, tool structure and convenience facility. In addition the quadrant 4 includes hygiene of learning place. According to the results from hypothesis test, education service quality affects learning outcome and the experience (certificate) of learner from culinary education facility results in difference in education service quality and awareness of learning outcome therefore the hypothesis is partially verified.

• International Journal of Quality Innovation
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• v.8 no.2
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• pp.1-19
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• 2007

Achievement of objectives of education and training is one of significant factors influencing quality of life. Higher education institutions use different work, teaching methods and tools; however they are inadequate in many cases. Today higher education institutions have problems concerning sustention and rise of certain level of education by giving the job for graduates, using of new technologies that help to present, manage, evaluate and control knowledge. The main objectives of quality management system (QMS) at higher education institutions are as follow: to assure continuous improvement of education quality; to demonstrate performance results and relevant facts to the interested parties (customers of college or university, social partners, administrative institutions) showing the abilities of education institution to prepare high qualification specialists that fully correspond to changing requirements of labour market. The QMS at education institutions should be designed as continuous process, considering that the quality of final product is the result achieved in primary processes. The process shall involve all interested parties. Parameters and indicators of education quality can help to analyze the efficiency and effectiveness of existing QMS. The results of quality audits should be also taken into account when designing and implementing QMS at organization. Literature review showed that for the assurance of education quality three different approaches prevail: total quality management (TQM); requirements of quality awards and assessment models; and QMS corresponding to the requirements of ISO 9001 standard. The case study of QMS design and implementation at Vilnius Law and Business College is presented in the paper. The peculiarities, difficulties and obstacles of QMS implementation in the higher educations institutions are analysed in more detail in this article.

• Journal of the Korea Fashion and Costume Design Association
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• v.19 no.3
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• pp.89-97
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• 2017

The purpose of this study is to analyze the difference and influence of educational institutions and majors on education service quality, learning satisfaction, and educational institution loyalty, and to provide information on an Academic Credit Bank System appropriate for the two types of education institutions and learners. Looking at the difference in education service quality, learning satisfaction and educational institution loyalty, Lifelong Education Organizations of Universities showed positive awareness compared to Job Technical colleges. Especially, differences in awareness regarding quality of education facilities were largest, followed by educational institution loyalty and learning satisfaction. Looking at the difference in awareness according to educational institution and majors, learners at Lifelong Education Organizations of Universities had positive awareness compared to Job Technical colleges in terms of quality of facilities, learning satisfaction and educational institution loyalty. No difference was found according to major. Looking at the effect of awareness of education service quality on learning satisfaction and educational institution loyalty, factors of education service quality affected learning satisfaction in the order of education>administration>facilities for Lifelong Education Organizations of Universities, and the effect on educational institution loyalty was found in the order of administration> education with no effect shown by facilities. For learners at Job Technical colleges, factors of education service quality affected learning satisfaction in the order of administration>education>facilities. Influence on loyalty to educational institution was found in the order of administration>facilities>education.