Readiness of Higher Education Institutions for Horizontal Typology, Institutional Sustainability and Quality Assurance
This study was undertaken to assess the level of readiness of higher education institutions (HEIs) for horizontal typology, institutional sustainabili.
- Pub. date: April 15, 2023
- Pages: 881-890
- 281 Downloads
- 294 Views
- 0 Citations
This study was undertaken to assess the level of readiness of higher education institutions (HEIs) for horizontal typology, institutional sustainability, and quality assurance in the key result areas (KRAs) for the enhancement of mechanisms, systems, and policies for the HEIs’ effective operation. It is a descriptive correlational design using the modified self-evaluation document (SED). The study showed that all the seven HEIs that participated in this study had been operating for 40 years and above, offering more than sixteen program courses with more than sixteen accredited programs. Four of the HEIs were Level 2 in accreditation status and five were ISO Certified. The level of readiness of HEIs for horizontal typology was moderately ready, which means the HEIs need some improvements in horizontal typology. The most identified challenges affecting the level of readiness of HEIs in horizontal typology were the lack of innovation, technology, and sustainability; the lack of administrative strategies, leadership competencies, and management skills; and the lack of financial allocation for institutional development and advancements, respectively. There is no significant relationship between the institutional profile and terms of observing the standards in the KRAs. The study recommends further re-assessing the level of readiness of the HEIs in terms of documentation/evidence, observance for the improvement of the systems, processes and practices towards a more effective and efficient delivery of academic services to young people by conducting the more focused study in every KRAs and institutional self-assessment as future researches for the further improvement of the operations of HEIs.
Keywords: Key result areas, higher education, horizontal typology, quality assurance.
References
Adeyemo, K. S. (2019). A review of the Philippine quality assurance system. In Higher education policy in the Philippines and ASEAN integration: Demands and challenges (pp. 23-43). Brill Sense. https://doi.org/10.1163/9789004411326_002
Bustamante, C. B. S. (2014). Redefining “quality” in higher education: An analysis on the challenges to higher educational institutions by the policy reforms implemented by the Philippine government. In Widyatama International Seminar (WIS) 2014 (pp. 203-209). Univeristas Widyatama. https://bit.ly/3ZlviUg
Chaleunphonh, S. (2013). The road to academic excellence: The making of world-class research universities ed. by Philip G. Altbach and Jamil Salmi. The Review of Higher Education, 37(1), 104-106. https://doi.org/10.1353/rhe.2013.0059
Commission on Higher Education. (2012). Policy-standard to enhance quality assurance (QA) in Philippines higher education through an outcomes-based and typological-based QA. https://bit.ly/3LdwR2G
Commission on Higher Education. (2014). Handbook on typology, outcomes-based education, and institutional sustainability assessment. Academia. https://bit.ly/3ZWRAvy
Commission on Higher Education. (2017). Institutional sustainability assessment self-evaluation document (ISA SED): An internal quality assurance (IQA) tool for Philippine higher education institutions. https://bit.ly/3ZNvUTs
Conchada, M. I. P., & Tiongco, M. M. (2015). A review of the accreditation system for Philippine higher education institutions (PIDS Discussion Paper Series, No. 2015-30). Philippine Institute for Development Studies (PIDS). https://bit.ly/2LyO1J0
Cruz, J. L. D. (2022). Tracer study of graduate school graduates of a state higher education institution in the Philippines from 2016 to 2020. International Journal of Education and Literacy Studies, 10 (2), 149-154. https://doi.org/10.7575/aiac.ijels.v.10n.2p.149
Frimpong, A. N. K., & Asprion, P. M. (2015). Compliance in Educational Institutions Based on Students Experience Survey. In Proceedings of the Make Learn and TIIM Joint International Conference 2015 (pp. 387-395). To Know Press. https://bit.ly/3H0Da62
Hocutt, M. (Ed.). (2000). Grounded ethics: The empirical bases of normative judgements (1st ed.). Routledge. https://doi.org/10.4324/9781351326766
Locke, W., Cummings, W. K., & Fisher, D. (Eds.). (2011). Changing governance and management in higher education: The perspectives of the academy (Vol. 2). Springer Science & Business Media. https://doi.org/cn6kqk
Nanthagopan, Y. (2011). Impact of networking and linkages on organizational performance a comparative study between the local and international non-governmental organizations in Vavuniya district. Journal of Science and Management, 3.
Olmoguez, A. S., Naive, S. B., Noriga, C. J. S., & Lagapa, R. L. D. (2020). Typology and institutional sustainability assessment readiness of Saint Michael college of Caraga. SMCC Business Administration Journal, 2, 97-108. https://doi.org/10.18868/sherjba.02.060120.08
Padua, R. N. (2003). International higher education quality assurance practices: Situating the Philippine system. Journal of Philippine Higher Education Quality Assurance, 1(1), 8-15. https://bit.ly/3yqECuR
Ruiz, A. J., & Junio-Sabio, C. (2012). Quality assurance in higher education in the Philippines. Asian Journal of Distance Education, 10(2), 63-70. https://bit.ly/3WmVvjj
Sanyal, B. C., & Martin, M. (2007). Quality assurance and the role of accreditation: An overview (Report: Higher Education in the World 2007: Accreditation for Quality Assurance: What is at Stake?). UPCommons. Global access to UPC knowledge. http://hdl.handle.net/2099/8095
Thangeda, A., Baratiseng, B., & Mompati, T. (2016). Education for Sustainability: Quality Education Is a Necessity in Modern Day. How Far Do the Educational Institutions Facilitate Quality Education? Journal of Education and Practice, 7(2), 9-17. https://bit.ly/2D7sLWO
Veiga Ávila, L., Beuron, T. A., Brandli, L. L., Damke, L. I., Pereira, R. S., & Klein, L. L. (2019). Barriers to innovation and sustainability in universities: An international comparison. International Journal of Sustainability in Higher Education, 20(5), 805-821. https://doi.org/10.1108/IJSHE-02-2019-0067