ISSN: 2222-6990
Open access
In 2021, China's higher education enrollment had soared to 40%, positioning it as a major player globally. Quality Assurance (QA) has emerged as a central focus in the global higher education landscape, with governments and academic communities worldwide prioritizing reforms and advancements in this area. While China's engagement in QA research began later than Western countries, significant progress has been made, culminating in the establishment of the Education QA System. The construction of a modern university system is integral to enhancing QA in higher education. This involves defining power and responsibility dynamics among internal and external stakeholders, fostering positive interactions between universities, government, and society. At the micro-level, perfecting governance structures and implementing effective QA mechanisms, such as the Undergraduate Teaching Quality Assurance (UTQA) system, are essential. International comparative research reveals variations in internal QA systems across countries, with differing emphases on administrative dominance, governance evolution, and market competition. While domestic researchers adeptly integrate global academic frontiers, there is a need for deeper exploration to inform actionable countermeasures and suggestions for enhancing QA in Chinese higher education. The utilization of student evaluations in QA measures is crucial for ensuring teaching quality in higher education. Scholars have extensively explored the factors influencing teachers' utilization of feedback information, categorizing them into internal and external factors. Internal factors include teachers' attitudes towards QA and students' feedback questionnaires, as well as their acceptance, recognition, and interpretation of evaluation results. Additionally, potential differences between teachers' self-evaluation and students' evaluations may hinder subsequent QA activities. Externally, the school atmosphere emerges as a significant influencing factor, prompting teachers to prioritize educational quality. Effective school support, tailored to individual needs, such as peer guidance or standardized formal training, can facilitate improvements. Furthermore, the tutorial system plays a critical role in teaching quality, with students' feedback reflecting its impact. Factors influencing students' perceptions of the tutorial system include prior experiences, the learning environment, and the content relevant to teaching. The expansion of higher education in China has been a significant endeavor since the late 20th century, marked by government-led policies aimed at increasing enrollment rates. This paper discusses the study of QA in higher education that is deeply rooted in practical contexts, necessitating a nuanced approach to address the evolving challenges and opportunities in ensuring teaching quality.
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(Weiming et al., 2024)
Weiming, Y., Minghat, A. D., & Talib, H. A. (2024). Enhancing Quality Assurance in Chinese Higher Education: A Practical Approach. International Journal of Academic Research in Business and Social Sciences, 14(4), 185–199.
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