1. bookVolume 19 (2022): Issue 1 (June 2022)
Journal Details
License
Format
Journal
eISSN
2256-0173
First Published
16 Jun 2016
Publication timeframe
2 times per year
Languages
English
access type Open Access

Academics’ Perceptions of Constraints to Quality Assurance Implementation in Higher Education in Algeria

Published Online: 28 Jun 2022
Volume & Issue: Volume 19 (2022) - Issue 1 (June 2022)
Page range: 17 - 29
Received: 09 Mar 2022
Accepted: 19 May 2022
Journal Details
License
Format
Journal
eISSN
2256-0173
First Published
16 Jun 2016
Publication timeframe
2 times per year
Languages
English
Abstract

Research purpose. This paper aims to explore Algerian academics’ perceptions of constraints to quality assurance recently implemented in higher education.

Design / Methodology / Approach. Data was collected through a survey. An online questionnaire with a 5-point Likert scale was distributed to the Algerian academics through a snowball sampling method. In total, 121 answers were collected and treated using descriptive statistics.

Findings. The analysis reveals that academics perceived constraints in all dimensions examined in this study. The main constraints were: the low involvement of different stakeholders in quality assurance projects, the weakness of internal and external communication, the absence of evidence of compliance with the national standard, the lack of involvement of academics in the development of action plans and the lack of follow-up.

These constraints seem to hinder the quality assurance implementation process at the Higher Education Institutions (of the sample). These results may represent a challenge for institutions.

Originality / Value / Practical implications. The study is original in that it examines a recent subject that is little dealt with in Algeria. The main contribution of this research is an analytical discussion of perceptions of academics about quality barriers encountered in Higher Education Institutions, leading to a significant enrichment of the literature.

Keywords

JEL Classification

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