Visions of Quality Assurance in Online MBA Programs

Online MBA programs have undergone significant growth in recent years. However, quality assurance measures have not kept pace with this growth. The purpose of this study was to identify and prioritize aspects of quality assurance specific to Association to Advance College Schools of Business (AACSB)-accredited online MBA programs. The Delphi methodology was used to facilitate a group conversation among administrators, faculty members, and instructional designers around the topic of quality assurance for online Master of Business Administration (MBA) programs over the next 3-5 years. This paper reports the results of this study and how the results will help to direct the efforts of those involved in the delivery of a quality online MBA program

Visions of Quality Assurance in Online MBA Programs

Online MBA programs have undergone significant growth in recent years. However, quality assurance measures have not kept pace with this growth. The purpose of this study was to identify and prioritize aspects of quality assurance specific to AACSB-accredited online MBA programs. The Delphi methodology was used to facilitate a group conversation between expert administrators, faculty, and instructional designers around the topic of quality assurance for online MBA programs over the next 3-5 years. This paper reports the results of this study and how they will help to direct the efforts of those involved in the delivery of a quality online MBA program

Adapting an Online Learning Quality Assurance Framework in a Developing Country Setting: The Case of a HEI in Malawi

Covid-19 prompted many higher education institutions (HEIs), even in developing countries like Malawi, to abruptly shift from their traditional face-to-face mode of delivery to online learning. However, quality issues with online learning remain one of the greatest challenges to acceptance of online learning by many students and stakeholders. This paper presents an action research based study at the Malawi University of Science and Technology, in which an online learning quality assurance framework is adapted to a developed country setting. The adapted framework builds on the Online Learning Consortium (OLC) Quality Scorecard for the Administration of Online Programs. The contextualization and validation of the framework is done using a modified mini-Delphi technique. Validation of the adapted framework identified key issues including financing of online learning, IT infrastructure challenges, lack of faculty training in online teaching and need for proper quality assurance instruments for monitoring online learning

Visions of Quality Assurance in Online MBA Programs

AACSB accreditation is known for challenging business programs to pursue excellence and continuous improvement. Online MBA programs accredited by the AACSB have undergone significant expansion in recent years. It is important that quality assurance measures keep pace with this growth and adequately address the unique parameters involved in online delivery. The purpose of this Delphi study was to identify and prioritize aspects of quality assurance specific to online delivery in AACSB-accredited MBA programs. The Delphi methodology was used to facilitate a group conversation between expert administrators, faculty, and instructional designers around the topic of quality assurance for online MBA programs over the next 3-5 years. In Round One, twenty-two members of the expert panel generated 72 essay responses that were coded and consolidated into 46 item statements categorized into seven themes. The individual statements were rated and themes were ranked by the panelists in subsequent rounds. Expert panelists identified the following areas important to quality assurance in AACSB-accredited online MBA programs over the next 3-5 years, presented in order of importance: (a) academic integrity and rigor, (b) course content, design and delivery, (c) faculty qualifications, development and support, (d) quality frameworks (e) accreditation, (f) learner support and, (g) evaluation. Results of this study will help to direct the efforts of those involved in delivery of a quality online MBA program

Volunteer Estuary Monitoring

This online method manual from EPA describes how to conduct estuary monitoring programs, with step-by-step guides for chemical, physical and biological sampling and data interpretation. Also describes how to plan and maintain a volunteer force, with tips on liability and financial issues, volunteer recruiting training and retention. Addresses quality assurance so that results have weight. Provides an overview of estuarine science, threats to estuaries and some solutions. Educational levels: General public, High school

Using the TEACHING WELL Model for Evaluation of Online Counselor Educators

As enrollment in online counselor education programs continues to grow, faculty must develop self-awareness regarding their own teaching practices. Research across various disciplines offers a variety of tools and strategies for best practices in online education, including how to effectively engage students and promote student success. The purpose of this article is to offer the TEACHING WELL Model as one practical option for online counselor educators to use as a self-evaluation or peer mentoring tool. The authors hope to offer a robust guide to streamline a process for faculty quality assurance and continued improvement in online counselor education programs

Auditing Quality: A Critical Exploration of Faculty Members\u27 Experiences with Quality Matters

Online education has become a pervasive and embedded instructional modality in American higher education, with nearly one-third of all students taking at least one course at a distance and another 15% enrolled exclusively in online courses. Concomitant with the growth in online education has been increased pressure from institutions, administrations, lawmakers, accreditors, and the public to regulate the quality of online courses. Some institutions have responded to this pressure by pursuing quality assurance certification programs. Quality Matters (QM) is a non-profit organization that facilitates a peer-reviewed quality assurance program for online courses and is the predominant mechanism of online course quality assurance used by higher education institutions. Understanding the QM course review as an audit practice, the purpose of this qualitative study was to explore how faculty members negotiated, maneuvered, and resisted the Quality Matters process; the motivational factors, impacts, and significance that led up to and followed their engagement with Quality Matters; and the relations between the standards of the Quality Matters rubric and faculty members’ own conceptualizations of quality. Semi-structured interviews were conducted with eight university faculty members, representing a variety of faculty ranks and subject areas, who have successfully passed a formal Quality Matters course review for one or more online courses. Interview transcripts and documentary artifacts were analyzed to identify salient themes. The results indicated that participants’ conceptualizations of course quality were not fully aligned with the QM rubric, resulting in an expectations gap. Participants engaged in Quality Matters because of factors relating to perceptions of prestige, recognition, and distinction; the possibility of a monetary incentive; or because it was mandated or expected. Participants in this study were able to navigate and maneuver QM in large part through the support of a decoupled organizational structure and resisted through various performative means. The major impacts of Quality Matters included colonization of QM-related logics into other aspects of their teaching practice and its role as a platform for self-reflection. Ultimately, the findings from this study suggest that the Quality Matters audit represents an encroachment on the professional autonomy of teaching faculty emblematic of the neoliberalization of the university

Examination of the QM Process: Making A Case for Transformative Professional Development Model

Distance learning has altered the landscape of higher education, and the rapid proliferation of online courses and programs present new challenges for both faculty and administrators. The literature suggests that faculty must have a wide range of technical and pedagogical skills to be successful online teachers (Betts, 2009; Koehler, Mishra, & Yahya, 2007; Puzziferro & Shelton, 2009). To ensure quality and consistency of online courses, many universities have adopted an industry-standard, quality assurance review framework. In this case, faculty members are required to attend a basic professional development seminar outlining the parts of the rubric and the submission and review process. The study attempts to answer the question: To what extent does the use of an industry-standard, quality assurance rubric for online course evaluation generate any noticeable transformation in the instructional practices of college faculty members? Using the theoretical lens of Transformative Learning Theory (Mezirow, 1991), a qualitative document analysis (Bowen, 2009) was used to examine the Quality Matters™ reviews of 32 online courses. Findings show a high degree of consistency within the course designs, solid alignment between learning outcomes, assignments, and assessments, and standard elements within the course presentations. Using an industry-standard rubric is a good first step for faculty development, but it is not sufficient to produce significant and transformational changes in online teaching practices. The authors suggest a stronger focus on professional development that requires systematic reflection on the design, development, and delivery processes as a way to transform instructional practice

Quality Assurance in Online Graduate Education: Program Review Processes and Assessment Techniques Used in Higher Education

The purpose for conducting the study was to form an understanding of the online program assessment and assessment processes in higher education, and how program review processes were adopted and implemented through institutional policies in regard to industry quality assurance standards. The study looked at institutions classified as very high, high, or research universities by the Carnegie Classifications, and which offered online masters programs focused on preparing students for positions in educational administration or leadership roles. The study used an electronic survey and content analysis through institutional policy and quality assurance documents to develop a recommendation for institutional level quality procedure of online programs to assure reviews are performed. The electronic survey was distributed to 194 institutions and results were analyzed using descriptive statistics, cross-tabulation with chi-squared analysis, and ANOVAs. Research results showed that program reviews were integrated into institutional policy and required for program operation, but the results also showed that institutions and programs needed to review the policies to examine if the reviews truly reflected the needs of the programs and accreditors, or if they needed to be edited for elimination of repetition. The practices and responses illustrated the necessity for institutions and programs to find common ground for gathering the information needed on program performance and student learning outcomes for program reviews and reports

Design and Development of Data Management System to Support The Preparation Process of Accreditation form for Program Study

In order to realize public accountability, the program study must actively build an internal quality assurance system. To prove that the internal quality assurance system has been implemented properly and correctly, the program study must be accredited by an external quality assurance institution. Criteria for evaluating commitments in accreditation are outlined in number of standards and are presented by programs study in instruments of forms. The problem that arises is that data/ documents for the process of supporting accreditation forms are not all available in the Program Study so they still have to involve other units to obtain them. The purpose of this study is to design a data management system to prepare the availability of data / documents to support the process of preparing accreditation forms. The System Development Life Cycle (SDLC) method is used with the waterfall model in designing this system. This research has produced an application system called Dokumen Akreditasi Online which is oriented towards standards of accreditation form. Overall the results of testing the system functionality shows that all features in the application can be run. The results of measuring the level of user satisfaction amounted to 75.27% which means that users are satisfied with this system. Thus, the need to prepare for accreditation is faster and easier and useful for other administrative needs