Higher education quality management: What is “quality” and what is “higher education”?

The paper studies the problem of assessing the quality of higher education in the Russian Federation. The problem is rooted in the ambiguous understanding of the concept of quality and the variability of the meaning of higher education, primarily, its arguable connection with obtaining a specific pr...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Vitaly L. Tambovtsev, Irina A. Rozhdestvenskaya
Formato:	article
Lenguaje:	RU
Publicado:	Ural State University of Economics 2020
Materias:	quality management higher education quality higher education services credence goods higher education assessment Business HF5001-6182 Finance HG1-9999
Acceso en línea:	https://doaj.org/article/1a1c2518458f48a99384040e510ccad7
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1a1c2518458f48a99384040e510ccad7
record_format	dspace
spelling	oai:doaj.org-article:1a1c2518458f48a99384040e510ccad72021-12-02T13:16:21ZHigher education quality management: What is “quality” and what is “higher education”?10.29141/2218-5003-2020-11-1-12218-5003https://doaj.org/article/1a1c2518458f48a99384040e510ccad72020-03-01T00:00:00Zhttp://upravlenets.usue.ru/images/83/1.pdfhttps://doaj.org/toc/2218-5003The paper studies the problem of assessing the quality of higher education in the Russian Federation. The problem is rooted in the ambiguous understanding of the concept of quality and the variability of the meaning of higher education, primarily, its arguable connection with obtaining a specific professional education. The methodology relies on the principles of modern economic theory and the results of social psychology and assessment theory, thereby demonstrating a cross-disciplinary character. Based on the provisions and approaches mentioned above, we find that the concept of quality has at least four possible interpretations, and the concept of higher education has three of them, while the current regulatory documents do not fully cover them. Proceeding from the fact that higher education services are credence goods for students, the research proves that students cannot act as the subject of quality assessment. The analysis performed in the paper demonstrates the plethora of options for assessing the quality of higher education, the number of which attains at least 396. The study formulates concrete proposals for modernization of the existing system of higher education quality assessment in Russia.Vitaly L. TambovtsevIrina A. RozhdestvenskayaUral State University of Economicsarticlequality managementhigher education qualityhigher education servicescredence goodshigher education assessmentBusinessHF5001-6182FinanceHG1-9999RUУправленец, Vol 11, Iss 1, Pp 2-14 (2020)
institution	DOAJ
collection	DOAJ
language	RU
topic	quality management higher education quality higher education services credence goods higher education assessment Business HF5001-6182 Finance HG1-9999
spellingShingle	quality management higher education quality higher education services credence goods higher education assessment Business HF5001-6182 Finance HG1-9999 Vitaly L. Tambovtsev Irina A. Rozhdestvenskaya Higher education quality management: What is “quality” and what is “higher education”?
description	The paper studies the problem of assessing the quality of higher education in the Russian Federation. The problem is rooted in the ambiguous understanding of the concept of quality and the variability of the meaning of higher education, primarily, its arguable connection with obtaining a specific professional education. The methodology relies on the principles of modern economic theory and the results of social psychology and assessment theory, thereby demonstrating a cross-disciplinary character. Based on the provisions and approaches mentioned above, we find that the concept of quality has at least four possible interpretations, and the concept of higher education has three of them, while the current regulatory documents do not fully cover them. Proceeding from the fact that higher education services are credence goods for students, the research proves that students cannot act as the subject of quality assessment. The analysis performed in the paper demonstrates the plethora of options for assessing the quality of higher education, the number of which attains at least 396. The study formulates concrete proposals for modernization of the existing system of higher education quality assessment in Russia.
format	article
author	Vitaly L. Tambovtsev Irina A. Rozhdestvenskaya
author_facet	Vitaly L. Tambovtsev Irina A. Rozhdestvenskaya
author_sort	Vitaly L. Tambovtsev
title	Higher education quality management: What is “quality” and what is “higher education”?
title_short	Higher education quality management: What is “quality” and what is “higher education”?
title_full	Higher education quality management: What is “quality” and what is “higher education”?
title_fullStr	Higher education quality management: What is “quality” and what is “higher education”?
title_full_unstemmed	Higher education quality management: What is “quality” and what is “higher education”?
title_sort	higher education quality management: what is “quality” and what is “higher education”?
publisher	Ural State University of Economics
publishDate	2020
url	https://doaj.org/article/1a1c2518458f48a99384040e510ccad7
work_keys_str_mv	AT vitalyltambovtsev highereducationqualitymanagementwhatisqualityandwhatishighereducation AT irinaarozhdestvenskaya highereducationqualitymanagementwhatisqualityandwhatishighereducation
_version_	1718393318894731264

Higher education quality management: What is “quality” and what is “higher education”?

Ejemplares similares