Exploring Quality Assurance in a Canadian University: A Multilevel Governance Approach

• In Event: 63.017 - The Canadian Committee of Graduate Students in Education Research Symposium

Abstract

Objectives: This research, first, aims to provide insights into how QA is maintained in a research university by closely examining the QA process of one Canadian university utilising a multiple case study design. Second, it sets out to demonstrate the level of awareness and involvement of university stakeholders in the QA process; a crucial element of effective QA in universities.
Theoretical Framework: Multi-level governance theory (MLG) (Hooghe & Marks, 2001) provides the foundation to understanding the complexity in dynamics where governance processes are seen as shared, negotiated relationships (Tamtik, 2017). MLG attempts to describe the interdependence and complex political networks involving multiple stakeholders and competing interests that lay nested at several territorial tiers in HE (Börzel & Heard-Lauréote, 2009; Marks, 1993). The MLG framework will: first, allow a comparison of the different spheres of authority at a Canadian university (transnational, federal, provincial, institutional, and departmental); second, highlight the complexity of the state and the reduced ability of traditional stakeholders to control policymaking.
Methodology and Data Sources: This research will be constructed as a multiple case study, rather than as a single one. As observed by Weick (1976), the study of a university with many departments and thousands of professors becomes the study of a collection of loosely coupled entities instead of one. Four divisions (Medicine, Engineering, Education, Arts and Science) will be selected as units of analysis to allow differentiation. Studying different divisions within the consistency of a single institutional context provides a better understanding of the inter-relations between individual, divisional, and institutional levels and, thus, ensures a holistic view (Oleksiyenko, 2008). Moreover, a separate case study will be developed on the provincial and university-wide coordination of the QA system. For each unit case study, the views of academic and administrative staff will be investigated through two online surveys specifically adapted from Alhamad and Aladwan (2017) to address the QA instruments with which stakeholders are familiar. Semi-structured interviews will be conducted with senior and middle-level academic and administrative leaders and students in order to capture the views of different stakeholders. Official documents and literature on the QA system will serve as secondary data sources in describing the policy context. For the university-wide case, focus groups will be held to investigate the effects of the QA system. Discussions will include department heads who were involved in the QA process, and any QA staff from the university level to gather additional information on challenges and opportunities. Finally, a focus group discussion will be conducted with student representatives from different academic fields and at different stages in their studies. Through document analysis, national, provincial, and institutional policies will also be explored.
Results and Conclusions: Given that the study is in progress, the results are not clear to be reported, yet. However, based on the scoping review conducted during the study, it can be said that QA in HE is yet an evolving and multidimensional phenomenon which can prospectively and retrospectively assess outcomes, processes, and structures in higher education.
Educational Importance of the Study: Worldwide, effective QA systems are difficult to implement because of: differences in interests and conceptions of quality between stakeholders; a documented ‘implementation gap;’ and the lack of ownership of QA systems which often leads to compliance instead of improvement (Kis, 2005). The significant gap in our knowledge concerning context further adds to these challenges (O'Mahony, & Garavan, 2012). With QA continuing to gain momentum in universities around the world, this study will contribute to our understanding of how quality is maintained in universities to further enhance the quality of HE in Canada, and internationally. It will also provide evidence-based policy advice to national and institutional leaders on innovative and cost-effective solutions for QA systems.

Author

• Leena Yahia, Queen's University