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At the level of reform implementation, very few changes are based upon the findings of research and, paradoxically, this is particularly the case in the field of higher education. While great at studying and recommending changes for others, universities appear to be reluctant to engage in a process of change themselves and not very good at it when they do. Major gaps between research and policymaking, on one hand, and the teachers and administrators, on the other hand, still prevail. Despite being cognisant of this, universities take very few steps to establish an active dialogue between the...

Globalization, massification of tertiary education, and ICT revolution have radically altered the tertiary education environment posing new challenges to governments, higher education providers and other key stakeholders in terms of relevance and credibility of provisions. With the radical alterations it became clear that the traditional means for internal and external evaluations are no longer adequate to ensure the acceptable level of tertiary education performance to meet the society development needs. Considering one of the primary roles of quality assurance in tertiary education is...

Globalization, massification of tertiary education, and ICT revolution have radically altered the tertiary education environment posing new challenges to governments, higher education providers and other key stakeholders in terms of relevance and credibility of provisions. With the radical alterations it became clear that the traditional means for internal and external evaluations are no longer adequate to ensure the acceptable level of tertiary education performance to meet the society development needs. Considering one of the primary roles of quality assurance in tertiary education is...