Leading Approaches to Conceptualizing the Quality of Higher Education

DOI

10.2991/assehr.k.191221.191How to use a DOI?

Abstract

This paper focuses on comparing the two leading approaches to conceptualizing of measuring quality in the system of higher education. Specifically, we focus on the two main prevailing approaches, namely the continental one, and the Anglo-Saxon one. Both approaches are widely used, and both have their pros and cons. These approaches have radically different views on educational efficiency, thus dividing the concept and describing it from qualitative and quantitative perspectives. Our results show that the most effective way for the educational organization to enhance the quality of its services would be to consider its activities from a variety of angles, scrutinizing financial resources, goals and objectives to better understand and rationalize the choice of this or that development strategy. We think that national educational system needs thorough comparative analysis but not copy-pasting practices if they are striving to be leading in the world educational arena.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Valeriya Sizikova
AU  - Anna Rybakova
AU  - Marina Vinogradova
PY  - 2020
DA  - 2020/01/17
TI  - Leading Approaches to Conceptualizing the Quality of Higher Education
BT  - Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019)
PB  - Atlantis Press
SP  - 143
EP  - 150
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191221.191
DO  - 10.2991/assehr.k.191221.191
ID  - Sizikova2020
ER  -