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Learning from Quality Audit in Higher Education Institutions: A Tool for Community Engagement Enhancement

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  • Chokri Kooli
  • Ahmad Jamrah
  • Nasser Al-Abri

Abstract

Higher education institutions (HEIs) are asked more and more to be community engaged. In fact, governments have become more sensitive regarding the role and the contributions of these institutions in the development of the society in general and students’ skills in specific. Community engagement (CE) has also become an important part of the quality accreditation framework in several countries. Through this, researchers tried to demonstrate a positive correlation between the publication of the quality audit reports and the generation of positive outcomes in terms of CE. The study notified a certain decrease in terms of recommendations related to the standard of CE in comparison with the other areas of quality assessment. However, it was not possible to establish a positive correlation between the publication of quality reports and the decrease of the number of recommendations. Researchers concluded that the institutional engagement in CE activities appears to be a more strategic imposed tool made under the constraints of the quality accreditation standards, rather than the self-awareness and self-engagement of the HEIs.

Suggested Citation

  • Chokri Kooli & Ahmad Jamrah & Nasser Al-Abri, 2019. "Learning from Quality Audit in Higher Education Institutions: A Tool for Community Engagement Enhancement," FIIB Business Review, , vol. 8(3), pages 218-228, September.
    • Handle: RePEc:sae:fbbsrw:v:8:y:2019:i:3:p:218-228
    DOI: 10.1177/2319714519863559
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    References listed on IDEAS

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    1. Jodi Anderson & Douglass, John Aubrey, 2005. "Report: Promoting Civic Engagement at the University of California: Recommendations from the Strategy Group on Civic and Academic Engagement," University of California at Berkeley, Center for Studies in Higher Education qt45h00111, Center for Studies in Higher Education, UC Berkeley.
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    4. Chris Duke, 2008. "University Engagement: Avoidable Confusion and Inescapable Contradiction," Higher Education Management and Policy, OECD Publishing, vol. 20(2), pages 1-11.
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    Cited by:

    1. Enas Ahmed Al Shuqairat & Mohammed Salem Al-Shura, 2021. "Organizational reputation within the Framework of Total Quality Management: the University of Jordan as a Model," International Business Research, Canadian Center of Science and Education, vol. 14(12), pages 1-41, December.
    2. Ismail J. Ismail, 2022. "Entrepreneurial Start-up Motivations and Growth of Small and Medium Enterprises in Tanzania: The Role of Entrepreneur’s Personality Traits," FIIB Business Review, , vol. 11(1), pages 79-93, March.
    3. Jessica Paños-Castro & Leire Markuerkiaga & María José Bezanilla, 2021. "An Analysis of the Entrepreneurial University in the Faculties of Education in Spain: Self-Perception among Deans," Sustainability, MDPI, vol. 13(21), pages 1-16, October.
    4. Cossani, Gianfranco & Codoceo, Loreto & Cáceres, Hernán & Tabilo, Jorge, 2022. "Technical efficiency in Chile’s higher education system: A comparison of rankings and accreditation," Evaluation and Program Planning, Elsevier, vol. 92(C).

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