This book explores Learning Analytics (LA) programmes and practices in Malaysia as well as looking at the underlying forces, dilemmas and policy challenges for quality assurance in higher education institutions (HEIs). This chapters provide a comprehensive discussion of trends in academic quality assurance in higher education. It articulates a combination of theoretical issues and empirical analysis and offers a comprehensive guide to stakeholders in Management and Faculty on LA implementation in HEIs where the model in this book can be used to pave the way for a successful LA initiative. Learning Analytics is an emerging multidisciplinary technological practice with the ultimate goal of producing effective learning to improve students’ achievement in the tertiary level. The Learning Analytics model of Quality Assurance in this book is an essential guide for any faculty or manager in higher education, or researchers in higher education and learning analytics.

This book explores Learning Analytics (LA) programmes and practices in Malaysia as well as looking at the underlying forces, dilemmas and policy challenges for quality assurance in higher education institutions (HEIs). This chapters provide a comprehensive discussion of trends in academic quality assurance in higher education. It articulates a combination of theoretical issues and empirical analysis and offers a comprehensive guide to stakeholders in Management and Faculty on LA implementation in HEIs where the model in this book can be used to pave the way for a successful LA initiative. Learning Analytics is an emerging multidisciplinary technological practice with the ultimate goal of producing effective learning to improve students' achievement in the tertiary level. The Learning Analytics model of Quality Assurance in this book is an essential guide for any faculty or manager in higher education, or researchers in higher education and learning analytics.

Learning analytics (or educational big data) tools are increasingly being deployed on campuses to improve student performance, retention and completion, especially when those metrics are tied to funding. Providing personalized, real-time, actionable feedback through mining and analysis of large data sets, learning analytics can illuminate trends and predict future outcomes. While promising, there is limited and mixed empirical evidence related to its efficacy to improve student retention and completion. Further, learning analytics tools are used by a variety of people on campus, and as such, its use in practice may not align with institutional intent. This monograph delves into the research, literature, and issues associated with learning analytics implementation, adoption, and use by individuals within higher education institutions. With it, readers will gain a greater understanding of the potential and challenges related to implementing, adopting, and integrating these systems on their campuses and within their classrooms and advising sessions. This is the fifth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

The emergence of fully online, hybrid and blended forms of higher education has led governments, quality assurance agencies and higher education institutions (HEIs) across the OECD to reflect on how to ensure that digital education provides learners with opportunities to reach learning and employment outcomes similar to those achieved through traditional in person instruction. Building on stakeholder engagement and comparative analysis, this report offers an assessment of Hungary’s quality assurance system for higher education and, more specifically, its strengths and weaknesses for assuring the quality of digital higher education.

"Examining the Australian and Indian higher education systems, one is first struck by the contrast in size. Australia has about 200 institutions, including 39 universities, while India has over 26,000 institutions, including 504 universities. Notwithstanding the difference in size, structure and regulatory mechanisms and sometimes the priorities, the two systems have several institutional arrangements and process in common. ... The publication covers areas specific to the trends, emerging challenges and opportunities related to higher education and quality assurance when education crosses national borders."--Preface.

This book examines the critical aspect of quality assurance maintenance of competitive-standards in African higher education. It explores both the micro and macro-levels of continental African higher education regulatory authorities, and analyses different institutional, regional and national practices for moving towards continental quality assurance approaches. Contributed to by scholars across Eastern and Southern Africa, the book considers conceptual, practical, epistemological and policy dimensions of quality and quality assurance, especially in relation to higher education in Africa. It therefore draws on research and local expertise to open up debate about how to assure and enhance the quality of higher education, providing a comprehensive review of eight countries and considers societal challenges. It aims to satisfy the need of more thoughtful and critical works on African education as produced by African educators. The uniqueness of this book lies in integrating both the theoretical and practical dimensions of quality to devise appropriate strategies for ensuring quality and standards in higher education in continental Africa and beyond. This authoritative book advocates for a timely discussion around the prpvision of good quality higher education and research in African universities, and will be of great interest to academics, policy makers, researchers and post-graduate students in the fields of higher education, comparative education and African studies.

In the rapidly evolving landscape of industrial activities, artificial intelligence (AI) has emerged as a powerful force driving transformative change. Among its many applications, AI has proven to be instrumental in reducing processing costs associated with optimization challenges. The intersection of AI with optimization and multi-criteria decision making (MCDM) techniques has led to practical solutions in diverse fields such as manufacturing, transportation, finance, economics, and artificial intelligence. Using Traditional Design Methods to Enhance AI-Driven Decision Making delves into a wide array of topics related to optimization, decision-making, and their applications. Drawing on foundational contributions, system developments, and innovative techniques, the book explores the synergy between traditional design methods and AI-driven decision-making approaches. The book is ideal for higher education faculty and administrators, students of higher education, librarians, researchers, graduate students, and academicians. Contributors are invited to explore a wide range of topics, including the role of AI-driven decision-making in leadership, trends in AI-driven decision-making in Industry 5.0, applications in various industries such as manufacturing, transportation, healthcare, and banking services, as well as AI-driven optimization in mechanical engineering and materials.

This book explores how digital transformation is reshaping the manner in which higher education sectors emerge, work, and evolve and how auditors should respond to this challenging and risky digital audit universe in transforming the higher education system. It serves to help professionals to understand the reality of performing the Chief Audit Executive (CAE) role in today’s evolving business economy, specifically in the higher education sector. It compares and contrasts the stated IIA standards with the challenges and realities auditors may face and provides alternative scenarios to gaining a "seat at the table." This book also provides insight into critical lessons learned when executing the CAE role relevant for digitally transforming universities. The main purpose of this study is to rethink the audit culture in the digital era and reveal the key characteristics that are open for improvement so that digitally transforming universities can be audited according to the higher education standards with a digitally supported value-added audit approach. Based on this approach, the audit culture is reassessed considering the digital university conceptual framework and business model. There are two main points to consider for the digital university work environment: traceability and auditability. In this respect, policy recommendations are made for best practices to achieve value-added digital audits in transforming universities. The book has been written from both the reality and academic perspectives of two experienced authors. Sezer is a past CAE, CEO, and long-term senior internal auditor who has worked in the internal audit role for various listed companies, financial institutions, and government entities. Erman has extensive information technology and university accreditation knowledge in the global higher education sector. This brings a blend of value-added approaches to the readers and speaks to issues about understanding and dealing with audit culture and business evolution in digitally transforming organizations along with the requirements for upholding IIA standards. Geared toward the experienced or new CAE, University Auditing in the Digital Era: Challenges and Lessons for Higher Education Professionals and CAEs can be a tool for all auditors to understand some of the challenges, issues, and potential alternative solutions when executing the role of university auditing. In addition, it can be a valuable reference for university administrators and CIOs, as well as academics and all stakeholders related to the higher education sector.

Mobile phones have become an integral part of society, as their convenience has helped democratize and revolutionize communication and the marketplace of ideas. Because of their ubiquity in higher education, undergraduate classrooms have begun to utilize smartphones and tablets as tools for learning. The Handbook of Research on Mobile Devices and Applications in Higher Education Settings explores and fosters new perspectives on the use of mobile applications in a classroom context. This timely publication will demonstrate the challenges that universities face when introducing new technologies to students and instructors, as well as the rewards of doing so in a thoughtful manner. This book is meant to present the latest research and become a source of inspiration for educators, administrators, researchers, app developers, and students of education and technology.

The topic of achieving and assuring quality in every higher education institution continues to be both relevant and urgent worldwide. This volume presents a considered discussion of a range of facets of the issue, drawing on the findings of a 3 year EU research programme involving seven countries: Czech Republic, United Kingdom, Latvia, Portugal, Poland, Slovakia and the Netherlands. Topics include access, student assessment, governance, stakeholders, academic faculty, information and the interface between the secondary and tertiary sectors. The authors, all of whom are drawn from the research teams, explore particular aspects of the research objectives. These aim to identify the drivers and overcome the barriers to establishing high quality in both European higher education, in relation to the Standards and Guidelines for Quality Assurance and, by implication, in worldwide higher education.