Mapping the role of internal quality assurance practitioners in learning and teaching in higher education: a conceptual framework

What the paper says

Purpose Quality assurance (QA) of learning and teaching (L&T) has recently received attention among researchers and practitioners in higher education. However, the role of internal quality assurance (IQA) practitioners is not well-defined. Understanding the role will help to improve the effectiveness of IQA practitioners. The main purpose of this study was to explore and define the role of IQA practitioners in QA of L&T. Design/methodology/approach The study used a qualitative method. This was deemed appropriate, given the nature of the study. Several methods were used to ensure triangulation. First, L&T was deconstructed into its main domains based on Leiber’s model. Second, descriptors for each domain of L&T were provided using evidence from extant literature. Third, Mintzberg’s model was used to identify a typology of roles. Fourth, the Leiber and Mintzberg models were matched to assign roles of IQA practitioners. Findings The study identified four components of L&T related to quality assurance (QA): the L&T environment, teaching competencies and processes, learning competencies and processes and learning outcomes. Internal quality assurance (IQA) practitioners play differentiated roles across these components. They have an informational role in the L&T environment component. Their role is primarily informational in learning competencies and processes and outcomes components. They play informational, decisional and interpersonal roles in the teaching competencies and processes component. These findings highlight how the domains of L&T shape IQA practitioners’ roles. Emphasis must be on building competencies of IQA practitioners to enhance their effectiveness in supporting QA of learning and teaching. Originality/value Extant literature uses different lenses to define the QA of L&T. To the best of the authors’ knowledge, this study is the first to use Mintzberg’s model, focusing on the roles of IQA practitioners.