UGC's Responses to the Pandemic: Roles of Institutional Quality Assurance Cells in Bangladesh

Autor/in	Genilo, Jude William Ramiro
Titel	UGC's Responses to the Pandemic: Roles of Institutional Quality Assurance Cells in Bangladesh
Quelle	In: Higher Education Evaluation and Development, 16 (2022) 2, S.89-101 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Genilo, Jude William Ramiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/HEED-05-2021-0038
Schlagwörter	Foreign Countries; Quality Assurance; Online Courses; School Closing; COVID-19; Pandemics; Educational Quality; Higher Education; Educational Technology; Barriers; Access to Computers; Internet; Costs; Student Attitudes; Teacher Attitudes; College Students; College Faculty; Instructional Effectiveness; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Qualitätssicherung; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Cost; Kosten; Schülerverhalten; Lehrerverhalten; Collegestudent; Fakultät; Unterrichtserfolg; Bangladesch
Abstract	Purpose: The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education. Design/methodology/approach: The paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learning--learning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings. Findings: From the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system. Originality/value: The study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01