References
- Academic Quality Agency for New Zealand Universities (AQA), 2018, Constitution of the Academic Quality Agency for New Zealand Universities - AQA. Available at https://www.aqa.ac.nz/sites/all/files/AQA%20Constitution%20Approved%20April%202018_0.pdf (accessed 18 December 2020).
- Beerkens, M., 2018, ‘Evidence-based policy and higher education quality assurance: progress, pitfalls and promise’, European Journal of Higher Education, 8(3), pp. 272–87.
- Bejan, S.A., Janatuinen, T., Jurvelin, J., Klöpping, S., Malinen, H., Minke, B. & Vacareanu, R., 2015, ‘Quality assurance and its impact from higher education institutions’ perspectives: methodological approaches, experiences and expectations’, Quality in Higher Education, 21(3), pp. 343–71.
- Boswell, M., 2015, ‘Giving effect to quality audit recommendations: a case study from an organisational culture perspective’, Journal of Higher Education Policy and Management, 37(5), pp. 572–85.
- Brennan, J., 2018, ‘Success factors of quality management in higher education: intended and unintended impacts’, European Journal of Higher Education, 8(3), pp. 249–57.
- Cameron, J., 2013, Cycle 5 Academic Audit Handbook for Universities. Available at https://www.aqa.ac.nz/sites/all/files/AQA%20Cycle%205%20Academic%20Audit%20Handbook%20v1.pdf (accessed 18 December 2020).
- Carr, S., Hamilton, E. & Meade, P., 2005, ‘Is It possible? investigating the influence of external quality audit on university performance’, Quality in Higher Education, 11(3), pp. 195–211.
- Cheng, M., 2017, ‘Reclaiming quality in higher education: a human factor approach’, Quality in Higher Education, 23(2), pp. 153–67.
- Damian, R., Griffoll, J. & Rigbers, A., 2015, ‘Impact evaluation from quality assurance agencies perspectives: methodological approaches, experiences and expectations’, Quality in Higher Education, 21(3), pp. 251–69.
- Dattey, K., Westerheijden, D.F. & Hofman, W.F.A., 2017. ‘Impact of accreditation on improvement of operational inputs after two cycles of assessments in some Ghanaian universities’, Quality in Higher Education, 23(3), pp. 213–29.
- Enhancement Theme Steering Group (ETSG), 2019, Enhancement Theme Symposium Evidence and Evaluation: Summary Report. Available at https://bcb9cf7d-96f9-487e-9c2d-06fcb70a8ce0.filesusr.com/ugd/af35cb_2195adf4194046bcae0cac51dd67d748.pdf (accessed 22 January 2021).
- European Association for Quality Assurance in Higher Education (ENQA), 2015, Standards and Guidelines for Quality Assurance in the European Higher Education Area. Available at https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf (accessed 22 January 2021).
- European Association for Quality Assurance in Higher Education (ENQA), 2016, Report of the ENQA Working Group on the Impact of Quality Assurance for Higher Education. Available at https://enqa.eu/wp-content/uploads/2016/05/Impact-WG-Final-Report.pdf (accessed 22 January 2021).
- Frederiks, M.M.H., Westerheijden, D.F. & Weusthof, P.J.M., 1994, ‘Effects of quality assessment in Dutch higher education’, European Journal of Education, 29(4), pp. 181–99.
- Harvey, L., 2004–21, Analytic Quality Glossary. Available at http://www.qualityresearchinternational.com/glossary/ (accessed 27 January 2021).
- Harvey, L., 2006, ‘Impact of quality assurance: overview of a discussion between representatives of external quality assurance agencies’, Quality in Higher Education, 12(3), pp. 287–90.
- Houston, D. & Paewai, S., 2013, ‘Knowledge, power and meanings shaping quality assurance in higher education: a systemic critique, Quality in Higher Education, 19(3), pp. 261–82.
- International Network of Quality Assurance Agencies in Higher Education (INQAAHE), 2018, INQAAHE Guidelines of Good Practice: Procedural Manual 2018. Available at https://www.inqaahe.org/sites/default/files/GGP-Procedural-Manual-2018.pdf (accessed 27 January 2021).
- Jennings, J.M. & Cameron, J., 2013, ‘Reflections on the effectiveness of four cycles of external quality audits in New Zealand universities’, in Shah, M. & Nair, C.S. (Eds.), 2013, External Quality Audit: Has it improved quality assurance in universities? (Oxford, Chandos).
- Kajaste, M., Prades, A. & Scheuthle, H., 2015, ‘Impact evaluation from quality assurance agencies’ perspectives: methodological approaches, experiences and expectations’, Quality in Higher Education, 21(3), pp. 270–87.
- Kirkwood, H., 2011, ‘Quality in common: reflections on findings from NZUAAU academic audits 2000–2011ʹ. Available at https://www.aqa.ac.nz/sites/all/files/Audit%20Findings%20APQN%20Paper%20Kirkwood%20Dec2011.pdf (accessed 27 January 2021).
- Leiber, T., 2018, ‘Impact evaluation of quality management in higher education: a contribution to sustainable quality development in knowledge societies’, European Journal of Higher Education, 8(3), pp. 235–48.
- Leiber, T., Prades, A. & Alvarez del Castillo, M., ‘2018a, ‘Impact evaluation of programme accreditation at Autonomous University of Barcelona (Spain)’, European Journal of Higher Education, 8(3), pp, 288–303.
- Leiber, T., Stensaker, B. & Harvey, L.C., 2015, ‘Impact evaluation of quality assurance in higher education: methodology and causal designs’, Quality in Higher Education, 21(3), pp. 288–311.
- Leiber, T., Stensaker, B. & Harvey, L.C., 2018b, ‘Bridging theory and practice of impact evaluation of quality management in higher education institutions: a SWOT analysis’, European Journal of Higher Education, 8(3), pp. 351–65.
- Lillis, D., 2012, ‘Systematically evaluating the effectiveness of quality assurance programmes in leading to improvements in institutional performance’, Quality in Higher Education, 18(1), pp. 59–73.
- Maguire, B., 2019, ‘Thematic analysis, analysed’. Available at https://www.enqa.eu/wp-content/uploads/2019/10/Thematic-reviews-reviewed-Maguire.pdf (accessed 21 June, 2021).
- Matear, S.M., 2018, Cycle 5 Academic Audit of New Zealand Universities: An analysis of commendations, affirmations and recommendations. Available at https://www.aqa.ac.nz/sites/all/files/Review%20of%20Cycle%205%20Academic%20Audit.pdf (accessed 28 January 2021).
- Nair, C.S., 2013, ‘Has it worked globally?’, in Shah, M. & Nair, C.S. (Eds.), 2013, External Quality Audit: Has it improved quality assurance in universities? (Oxford, Chandos).
- Nordic Institute for Studies and Innovation, Research and Education (NiFU), 2019, External Review of ENQA Agency Reviews. Available at https://enqa.eu/wp-content/uploads/2020/02/NIFUreport2019-33.pdf (accessed 21 June 2021).
- Paewai, S., 2013, ‘Multiple views of quality audits in New Zealand: a case for advancing systemic understanding’, in Shah, M. & Nair, C.S. (Eds.), 2013, External Quality Audit: Has it improved quality assurance in universities? (Oxford, Chandos).
- Pham, H.T., 2018, ‘Impacts of higher education quality accreditation: a case study in Vietnam’, Quality in Higher Education, 24(2), pp. 168–85.
- Quality Assurance Agency(QAA), 2019, Review Findings Directory. Available at https://www.qaa.ac.uk/reviewing-higher-education/qaa-review-findings-directory (accessed 29 June 2021).
- Seyfried, M. & Pohlenz, P., 2018, ‘Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness’, European Journal of Higher Education, 8(3), pp. 258–71.
- Shah, M., 2013, ‘The effectiveness of external quality audits: a study of Australian universities’, Quality in Higher Education, 19(3), pp. 358–75.
- Shah, M. & Nair, C.S. (Eds.), 2013, External Quality Audit: Has it improved quality assurance in universities? (Oxford, Chandos).
- Stensaker, B., 2003, ‘Trance, transparency and transformation: the impact of external quality monitoring on higher education’, Quality in Higher Education, 9(2), pp. 151–59.
- Stensaker, B., 2008, ‘Outcomes of quality assurance: a discussion of knowledge, methodology and validity’, Quality in Higher Education, 14(1), pp. 3–13.
- Stensaker, B., Langfeldt, L., Harvey, L., Huisman, J. & Westerheijden, D., 2011, ‘An in‐depth study on the impact of external quality assurance’, Assessment & Evaluation in Higher Education, 36(4), pp. 465–78.
- Stensaker, B. & Leiber, T., 2015, ‘Assessing the organisational impact of external quality assurance: hypothesising key dimensions and mechanisms’, Quality in Higher Education, 21(3), pp. 328–42.
- Thomas, L., 2019, ‘Evidence for enhancement: review of evaluation plans workshop’. Available at https://www.enhancementthemes.ac.uk/docs/ethemes/evidence-for-enhancement/evaluation-plans-workshop-presentation.pdf?sfvrsn=62cbc881_9 (accessed 28 January 2021).
- Universities New Zealand (UNZ) and The Academic Quality Agency for New Zealand Universities (AQA), 2013, Academic Quality Assurance of New Zealand Universities. Available at http://www.aqa.ac.nz/sites/all/files/AQA%20UNZ%20QA%20Brochure%202013.pdf (accessed 28 January 2021).
- Vettori, O., 2018, ‘Shared misunderstandings? competing and conflicting meaning structures in quality assurance’, Quality in Higher Education, 24(2), pp. 85–101.
- Williams, J., 2015, ‘Editorial’, Quality in Higher Education, 21(3), pp. 229–30.
- Woodhouse, D., 2013, ‘Global trends in quality assurance’, Quality Approaches in Higher Education, 4(2), pp. 3–7.
- Yin, R.K., 1994, Case Study Research: Design and methods, second edition (Newbury Park, Sage).