Reesha, AishathShina, AishathWaheeda, AishathMoosa, DheebaMuna, Fathimath2024-09-232024-09-232024https://hoba.ium.edu.mv/handle/1/1897Quality assurance is a complex and multifaceted concept that can be defined in a variety of ways relative to the context and the goals of the institution. However, it is necessary to first understand the term “quality” to be able to discuss quality assurance in the context of higher education in the Maldives. Quality is a term that is often debated and extremely difficult to define as it has a variety of meanings and connotations (Pfeffer & Coote, 1991). According to Vlasceanu, Grundberg, and Paelea (2007), quality in higher education is a multidimensional, multi-level and dynamic notion that connects to the institutional mission, the contextual conditions of an educational model, and particular criteria within a certain system, institution, program or specialty. Institutions use quality assurance as a motivator to pursue excellence in higher education. In general, "quality assurance" refers to the set of processes and activities designed to ensure that institutions of higher education meet or exceed the standards of quality. There are a wide range of definitions of quality assurance. Some definitions are very broad, referring to general policies and processes established and maintained in order to ensure the institution can attain and sustain higher levels of quality over time. For instance, “policies and processes directed to ensuring the maintenance and enhancing of quality” (Opre & Opre, 2006, p. 422). This definition highlights the importance of systematic processes for evaluating and ensuring the quality of higher education. Other definitions are very narrow, focusing on specific aspects of quality: “policies and mechanisms implemented in an institution or programme to ensure that it is fulfilling its own purposes and meeting the standards that apply to higher education in general or to the profession or discipline in particular” (Martin & Stella, 2007, p. 34). ENQA (2015) also makes specific reference to process; “the systematic review of educational programmes, teaching and learning processes, and support services to ensure that they meet predefined standards of quality" (p. 2). All the above definitions highlight the importance of systematic processes for evaluating and ensuring the quality of higher education. 2 Quality assurance can encompass a wide range of activities, including evaluation, accreditation, audit, monitoring, and benchmarking intended to promote continuous improvement, thereby enhancing the quality of higher education.pdfenHigher EducationBook Chapter