MANAGING TEACHING QUALITY THROUGH CONTINUOUS QUALITY IMPROVEMENT
A COMPARATIVE CASE STUDY OF TWO PRIVATE HIGHER EDUCATION INSTITUTIONS IN INDONESIA
DOI:
https://doi.org/10.30868/ei.v15i04.11070Keywords:
Quality management, Lecturers’ teaching performance, Higher education quality assurance, Continuous quality improvement, Learning outcomesAbstract
Background: Teaching quality in higher education is associated with the relationship between institutional quality assurance systems, lecturers’ teaching practices, and the evaluation of learning processes. Purpose of the Study: This study analyzes the management of teaching quality through continuous quality improvement at Universitas ‘Aisyiyah Yogyakarta (UNISA) and STIKes dr. Sismadi. Methods: This study employed a qualitative approach with an instrumental case study design. Data were collected through interviews, observations, and documentation involving programme heads, lecturers, and students. The data were interpreted based on four dimensions: planning, implementation, evaluation, and follow-up. Results: Both institutions connect curriculum planning and learning outcomes with teaching strategies, assessment, and institutional evaluation. UNISA emphasizes collaborative learning, programme coordination, and digital support through LENSA UNISA, whereas STIKes dr. Sismadi focuses on the integration of theory, simulation, practical assessment, and clinical learning. Evaluation draws on student feedback, assessment rubrics, learning monitoring, LMS information, clinical supervision, and graduate tracer studies. Follow-up activities include lecturer development, curriculum adjustment, teaching material updates, and improvements to learning facilities. Conclusion: This study develops an analytical framework based on the PDCA cycle that emphasizes cross-dimensional integration, encompassing coordination between institutional standards, pedagogical decisions, the interpretation of diverse evaluation evidence, and follow-up responses. The framework represents an analytical synthesis of the two cases rather than a validated instrument for measuring lecturer performance or learning outcomes.
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