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This research examined the differences in the views of staff regarding the Quality Assurance system in the Colleges of Technology in Oman, not only in a general way but also according to job classification: academics, trainers/technicians and administrators. A critical analysis of staff views was conducted by employing a single holistic case study and a large-scale survey, in the form of distributed questionnaires that consisted of 889 participants. A critical review of literature on the quality movement in the higher education sector, the Omani higher education sector and the quality movement in the Colleges of Technology provided background information whilst a comprehensive questionnaire was designed to collect quantitative and qualitative data. The Statistical Package for Social Sciences (SPSS versions 19-22) was used to store the collected data. A descriptive analysis was applied to the quantitative data and a content analysis applied to the qualitative data. Additionally, a document analysis review of the Quality Assurance Department and college documentation was done. The thesis depth came from applying cross tabulation analysis among the results of the 670 academics, 149 trainers/technicians and 70 administrators. The analysis of the findings shows that the differing staff groups in the Omani Colleges of Technology hold different perceptions of the meaning of quality but their varied understanding of the concept is the same as the formal meaning of quality used in the colleges, that is “fitness for purpose”. Moreover, staff understand the quality assurance system to be about accountability and continuous improvement and are aware of the role of the quality assurance system in the colleges. The Colleges of Technology in Oman have become better working environments where there is a greater emphasis on quality assurance and the work has become more organised. Furthermore, staff perceive the implementation of the quality assurance system as having led to awareness among themselves of the processes, roles and participation required in quality assurance if Oman's Colleges of Technology wish to achieve quality culture benchmarks. Regretfully, the findings also show that staff believe that they are overloaded with quality management activities which prevents them from performing their main duties. Implications for gaining staff efficient participation in the quality assurance system are highlighted and a model is proposed for developing staff ownership of the quality assurance system in the colleges of technology to ensure their positive participation in the quality management activities.

Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia. The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university. / published_or_final_version / Education / Master / Master of Education

The University of Arizona catalogs contains information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contains information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contains information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.