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Impact of goal congruence on higher education institutions’ performance quality
Purpose In India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruen...
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| Published in: | Quality assurance in education 2024-06, Vol.32 (3), p.387-400 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c264t-ec32377286893ded0761a88001b8dc86a89c7b2046ef8e4edba711752d97999e3 |
| container_end_page | 400 |
| container_issue | 3 |
| container_start_page | 387 |
| container_title | Quality assurance in education |
| container_volume | 32 |
| creator | Singh, Mahesh Paliwal, Jaiprakash Rao, Manoj Kumar Raibagkar, Shirish |
| description | Purpose
In India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruence is central to a control process, this study aims to examine whether goal congruence is observed in such institutions. The impact of the absence of goal congruence on the quality of performance in higher education was also examined.
Design/methodology/approach
This cross-sectional study measured the impact of goal congruence or the lack thereof on the performance quality of HEIs as defined in the evaluation criteria of the apex accreditation agency, the National Assessment and Accreditation Council. Two hypotheses were tested using t-tests and regression analysis. Focus group discussions were conducted to elicit participants’ suggestions.
Findings
The results showed a lack of goal congruence between HEIs’ quality goals and their faculty’s personal goals, which adversely impacts the quality of their performance, as indicated by an average disagreement of 81% on a ten-statement scale. Goal congruence as an independent variable explained 63% of the variability in HEIs’ performance quality, and the results were statistically significant, indicating that lack of goal congruence is an important contributor to poor performance among HEIs.
Originality/value
Accreditation of HEIs is a global practice; hence, the findings of this study and the importance of goal congruence apply not only to India but also to HEIs globally. |
| doi_str_mv | 10.1108/QAE-12-2023-0215 |
| format | article |
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In India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruence is central to a control process, this study aims to examine whether goal congruence is observed in such institutions. The impact of the absence of goal congruence on the quality of performance in higher education was also examined.
Design/methodology/approach
This cross-sectional study measured the impact of goal congruence or the lack thereof on the performance quality of HEIs as defined in the evaluation criteria of the apex accreditation agency, the National Assessment and Accreditation Council. Two hypotheses were tested using t-tests and regression analysis. Focus group discussions were conducted to elicit participants’ suggestions.
Findings
The results showed a lack of goal congruence between HEIs’ quality goals and their faculty’s personal goals, which adversely impacts the quality of their performance, as indicated by an average disagreement of 81% on a ten-statement scale. Goal congruence as an independent variable explained 63% of the variability in HEIs’ performance quality, and the results were statistically significant, indicating that lack of goal congruence is an important contributor to poor performance among HEIs.
Originality/value
Accreditation of HEIs is a global practice; hence, the findings of this study and the importance of goal congruence apply not only to India but also to HEIs globally.</description><identifier>ISSN: 0968-4883</identifier><identifier>EISSN: 0968-4883</identifier><identifier>EISSN: 1758-7662</identifier><identifier>DOI: 10.1108/QAE-12-2023-0215</identifier><language>eng</language><publisher>Bradford: Emerald Publishing Limited</publisher><subject>Accreditation ; Cybernetics ; Educational Quality ; Focus Groups ; Fundamental Concepts ; Higher education ; Knowledge management ; Literature reviews ; Objectives ; Organizational Learning ; Principals ; Quality Assurance ; Quality control ; Quality management ; R&D ; Research & development ; Researchers ; Strategic management ; Strategic Planning ; Technical Education</subject><ispartof>Quality assurance in education, 2024-06, Vol.32 (3), p.387-400</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c264t-ec32377286893ded0761a88001b8dc86a89c7b2046ef8e4edba711752d97999e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,786,790,27957,27958</link.rule.ids></links><search><creatorcontrib>Singh, Mahesh</creatorcontrib><creatorcontrib>Paliwal, Jaiprakash</creatorcontrib><creatorcontrib>Rao, Manoj Kumar</creatorcontrib><creatorcontrib>Raibagkar, Shirish</creatorcontrib><title>Impact of goal congruence on higher education institutions’ performance quality</title><title>Quality assurance in education</title><description>Purpose
In India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruence is central to a control process, this study aims to examine whether goal congruence is observed in such institutions. The impact of the absence of goal congruence on the quality of performance in higher education was also examined.
Design/methodology/approach
This cross-sectional study measured the impact of goal congruence or the lack thereof on the performance quality of HEIs as defined in the evaluation criteria of the apex accreditation agency, the National Assessment and Accreditation Council. Two hypotheses were tested using t-tests and regression analysis. Focus group discussions were conducted to elicit participants’ suggestions.
Findings
The results showed a lack of goal congruence between HEIs’ quality goals and their faculty’s personal goals, which adversely impacts the quality of their performance, as indicated by an average disagreement of 81% on a ten-statement scale. Goal congruence as an independent variable explained 63% of the variability in HEIs’ performance quality, and the results were statistically significant, indicating that lack of goal congruence is an important contributor to poor performance among HEIs.
Originality/value
Accreditation of HEIs is a global practice; hence, the findings of this study and the importance of goal congruence apply not only to India but also to HEIs globally.</description><subject>Accreditation</subject><subject>Cybernetics</subject><subject>Educational Quality</subject><subject>Focus Groups</subject><subject>Fundamental Concepts</subject><subject>Higher education</subject><subject>Knowledge management</subject><subject>Literature reviews</subject><subject>Objectives</subject><subject>Organizational Learning</subject><subject>Principals</subject><subject>Quality Assurance</subject><subject>Quality control</subject><subject>Quality management</subject><subject>R&D</subject><subject>Research & development</subject><subject>Researchers</subject><subject>Strategic management</subject><subject>Strategic Planning</subject><subject>Technical Education</subject><issn>0968-4883</issn><issn>0968-4883</issn><issn>1758-7662</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNptkMFKw0AQhhdRsEbvHgOeY2d30-zusZSqhYIU9LxsN5M2Jcmmu8mhN1_D1_NJTKgHBU_zM3z_DHyE3FN4pBTkdDNfJpQlDBhPgNHZBZmAymSSSskvf-VrchPCAQC4TNWEbFZ1a2wXuyLeOVPF1jU732NjMXZNvC93e_Qx5r01XTksyiZ0ZdePOXx9fMYt-sL52oz8sTdV2Z1uyVVhqoB3PzMi70_Lt8VLsn59Xi3m68SyLO0StJxxIZjMpOI55iAyaqQEoFuZW5kZqazYMkgzLCSmmG-NoFTMWK6EUgp5RB7Od1vvjj2GTh9c75vhpeYgGE2z0UVE4ExZ70LwWOjWl7XxJ01Bj-L0IE5TpkdYj-KGyvRcwRq9qfL_Gn9U82-z3W-j</recordid><startdate>20240627</startdate><enddate>20240627</enddate><creator>Singh, Mahesh</creator><creator>Paliwal, Jaiprakash</creator><creator>Rao, Manoj Kumar</creator><creator>Raibagkar, Shirish</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20240627</creationdate><title>Impact of goal congruence on higher education institutions’ performance quality</title><author>Singh, Mahesh ; Paliwal, Jaiprakash ; Rao, Manoj Kumar ; Raibagkar, Shirish</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c264t-ec32377286893ded0761a88001b8dc86a89c7b2046ef8e4edba711752d97999e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Accreditation</topic><topic>Cybernetics</topic><topic>Educational Quality</topic><topic>Focus Groups</topic><topic>Fundamental Concepts</topic><topic>Higher education</topic><topic>Knowledge management</topic><topic>Literature reviews</topic><topic>Objectives</topic><topic>Organizational Learning</topic><topic>Principals</topic><topic>Quality Assurance</topic><topic>Quality control</topic><topic>Quality management</topic><topic>R&D</topic><topic>Research & development</topic><topic>Researchers</topic><topic>Strategic management</topic><topic>Strategic Planning</topic><topic>Technical Education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Singh, Mahesh</creatorcontrib><creatorcontrib>Paliwal, Jaiprakash</creatorcontrib><creatorcontrib>Rao, Manoj Kumar</creatorcontrib><creatorcontrib>Raibagkar, Shirish</creatorcontrib><collection>CrossRef</collection><jtitle>Quality assurance in education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Singh, Mahesh</au><au>Paliwal, Jaiprakash</au><au>Rao, Manoj Kumar</au><au>Raibagkar, Shirish</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Impact of goal congruence on higher education institutions’ performance quality</atitle><jtitle>Quality assurance in education</jtitle><date>2024-06-27</date><risdate>2024</risdate><volume>32</volume><issue>3</issue><spage>387</spage><epage>400</epage><pages>387-400</pages><issn>0968-4883</issn><eissn>0968-4883</eissn><eissn>1758-7662</eissn><abstract>Purpose
In India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruence is central to a control process, this study aims to examine whether goal congruence is observed in such institutions. The impact of the absence of goal congruence on the quality of performance in higher education was also examined.
Design/methodology/approach
This cross-sectional study measured the impact of goal congruence or the lack thereof on the performance quality of HEIs as defined in the evaluation criteria of the apex accreditation agency, the National Assessment and Accreditation Council. Two hypotheses were tested using t-tests and regression analysis. Focus group discussions were conducted to elicit participants’ suggestions.
Findings
The results showed a lack of goal congruence between HEIs’ quality goals and their faculty’s personal goals, which adversely impacts the quality of their performance, as indicated by an average disagreement of 81% on a ten-statement scale. Goal congruence as an independent variable explained 63% of the variability in HEIs’ performance quality, and the results were statistically significant, indicating that lack of goal congruence is an important contributor to poor performance among HEIs.
Originality/value
Accreditation of HEIs is a global practice; hence, the findings of this study and the importance of goal congruence apply not only to India but also to HEIs globally.</abstract><cop>Bradford</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/QAE-12-2023-0215</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0968-4883 |
| ispartof | Quality assurance in education, 2024-06, Vol.32 (3), p.387-400 |
| issn | 0968-4883 0968-4883 1758-7662 |
| language | eng |
| recordid | cdi_emerald_primary_10_1108_QAE-12-2023-0215 |
| source | Emerald:Jisc Collections:Emerald Subject Collections HE and FE 2024-2026:Emerald Premier (reading list) |
| subjects | Accreditation Cybernetics Educational Quality Focus Groups Fundamental Concepts Higher education Knowledge management Literature reviews Objectives Organizational Learning Principals Quality Assurance Quality control Quality management R&D Research & development Researchers Strategic management Strategic Planning Technical Education |
| title | Impact of goal congruence on higher education institutions’ performance quality |
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