Balancing standardization and personalization in Higher Education Quality Assurance: Insights from Jordanian Universities

RANDA KHIRFAN, SHABAN SINNOKROT, HEBA KOTB

Abstract

Balancing standardization and personalization in quality assurance remains a key challenge for higher education systems worldwide. This study examines Jordanian academics’ perceptions of these two approaches and their relationship with perceived educational quality. A cross-sectional online survey was conducted with 200 academics from Jordanian universities. Composite indices were developed to measure standardization, personalization, and perceived quality, and Pearson correlation analysis was applied. Results showed strong support for standardization (M=6.14-6.36) but no significant association with perceived quality (r = –0.08). Personalization practices showed moderate implementation (M=4.67-5.11) and were positively associated with perceived quality (r=+0.27). The findings highlight the need to integrate personalization within accreditation frameworks.

Keywords

Higher Education Quality Assurance, standardization, personalization, academician perceptions, Jordanian Universities

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DOI: https://doi.org/10.26220/mje.5658

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