The Study of Quality Assessment in Higher Education: A Case of Public and Private Universities in Mongolia

Abstract

TERGUUNTSETSEG Rentsendorj

Our theoretical study examined two complementary frameworks central to quality and curriculum development in higher education. The first part, Theoretical Framework for Quality Assessment, conceptualizes quality in higher education as a multidimensional construct involving academic standards, institutional performance, student outcomes, and stakeholder satisfaction. It distinguishes between Internal Quality Assurance (IQA)—self-regulated mechanisms such as self-evaluation, peer review, and feedback—and External Quality Assurance (EQA)—independent evaluations through accreditation, audits, and rankings. Together, IQA and EQA ensure accountability, credibility, and continuous improvement within private universities. A strong quality culture, grounded in participation, leadership, and evidence- based decision-making, underpins sustainable educational excellence and public trust.

The second part, Comparative Theoretical Framework for Education, explores the main curriculum and pedagogical theories guiding modern higher education. Drawing on Tyler (1949) and Taba (1962), curriculum theory was seen as both philosophical and practical linking teaching goals, methods, and assessment to learner needs and social demands. Contemporary perspectives by Ornstein and Hunkins (2018) integrate competency-based and learner-centered principles that emphasize flexibility, inclusivity, and lifelong learning. Supporting frameworks include Constructivist Pedagogy (Piaget, 1972; Vygotsky, 1978), which views learning as an active and collaborative process; Experiential Learning Theory (Kolb, 1984), which promotes learning through experience and reflection; and Lifelong Learning Theory (Candy, 1991; Jarvis, 2004), which positions learning as a continuous, self-directed process throughout life.

Finally, theoretical perspectives provide a coherent foundation for assessing and improving quality in higher education, ensuring that curriculum design, teaching practice, and institutional evaluation align with both student development and societal progress.

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