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Derived from practical experience, this article outlines key aspects to be considered when developing a training programme focused on quality assurance in higher education and suggests possible measures of success for training delivery. Practice-based professional reflections are systematised into an applicable, duly tested, quality assurance training model that can be transferred and adapted for diverse national and international contexts. The distinction between two training types guides the analysis and allows for differentiated conclusions regarding context, content, delivery and anticipated outcomes. Advanced quality assurance professional development training for appointed quality assurance professionals is compared and contrasted to initial quality assurance capacity building for other stakeholder groups, such as academics, administrators or students. The main aim is to determine underlying principles for training design and delivery to ensure a positive experience that relevantly responds to individual training needs and determines a lasting professional impact.
Anca Greere (Sun,) studied this question.