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Quality assurance in education has been a critical issue in both private and public higher education in all emerging economies since World War II. Available theories on quality education are numerous, but their strategic models are sparsely sustained. The main objective of this study is, therefore, to articulate and to empirically test a conceptual model to assure and sustain quality in tertiary education grounding on a theory base presented by Chohen and Ball (2006). The model has three parts: independent components, i.e., quality inputs such as quality teachers, quality students, and quality staffs; mediating component, i.e., quality process such as quality programs; and target component, i.e., quality product such as quality education. Data (n = 97 private universities) were gathered from a report of the university grant commission (UGC), Bangladesh. The data were analysed following PLS-SEM using SmartPLS3 and SPSS software. Findings indicate that all of the predictors appear to be robust in predicting quality education. The results also indicate that the mediating construct has a significant partial mediating role in enhancing quality education in private universities. These outcomes will help academic authorities formulate the right policy option in assuring quality education in higher education institutes in Bangladesh.
Ashraf et al. (Tue,) studied this question.