Models for Assessing Higher Education Quality: The Most Suitable for Developing Countries - A Literature Review

ABSTRACT
This literature review addresses the absence of consolidated
documentation on quality assessment models in higher education, aimingto provide a unified and accessible resource. It responds to three key research questions: detailing the originators, purposes, features, and distinctions of identified models, conducting comparative analyses to discern differences and similarities, and determining the most suitable
model for measuring higher education quality in developing countries. The study illuminates the intricate landscape of quality assessment models, revealing shared emphases on service quality, survey instrument utilisation, a multidimensional approach, and commitment to continuous
improvement. A notable student-centric approach permeates various models. The study found the HEQAM model by Noaman et al. most suitable for developing countries due to its streamlined and adaptable nature, focusing on administrative, physical, and support systems. The study emphasises the urgent need for a consolidated overview of these
models, underscoring their collective contribution to student-centredframeworks. It recommends the HEQAM model for adoption in resourceconstrained environments. It suggests further research to explore its implementation in diverse contexts. This review contributes valuable insights, fostering informed decision-making and excellence in educational institutions.