Achieving Comprehensive Quality in Higher Education Institutions According to the Performance Competencies of University Teaching Staff

Abstract

The ongoing criticism of higher education institutions for producing low-quality work that does not meet the demands of the job market led to the introduction of the Total Quality Assurance Concept in these institutions. A member of the teaching staff, or faculty, is a crucial cog in the wheel of higher education's declared mission. To evaluate his teaching profession in light of the requirements of the century and become an input to attain quality assurance in Higher Education, he must limit his tasks, responsibilities, and competencies that should be found in a faculty. This poses a problem that could influence society's construction. That is why we set out to address these questions in our research:

• What are the roles of a faculty member and his tasks that should be performed at University?
• How can faculty members be involved in ensuring quality in institutions of higher learning?
• How did the reasons and procedures used to establish faculty professions impact the assurance of quality in higher education?

The analytic descriptive method of research is applied in introducing the concepts, experiences, studies and attitudes in this respect and fulfill the answer to the three afore posed questions. As for the first question, the many responsibilities of faculty members are laid out in response, along with the skills that should be present in a academics to successfully carry out his responsibilities. For the subsequent question, it's clear that the programs, curricula, teaching staff, university buildings, student support, evaluation procedure, and feedback make up Total Quality. The relationship among these criteria and the faculty effect the performance development in their institutions, and this will help them to reach beyond their traditional skills and tasks in their job and achieve quality assurance and provide funding resources for the institutions.

In response to the third question, it is found that faculty development should be built on a strategy plan taking into account the effecting factors, involving faculty in planning the training programs to meet their needs and funding, and emphasizing the importance of training as a promotion prerequisite for the faculty. In the light of these findings, suitable conclusions and recommendations are put forward in terms of developing faculty teaching performance and achieving Total Quality.