Predictors and implications of responding to international quality assurance standards in higher education from the teachers’ perspective

This empirical work explores the drives of responding to international education quality standards (IEQSs). It also explores the expected performance of applying these standards. Data were collected from 205 teachers at universities that have engaged in implementing AACSB standards. Smart PLS conducted data analysis. The results found that leadership support, student engagement, digital transformation, and staff training and development are significantly associated with the level of responding to IEQSs. This study also revealed that IEQSs are significantly associated with improvements in the reputation of committed universities and students’ academic performance. These findings present several implications that contribute to the development of theoretical frameworks for the applications of IEQSs in universities. It contributes to expanding the theoretical understanding of the institutional and academic environment for enhancing the response to IEQSs. The results also provide important insights and valuable guidelines for academic institutions, education quality assurance units, providers of IEQSs, and policymakers in the field of developing accreditation standards that motivate universities to apply these standards.