TQM-Based Curriculum Sanctioning and Transdisciplinary Collaboration as a Strategy for Attaining International Accreditation: A Case Study of the Educational Management Department at UNESA
Abstract
Objective: This study investigates how the integration of Total Quality Management (TQM) and transdisciplinary collaboration supports the curriculum restructuring process at the Department of Educational Management, Universitas Negeri Surabaya (UNESA), in achieving international accreditation standards set by ACQUIN. The abstract clearly and succinctly outlines the process of curriculum reform, emphasizing the systematic stages and quality framework applied. Method: A qualitative descriptive method was applied to explore the institutional strategies and processes involved in curriculum reform. Data were collected through observations, interviews, and documentation involving internal and external stakeholders, including lecturers, students, international academics, and partner institutions. The data were analyzed using Miles and Huberman’s interactive model, focusing on the stages of planning, implementation, and evaluation. Results: The curriculum restructuring process followed three systematic stages: internal review, external review, and sanctioning meetings. Each stage was guided by the PDCA (Plan–Do–Check–Act) cycle, ensuring that quality assurance, reflection, and continuous improvement were embedded throughout the process. Multi-stakeholder participation was central to every stage, promoting alignment with international standards and responsiveness to both institutional and global needs. Transdisciplinary collaboration particularly with academics from Malaysia and Thailand, as well as local NGOs enhanced curriculum content, learning outcomes, and pedagogical design, ensuring both contextual relevance and international compatibility. Novelty: This study proposes a quality-based curriculum management model that integrates TQM principles with transdisciplinary collaboration. Unlike conventional curriculum reforms, this model positions quality assurance mechanisms and global collaboration as the core drivers of sustainable change. The findings provide both practical and theoretical insights for higher education institutions seeking international recognition, demonstrating that structured, quality-driven curriculum restructuring can strengthen institutional competitiveness and educational relevance in the global landscape.
Abstract View: 88 
PDF Download: 28
SIMILARITY CHECK Download: 13
References
Acquin. (n.d.). Networks of Acquin. ACQUIN |. Retrieved July 1, 2025, from https://www.acquin.org/en/networks/
ACQUIN. (n.d.). Official Website of ACQUIN. ACQUIN |. Retrieved July 1, 2025, from https://www.acquin.org/en/
Bartunek, J. M., & Ren, I. Y. (2022). Curriculum Isn’t Enough: What Relevant Teaching Means, How It Feels, Why It Matters, and What It Requires. Academy of Management Learning & Education, 21(3), 503–516. https://doi.org/10.5465/amle.2021.0305 DOI: https://doi.org/10.5465/amle.2021.0305
Brandon, P. R., & Fukunaga, L. L. (2014). The State of the Empirical Research Literature on Stakeholder Involvement in Program Evaluation. American Journal of Evaluation, 35(1), 26–44. https://doi.org/10.1177/1098214013503699 DOI: https://doi.org/10.1177/1098214013503699
Darojah, R., Dz, A. S., Subasman, I., Jalaludin, Karim, A., & Ahyat, M. (2025). Analysis of Total Quality Management in Improving the Quality of Educational Institutions. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 10(1), Article 1. https://doi.org/10.31538/ndhq.v10i1.40 DOI: https://doi.org/10.31538/ndhq.v10i1.40
Demidov, V., Mokhorov, D., Mokhorova, A., & Semenova, K. (2021). Professional public accreditation of educational programs in the education quality assessment system. E3S Web of Conferences, 244, 11042. https://doi.org/10.1051/e3sconf/202124411042 DOI: https://doi.org/10.1051/e3sconf/202124411042
Divoky, J. J. (1996). Modeling change in curriculum: A total quality management perspective. Total Quality Management, 7(2), 173–182. https://doi.org/10.1080/09544129650034927 DOI: https://doi.org/10.1080/09544129650034927
Duarte, N., & Vardasca, R. (2023). Literature Review of Accreditation Systems in Higher Education. Education Sciences, 13(6), Article 6. https://doi.org/10.3390/educsci13060582 DOI: https://doi.org/10.3390/educsci13060582
EQAR. (n.d.). Database Agency Accreditation of EQAR. EQAR. Retrieved July 1, 2025, from https://www.eqar.eu/register/agencies/agency/
Gaston, P. L. (2023). Higher Education Accreditation: How It’s Changing, Why It Must. Taylor & Francis. DOI: https://doi.org/10.4324/9781003445074
Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum Leadership: Strategies for Development and Implementation. SAGE Publications.
Hoque, A. K. M. F., Hossain, M. S., & Zaman, M. A. (2017). Total Quality Management in Educational Institutions. In C. M. Tan & T. N. Goh (Eds.), Theory and Practice of Quality and Reliability Engineering in Asia Industry (pp. 115–123). Springer. https://doi.org/10.1007/978-981-10-3290-5_11 DOI: https://doi.org/10.1007/978-981-10-3290-5_11
Jamalludin, J. I., Aziz, S. A., & Sarip, S. (2021). A TQM Implementation in Higher Education Institutions: A Review. International Journal of Advanced Research in Future Ready Learning and Education, 25(1), Article 1. https://doi.org/10.37934/frle.25.1.3048 DOI: https://doi.org/10.37934/frle.25.1.3048
Kabanda, M. (2021). Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum (SSRN Scholarly Paper 4749519). Social Science Research Network. https://papers.ssrn.com/abstract=4749519 DOI: https://doi.org/10.34256/ajir2132
Kandiko Howson, C., & and Kingsbury, M. (2023). Curriculum change as transformational learning. Teaching in Higher Education, 28(8), 1847–1866. https://doi.org/10.1080/13562517.2021.1940923 DOI: https://doi.org/10.1080/13562517.2021.1940923
Kennedy, D. M., & McNaught, C. (2022). Using concept mapping to ensure adaptable and responsive curriculum development and learning designs. In Future-Proofing Teacher Education. Routledge. DOI: https://doi.org/10.4324/9781003185499-3
Lambey, L., Usoh, E. J., Lambey, R., Burgess, J., Lambey, L., Usoh, E. J., Lambey, R., & Burgess, J. (2023). Challenges and Opportunities to Internationalize the Indonesian Higher Education Sector. IntechOpen. https://doi.org/10.5772/intechopen.110658 DOI: https://doi.org/10.5772/intechopen.110658
Menteşoğullari, E. (2023). Total Quality Management in Education: A Strategic Approach for Continuous Improvement and Success. Uluslararası Sosyal Bilimler Dergisi, 7(29), 184–198. DOI: https://doi.org/10.52096/usbd.7.29.10
Mulyono, W. D., Adistana, G. A. Y. P., Suryaman, H., Artaningtyas, D. R., & Nugroho, Y. S. (2024). Analysis of Program Learning Outcome As A Result of Curriculum Evaluation In Higher Education. IJORER : International Journal of Recent Educational Research, 5(6), Article 6. https://doi.org/10.46245/ijorer.v5i6.705 DOI: https://doi.org/10.46245/ijorer.v5i6.705
Nasim, K., Sikander, A., & Tian, X. (2020). Twenty years of research on total quality management in Higher Education: A systematic literature review. Higher Education Quarterly, 74(1), 75–97. https://doi.org/10.1111/hequ.12227 DOI: https://doi.org/10.1111/hequ.12227
Noor, N. (2021). Applying the Philosophy of Total Quality Management to Curriculum Design and Delivery. Qlantic Journal of Social Sciences and Humanities, 2(2), Article 2. https://doi.org/10.55737/qjssh.465971077 DOI: https://doi.org/10.55737/qjssh.465971077
Rahmanto, M. A., & Ramadhan, A. R. (2024). Improving Quality on Indonesia Curriculum Management: Reactualizing Total Quality Management as Methods: Pedagogia : Jurnal Pendidikan, 13(1), Article 1. https://doi.org/10.21070/pedagogia.v13i1.1606 DOI: https://doi.org/10.21070/pedagogia.v13i1.1606
Rizvi, F., Lingard, B., & Rinne, R. (2022). Reimagining globalization and education: An Introduction. In Reimagining Globalization and Education. Routledge. DOI: https://doi.org/10.4324/9781003207528
Sadiq Sohail, M., Daud, S., & Rajadurai, J. (2006). Restructuring a higher education institution. International Journal of Educational Management, 20(4), 279–290. https://doi.org/10.1108/09513540610665397 DOI: https://doi.org/10.1108/09513540610665397
Shipman, M. D., Bolam, D., & Jenkins, D. R. (2018). Inside a Curriculum Project: A Case Study in the Process of Curriculum Change. Routledge. DOI: https://doi.org/10.4324/9780429454004
Supriani, Y., Meliani, F., Supriyadi, A., Supiana, S., & Zaqiah, Q. Y. (2022). The Process of Curriculum Innovation: Dimensions, Models, Stages, and Affecting Factors. Nazhruna: Jurnal Pendidikan Islam, 5(2), Article 2. https://doi.org/10.31538/nzh.v5i2.2235 DOI: https://doi.org/10.31538/nzh.v5i2.2235
Tight, M. (2022). Internationalisation of higher education beyond the West: Challenges and opportunities – the research evidence. Educational Research and Evaluation, 27(3–4), 239–259. https://doi.org/10.1080/13803611.2022.2041853 DOI: https://doi.org/10.1080/13803611.2022.2041853
Weiss, M., Barth, M., & von Wehrden, H. (2021). The patterns of curriculum change processes that embed sustainability in higher education institutions. Sustainability Science, 16(5), 1579–1593. https://doi.org/10.1007/s11625-021-00984-1 DOI: https://doi.org/10.1007/s11625-021-00984-1
Zawawi, A. A., Suryani, M., & Museyibzada, R. (2025). Globalisasi Pendidikan Tinggi Indonesia: Analisis Program Beasiswa IISMA sebagai Representasi Mobilitas Akademik Internasional. Al-Irsyad: Journal of Education Science, 4(2), Article 2. https://doi.org/10.58917/aijes.v4i2.220 DOI: https://doi.org/10.58917/aijes.v4i2.220
Zayachuk, Y., & Yamelynets, M. (2021). Accreditation procedures as a factor of quality assurance of higher education in Germany. Pedagogika. Studia i Rozprawy, 30, 179–189. DOI: https://doi.org/10.16926/p.2021.30.12
Copyright (c) 2025 amalia kaniati, Ahmad Abdullah Zawawi, Rabiya Museyibzada (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 88 times
PDF downloaded = 28 times
SIMILARITY CHECK downloaded = 13 times
