Quality Assurance as an Organizational Culture in Islamic Higher Education: Leadership, Institutional Evaluation, and Continuous Improvement

Abstract

Quality assurance has become a component of higher education governance as Islamic higher education institutions face increasing demands for accountability, accreditation, academic performance, and institutional development. This study examines quality assurance as an organizational culture by focusing on internal quality assurance implementation, leadership commitment, institutional evaluation, and continuous improvement. A qualitative case study approach was employed to explore how quality assurance operates within the context of an Islamic higher education institution. Data were designed to be obtained through semi-structured interviews with quality assurance officers, rectorate-level leaders, deans, heads of study programs, and lecturers, complemented by institutional observations and document analysis. Data were analyzed thematically, while triangulation and member checking were employed to strengthen credibility. The analysis indicates that effective quality assurance depends on integrating formal standards with institutional academic practices, distributing responsibility across organizational levels, and developing leadership that supports participation, evidence-based decision-making, and organizational learning. Institutional evaluation becomes meaningful when its findings are translated into improvement actions, resource allocation, professional development, curriculum enhancement, and subsequent reassessment. The study contributes an integrated perspective in which quality assurance is understood not merely as administrative compliance but as an organizational culture supported by leadership, ownership, evaluation, and continuous improvement. This perspective highlights the importance of embedding quality practices within institutional values and academic processes to strengthen sustainable educational quality and institutional performance.