This research explores the complex dynamics of sensemaking quality assurance (QA) within higher education (HE) in Malta, a small island state. Using Karl Weick’s sensemaking theory as the theoretical lens, it investigates how QA professionals interpret and implement QA practices and the implications of these understandings on policy and practice.
The study adopts a qualitative case study approach utilising document analysis and semi-structured interviews, aided by vignettes to gather data. The findings reveal competing philosophies of QA, including QA as a regulatory mandate versus as a tool for continuous improvement. These differing perspectives also reflect broader debates within the HE sector regarding the purpose of QA. This includes issues such as whether it should primarily protect student interests, ensure institutional competitiveness, or drive educational innovation and the commercialisation of education, which came to light.
The research highlights several challenges in the practical realisation of QA in small island states. These include resource constraints, government interference, dependency on personal networks, and the proliferation of QA consultancy services, often leading to a superficial compliance culture rather than a genuine commitment to quality enhancement. Additionally, the close-knit nature of the Maltese HE community results in conflicts of interest and a lack of transparency, further complicating the implementation of effective QA.
These findings significantly affect QA policy and practice in Malta and similar small communities. The study suggests that a more balanced approach to QA is needed - one that recognises the value of standardisation and context-specific enhancement strategies. Policymakers should consider the unique challenges faced by small island states, such as limited resources and potential conflicts of interest, then develop QA frameworks that are both flexible and robust.
The study concludes that effective QA in small island contexts requires context-sensitive, flexible frameworks that go beyond standardisation and tick-box auditing. It argues for a stronger emphasis on stakeholder involvement, transparent communication, and a genuine quality culture grounded in trust and professional agency. By shifting from performativity to meaningful enhancement, QA can better serve the evolving needs of Malta’s HE system and those of similar small-state contexts.