In this issue ofQuality in Higher Education, papers are wide-ranging geographically and address issues relating to academic attitudes to quality processes; embedding quality management in institutions; the extent to which institutions comply with quality standards; and how the capabilities and competencies of staff and students can be developed. These are some of the perennial concerns in higher education and have featured regularly in this journal since its inception. Twopapers in this issue explore attitudes and perceptions of quality processes. In the first, which focuses on the academic community in Finland, Jasmin Overberg explores the continuing phenomenon of academic resistance to quality management in higher education and how quality managers address this challenge. Overberg’s findings suggest that resistance arises for practical, systemic, cultural and administrative reasons and that qualitymanagers display a certain sympathy for such resistance and attempt to address it through consistently highlighting the benefits of quality management and avoiding terms associated with quality management. In the second paper, a study of Saudi Arabian nursing programmes, Amal Alaskar, Ellen D’Errico, Laura Alipoon, and Salem Dehom explore the relationship between academics’ knowledge and awareness of process and purpose of accreditation and their motivation and level of involvement in the accreditation process. Their findings indicate that teachers in nursing programmes were more aware of the process and purpose of institutional accreditation than senior managers. This is surprising given the importance of accreditation to the reputation of institutions that offer nursing programmes. Higher awareness of process and purpose appear to be significant in motivating people to be involved in the accreditation process. Embedding successful quality management is a continuing challenge and two papers in this issue seek to identify key issues. Khaled Azafari and Jan Kratzer discuss the major challenges associated with applying quality in European higher education and the extent to which the challenges to organisational quality vary between European countries. They identify three main areas where there are challenges: organisational, implementation and leadership but observe that many of the challenges are both long-standing and intractable. They highlight the continuing lack of a common understanding of quality in the sector; the difficulties in measuring quality; the changing nature of higher education itself; and the need for more training of staff in quality matters. QUALITY IN HIGHER EDUCATION 2019, VOL. 25, NO. 3, 225–226 https://doi.org/10.1080/13538322.2019.1696502

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在本期《高等教育质量》中，论文范围广泛，涉及与对质量过程的学术态度有关的问题；将质量管理纳入机构；机构在多大程度上符合质量标准；以及如何发展教职员工和学生的能力。这些是高等教育中长期存在的问题，自该期刊创立以来就定期刊登在该期刊上。本期两篇论文探讨了质量过程的态度和看法。在第一篇针对芬兰学术界的文章中，Jasmin Overberg探索了学术界对高等教育质量管理的持续抵制现象，以及质量管理者如何应对这一挑战。奥弗贝格（Overberg）的发现表明，对于实用，系统，文化和行政上的原因，以及质量经理对此表示抵制，并试图通过一贯强调质量管理的好处并避免使用与质量管理相关的术语来解决它。在第二篇论文中，对沙特阿拉伯护理计划，Amal Alaskar，Ellen D'Errico，Laura Alipoon和Salem Dehom的研究探讨了学者的知识，对认证过程和认证目的的意识以及他们的动机和参与程度之间的关系。认证过程。他们的发现表明，与高级管理人员相比，护理课程中的教师更了解机构认证的过程和目的。考虑到认可提供护理计划的机构的声誉的重要性，这令人惊讶。对过程和目标的更高认识对于激励人们参与认证过程非常重要。嵌入成功的质量管理是一个持续的挑战，本期的两篇论文试图找出关键问题。Khaled Azafari和Jan Kratzer讨论了与在欧洲高等教育中应用质量相关的主要挑战，以及欧洲国家之间对组织质量的挑战在多大程度上有所不同。他们确定了面临挑战的三个主要领域：组织，实施和领导力，但注意到许多挑战既是长期的又是棘手的。它们着重指出，人们对该部门的质量仍然缺乏共识；衡量质量的困难；高等教育本身性质的变化；以及需要对员工进行更多有关质量方面的培训。高等教育质量2019，卷。25号 3，225–226 https://doi.org/10.1080/13538322.2019.1696502