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A Quality Assurance-Based Competency Scale for Aligning Geographic Information Systems Education with Vocational Qualifications

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Title: A Quality Assurance-Based Competency Scale for Aligning Geographic Information Systems Education with Vocational Qualifications
Language: English
Authors: Dilara Unuvar Unluoglu, Nazire Burcin Kaya, Saye Nihan Çabuk, Alper Çabuk
Source: Quality Assurance in Education: An International Perspective. 2026 34(3):554-571.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Quality Assurance, Geographic Information Systems, Geography Instruction, Minimum Competencies, Test Construction, Measures (Individuals), Alignment (Education), Employment Qualifications, Foreign Countries, College Graduates, Online Surveys
Geographic Terms: Turkey
DOI: 10.1108/QAE-09-2025-0258
ISSN: 0968-4883
1758-7662
Abstract: Purpose: This study aims to examine the alignment between Geographic Information Systems (GIS) education and vocational qualifications within the framework of quality assurance (QA) in higher education. It investigates how academic programmes meet competency requirements of GIS Specialist (Level 6) National Qualification, aligned with the European Qualifications Framework (EQF), and develops a validated scale that can serve as a QA tool for monitoring curriculum-qualification alignment. Design/methodology/approach: A scale was developed based on the learning outcomes and performance criteria. Data was collected from 174 graduates of GIS-related programmes. Exploratory and confirmatory factor analyses were performed to ensure the validity and reliability of the scale, while Cronbach's alpha and composite reliability coefficients were used to test internal consistency. Findings: The results indicate that developed scale has a four-factor structure with strong validity and reliability, capturing self-efficacy perceptions in technical organisation, quality management and work organisation, occupational health and safety and information security. Findings also highlight a gap between academic curricula and certain vocational qualification standards, especially in workplace safety and information security, underscoring the need for continuous alignment of higher education with industry requirements. Research limitations/implications: This study is limited to self-reported perceptions of graduates in Türkiye and may not fully generalise to other contexts. Future research should include comparative analyses across countries and integrate certification exam results for a more comprehensive assessment. However, this study is limited by its modest sample size (n = 174), regional focus (two universities) and reliance on self-reported perceptions, which may affect generalisability. Nevertheless, the proposed scale is a valuable instrument for planning curriculum modifications, carrying out evidence-based evaluations in accreditation procedures and comparing programme results with EQF/Turkish Qualifications Framework (TQF) certifications in higher education institutions' quality assurance processes. Practical implications: The validated scale can be used by universities, accreditation bodies and policymakers as a QA instrument to monitor the alignment of GIS curricula with national and European qualification frameworks. It provides actionable evidence for programme reviews, curriculum revisions and external quality evaluations, supporting the PDCA cycle in institutional QA systems. Social implications: By promoting transparency, accountability and international comparability, this study contributes to enhancing employability, labour market mobility and quality culture in higher education. Aligning education with vocational qualifications also fosters lifelong learning and continuous professional development among GIS professionals. Originality/value: From a quality assurance standpoint, to the best of the authors' knowledge, this study presents one of the first scales to link professional competency criteria with GIS educational outcomes. Despite sample and regional constraints, the scale is a valuable instrument for curriculum reform, accreditation evaluations and EQF/TQF compliance studies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508238
Database: ERIC
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  Data: A Quality Assurance-Based Competency Scale for Aligning Geographic Information Systems Education with Vocational Qualifications
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  Data: <searchLink fieldCode="AR" term="%22Dilara+Unuvar+Unluoglu%22">Dilara Unuvar Unluoglu</searchLink><br /><searchLink fieldCode="AR" term="%22Nazire+Burcin+Kaya%22">Nazire Burcin Kaya</searchLink><br /><searchLink fieldCode="AR" term="%22Saye+Nihan+Çabuk%22">Saye Nihan Çabuk</searchLink><br /><searchLink fieldCode="AR" term="%22Alper+Çabuk%22">Alper Çabuk</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Quality+Assurance+in+Education%3A+An+International+Perspective%22"><i>Quality Assurance in Education: An International Perspective</i></searchLink>. 2026 34(3):554-571.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Quality+Assurance%22">Quality Assurance</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Information+Systems%22">Geographic Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Geography+Instruction%22">Geography Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competencies%22">Minimum Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Qualifications%22">Employment Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Surveys%22">Online Surveys</searchLink>
– Name: Subject
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/QAE-09-2025-0258
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0968-4883<br />1758-7662
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to examine the alignment between Geographic Information Systems (GIS) education and vocational qualifications within the framework of quality assurance (QA) in higher education. It investigates how academic programmes meet competency requirements of GIS Specialist (Level 6) National Qualification, aligned with the European Qualifications Framework (EQF), and develops a validated scale that can serve as a QA tool for monitoring curriculum-qualification alignment. Design/methodology/approach: A scale was developed based on the learning outcomes and performance criteria. Data was collected from 174 graduates of GIS-related programmes. Exploratory and confirmatory factor analyses were performed to ensure the validity and reliability of the scale, while Cronbach's alpha and composite reliability coefficients were used to test internal consistency. Findings: The results indicate that developed scale has a four-factor structure with strong validity and reliability, capturing self-efficacy perceptions in technical organisation, quality management and work organisation, occupational health and safety and information security. Findings also highlight a gap between academic curricula and certain vocational qualification standards, especially in workplace safety and information security, underscoring the need for continuous alignment of higher education with industry requirements. Research limitations/implications: This study is limited to self-reported perceptions of graduates in Türkiye and may not fully generalise to other contexts. Future research should include comparative analyses across countries and integrate certification exam results for a more comprehensive assessment. However, this study is limited by its modest sample size (n = 174), regional focus (two universities) and reliance on self-reported perceptions, which may affect generalisability. Nevertheless, the proposed scale is a valuable instrument for planning curriculum modifications, carrying out evidence-based evaluations in accreditation procedures and comparing programme results with EQF/Turkish Qualifications Framework (TQF) certifications in higher education institutions' quality assurance processes. Practical implications: The validated scale can be used by universities, accreditation bodies and policymakers as a QA instrument to monitor the alignment of GIS curricula with national and European qualification frameworks. It provides actionable evidence for programme reviews, curriculum revisions and external quality evaluations, supporting the PDCA cycle in institutional QA systems. Social implications: By promoting transparency, accountability and international comparability, this study contributes to enhancing employability, labour market mobility and quality culture in higher education. Aligning education with vocational qualifications also fosters lifelong learning and continuous professional development among GIS professionals. Originality/value: From a quality assurance standpoint, to the best of the authors' knowledge, this study presents one of the first scales to link professional competency criteria with GIS educational outcomes. Despite sample and regional constraints, the scale is a valuable instrument for curriculum reform, accreditation evaluations and EQF/TQF compliance studies.
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1108/QAE-09-2025-0258
    Languages:
      – Text: English
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        PageCount: 18
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    Subjects:
      – SubjectFull: Quality Assurance
        Type: general
      – SubjectFull: Geographic Information Systems
        Type: general
      – SubjectFull: Geography Instruction
        Type: general
      – SubjectFull: Minimum Competencies
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      – SubjectFull: Test Construction
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Employment Qualifications
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Graduates
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      – SubjectFull: Online Surveys
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      – SubjectFull: Turkey
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