Thematic Analysis

NAQA conducts regular analysis of the outcomes of its external quality assurance activities. Every year, NAQA examines trends in accredited study programmes in Ukraine, including their distribution by education levels, fields of study, and the number of accreditation applications received.

Thematic analysis focuses on the following aspects:

• Identification of the most common major drawbacks (overall frequency and frequency by criteria);
• Distribution of major drawbacks by accreditation criteria, education levels, fields of study, and types of HEIs;
• Analysis of typical combinations of major drawbacks;
• Analysis of good practices in quality assurance;
• Assessment of effective and ineffective internal quality assurance approaches of HEIs in addressing identified major drawbacks.

NAQA also evaluates the impact of accreditation outcomes on the development of HEIs’ internal quality assurance systems.

In addition, cross-border quality assurance practices are studied.

Key findings are published in the Reviews on the Quality of Higher Education.

• Systematically examines examples of effective practices identified through the accreditation of study programmes. 
• Organises thematic seminars and training sessions for the academic community, SECs’ reporting webinars, and has implemented the “School of Quality" project. 
• Hosts the Ukrainian Quality Assurance Forum (UQAF) annually, serving as a platform for sharing experiences. 

NAQA conducts targeted thematic studies based on accreditation results to explore challenges and trends in greater depth. For example, in 2020 the review “Academic Integrity: An Internal and External View of the Issue in Higher Education" (see, NAQA Annual Report 2020). An analysis of over 1,000 accreditation cases revealed common issues and emphasized the need for improving HEIs’ approaches to ensuring academic integrity.

Several studies have addressed the challenges facing higher education and quality assurance due to russia’s aggression against Ukraine:

• “The Quality Assurance System for Professional Pre-Higher and Higher Education During Martial Law" (2022-2023) – a joint survey with the State Service for Education Quality of Ukraine assessing changes in the quality assurance system under martial law and evaluating how educational institutions responded to the security situation.
• “Universities Under Siege: Challenges for the Ukrainian Higher Education System After russia’s Full-Scale Invasion of Ukraine" (2023) – a joint survey with the School for Policy Analysis of Kyiv-Mohyla Academy, assessing changes in the quality of educational services since the start of the full-scale war.

A distinct category includes comparative studies that examine international experiences to enhance national approaches to external quality assurance.

• “Independent Institutions of Higher Education Quality Assessment" – an analysis of different models of independent QA agencies, highlighting potential benefits and challenges for Ukraine and proposing a model and criteria for recognising independent QA bodies.
• “Models, Approaches, and Mechanisms for Implementing Initial Accreditation at Institutional and Programme Levels in Different Countries of the European Higher Education Area" (2024) – a study exploring foreign practices of initial accreditation at institutional and programme levels in EHEA countries.
• “Analytical Brief on Learning Outcomes Confirmed by the Unified State Qualification Exam (USQE) for Selected Specialities" (2024) – a brief summarising findings on the national qualification exam, including recommendations for improving its content, structure, procedures, and integration into accreditation processes. The materials were prepared at the request of the Committee of the Verkhovna Rada of Ukraine on Education, Science, and Innovation and presented at its meeting on 18 December 2024 (https://www.rada.gov.ua/news/news_kom/257064.html)