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    Tertiary education is highly valued among countries and regions of world especially under the situation of simulating economic growth and knowledge explosion in the 21st century. Preoccupations about cross-border education such as recruiting international students, delivering joint programs, and achieving international accreditation reflect the fact that international trend in education is unstoppable and necessary. In order to satisfy different needs of the stakeholders in higher education over the world, the varying ranking and quality assurance systems are created.
    Today, with the rapid expansion of higher education institutions throughout the world and education’s increasingly market-based orientation, students, parents, higher educators, employers and governments have a much greater interest in the actual academic quality of universities and colleges. Definitely, universities and colleges are beginning to take on accountability toward related members of the school and societies in the same way that private enterprise does. Colleges are being requested to present institutional effectiveness to the general public. Besides, “universities are expected to have goals and plans to attain them, as well as mechanisms for evaluating their progress” according to Francisco. O Ramirez. In this way, universities are supposed to act as an effective organizer and a good learner on how to improve their quality, particularly in research and teaching quality, through several assessment tools.

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