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Leadership and Management of Quality in Higher Education

  • 1st Edition - August 12, 2010
  • Latest edition
  • Editors: Chenicheri Sid Nair, Len Webster, Patricie Mertova
  • Language: English

This book provides a range of case studies concerning the leadership and management of quality development in higher education. It captures the experiences of senior administrators… Read more

Description

This book provides a range of case studies concerning the leadership and management of quality development in higher education. It captures the experiences of senior administrators and managers to the complexity of problems that quality development involves. The authors draw attention to the human-centred approach to quality, as they argue that in any activity there is a need to take account of human values and attitudes.

Key features

  • Experiences from experts in the field
  • Guide to resources that are utilized in the higher education industry
  • Auditors’ perceptions

Readership

Leaders and managers at all levels in higher education including: senior administrators, managers, faculty staff, course coordinators and government agencies.

Table of contents

Preface

List of figures and tables

About the authors

Part 1: Overview

Chapter 1: Growth of the quality movement in higher education

Abstract:

Introduction

Where did quality come from?

Quality development in higher education

What is quality?

Critique of current higher education quality models

Summary

Part 2: Leadership of Quality in Higher Education

Chapter 2: Initiative-based quality development and the role of distributed leadership

Abstract:

Introduction

Quality in a wider context

Events crucial for the internal quality development at CBS

The aims of CBS’ quality work

The quality system developed at CBS

Distributed leadership

Conclusion

Chapter 3: A leadership model for higher education quality

Abstract:

One scenario at Stable State University

Issues and action points involved in the scenario

Challenges for CEOs, senior administrators and faculty leaders

Benefits from adopting the quality model

Chapter 4: A framework for engaging leadership in higher education quality systems

Abstract:

Introduction

Background

The process

The product

The ELF in practice: unit improvement

Conclusion

Acknowledgements

Appendix A

Appendix B

Appendix C

Part 3: Approaches of Managers to Quality in Higher Education

Chapter 5: Quality management in higher education: a comparative study of the United Kingdom, the Netherlands and Finland

Abstract:

Introduction

Quality management

Quality and its links with autonomy and the freedom to manage

Approach

Findings from the case studies

The case studies: similarities and differences

Conclusions

Chapter 6: Towards a culture of quality in South African higher education

Abstract:

Introduction

A culture of quality

Research

Establishing a culture of quality

Conclusion

Part 4: Auditing Quality in Higher Education

Chapter 7: Auditors’ perspectives on quality in higher education

Abstract:

Introduction to External Quality Assurance

Standards

Approaches to External Quality Assurance – costs, benefits and recurring lessons

Concluding comments

Part 5: Academic Development and Quality in Higher Education

Chapter 8: Academic development as change leadership in higher education

Abstract:

Introduction

Academic development – an emerging profession

‘Quality’ in the UK – an academic developer’s perspective

The nature of change in higher education

The Assessment for Learning Initiative (TALI): a case study in institutional change

And finally …

Chapter 9: Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989)

Abstract:

Introduction

Context

Scholarly output of Czech Political Science and the phenomenon of quality

Teaching and learning outcomes in Czech Political Science and the phenomenon of quality

Conclusion

Acknowledgements

Chapter 10: Academic development and quality in Oman: mapping the terrain

Abstract:

Introduction

From an oil economy to a knowledge economy

Higher education in Oman: seeking solutions

Oman’s mechanism for quality: exploring the terrain

Sultan Qaboos University quality control mechanisms: mapping the terrain

The quality of inputs

The quality of processes

Promoting a culture of academic quality

The quality of outputs

Conclusion

Part 6: Resources and Trends in Higher Education Quality

Chapter 11: New directions in quality management

Abstract:

Introduction

An evidence-based approach

A shift towards students

Calculating what counts

Measuring graduate skills

Assessing student engagement

Feedback from employers

Measuring academic achievement

Setting new parameters

Chapter 12: Dubai’s Free Zone model for leadership in the external quality assurance of higher education

Abstract:

Higher education is culturally relative

The United Arab Emirates

The Dubai Free Zone model of higher education provision

The Dubai Free Zone model of higher education quality assurance

Conclusions

Chapter 13: Trends in quality development

Abstract:

Introduction

The importance of quality

The location of quality

An institutional level of quality

An institutional approach to key performance indicators

Systematic data moves quality from review to monitoring

Using systematic data for reward and remediation

The key is accountability

Lack of professionalisation remains an inhibitor

The future of external quality assurance

Index

Product details

  • Edition: 1
  • Latest edition
  • Published: August 12, 2010
  • Language: English

About the editors

CN

Chenicheri Sid Nair

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution. Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius. Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database. His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education.
Affiliations and expertise
Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia

LW

Len Webster

Associate Professor Len Webster has expertise in educational policy, educational development, quality development and flexible learning. Currently he is the Educational Adviser in the Centre for the Advancement of Learning and Teaching (CALT) at Monash University, Australia. He previously was the director of an educational development unit in the Faculty of Law, Monash University, where he was the Faculty Quality Development Coordinator. He has also been a reviewer of the Australian University Quality Agency conference proceedings.
Affiliations and expertise
Monash University, Australia

PM

Patricie Mertova

Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.
Affiliations and expertise
University of Oxford, UK

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