Leadership and Management of Quality in Higher Education
- 1st Edition - August 12, 2010
- Editors: Chenicheri Sid Nair, Len Webster, Patricie Mertova
- Language: English
- Paperback ISBN:9 7 8 - 1 - 8 4 3 3 4 - 5 7 6 - 3
- eBook ISBN:9 7 8 - 1 - 7 8 0 6 3 - 0 3 7 - 3
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
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.
- Experiences from experts in the field
- Guide to resources that are utilized in the higher education industry
- Auditors’ perceptions
Leaders and managers at all levels in higher education including: senior administrators, managers, faculty staff, course coordinators and government agencies.
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
- Edition: 1
- Published: August 12, 2010
- Language: English
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), AustraliaLW
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, AustraliaPM
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, UKRead Leadership and Management of Quality in Higher Education on ScienceDirect