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Leadership and Management of Quality in Higher Education. Chandos Learning and Teaching Series

  • ID: 3744915
  • Book
  • August 2010
  • 246 Pages
  • Elsevier Science and Technology
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

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List of figures and tables

About the authors

Part 1: Overview

Chapter 1: Growth of the quality movement in higher education



Where did quality come from?

Quality development in higher education

What is quality?

Critique of current higher education quality models


Part 2: Leadership of Quality in Higher Education

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



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


Chapter 3: A leadership model for higher education quality


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




The process

The product

The ELF in practice: unit improvement



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



Quality management

Quality and its links with autonomy and the freedom to manage


Findings from the case studies

The case studies: similarities and differences


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



A culture of quality


Establishing a culture of quality


Part 4: Auditing Quality in Higher Education

Chapter 7: Auditorsâ?T perspectives on quality in higher education


Introduction to External Quality Assurance


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



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)




Scholarly output of Czech Political Science and the phenomenon of quality

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



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



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


Part 6: Resources and Trends in Higher Education Quality

Chapter 11: New directions in quality management



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: Dubaiâ?Ts Free Zone model for leadership in the external quality assurance of higher education


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


Chapter 13: Trends in quality development



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


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Nair, Chenicheri Sid
Professor Chenicheri Sid Nair is currently with the Centre for Advancement of Teaching and Learning, University of Western Australia (UWA), Perth. Prior to his appointment to UWA, he was Quality Adviser (Research and Evaluation) in the Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensive expertise in the area of quality development and evaluation, and he also has considerable editorial experience. Currently, he is Associate Editor of the International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). Prior to this he was also a Managing Editor of the Electronic Journal of Science Education (EJSE). Professor Nair is also an international consultant in a number of countries in quality and evaluations.
Webster, Len
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.
Mertova, Patricie
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.
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