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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
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 ELF in practice: unit improvement
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 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€™ perspectives on quality in higher education
Introduction to External Quality Assurance
Approaches to External Quality Assurance – costs, benefits and recurring lessons
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€™s 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
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.
- No. of pages:
- © Chandos Publishing 2010
- 12th August 2010
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
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.
University of Western Australia, Australia
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.
Monash University, Australia
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.
University of Oxford, UK
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