A violation of assumptions: Why TQM won't work in the ivory tower

Jauch, Lawrence R.; Orwig, Robert A.

doi:10.1016/s1084-8568(97)90008-0

Cited by 33 publications

(23 citation statements)

References 12 publications

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“…Some proponents have, however, claimed TQM successes in the business and general administration support functions of (US) universities and this has led to pressures for the adoption of TQM in HE teaching and research itself 17 . Jauch and Orwig (1997) explore the degree of match between the underlying assumptions of TQM and the ones operating in HE. They conclude that ''the unstated assumptions of the TQM model are.…”

Section: He-quality Management and The Unsuccessful Professional Projmentioning

confidence: 99%

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

2006

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This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic staff that were conducted at two ''new university'' business schools. Both institutions are broadly similar in their key characteristics and have experienced a transformation to university status in the early 1990s. The article argues that there has been a change from informal ''light-touch'' quality control systems based on local practices and a significant amount of trust and professional autonomy in the early 1990s to a highly prescribed process of audit-based quality control today. The article argues that accountability and transparency are important principles that academics should wholeheartedly embrace, but that the audit format adopted in the UK introduces a one-way accountability and provides ''rituals of verification'' (Power 1997) instead of fostering trust, has high opportunity costs and may well be detrimental to innovative teaching and learning.

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Section: He-quality Management and The Unsuccessful Professional Projmentioning

confidence: 99%

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

2006

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“…In addition, QA often requires reduction of variability or standardization in processing a product for quality control purposes. This fundamentally conflicts with the philosophy of teaching in HE where teaching methods should be tailored for different student body to encourage diversity of student development (Jauch & Orwig, 1997). Therefore, despite the wide adoption of QA in universities, many scholars are doubtful of its impact as a means to improve learning.…”

Section: Academic Reflection: Accountability Vs Freedommentioning

confidence: 95%

Quality assurance in higher education in China: Control, accountability and freedom

Wang

2014

Policy and Society

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Quality assurance (QA) has received increasing attention in the Chinese higher education (HE) sector. This paper examines the QA system in HE in China and its influence on university governance and academic performance. It starts with an introduction into the development of the QA system, and is followed by a discussion of how QA affects accountability and autonomy from the perspective of the faculty. Given that different stakeholders have different understandings of education quality, the next section contributes to the debate on whether the current system is designed for improvement of learning experience, or as a means of effective government control. This paper concludes by highlighting the importance of involving faculty and students in the current QA system to enhance the quality of HE.

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“…A number of works deal with the issue of achieving quality, either in teaching (Jauch & Orwig, 1997, Mullin & Wilson, 1998 or in research (Butler, 2003), but both issues are dealt with independently, without observing the conflicting requirements of the same resources. Some treatment is given of general performance issues in relation to academic department administration, for example in Jackson (2000), and there is, of course, a significant amount of literature examining the wider issue of university-wide management, as in Rhoades (2001), for example, but little on the management of strategy and resources for individual academic departments.…”

Section: Introductionmentioning

confidence: 99%

A resource management tool for implementing strategic direction in an academic department

Ringwood

Devitt

Doherty

et al. 2005

Journal of Higher Education Policy and Management

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A violation of assumptions: Why TQM won't work in the ivory tower

Cited by 33 publications

References 12 publications

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

Quality assurance in higher education in China: Control, accountability and freedom

A resource management tool for implementing strategic direction in an academic department

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