Academics’ Professionalism and Quality Mechanisms: Challenges and Tensions

Cheng, Ming

doi:10.1080/13538320903343008

Cited by 41 publications

(26 citation statements)

References 17 publications

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“…However, this is not necessarily the case in higher education settings. As in other professions 15 , in veterinary education many teachers will have a well-established professional identity centred around their original career choice as veterinarians. Some who pursue an academic career may do so because of a love of teaching; however others are likely to be drawn to academia by the challenges of research or specialist practice.…”

Section: What Is Teachers' Professional Practice?mentioning

confidence: 99%

“…The "audit culture" can be perceived by academic faculty to have both positive and negative effects 15,21,25 . Evaluation, in all its forms, can be viewed as an essential process to ensure accountability and a competitive place in the global market, and as a useful tool for self-evaluation and individual and institutional learning.…”

Section: How Does Evaluation Impact On Professional Practice?mentioning

confidence: 99%

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Challenges and Issues in the Evaluation of Teaching Quality: How Does it Affect Teachers' Professional Practice? A UK Perspective

Warman¹

2015

Journal of Veterinary Medical Education

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Evaluation of the quality of higher education is undertaken for the purposes of ensuring accountability, accreditation and improvement, all of which are highly relevant to veterinary teaching institutions in the current economic climate. If evaluation is to drive change, it needs to be able to influence teaching practice. This article reviews the literature relating to evaluation of teaching quality in higher education with a particular focus on teachers' professional practice. Student evaluation and peer observation of teaching are discussed as examples of widely-used evaluation processes. These approaches clearly have the potential to influence teachers' practice. Institutions should strive to ensure the development of a supportive culture that prioritises teaching quality, whilst being aware of any potential consequences related to cost, faculty time, or negative emotional responses that might result from the use of different evaluation methods.

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Section: What Is Teachers' Professional Practice?mentioning

confidence: 99%

Section: How Does Evaluation Impact On Professional Practice?mentioning

confidence: 99%

Challenges and Issues in the Evaluation of Teaching Quality: How Does it Affect Teachers' Professional Practice? A UK Perspective

Warman¹

2015

Journal of Veterinary Medical Education

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“…According to a study conducted by Cheng (2009) in the United Kingdom, academic staff regarded external quality assurance as not making much impact on the quality of teaching. Ansah (2010) presents an argument that the external quality assurance body in Ghana only checks basic inputs, which does not promote continued improvement in quality teaching and learning.…”

Section: A Pragmatist View Of Quality In Higher Educationmentioning

confidence: 99%

“…This tension, purported to have negative effects on the implementation of the two concepts in higher education, has been predicated on the clash of expectations between external and internal stakeholders of higher education (Leisyte & Westerheijden, 2014). External stakeholders' demands on higher education institutions are sometimes interpreted as promoting obsession with formal structures that burden academic staff with excessive paper work (Cheng, 2009). Internal stakeholders' demand for professional autonomy is interpreted as promoting their exclusive right to determine quality (Srikanthan & Dalrymple, 2003).…”

mentioning

confidence: 99%

Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

Ansah¹

2016

IJAHE

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The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists' influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders' appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education.La tension traditionnelle entre l'implémentation de systèmes d'assurance qualité interne et externe dans l'enseignement supérieur semble s'affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu'il existe des agences d'assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu'elles 136 assumption was that academic standards were safe in the hands of the universities, and because of indignation that the integrity of the academic profession should be impugned by the demand for public accountability.

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“…Besides intensive discussions on the concept of quality in 7/32 higher education (Harvey & Green 1993, Lomas 2001, Van Kemenade et al 2008, scholars have analysed different quality management instruments (Dill 2000, Wiklund et al 2003, Eaton 2006, Cheng 2009) and conducted case studies of single universities (Baldwin 1997, Rasmussen 1997. Another group of contributions has studied the national quality assurance systems in different countries, focusing on the origins and scopes of these systems as well as their advantages and disadvantages (Smeby & Stensaker 1999, Schenker-Wicki 2002.…”

Section: Quality Management and Its Impact On Higher Educationmentioning

confidence: 99%

Shaping Performance: Do International Accreditations and Quality Management Really Help?

Nigsch

Schenker‐Wicki

2012

SSRN Journal

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In recent years, international accreditations from private providers have gained importance among business schools all over the world. Higher education managers increasingly see these accreditations as a way of assuring and developing quality in order to comply with international standards, enhance performance, and increase reputation. However, given that an accreditation process requires a great deal of resources and that it might increase bureaucratization and control, international accreditations remain highly disputed in academia.This paper contributes to the discussion, providing quantitative empirical evidence regarding the effect of international accreditations on the research performance of business schools. On the basis of an international survey, we analyse how the acquisition of an AACSB and/or EQUIS accreditation affects the institutions' position in the Top 1000 Business School Ranking of the Social Science Research Network, as compared to other quality management approaches. We find that international accreditations are positively related to research performance, while other forms of quality management do not exhibit any significant relationship to ranking positions. These results point to the importance of professional coaching in quality management. Because of AACSB and EQUIS's high standards concerning a coherent strategy and the quality of faculty, applying for an international accreditation seems to be a useful way to improve a business school's research performance.

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Academics’ Professionalism and Quality Mechanisms: Challenges and Tensions

Cited by 41 publications

References 17 publications

Challenges and Issues in the Evaluation of Teaching Quality: How Does it Affect Teachers' Professional Practice? A UK Perspective

Challenges and Issues in the Evaluation of Teaching Quality: How Does it Affect Teachers' Professional Practice? A UK Perspective

Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

Shaping Performance: Do International Accreditations and Quality Management Really Help?

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