Developing a Holistic Model for Quality in Higher Education

Quality and quality assurance in Ethiopian higher education

“…This view is even taken further by Srikanthan and Dalrymple (2002) who appraised the practice of quality management in higher education. They maintain that it is deteriorating into managerialism in institutions in view of lack of both development of shared vision and of commensurability between quality management techniques and educational processes.…”

“…According to this model, teaching and learning should be based on critical dialogue, mentoring and cooperative. As summarized by Srikanthan and Dalrymple (2002) the model maintains that in high quality programs the principal stakeholders: academics, students, and administrators invest in five separate clusters of program quality. These programs include: participatory culture, interactive teaching and learning; adequate resources, faculty and basic infrastructure.…”

“…The focus is on customers based on internal and external partnerships. This model (cited in Srikanthan and Dalrymple, 2002) emphasizes on communication, which requires new relationships and partnerships both internally and externally. It also requires 48 the university to develop networking and partnership with government and the public.…”

“…The authors (cited in Srikanthan and Dalrymple, 2002) argued that quality in a university context relates strongly to quality of learning. This model views higher education from a pedagogical perspective.…”

“…In this regard, Srikanthan and Dalrymple (2002) maintained that the general features of an industrially applied total quality management models are quite appropriate to the service functions of universities.…”