Equipping Leaders to Capitalise on the Outcomes of Quality Assessment in Higher Education

Meade, Phil; Morgan, Margaret; Heath, Chris

doi:10.1080/0260293990240205

Cited by 13 publications

(13 citation statements)

References 1 publication

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“…Following the success of the AAU in the ® rst cycle of audits, the universities are now more receptive to its educational role, although the larger universities usually ® nd it more convenient and effective to provide their own educational activities where a speci® c focus is desired, for example, leadership training at the University of Otago (Meade et al, 1999).…”

Section: Expansion Of Aau's Educational Rolementioning

confidence: 99%

Evaluating the Effectiveness of the New Zealand Academic Audit Unit: Review and outcomes

Meade¹,

Woodhouse²

2000

Quality in Higher Education

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Section: Expansion Of Aau's Educational Rolementioning

confidence: 99%

Evaluating the Effectiveness of the New Zealand Academic Audit Unit: Review and outcomes

Meade¹,

Woodhouse²

2000

Quality in Higher Education

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“…In New Zealand, when assessment was beginning around 1990, some universities provided developmental programs for administrators and department heads to deliver knowledge of the outcomes assessment process, including developing learning goals, measurement methods, and methods to provide feedback to faculty to have them learn to improve curriculum (Meade, Morgran & Heath, 1999).…”

Section: Australia and New Zealandmentioning

confidence: 99%

Comparison of Student Learning Outcomes Assessment Practices Used Globally

Carter¹

2015

AJE

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Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

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“…Here, too, the findings are consistent with the triple foci of the theoretical framework model. It might be agreed that achieving such balance depends upon clear communication of the goals, team engagement to pursue and work within perhaps competing agenda, and individual development to foster relevant skills and knowledge (Drew, 2006;Mead et al, 1999). A need to acknowledge the human element in trying to achieve balance in complex working environments such as universities is unmistakable.…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…Tracking the progress of leadership development in universities is not attempted here, but it is noted that, typically in the late 1990s, audits of the "quality movement" responded to the inherent challenges of embracing new paradigms for leadership in the late 1990s, and a need to respond to challenge and change was noted in responses to the quality movement at that time (Mead et al, 1999;Meek & Wood, 1997). Further significant work has been…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…The increased complexity of the leadership role in the higher education environment has gained attention as a subject for study over the past ten years (Coaldrake & Stedman, 1998, 1999Cohen, 2004;Knight & Trowler, 2001;Mead, Morgan & Heath, 1999;Ramsden, 1998). The list of challenges grows longer as university core business increases in complexity (Barnett, 2004;Drew, 2006;Hanna, 2003;Marshall, Adams, Cameron, & Sullivan, 2000;Marshall, 2007;Middlehurst, 2007;Scott, Coates & Anderson, 2008;Snyder, Marginson & Lewis, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Issues and challenges in higher education leadership: Engaging for change

Drew

2010

Aust. Educ. Res.

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It is proposed from this study that engaging productively with others to achieve change has never been more critical in educational environments, such as universities. Via semi-structured interviews with a cohort of senior leaders from one Australian university, this paper explores their perceptions of the key issues and challenges facing them in their work. The study found that the most significant challenges centred around the need for strategic leadership, flexibility, creativity and change-capability; responding to competing tensions and remaining relevant; maintaining academic quality; and managing fiscal and people resources. Sound interpersonal engagement, particularly in terms of change leadership capability, was found to be critical to meeting the key challenges identified by most participants. In light of the findings from the sample studied some tentative implications for leadership and leadership development in university environments are proposed, along with suggestions for further empirical exploration.

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Equipping Leaders to Capitalise on the Outcomes of Quality Assessment in Higher Education

Cited by 13 publications

References 1 publication

Evaluating the Effectiveness of the New Zealand Academic Audit Unit: Review and outcomes

Evaluating the Effectiveness of the New Zealand Academic Audit Unit: Review and outcomes

Comparison of Student Learning Outcomes Assessment Practices Used Globally

Issues and challenges in higher education leadership: Engaging for change

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