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

Meade, Philip C.; Woodhouse, David

doi:10.1080/13538320050001045

Cited by 28 publications

(11 citation statements)

References 2 publications

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“…The range and diversity of responses to the “quality imperative” in higher education internationally, reflect and in many cases amplify, the tensions and dilemmas of the broader quality movement. One fundamental tension is between control and improvement (Meade and Woodhouse, 2000). According to Harvey (2002), there has been increasing uniformity of practice for quality monitoring in higher education.…”

Section: Introductionmentioning

confidence: 99%

Rethinking quality and improvement in higher education

Houston

2008

Quality Assurance in Education

138

104

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PurposeThe purpose of this paper is to critically review dominant conceptions of and approaches to quality in higher education. It suggests an alternative approach with potential to shift the focus of quality activities from accountability and control to improvement.Design/methodology/approachThe applicability and limits of quality concepts and models are critically reviewed against key systems concepts of purpose, boundaries and environments. The limited transferability and utility of such models and the tensions between control and improvement are discussed.FindingsThe language and tools of industry‐born quality models are an imperfect fit to higher education. Authentic quality improvement is more likely to result from approaches to systemic intervention that encourage exploration of questions of purpose and of the meaning of improvement in context than from the imposition of definitions and methodologies from elsewhere.Research limitations/implicationsEvidence to support the utility of systems approaches in higher education is limited. Research into their use is needed.Practical implicationsSystemic approaches are complex but likely to be beneficial.Originality/valueThe paper takes a systemic perspective on quality likely to be of value in encouraging debate and different interventions for improvement.

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Section: Introductionmentioning

confidence: 99%

Rethinking quality and improvement in higher education

Houston

2008

Quality Assurance in Education

138

104

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“…The quality assurance programmes propagated through the NAAC processes have been appreciated by all stakeholders in higher education and accepted as a prerequisite to quality enhancement in the higher education system. As Meade and Woodhouse (2000) pointed out, the success of the audit process was not merely due to the approach of the quality assurance agency but also to the high level of commitment shown by the academic community. It was the determination of the stakeholders to embrace the quality improvement philosophy coupled with the performance of the NAAC that made the quality assurance programme acceptable.…”

Section: Resultsmentioning

confidence: 96%

A Study of the Post‐accreditation Scenario in the North Eastern Region of India: a meta‐evaluation of the National Assessment and Accreditation Council processes and procedures

Pillai¹,

Srinivas

2006

Quality in Higher Education

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The Indian higher education system is one of the largest of its kind in the world. In spite of several built-in quality controls, such as the University Grants Commission's guidelines and the affiliating functions of the university, a deterioration in the quality of higher education was a serious concern for all stakeholders. In 1994 India established the National Assessment and Accreditation Council (NAAC) to ensure and enhance the quality of Indian higher education and also to play an international role as a quality assurance agency. The NAAC has been able to make its assessment and accreditation process acceptable to the institutions and academia through an intensive awareness campaign and academic interactions involving various universities, colleges, state higher education councils and other academic forums. However, it is equally important to obtain continuous feedback from the beneficiaries in the field to determine the effectiveness and enhance the efficiency of the organization. The present study shows that in the 10 years of its existence the NAAC has earned a lot of goodwill and appreciation from the academic community. Simultaneously, it also suggests a need for incessant effort on the part of the NAAC to strengthen and fine-tune its processes and procedures.

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“…Tại New Zealand, phương pháp và quy trình đánh giá chất lượng mới giúp xác định các điểm tồn tại và quá trình cải tiến chất lượng (Woodhouse & Meade, 2000). Carr, Hamilton, và Meade (2005) nhận thấy có sự cải thiện trong kết quả giảng dạy và nghiên cứu là kết quả của kiểm toán chất lượng bên ngoài.…”

Section: Các Tác độNg Tích Cựcunclassified

Tác động của đánh giá chương trình đào tạo theo bộ tiêu chuẩn AUN-QA: Quan điểm của giảng viên

Hương¹,

Phương²

2020

HCMCOUJS

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Bài báo trình bày kết quả nghiên cứu về tác động của đánh giá chương trình đào tạo (CTĐT) theo Bộ tiêu chuẩn AUN-QA từ quan điểm của giảng viên (GV), những người tham gia chính vào toàn bộ quá trình đánh giá. Giảng viên của ba CTĐT của ba cơ sở giáo dục đại học Việt Nam tham gia nghiên cứu với tổng số là 57 người. Họ tham gia nghiên cứu bằng cách trả lời các phiếu khảo sát. Kết quả khảo sát cho thấy đa số GV có thái độ tích cực với quá trình đánh giá, và họ cũng quan sát được những thay đổi tích cực liên quan đến CTĐT bao gồm xây dựng và thiết kế CTĐT, phương pháp dạy và học (giảm thuyết giảng và tăng các học phần tương tác, dự án, và thực hành), và phương pháp kiểm tra đánh giá. Tuy nhiên nghiên cứu cũng cho thấy có sự khác biệt trong đánh giá tác động của GV tại ba trường.

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

Abstract: The

Cited by 28 publications

References 2 publications

Rethinking quality and improvement in higher education

Rethinking quality and improvement in higher education

A Study of the Post‐accreditation Scenario in the North Eastern Region of India: a meta‐evaluation of the National Assessment and Accreditation Council processes and procedures

Tác động của đánh giá chương trình đào tạo theo bộ tiêu chuẩn AUN-QA: Quan điểm của giảng viên

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