Higher Education Quality and Work‐Based Learning: Two Concepts Not Yet Fully Integrated

Gibbs, Paul; Armsby, Pauline

doi:10.1080/13538322.2010.485729

Cited by 23 publications

(30 citation statements)

References 4 publications

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“…The use of qualifications in particular acts as a form of closed discourse (Filippakou, 2011) preventing a consideration of a wider set of qualities potentially of value to society. The growing importance of generic attributes as a measure of educational outcomes (Gibbs, 2010;Spronken-Smith et al, 2015) suggests that the limitations of qualifications in their traditional sense are apparent to the sector.…”

Section: Defining Qualitymentioning

confidence: 99%

“…Pedagogically meaningful output measures are challenging to define (Gibbs, 2010) but sense-making is more interested in the plausibility of outcomes rather than their rigorous measurement and so it is much more amenable to the ambiguous and uncertain measures that typify much of education.…”

Section: Framing Quality As Sense-makingmentioning

confidence: 99%

“…A further weakness of this model is the tendency, particularly when faced with financial and other constraints, for standards to define what is sufficient or good enough. This then can lead to a culture of compliance and a reduced focus on stimulating further change and improvement other than on the specific aspects of the organisation measured by the standard, rather than encouraging a variety of approaches to the evolution and improvement of learning (Harvey, 2005;Chalmers, 2007;Gibbs, 2010;Hénard, 2010;Law 2010).…”

Section: Defining Qualitymentioning

confidence: 99%

“…Many of the terms in common use in English discussions of quality (standards, norms, quality) do not clearly translate into other languages and systems of tertiary education (Adelman, 2009), suggesting a wider complexity that is not normally acknowledged. Gibbs (2010), in his extensive review of quality in higher education identified the need to be clear about the purpose of engaging with quality, distinguishing between quality models that frame education as having specific outcomes (such as employment) and models that focus on the enhancement of students in more holistic terms, placing the learner at the centre. Auvinen and Peltonen (2004) suggested that multiple viewpoints need to be considered including technological, economic and pedagogical perspectives.…”

Section: Defining Qualitymentioning

confidence: 99%

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Quality as sense-making

Marshall

2016

Quality in Higher Education

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Sense-making is a process of engaging with complex and dynamic environments that provides organisations and their leaders with a flexible and agile model of the world. The seven key properties of sense-making describe a process that is social and that respects the range of different stakeholders in an organisation. It also addresses the need to account for the history and context of the organisation while also acting to change that context. This paper describes a conception of quality framed by sense-making. It explores the possible insights and guidance it can provide to leaders and others seeking a model aligning quality with forward-looking organisational change and capable of reflecting the complex relationships between educational organisations and their diverse stakeholders. Quality as sense-making flows from a recognition that education is too complex and too important to be defined by a small number of qualities relevant to a privileged group of stakeholders, or by limited performance indicators such as financial efficiency, instead it is experienced through an ongoing conversation challenging complacency and the status quo.

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Section: Defining Qualitymentioning

confidence: 99%

Section: Framing Quality As Sense-makingmentioning

confidence: 99%

Section: Defining Qualitymentioning

confidence: 99%

Section: Defining Qualitymentioning

confidence: 99%

See 2 more Smart Citations

Quality as sense-making

Marshall

2016

Quality in Higher Education

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“…Academic practices such as assessment are notably different from conventional approaches (Yorke, 2011). Furthermore it is not always easy to establish what "quality" looks like in WBL (Gibbs, 2009;Gibbs and Armsby, 2010) and there have previously been examples of low levels of academic attainment in the field (Anonymous, 2002).…”

mentioning

confidence: 99%

Risk management and cultural virtue in HE co-delivery arrangements

Talbot

Perrin

Meakin

2014

Quality Assurance in Education

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Purpose -The purpose of the paper is to contribute to the debate on the maintenance and enhancement of quality in the emerging landscape of higher education practice and delivery where new kinds of institutional relationships are emerging. Much of the literature describes situations where the risk to quality assurance is relatively low. The example discussed here details how principles of risk management can be used to assure quality where the risk of reputational damage is far greater. Design/methodology/approach -The paper uses a single case study approach. Findings -New and flexible forms of delivery in higher education present opportunities but also the potential for reputational damage so innovative delivery must be matched by a corresponding commitment to quality. This must be embedded at all levels, including tutors. Much of the literature from the perspective of tutors emphasises their experience of quality as a matter of bureaucratic compliance. The case study illustrates that in circumstances where there is a risk of compromise academic tutors can actively engage with a quality enhancement process. Research limitations/implications -Although a case study of specialised practice there is evidence that increasing numbers of universities are seeking to engage in similar methods. The literature on the implications of these initiatives is comprised of case studies so there is a need for more systematic research which examines practices more broadly. The case study also suggests that the search for quality cultures in HE may fruitfully investigate circumstances where quality has to be fought for rather than assumed. Practical implications -The paper demonstrates that universities can deliver in flexible and innovative ways which do not compromise their reputation provided they risk assess the implications of each arrangement and develop appropriate procedures and practices at all levels of operation. Originality/value -The case study is not the first of its kind to be published but it is the first to be published in the context of the quality assurance literature rather than the more specialist work based learning literature. It links developments within that specialist field to more mainstream discourses in the quality assurance literature. It also draws attention of a wider audience to some of the more innovative developments in British HE practice.The traditional pattern of higher education globally is breaking-up and diversifying.The dominant twentieth century model of publicly funded institutions delivering bachelor and postgraduate programmes face-to-face on a full-time basis is unlikely to disappear but we are witnessing rapid changes in the types of provider and patterns of provision for which the central question must be: how can quality be assured so that all students experience a university education worthy of the name?The current issue and full text archive of this journal is available at

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Work-Based Learning as a Field of Study

Gibbs

Garnett

2010

Professional and Practice-Based Learning

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Higher Education Quality and Work‐Based Learning: Two Concepts Not Yet Fully Integrated

Cited by 23 publications

References 4 publications

Quality as sense-making

Quality as sense-making

Risk management and cultural virtue in HE co-delivery arrangements

Work-Based Learning as a Field of Study

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