Quality Improvement through Quality Audit

Woodhouse, David

doi:10.1080/13538320308156

Cited by 40 publications

(17 citation statements)

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“…Dill (2000) argued that, as an accountability mechanism, it has forced institutions to take quality assurance seriously and put teaching and learning at the top of institutional agendas. Similarly, Woodhouse (2003) argued that external quality audit can augment an institution's ability to improve. However, Cheng (2009) is less positive, having found that some academics (in a UK-based study) perceive audit as a symbol of distrust of their professionalism.…”

Section: Tension Between Accountability and Improvementmentioning

confidence: 99%

Quality Assurance in Higher Education

Williams¹,

Harvey²

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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Section: Tension Between Accountability and Improvementmentioning

confidence: 99%

Quality Assurance in Higher Education

Williams¹,

Harvey²

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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“…A well-constructed and balanced external review of tertiary education, without overemphasis on research outputs, can propose many positive developments. The positive impacts of quality audit on institutional improvement were affirmed by Woodhouse (2003) and Dill (2000). Carr et al (2005), while admitting the difficulty in quantifying the independent influence of external quality audit on university performance, were persuaded that external quality audit does have a powerful initial role as a catalyst and a validation role for university-led reform.…”

Section: Relevancy Of Professionalism To External Quality Assurance Pmentioning

confidence: 99%

Professionalism, profession and quality assurance practitioners in external quality assurance agencies in higher education

Cheung

2015

Quality in Higher Education

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This article seeks to spark a dialectic discussion on the establishment of a set of professional competencies for quality assurance practitioners who serve in external quality assurance agencies in higher education. Such a need is identified due to the shortage of relevant and sufficient coverage in the quality assurance literature. To substantiate the need, the concepts of professionalism and profession, and how these concepts are linked to the quality assurance in higher education sector, are carefully examined through a desk-top research study. References are drawn from the experiences in several other occupations. The result reveals that the development of the essential competencies for external quality assurance practitioners in higher education is valuable and essential and it will be useful for the practitioners to transform themselves into a profession in the long run.

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“…Organizations exist for a purpose, sometimes set out in a Mission or Objectives; then they plan and act in ways intended to achieve these objectives (Woodhouse 2003). An organization is exhibiting quality if it does what is necessary to achieve its goals, and a quality audit checks an organization's effectiveness in achieving its goals.…”

Section: Introductionmentioning

confidence: 99%

“…A number of structured approaches to quality have been proposed, and a long-standing one is the ADRI sequence (approach, deployment, results and improvement). The first three steps correspond to the three stages of a quality audit, and the explicit inclusion of the last steps shows how quality audit can lead to quality improvement (Woodhouse 2003).…”

Section: Introductionmentioning

confidence: 99%