While the past two decades have seen significant expansion and harmonisation of quality assurance mechanisms in higher education, there is limited evidence of positive effects on the quality of core processes of teaching and learning. The paradox of the separation of assurance from improvement is explored. A shift in focus from surveillance to systemic approaches to improvement is proposed.
|Number of pages||4|
|Journal||Quality in Higher Education|
|Publication status||Published - 2010|
- Critical systems thinking
- Quality improvement