Achievements and consequences of two decades of quality assurance in higher education a personal view from the edge

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    Abstract

    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.

    Original languageEnglish
    Pages (from-to)177-180
    Number of pages4
    JournalQuality in Higher Education
    Volume16
    Issue number2
    DOIs
    Publication statusPublished - 2010

    Keywords

    • Critical systems thinking
    • Quality improvement
    • Teaching

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