Quality Management Practice in Higher Education - What Quality Are We Actually Enhancing?

Abstract

She is also the hospitality liaison officer for the Higher Education Academy's HLST network and an executive committee member of the Council for Hospitality Management Education (CHME). Her research interests include the management of affiliated international hotel chains and quality management, and internationalisation within higher education.

Influence of Management on Quality Assurance in National Teacher’s Colleges

“…In a scenario where weak planning occurs, it can negatively affect the institutional utilization of resources since effective planning, according to Ajeyalemi (2013)), is essential for controlling the use of human and material resources of an institution. But according to Azikuru, Onen and Ezati (2016) and Becket and Brookes (2008), for planning to enable the organisation to achieve its goal -say to ensure quality outputs -the process of planning needs to be more integrated and wellcoordinated. Such is the lesson administrators in NTCs in Uganda can learn.…”

Quality and quality assurance in Ethiopian higher education

“…Houston (2007), for example, pointed out that, universities with their underpinning values of academic freedom, collegiality and professionalism, and with their diverse and complex processes of teaching, research and community service fit uncomfortably within the machine metaphor that is dominated by quality management practices such as TQM. Brookes and Becket (2008) has also the opinion that these models may encourage a culture of managerialism. In a similar vein, Westerheijden (2000) argues that broadly looking at the practice of quality management in the higher sector in the past ten years enables one to infer that the conception of a university as an industry is a euphemism for control by the funding bodies.…”

“…In the context of higher education, the legal environment may contain proclamations, funding and quality regulatory frameworks, government control over higher education, policies regarding government's initiatives to widen access, etc. (see Brookes and Becket, 2008). The regulative aspect refers to the internal quality assurance and external quality control mechanisms.…”

“…Despite the progress that has been made through research and debate, there is still no universal consensus on how best to manage quality within higher education (Brookes and Becket, 2008). Much of the researches conducted so far focus on how quality could be defined, on the design and relevance of various national quality assurance schemes, on appraising the applicability of industrial models to higher education, on the tension between improvement and accountability in both external and internal quality assurance approaches, and on the effects of such quality assurance processes in higher education in the context of developed countries (Harvey and Williams, 2010;Pratasavitskaya& Stensaker, 2010).…”

“…The rapid changes in the higher education context driven by political, economic and socio-cultural forces in the latter part of the 20th century have generated concern for quality and created challenges to the implicit and self-evident traditional views about assuring quality in universities (Massy, 2003;Amaral, 2007;Martin and Stella, 2007;Brookes and Becket, 2008). The major changes include: massification of education, greater diversity in terms of program provision and student types, matching programs to labor market needs, shrinking resources, heightened accountability and indirect steering of higher education.…”