Unfreezing higher education institutions? Understanding the introduction of quality management in teaching and learning in Germany

Seyfried, Markus; Ansmann, Moritz

doi:10.1007/s10734-017-0185-2

Cited by 24 publications

(24 citation statements)

References 30 publications

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“…In the same vein, governments fund public HEIs and may grant tax exemptions to private HEIs. This makes HEIs fulfil conditions set by the governments [32]. Such conditions relate to student admissions, courses to be taught, student and staff numbers, and other programs that should meet government requirements [61].…”

Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

“…The ideas and views of external stakeholders should constitute part of the knowledge used in developing quality assurance policies. Moreover, external stakeholders especially government, parents and employers [32] have more interest in the quality assurance of HEIs since they are directly affected by the quality of graduates [17].…”

Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

“…Hence, this works negatively on the quality of teaching and quality of graduates. In the end it affects employability of graduates [32].…”

Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

“…It is common to hear students, parents, academics and employers demand that HEIs adopt certain facets of quality assurance from other institutions [15]. Today, increased online networking has laid bare knowledge available in other similar HEIs and increased the rate at which knowledge creation and sharing takes place [42,32,43]. Institutions that embrace copying and incorporating best practices tend to improve their teaching, staff development and pedagogical quality [11].…”

Section: Mimetic Isomorphism Knowledge Management and Internal Qualimentioning

confidence: 99%

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The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Turyahikayo¹

2019

HER

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Several studies reveal that knowledge management is crucial in enabling institutions gain and maintain a competitive advantage. Yet, institutions must leverage their internal quality assurance mechanisms as a prerequisite for gaining and maintaining an edge over competitors. Based on this revelation, the paper set out to examine how knowledge management can be used to build strong internal quality assurance framework in HEIs basing on institutional theoretical perspective. Using an in-depth literature review, it was revealed that knowledge of external stakeholders should constitute part of the knowledge used in developing quality assurance policies. In addition, HEIs will also identify internal knowledge sources that enhance designing of quality assurance mechanisms that satisfy normative prescriptions. Moreover, HEIs that embrace mimetic isomorphism by copying and incorporating best practices from other institutions will likely improve the teaching, staff development and pedagogical quality. These institutional logics act in the best interest of the HEIs by providing critical linkages for knowledge management-internal quality assurance nexus.

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Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

“…Hence, this works negatively on the quality of teaching and quality of graduates. In the end it affects employability of graduates [32].…”

Section: Coercive Isomorphism Knowledge Management and Internal Qualmentioning

confidence: 99%

Section: Mimetic Isomorphism Knowledge Management and Internal Qualimentioning

confidence: 99%

See 2 more Smart Citations

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Turyahikayo¹

2019

HER

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“…Other processes of self-evaluation and quality management have since become crucial facets of teaching and learning (Yorke 1995), and many new administrative units and positions have now been established (Kr€ ucken, Bl€ umel, and Kloke 2009, 18-19). To a large extent, external expectations in terms of quality assurance practices and legal obligations had pressured many higher education institutions to develop internal approaches of quality management, while others implemented them voluntarily (Seyfried and Ansmann 2017).…”

Section: Internal Quality Management In German Higher Educationmentioning

confidence: 99%

Undisclosed desires: quality managers’ normative notions regarding the implementation of quality management

Seyfried

2019

Assessment & Evaluation in Higher Education

Self Cite

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Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study's results also suggest that quality managers' socialisation is related to these logics and that it influences their views on quality management in teaching and learning.

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International consensus for a dissection room quality system (DRQS): A Delphi panel study

Dalmau‐Pastor,

Alvarez Toledo,

Valdivia‐Gandur

et al. 2023

Clinical Anatomy

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Dissection Rooms (DRs) are key facilities that allow teaching and research on human anatomy, where students and researchers work with human bodies to acquire, increase, or create new knowledge. Usually, DRs work with a Body Donation Program (BDP), where living donors bequeath their bodies for use in teaching and research after they expire. Despite DRs being part of universities worldwide, no common guidelines, regulations, or quality management systems (QMS) exist that could be applied to different countries. With that purpose in mind, we aimed to develop a QMS that could be applied to DRs globally, using a Delphi panel to achieve consensus about the items that should constitute the QMS. The panel was constituted by 20 anatomy professors from 20 different countries, and the 167 standards to create the rules or guidelines that constitute the QMS were divided in five categories: direction, body donation, students, instructors, and research. After two rounds of revisions, 150 standards were considered “essential” or “important” by more than 70% of the participants, thus being incorporated to the Dissection Room Quality System (DRQS). The results of this panel represent a minimum list of items of the DRQS for improving the functioning of DRs globally.

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Unfreezing higher education institutions? Understanding the introduction of quality management in teaching and learning in Germany

Cited by 24 publications

References 30 publications

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Undisclosed desires: quality managers’ normative notions regarding the implementation of quality management

International consensus for a dissection room quality system (DRQS): A Delphi panel study

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