Opportunity or exploitation? Women and quality assurance in higher education

Based on interviews with 18 UK women academics and managers on quality and power in higher education, this article interrogates the impact of quality assurance discourses and practices on women in higher education. Micro‐level analysis of the effects of audit and the evaluative state seem to suggest that hegemonic masculinities and gendered power relations are being reinforced by the emphasis on competition, targets, audit trails and performance (Morley, 2003a Morley, L. 2003a. Quality and power in higher education, Buckingham: Open University Press.  [Google Scholar]). Furthermore, pedagogic space for exploring social justice issues is closing with the emphasis on learning outcomes and student consumerism (Morley, 2003b Morley, L. 2003b. “Reconstructing students as consumers: new settlements of power or the politics of assimilation?”. In Higher education and the lifecourse, Edited by: Slowey, M. and Watson, D. Buckingham: Open University Press.  [Google Scholar]). Yet women are also gaining new visibility as a consequence of the creation of a new cadre of quality managers. Quality assurance, as a regime of power, appears to offer both repressive and creative potential for women. This article will explore whether quality signs and practices are gendered and whether these represent opportunity or exploitation for women in the academy.     

Where are the quantum jumps in quality assurance?

The author reviews developments in publications on quality assurance of education in (European) higher education over the last decade. The metaphor of sub-atomic structure is used to order the literature in types ('shells') of similar publications, moving from those closely related with the practice of quality assurance methods to more theoretical publications. Some seminal publications are highlighted as 'quantum jumps'. The article ends by noting some recent trends in quality assurance at the system and institutional levels, as well as mentioning theoretically interesting developments, notably the emergence of neo-institutional approaches.     

University administrators’ conceptions of quality and approaches to quality assurance

As the quality of university education garners increasingly more interest in both the public and in the literature, and as quality assurance (QA) processes are developed and implemented within universities around the world, it is important to carefully consider what is meant by the term quality. This study attempts to add to the literature empirical data from interviews conducted with senior administrators within Canada’s province of Ontario. A quality assurance framework was developed by the Ontario Council of Academic Vice-Presidents in response to international trends in QA and implemented by all 21 Ontario universities in 2011. This phenomenographic study explored the conceptions of quality held by senior university administrators and their strategies for implementing QA processes. Results revealed a range of QA approaches that are employed within Ontario’s universities. Rather than the two categories of retrospective QA and prospective QA that Biggs (High Educ 41:221–238, 2001) postulated, results indicate a more complex spectrum that involves three main approaches to QA: an approach aimed at defending quality, an approach aimed at demonstrating quality, and an approach aimed at enhancing quality. These approaches are considered in relation to Biggs’s (High Educ 41:221–238, 2001) ideas about quality enhancement and a revision to his model is proposed.     

Academics’ participation in quality assurance: does it reflect ownership?

Academics’ support for quality assurance (QA) depends on several factors, including their sense of ownership, which seems to be influenced by academics’ participation in QA’s implementation. This paper aims to understand whether this participation is indeed contributing to academics’ ownership of QA. Findings from a survey of Portuguese academics’ on their participation in study programmes accreditation suggests that this may not be the case. Academics present a partial withdrawal towards effective participation in study programmes’ accreditation, especially regarding external assessment. Furthermore, they do not seem willing to enhance this participation nor are they very critical about it. Since academics’ sense of ownership is essential for the successful implementation of QA, these results may represent a challenge for both institutions and QA agencies.     

External quality assurance in higher education: how can it address corruption and other malpractices?

Corruption and malpractices in higher education are today a major concern in nearly all higher education systems worldwide. It is a multifaceted phenomenon and has become particularly visible in the academic domain. This paper represents an exploration of the possible role that quality assurance can play in addressing corruption and malpractices. First, it briefly studies the factors that enhance the risk of corruption and malpractice in higher education. Second, it examines how quality assurance systems can potentially identify and prevent corruption in higher education. Third, it discusses organisational options that prevent corruption in the quality assurance procedure itself. In other words, how the quality assurance procedure should be built in order to lower the risk of becoming itself the object of unethical behaviour and corruption.     

Implementation of quality assurance standards in European higher education: does context matter?

The vast majority of studies concerning the implementation of quality assurance in higher education institutions have been conducted from a national perspective, with few cross-national studies. This study aimed to explore the implementation of quality assurance standards in Europe from a comparative perspective. A questionnaire based on Standards and Guidelines for Quality Assurance in the European Higher Education Area was developed to compare countries. The results indicate that higher education institutions mainly formulate their quality assurance systems according to national standards or based on their own needs. The main emphasis in quality assurance is on teaching and learning activities and curriculum development. The major contribution of the study lies in showing how different country settings affect the implementation of quality assurance standards through presenting the strengths and weaknesses for quality assurance implementation among several European countries.     

Changes in student teachers’ motives and the meaning of teacher education programme quality

This study provides insights into possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment – specifically, their perceptions of the quality of teaching, generic skills and assessment. Student teachers completed a survey at the beginning and at the end of a single year of teacher education, which revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context. No relationship between this change and teachers’ perceptions of their learning environment was observed. Instead, student teachers’ perception of the quality of teaching predicted their assessments of their ability and self-efficacy in a school context at the end of their education.     

Impact of excellence programs on Taiwan higher education in terms of quality assurance and academic excellence, examining the conflicting role of Taiwan’s accrediting agencies

Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) was established in 2005 and began to accredit 76 four-year comprehensive universities and colleges in Taiwan in 2006. Commissioned officially with a dual mission, HEEACT has been encouraged to conduct various ranking research projects, including global and national ones starting in 2007. One of the HEEACT’s most influential rankings is “Performance Ranking of Scientific Papers for World Universities.” Given the fact that more and more national accrediting bodies are developing ranking systems, these dual roles like in the HEEACT case have led to many discussions and raised severe criticism in the quality assurance community due to their different aims and approaches. Therefore, the purposes of the paper are to provide an understanding of the functions of varying quality assessment tools in higher education, to analyze their impact on Taiwan higher education and to examine the conflicting roles of HEEACT while conducting both accreditation and rankings over the institutions that have been granted the two major national Research and Teaching Excellence Programs.     

Walking the line: quality assurance policy development and implementation in Việt Nam

Although Vi?t Nam’s experiences with quality assurance (QA) policy development have been influenced by its relationships with, and funding from, the World Bank and regional organizations, the state-centric values of the Socialist Republic of Vi?t Nam still navigate the implementation process. The development of QA in Vietnamese higher education has walked a fine line between neo-liberal, free market strategies and state-centric, protectionist perspectives. Policy document analysis and key informant interviews show that the implementation of QA policies in Vi?t Nam is an example of how one developing country walks the line between state-centric values and neoliberal principles.     

Tensions in the quality assurance processes in post‐apartheid South African schools

This paper tracks the development of the Integrated Quality Management System in South African schools after the dismantling of apartheid in 1994. We argue that the quality processes that are now in place emerged in response to the autocratic school inspection systems that preceded them but did not sufficiently address the impact of educators’ experiences of the preceding systems. In the new democratic environment, it was important that new systems recognized the need for educator and school development. But given the breakdown of the culture of teaching and learning in South African schools, it is also not surprising that there was a concern that the new systems should ensure accountability. We analyse interviews with teachers to argue that the new system presents a tension between accountability and development processes which results in surface compliance rather than genuine engagement.     

Internal quality assurance: A new culture or added bureaucracy?

This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices.     

How quality assurance codes change: beyond ‘bells and whistles’ and ‘code by catastrophe’?

Quality assurance codes and guidelines for systems of higher education change frequently and sometimes rapidly and dramatically. More often changes are gradual and incremental. This paper examines types of change to these codes and guidelines and uses strategic management theory to outline three modes of development and change. An example of gradual change, sometimes referred to as ‘logical incrementalism’ or ‘adding bells and whistles’ is outlined from Oman. A contrasting example of discontinuous change known as ‘emergent strategy’ or ‘code by catastrophe’ is used from Australia. Elements of a third ‘co-participative’ model incorporating stakeholder and community input alongside technical knowledge are becoming more frequent. An ideal model is proposed drawing from the best aspects of logical incrementalism and co-participative development. This model can be applied to changes in codes, guidelines and standards in multiple systems and sectors.     

Has the quality of teaching and learning processes improved as a result of the implementation of quality assurance coordinated by the state?

Faced with the rapid pace of knowledge expansion, higher education institutions are challenged to raise the efficacy of student education, overcoming the traditionally rigid teaching-centred approach, and shifting the focus instead towards learning, while preparing competent professionals who are able to self-manage knowledge. This paper outlines the impact that quality assurance processes have had on teaching and learning processes from the perspectives of their main stakeholders: students, teachers and academic authorities. The study was carried out in three private higher education institutions of Argentina identified as having introduced certain changes focusing on quality in the education process. Arguably, a higher degree of empowerment of institutional authorities has been noted regarding teaching management and greater attention is being paid to teaching modes; however, the paper concludes that it is still early to ascertain the direct impact that these transformations will have on learning outcomes.     

Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance

There are few available instruments that assess students’ perceptions of university teaching and learning environments and can be used to provide diagnostic feedback, at the degree or program level, on the quality of the environment. This article describes the development, testing and application, for quality assurance purposes, of a suitable instrument. The final version of the questionnaire includes scales seeking students’ feedback on nine facets of the teaching and learning environment. There are also scales seeking students’ perceptions of the influence of the environment on the development of eight generic capabilities. The 17 scales have been shown to be reliable. Validity has been established by the use of faculty panels to select appropriate generic capabilities and by testing, by structural equation modelling, of an underlying model of the nurturing of capabilities by the environment. The questionnaire has proved to be highly diagnostic when used for quality assurance purposes. A case is given showing how the questionnaire identifies strengths and weaknesses, which can lead to action plans for quality improvement.     

Academics’ perceptions of the impact of internal quality assurance on teaching and learning

Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice.     

Something in the air? Air quality and children's educational outcomes

Poor air quality has been shown to harm the health and development of children. Research on these relationships has focused almost exclusively on the effects of human-made pollutants, and has not fully distinguished between contemporaneous and long-run effects. This paper contributes on both of these fronts. Merging data on ambient levels of human-made pollutants and plant pollen with detailed panel data of children beginning kindergarten in 2010, I study the relationship between poor air quality on achievement in early grades. I also provide tentative estimates of the effects of air quality in the first years of life on school-readiness. I find that students score between 1 to 2 percent lower on math and reading scores on days with high levels of pollen or fine airborne particulate matter, and that asthmatic students score about 10 percent lower on days with high levels of ozone. I find suggestive evidence that poor air quality during early childhood negatively affects school readiness.