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Leadership and Management of Quality in Higher Education

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Table of Contents

Preface List of figures and tables About the authors Part 1: Overview Chapter 1: Growth of the quality movement in higher education Abstract: Introduction Where did quality come from? Quality development in higher education What is quality? Critique of current higher education quality models Summary Part 2: Leadership of Quality in Higher Education Chapter 2: Initiative-based quality development and the role of distributed leadership Abstract: Introduction Quality in a wider context Events crucial for the internal quality development at CBS The aims of CBS' quality work The quality system developed at CBS Distributed leadership Conclusion Chapter 3: A leadership model for higher education quality Abstract: One scenario at Stable State University Issues and action points involved in the scenario Challenges for CEOs, senior administrators and faculty leaders Benefits from adopting the quality model Chapter 4: A framework for engaging leadership in higher education quality systems Abstract: Introduction Background The process The product The ELF in practice: unit improvement Conclusion Acknowledgements Appendix A Appendix B Appendix C Part 3: Approaches of Managers to Quality in Higher Education Chapter 5: Quality management in higher education: a comparative study of the United Kingdom, the Netherlands and Finland Abstract: Introduction Quality management Quality and its links with autonomy and the freedom to manage Approach Findings from the case studies The case studies: similarities and differences Conclusions Chapter 6: Towards a culture of quality in South African higher education Abstract: Introduction A culture of quality Research Establishing a culture of quality Conclusion Part 4: Auditing Quality in Higher Education Chapter 7: AuditorsaEURO (TM) perspectives on quality in higher education Abstract: Introduction to External Quality Assurance Standards Approaches to External Quality Assurance - costs, benefits and recurring lessons Concluding comments Part 5: Academic Development and Quality in Higher Education Chapter 8: Academic development as change leadership in higher education Abstract: Introduction Academic development - an emerging profession `Quality' in the UK - an academic developer's perspective The nature of change in higher education The Assessment for Learning Initiative (TALI): a case study in institutional change And finally ... Chapter 9: Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989) Abstract: Introduction Context Scholarly output of Czech Political Science and the phenomenon of quality Teaching and learning outcomes in Czech Political Science and the phenomenon of quality Conclusion Acknowledgements Chapter 10: Academic development and quality in Oman: mapping the terrain Abstract: Introduction From an oil economy to a knowledge economy Higher education in Oman: seeking solutions Oman's mechanism for quality: exploring the terrain Sultan Qaboos University quality control mechanisms: mapping the terrain The quality of inputs The quality of processes Promoting a culture of academic quality The quality of outputs Conclusion Part 6: Resources and Trends in Higher Education Quality Chapter 11: New directions in quality management Abstract: Introduction An evidence-based approach A shift towards students Calculating what counts Measuring graduate skills Assessing student engagement Feedback from employers Measuring academic achievement Setting new parameters Chapter 12: DubaiaEURO (TM)s Free Zone model for leadership in the external quality assurance of higher education Abstract: Higher education is culturally relative The United Arab Emirates The Dubai Free Zone model of higher education provision The Dubai Free Zone model of higher education quality assurance Conclusions Chapter 13: Trends in quality development Abstract: Introduction The importance of quality The location of quality An institutional level of quality An institutional approach to key performance indicators Systematic data moves quality from review to monitoring Using systematic data for reward and remediation The key is accountability Lack of professionalisation remains an inhibitor The future of external quality assurance Index

About the Author

Professor Chenicheri Sid Nair is currently with the Centre for Advancement of Teaching and Learning, University of Western Australia (UWA), Perth. Prior to his appointment to UWA, he was Quality Adviser (Research and Evaluation) in the Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensive expertise in the area of quality development and evaluation, and he also has considerable editorial experience. Currently, he is Associate Editor of the International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). Prior to this he was also a Managing Editor of the Electronic Journal of Science Education (EJSE). Professor Nair is also an international consultant in a number of countries in quality and evaluations. Associate Professor Len Webster has expertise in educational policy, educational development, quality development and flexible learning. Currently he is the Educational Adviser in the Centre for the Advancement of Learning and Teaching (CALT) at Monash University, Australia. He previously was the director of an educational development unit in the Faculty of Law, Monash University, where he was the Faculty Quality Development Coordinator. He has also been a reviewer of the Australian University Quality Agency conference proceedings. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.

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