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Quality assurance in post-secondary education: Some common approaches

机译：专上教育的质量保证：一些常用的方法

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Purpose – The common approaches to quality assurance (QA), as practiced by most post-secondary education institutions for internal quality monitoring and most QA authorities for external quality monitoring (EQM), have been considered by many researchers as having largely failed to address the essence of educational quality. The purpose of this paper, although not meant to be exhaustive, is to review some of these approaches. Design/methodology/approach – The paper reviews the relevant issues concerning total quality management, performance indicators and EQM, the three common approaches to the QA of post-secondary education have been reviewed. Findings – While from a pragmatic perspective these approaches have their respective reasons for existence, they can all be criticized as lacking rigorous theoretical foundations and being mainly driven by demands of satisfying external agendas (e.g. to enforce institutional accountability or compliance) instead of academic considerations (e.g. to facilitate student learning). As a result, a mismatch between the rhetoric and reality of educational quality has become a common experience of most practitioners, not only in western contexts from which these approaches were originated, but also in other cultural contexts that have adopted them uncritically. It is undeniable that the overall quality culture within most post-secondary education systems worldwide, as currently manifested, tends to favor the institutional aspects rather than the student aspects of the quality issues, and tends to lean more on the accountability-led view rather than the improvement-led view of quality assurance. Originality/value – The paper sheds some light on the quality debate in post-secondary education.
机译：目的–大多数专上教育机构用于内部质量监控和大多数QA当局用于外部质量监控（EQM）的通用质量保证（QA）方法已被许多研究人员认为在很大程度上未能解决该问题。教育质量的精髓。本文的目的尽管并不旨在详尽无遗，但它是对其中一些方法的综述。设计/方法/方法–本文回顾了有关全面质量管理，绩效指标和EQM的相关问题，并对中学后教育质量保证的三种常见方法进行了回顾。研究结果–尽管从务实的角度来看，这些方法都有其各自的存在原因，但它们都可以被批评为缺乏严格的理论基础，并且主要是由满足外部议程（例如强制执行机构问责制或合规性）而不是学术考虑的要求所驱动（例如，方便学生学习）。结果，言辞与教育质量的现实之间的不匹配已经成为大多数从业者的普遍经验，不仅在起源于这些方法的西方背景下，而且在不加批判地采用它们的其他文化背景下也是如此。不可否认，目前所显示的，全球大多数专上教育体系内的整体素质文化倾向于偏重质量问题的体制方面而非学生方面，并且倾向于更多地依靠问责制主导的观点而不是以改进为主导的质量保证观。独创性/价值–该论文阐明了专上教育中的质量争论。

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