Parallel papers: Abstracts
Full papers are only available to delegates.
product realisation process and well-trained staff are among identified
success factors in the provision of consistently high quality products.
Whilst the former could be realised with regimented execution of documents
identifying the proper temporal sequence of the activities constituting
a process, and as well as their interactions, the latter can only be realised
with rigorous on-going or progressive training programmes. An effective
solution for conduct of repetitive training programmes would be to develop
a strategy for mechanisation of the training programme with multimedia
elements. Development strategies for the most cost-efficient and fastest
development of training delivery module (start to finish) were analysed
using the Pareto analysis of individual identified process transaction
duration. However, it should be clear that the results of such study are
partially dependent on the complexity of the development and delivery
model of choice.
the emphasis on external quality procedures, a key driver for quality
improvement at CBS has been the extensive and direct involvement of students
in programme planning. The students have the opportunity to evaluate each
course including curriculum, teachers and examination methods. These evaluations
are used in the ongoing improvement of the programme in the direction
that suits the modern demands of today's students and institutional administration.
Using the students tacit knowledge and furthermore including student representatives
in the decision making process at different levels of administration,
has shown the importance of involving students when improving the quality
of the experience and of the learning.
quality is affected by adverse positioning through inappropriate discourse.
Analysis of lecturers' comments has led to suggest that their actions
to work with academic quality management systems in their universities
are often confounded by the system. Positioning theory will demonstrate
that discursive action affects the implementation of quality management
systems in academia. Cases will be explored to show discursive action
prevent lecturers from resolving problems and complying with requirements.
Understanding the positioning phenomena and the social dynamics that leads
to it may better enable quality management systems to be developed that
truly deal with quality issues
quality processes depend on the establishment of an
It has long
been recognised that management education requires transforming students
from passive learners to active, reflective practitioner/learners able
to cope with the complexities of their role. This need has increased as
knowledge becomes the source of productivity in the information era. Effective
knowledge managers need to both understand and be able to lead employees
to a new way of thinking. This has implications for how quality of the
educational experience is viewed. This paper presents a case study of
a postgraduate management/ n leadership course that students enter as
strangers and emerge as peer-learners able to reflect on their own management
practice and lead as knowledge managers.
The Course Experience Questionnaire (CEQ) has an important place in quality assurance in the Australian higher education sector, serving a variety of purposes and uses. It is a unique national level instrument gauging satisfaction among higher education students. The paper will explore the strengths and limitations of the CEQ for quality assurance purposes. The CEQ has evolved over time in keeping with the changing demands on the higher education sector. The paper will explore likely developments with the CEQ including the recent extended version of the CEQ and the increasing use of qualitative data from the CEQ.
education is at the threshold of transformation. The demands from industry,
the students and society at large are puttinga pressure on the champions
of management education in India. The competitive environment in the country
has changed. The university system of education has been replaced by an
upcoming and mushrooming growth in the number of private management schools.
The numbers have increased but the quality of education maybe suffering.
The paper aims at studying the level of customer satisfaction and developing
a mechanism of providing customer delight to the customers of management
education. There have been various debates on the treatment of students
as customers, the paper still considers the students and industry as two
sets of customers and after a measurement on their level of satisfaction
the institutes of management education can strive at delighting these
customers in the identified parameters. Customer delight is also one of
the enablers to achieve total quality in any sector and quality does not
need any supporting evidence to say it is a definitive route to excellence.
Varpins and Chris Bright
Curtin University of Technology is utilising a planning framework that promotes processes to facilitate strategic thinking and integrate planning, review, and quality-improvement activities across the university. The paper provides a case study of the journey of the School of Nursing and Midwifery that embarked upon a process of managed change facilitated through the planning framework. An overview of the university's planning framework 'in action' is provided as well as a description of how an overall approach to planning was designed and how environmental scanning was planned and conducted. The work done by the school has enhanced the understanding of issues and has developed a shared commitment to an emerging common future.
In the international
market of educational services, business schools have a large contribution.
To investigate internationalisation of higher education and particularly
the role ICT plays in this process two research objectives are: a) Investigate
internationalisation strategies in higher education, b) Investigate the
roles played by ICT in the internationalisation process. The Norwegian
school of management BI is seen as a relevant case for the research questions.
Data on BI's strategies, practices and potentials of internationalization
and ICT will be the basis for a descriptive mode of analysis.
has policy on international education services with supporting 'Procedures
for Assessment of New Programs and Procedures for Annual Review of Offshore
Programs'. A major part of the annual review requires an assessment of
each collaborator and all aspects of the collaboration. This paper presents
a summary of evaluations of the fifty-eight offshore programmes offered
through collaborators in 2001. It highlights the transforming effects
of the procedures on schools offering offshore programmes and on collaborators.
The reviews have also had a transforming effect on the policy itself with
a revision being made following evaluation of the 2001 reviews. Curtin
is one of the universities in the first round of the Australian Universities
Quality Audit (AUQA) and has been able to present the outcomes from reviews,
based on the policy and procedures, in terms of enhancements improvements
The National Assessment and Accreditation Council (NAAC) of India was established by the University Grants Commission in 1994 as an autonomous body to assess and accredit institutions of higher education in the country. So far 261 institutions of higher education (61 universities and 200 colleges) have been accredited. NAAC's process of accreditation has made institutions realise that quality is the responsibility of the institutions themselves. This realization has made the institutions initiate quality management procedures. For example, institutions introduced peer appraisal and student evaluation of teachers, issues that still continue to be the bone of contention in many countries. Collecting feedback from parents, alumni and students for improving the educational experiences and consultations with peers to overcome the weak links were initiated in many institutions. In particular, the attitude of the institutions towards the reliability of student feedback and the competence of the students to provide meaningful feedback underwent a tremendous change. This paper discusses the impact that has been made by this attitudinal change, which in turn has transformed the campus experience of students.
details the development of one course, International Management Ethics
and Values (IMEV), which is part of the Bachelor of Management degree
(BMgt) at the University of South Australia. Established in 1999, IMEV
has undergone a number of changes, including an increased emphasis on
collaborative teaching and the introduction of integrated communication
skills. Using qualitative analysis (student evaluation of teaching, student
e-mail communication and feedback) and quantitative data (grade comparisons),
the authors suggest that a cycle of reflection and revision in relation
to curriculum and teaching methods has resulted in quality learning outcomes
of this paper see different challenges in the relation between quality
evaluation and educational innovation:
Wahr, Alex Radloff and Kathleen Gray
reflects on work done in the RMIT University Faculty of Life Sciences
during 2001-2002 to develop and implement an educational quality management
system that (a) would be consistent with the policies, standards and goals
set by the university in relation to academic program quality; and (b)
would also be capable of actualising these, by aligning policy, procedures
and resources to achieve both process- and performance-related outcomes
for programs. A key challenge has been the need to demonstrate that the
Program Quality Assurance (PQA) system is not just another management
fad. A SWOT analysis of the PQA system from the perspectives of key stakeholder
groups - staff, Faculty executive, and university administration - shows
that the PQA system has great potential to be more than a fad, but ongoing
alignment of vision, policy, infrastructure and resources must occur at
many levels of the organisation before its potential as a quality management
tool can be fully realised.
Gerbic, Ineke Kranenburg
presents preliminary findings from a comparative study. Two models of
external programme approval in New Zealand and their impact on programme
development were examined. The focus of the study was the development
and approval of two majors within the same undergraduate programme. Analysis
of the two models of approval is followed by discussion of participants'
perceptions of the ways in which the external approval processes influences
the development of the programme idea, its readiness for delivery and
team development. It is hoped that this study will prove useful with the
development or further refinement of internal or external programme approval
and accreditation processes. In particular, this paper identifies those
aspects of the process that are likely to lead to further enhancement
of a new programme and its implementation.
Africa, the National Plan for Higher Education paved the way for major
restructuring and transformation. In addition to employment equity legislation
and a new funding formula, quality assurance have been identified as a
steering element in the transformation process. The University of the
Free State, being a historically advantaged university, put tremendous
effort into the transformation process and tried to respond to national
policy priorities without losing its focus on quality and relevance. The
self-evaluation instrument developed for the 2002 programme self-evaluation
(a pilot project) clearly reflects a transformative character with a strong
focus on the systemic development and adaptation of academic programmes.
This paper reflects on the influence of external and internal forces on
the development and nature of the framework used as instrument, as well
as the way in which the implementation of the project was steered to induce
reluctant faculty to come on board. Valuable lessons were learned on the
This paper describes the design and operation of the quality management system at London Guildhall University, which is an institution committed to widening participation to groups traditionally under-represented in Higher Education in the United Kingdom. The consequences for balancing autonomy and accountability, following the University's introduction of a flat management structure, are explored. Work in progress to enhance the quality management system is described including the increasing use of self-evaluation based on evidence, knowledge management techniques, and methods for the prediction and prevention of risks.
attempting to cause a shift from a paradigm which views quality as systems
compliance to a paradigm of care where quality is about making a real
difference in classrooms. An institutional Quality Development Committee
has developed a set of 'quality principles' to replace comprehensive standards
and processes specified in the existing quality-management system, with
staff encouraged to develop tailored processes, through controlled pilots,
rather than unthinkingly implementing pre-defined institutional procedures.
This paper outlines our experience to date and considers whether a paradigm
shift might be achieved or whether the institute is simply moving from
one form of compliance to another.
provision by Australian universities has grown dramatically since the
early 1990s, making Australia one of the largest exporters of transnational
education. During this growth phase, governments in both importing and
exporting countries have increasingly regulated transnational provision
in order to protect students from unscrupulous providers, ensure the quality
of courses, and to safeguard the reputation of national education systems.
This paper focuses on measures taken by authorities in major exporting
nations to assure the quality of their universities' offshore operations.
It compares Australia's regulatory frameworks with those of other major
exporting nations (Britain and the United States) and new entrants to
transnational education (New Zealand and Canada).
quality has become the focus of attention, it's meaning is not always
clear nor its usage consistent. Indeed, the notion of quality in higher
education has no agreed technical meaning and its use usually involves
a heavy contextual overlay of some political or educational position'
(Lindsay, 1992). A decade later this statement still rings true. It will
be argued in this paper, that the use of quality as part of a political
project focussed on increasing layers of accountability in the Australian
Higher Education outweighs the contextual education overlay suggested
by Lindsay, where quality may be perceived as a legitimate goal for continuous
improvement in the sector
of knowledge management approach has profound implications for transforming
the quality of research education and training in universities where knowledge
business dominates. The primary goal of research supervision in the higher
education sector is the achievement of quality, relevance and completion
rate. The effectiveness of research supervision process to achieve quality
and relevance and to increase completion rate will be enhanced if knowledge
management concepts are effectively integrated into the process. An innovative
research supervision model which incorporates knowledge management process
into research supervision to achieve the primary goal is outlined. The
model demonstrates close synergies between knowledge conversion process
and that of research supervision.
Hayman, Elizabeth Kelly, Linda O'Neill
In 1993 a
system of annual reporting on programmes was introduced at Auckland University
of Technology (then Auckland Institute of Technology) as a tool for both
the monitoring and the improvement of academic programmes. Some changes
were made to the report format following an audit in 1996. Using feedback
from staff responsible for producing reports for academic programmes within
one faculty, this paper examines the original intent of the annual reporting
process and some effects of the apparent tension between its competing
purposes (accountability and improvement). We will evaluate some of the
strategies that have been used to try to resolve the tension, and consider
the way forward.
Sources of discontent for the traditional Western research university have multiplied during the recent decade. Threats to academic freedom are related to appearance of new labels for university, such as The Service University. Current university development is analysed in terms of how globalisation, as a change in the research university's surroundings, is influencing the university's organisation and production. General and specific conditions for doing free and critical research within a market-driven service university are discussed in general, before the case of Norway is related to the international trends. In conclusion it is claimed that a global higher education market is unavoidable. The possibilities for continued free academic research within the historically new conditions rest with the professors' sociological imagination and strategic creativity in exploiting the possibilities of, particularly, the new information and communication technology.
A recent plan for establishing a national quality assurance in Vietnamese Higher Education has been approved by the Ministry of Education and Training (MOET). In this paper, background research for establishment a quality assurance system in teaching and learning is explored. The discussion is based on a study of the experiences of Western educational systems and a pilot study observing and surveying opinions of Vietnamese stakeholders on this issue from December 2001 to April 2002. The findings of the pilot study reveal that quality in Vietnamese Higher Education is viewed as that not only transforming students according to course objectives but also that meeting the needs of the fast changing society like Vietnam. In addition, frequent surveys to collect clients' opinions on the quality of graduates in order to evaluate the quality of teaching and learning are currently considered as a more appropriate option for external quality evaluation.
The main question which this paper addresses is a strategic one. To what extent and in what form should the new universities and institutes of technology engage in research?
and our research into this topic points to a number of areas of possible
conflict between research and teaching. This presents problems for the
institutes of technology which have been primarily teaching institutions
with a separate identity from traditional universities. Higher degrees
and postgraduate research are now taken for granted. At the same time
it is crucial to provide and enhance an environment which facilitates
a quality learning process.