The practice of quality in assuring learning in higher education

Content Provider	Scilit
Author	French, Erica Summers, Jane Kinash, Shelley Lawson, Romy Taylor, Tracy Herbert, James Fallshaw, Eveline Hall, Cathy
Copyright Year	2014
Description	Journal: Quality in Higher Education There remains a lack of published empirical data on the substantive outcomes of higher learning and the establishment of quality processes for determining them. Studies that do exist are nationally focused with available rankings of institutions reflecting neither the quality of teaching and learning nor the diversity of institutions. This article describes two studies in which associate deans from Australian higher education institutions and focus groups of management and academics identify current issues and practices in the design, development and implementation of processes for assuring the quality of learning and teaching. Results indicate that developing graduate attributes and mapping assessments to measure outcomes across an entire programme necessitates knowledge creation strategies and systems as well as inclusive decision processes. Common elements supporting consistently superior outcomes include inclusivity of a range of teaching and support academics; embedded graduate attributes; consistent and appropriate assessment; digital collection mechanisms; and systematic analysis of outcomes used in programme review.
Related Links	https://core.ac.uk/download/pdf/11049042.pdf
Ending Page	43
Page Count	20
Starting Page	24
ISSN	13538322
e-ISSN	14701081
DOI	10.1080/13538322.2014.889432
Journal	Quality in Higher Education
Issue Number	1
Volume Number	20
Language	English
Publisher	Informa UK Limited
Publisher Date	2014-01-02
Access Restriction	Open
Subject Keyword	Journal: Quality in Higher Education Education Research Quality Assurance of Learning Graduate Attributes Learning and Teaching Outcomes
Content Type	Text
Subject	Education