Abstract:
A
number of environmental forces are driving change within and acrosscountries
and their higher education. These changes have served to put thisissue of
quality management firmly on the agenda of many higher educationinstitutions.
Despite the fact that higher education is increasingly viewed asan
international business, the majority of research conducted on higher education
quality management has been undertaken within single nationalcontexts. This
paper undertakes a comprehensive review of the literature onquality management
in higher education in order to identify internationalquality management
practices. The review encompasses papers publishedpredominantly in educational
journals over a ten year period, between 1996and 2006. The environmental forces
driving change in 34 countries areidentified. The paper then examines the
quality management approachesadopted in higher education institutions in
response to these forces. Thereview reveals that the most popular response is
the testing or implementationof quality management models developed for
industry. While there arebenefits to be gained from using these models, these
are relatedpredominantly to the efficiency and effectiveness of non-academic
functions.In addition, these models are reported to encourage a culture of
managerialism in higher education institutions. Whereas this approach canbe
effective in responding to climates of accountability, the effectiveness of
these models in managing quality of teaching and learning has beenquestioned.
This review therefore begs the question of whether it is time torethink our
current approaches to quality management in higher education.
一些環境力量推動變革內跨國界及其高等教育。
這些變化已經送達的質量理層牢固地把這個問題提上議事日程，許多高等教育機構。
儘管事實上，高等教育越來越被牙山國際業務，多數高等教育質量管理上進行的研究已經在單一的國家背景下進行的。
本文在高等教育質量管理的文獻進行了綜合審查，以確定國際質量管理實踐。
有關檢討涵蓋教育期刊發表的論文主要是在十年期間，在1996年和2006年之間。
在34個國家的環境驅動力的變化確定。
然後，本文探討應對這些力量在高等教育機構中質量管理的做法。檢討結果顯示，最流行的回應是開發行業的質量管理模式，測試或執行。
雖然有使用這些模型獲得的好處，這些都主要涉及到非學歷職能的效率和效益。
此外，這些模型都報以鼓勵高等教育機構中的管理主義文化。
鑑於這種方法投到有效應對氣候問責，管理的教學質量和學習這些模型的有效性受到了質疑。
這個評論，因此引出了一個問題，是否是時候重新思考我們目前的高等教育質量管理方法。
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