QualityIssuesinHigherEducationJQParticle-TroyUniversity.pdfVIP

What does quality mean in the higher education setting? How should it be evaluated? How can it be improved? Quality Issues in Higher Education John Dew There is much discussion these days about quality in higher education throughout all quarters of the higher education community and outside the community, as well. Government officials, employers, accrediting agencies, university administrators, institutional researchers, faculty, and faculty development specialists all have something to share concerning this topic. At the moment, however, we are experiencing more of a cacophony of speech rather than a conversation about quality. To engage in meaningful conversation, we must first recognize what we mean when referring to quality. It is common for people to speak at cross-purposes on this subject when they are using different frameworks for defining quality. Broadly speaking, there are five popular ways to frame the issue of quality in higher education (and most other settings), as follows: ? Quality as endurance. European automakers often portray the endurance of their automobiles as the primary sign of quality. The same can be said in higher education. If an institution stands the test of time for over a century, we might equate that endurance with quality. We might view an institution with only a few decades under its belt as a newcomer, and if it has only a few years to its name, some people may suspect its ability to deliver quality. ? Quality as luxury and prestige. Objects that are luxurious, beautiful, or prestigious are often associated with great quality. This view of quality is certainly seen in higher education, where institutions invest in beautiful garden-like campuses, stately buildings, luxurious suites in athletic stadiums, and every convenience that students from affluent backgrounds are accustomed to at home. Quality as luxury exten