The practice of quality in assuring learning in higher education (original) (raw)
2014, Quality in Higher Education
A collaborative research project conducted by five Australian universities inquired into the philosophy and motivation for Assurance of Learning (AoL) as a process of education evaluation. Associate Deans Teaching and Learning representing Business schools from twenty-five universities across Australia participated in telephone interviews. Data was analysed using NVIVO9. Results indicated that articulated rationale for AoL was both ensuring that students had acquired the attributes and skills the universities claimed they had, and the philosophy of continuous improvement. AoL was motivated both by ritualistic objectives to satisfy accreditation requirements and virtuous agendas for quality improvement. Closing-the-loop was emphasised, but was mostly wishful thinking for next steps beyond data collection and reporting. AoL was conceptualised as one element within the larger context of quality review, but there was no evidence of comprehensive frameworks or strategic plans. Universities worldwide are watching Australia to see the process unfold and the outcomes revealed, as bold new reforms are recreating higher education evaluation. In order that the Australian context might be used as a global case study of education evaluation, this paper begins by describing stakeholders, documents and reforms in higher education. The paper then proceeds to describe the outcomes of a research project whereby twenty-five Australian Business Schools shared their approaches to education evaluation and closing-the-loop through assurance of learning.
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