In the global higher education scenario new investments are being made towards the continued growth of online learning. Universities are required to prove that they are effective leaders and demonstrate their ability to compete in socio-economic terms to their corporate/community partners. As a result, quality assurance has become an imperative in academia. Empirical evidence on the effectiveness of quality assurance practices in academic settings is still emerging. Anecdotal evidence is a mixed bag that often points to a divide between formal rules and what gets done in the workplace. We argue that the relationship between quality assurance and enacted quality practice needs to be understood in the light of how formal organizational structures, as well as cultural characteristics and academic aims are balanced within working groups in universities. The session objective is to:
- Demonstrate the value of Planning, Development, Production, Implementation and Evaluation (PDPIE) quality framework in course design and teaching in a variety of contexts – on-campus, blended, distance education offerings - Explore the relationship between quality assurance and educational improvement
We will use a set of activities to engage the participants to ask and answer questions around their institutional and departmental priorities, individual goal(s) in the path of redesigning courses, teaching, technology –integration, optimizing student engagement. This session welcomes a wide range of participants in teaching and educational development practice. The activities are designed to promote critical thinking on the key questions of what, how and why of quality assurance.
References
Heap, J. (2013). Ontario's Quality Assurance Framework: A Critical Response. A Quarterly Review of Education, 44(3-4), pp. 203-218.
Houston, D. & Paewai, S. (2013). Knowledge, Power and Meanings Shaping Quality Assurance in Higher Education: A Systemic Critique, Quality in Higher Education, 19(3), pp. 261-282.
Mårtensson, K., Roxå, T. & Stensaker, B. (2014). Quality Assurance to Quality Practices: An Investigation of Strong Microcultures in Teaching and Learning, Studies in Higher Education, 39(4), pp. 534-545.
