Draws on contrasting epistemological stances with regard to quality enhancement in the context of higher education and develops the work of Schon (1987), Fish (1992) and Bond (1996, 1998) concerning the technical‐rational view of professionalism and the more generous notion of professional‐artistry. Identifies how these ideas can be useful in the analysis and design of processes for organisational self‐assessment and is based on participatory action research being conducted in a UK university preparing for a major Government quality review in the year 2000. Two cases are presented, each based on the key assumptions and foundations which underpin one of the two contrasting paradigms. Concludes by exploring the key issues of conjunction and disjunction between the two paradigms of organisational self‐assessment, and proposes a framework within which the two approaches can co‐exist.
Gore, C., Bond, C. and Steven, V. (2000), "Organisational self‐assessment: measuring educational quality in two paradigms", Quality Assurance in Education, Vol. 8 No. 2, pp. 76-84. https://doi.org/10.1108/09684880010325538
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