Editoral

Citation

Dalrymple, J. (2007), "Editoral", Quality Assurance in Education, Vol. 15 No. 1. https://doi.org/10.1108/qae.2007.12015aaa.001

Editoral

In this issue we cover a wide variety of topics. These range from the traditional areas of understanding of quality in education and the more recently developed role of students, to contemporary topics of electronic education and professional doctorates. The new perspectives emerging in clarifying the notions of quality in education provide interesting insights into recent thinking in this area. The ongoing quest to clarify the understanding of the role of students as customers in education continues the debate based on the 20 years of literature in the area. These more traditional areas are complemented by work at the forefront of innovation in the higher education sector. We are grateful to the pioneers in the emerging fields of cyber education and the innovative doctoral initiatives for sharing their experiences in these areas, providing valuable knowledge for advancing the frontiers of the profession. Overall, it makes up for a good mix of consolidation of basic knowledge as well as facilitating innovative practice.

In the first article the team of Robert Ellis, Nerida Jarkey, Mary Mahony, Mary Peat and Stephen Sheely discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus-based university. It focuses on how such a model can provide a sustainable approach to supporting eLearning for more than 40000 students while still managing basic quality assurance for the University executive and the individual disciplinary needs of faculties. The paper integrates the discussion of theoretical approaches and models for eLearning management in higher education with the description of a case-study from a large, diverse, campus-based university.

In the following article Ortrun Zuber-Skerritt develops a working definition of a professional doctoral explication thesis (DET) based on the perspectives provided by five experts. The paper takes a practical, educational approach to senior executive development through action learning and explication writing. It briefly explains the philosophical assumptions underpinning the practice of explication writing, including grounded theory, personal construct theory, critical theory, and systems theory. The paper identifies the main principles affecting the quality of a thesis, the main characteristics of a DET, the differences between a DET and a PhD thesis, and the differences between “researching” and “writing” an explication.

In the next article Lynne Eagle and Ross Brennan seek new responses to the traditional question: Are Students Customers? To evaluate the arguments for and against the proposition, a critical review of the relevant literature from the domains of Total Quality Management and marketing is carried out. The paper points towards a “middle way” by which educational policy-makers and managers can obtain the benefits associated with a “customer orientation” while avoiding the difficulties associated with a simplistic interpretation of the customer concept.

In the next paper Maureen Tam deals with the second part of a comprehensive report about a research study that aims to assess the relationship between the university experience and student outcomes as a means of determining a university’s success in meeting its educational goals. It provides a summary of the findings and the discussion to synthesise evidence pertaining to the impact of the university experience on a range of outcomes associated with university attendance. The research provides improvement data for university administrators and practitioners to shed light on policy and practice that make up the institutional environment.

In the next article Myra Hodgkinson and Mike Kelly provide insights into the processes that can be, and have been, adopted by UK Business schools as they attempt to meet the Quality Assurance Agency’s concern with the standard of quality management and enhancement. The different “quality” models that are employed are then evaluated in terms of their implementation within Business Schools. The paper concludes with emerging reflections that highlight that the most significant aspect in terms of taking forward different models, processes and approaches, is the importance of organisational culture.

In the next article Sitalakshmi Venkatraman brings forward a TQM framework that stresses continuous improvements in teaching as a plausible means of TQM implementation in higher education programs. The analysis of TQM in higher education considered various critical factors such as existing educational practices, the barriers to TQM implementation and the return on investment (ROI) of TQM implementations. These explorations led to the development of a TQM framework that adopts Deming’s wheel of Plan-Do-Check-Act (PDCA) cycle for implementing continuous improvements in higher education programs.

In the book review to follow John Dalrymple takes up Michael Shattock’s book on “Managing Successful Universities”. He concludes with a very positive note that the comprehensive nature of this book provides a very useful text that will be of benefit to readers at all levels of the academic institution, not just the top management group. It provides insights for academics and administrators, department heads and research group leaders, registrars and administrative officers, since it takes a systemic view of the university and provides insights into contributions to the successful university for all functional areas.

In the next review by Stephen Parker of the book by Burton Clark titled “Sustaining Change in Universities: Continuities in case studies and concepts”, the reviewer concedes that the reader will certainly find much of interest. The case studies, which in some instances are really only detailed snapshots, provide food for thought about what works, what does not work, and what only sometimes works. But ultimately, the reviewer would recommend the book more as the repository of numerous descriptions and suggestions about how universities can survive and thrive in a fast-changing world, but less so as a convincing and coherent conceptual framework.

Finally, the team hopes that the articles included for your consideration in this issue will provide inspiration for reflection, individually and collectively, to review some of the perspectives on and practices for quality in education.

John DalrympleFor the Editorial Team