Academic staff views of quality systems for teaching and learning: A Hong Kong case study

Academic staff views of quality systems for teaching and learning: A Hong Kong case study

• Jones, John Educational Development Centre, Hong Kong Polytechnic University
• Saram, Don Darshi De Educational Development Centre, Hong Kong Polytechnic University

Quality in Higher Education, 11(1), 47-58, 2005

Routledge

2005

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• R 教育政策與管理
  • RF 學校監管制度、問責性及視學 / 查察︰教育指標學校教育質素資源、學校私營化

Foreign Countries Educational Quality Higher Education Outcomes of Education Quality Control Evaluation Methods Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

The 'Teaching and Learning Quality Process Review' (TLQPR) recently completed in Hong Kong had an emphasis on education quality work. This paper analyses how, from the perspective of academic staff in one university in Hong Kong, the good intentions embedded in that idea are enhanced or subverted by the broader 'quality system' setting in which staff operate. A 'critical incident' survey suggested that useful changes would involve the following. First, focus on a 'lean' philosophy and an associated examination of the extent to which (essentially administrative) system requirements are 'adding value' to the fundamental aims of achieving quality in teaching and learning outcomes. Second, build adaptability into the system by giving staff the maximum flexibility to translate a minimal set of overall requirements into activities. Third, tolerate staff and groups who 'break rules' in rational and well-intended ways to optimise intended outcomes. Fourth, develop a culture of trust between staff and management.
[Copyright of Quality in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13538320500074899]

• 英文

期刊論文

• 13538322

• 10.1080/13538320500074899

https://bibliography.lib.eduhk.hk/tc/bibs/18927a4c

2010-09-06