The Post Dearing Agenda for Quality and Standards in Higher Education

The Quality Assurance Agency for Higher Education is now responsible for external quality assurance in higher education, while another agency, the Institute for Learning and Teaching, has been created to promote learning and teaching.

The Post Dearing Agenda for Quality and Standards in Higher Education

A new national agency - the Quality Assurance Agency for Higher Education - is now responsible for external quality assurance in higher education, while another new agency, the Institute for Learning and Teaching, is being created to promote learning and teaching. What impact are these new agencies likely to have? This monograph describes the background to the new proposals on quality and standards, and looks at their potential impact on academic and institutional practice.

A Compact for Higher Education

Brown, R. (1998), The Post-Dearing Agenda for Quality and Standards in Higher Education, Monograph Institute of Education University of London. Committee of Vice Chancellors and Principals (CVCP) (1996), Final Report Executive Summary.

A Compact for Higher Education

This title was first published in 2000. This is a collection of papers which look at the relationship between higher education and those who use it, and those who will in the future. The papers look at how compacts could be developed to encourage the potential for maintaining and improving upon existing education agreements. The book covers the university and higher education institutions and their relationship with government and industry as well as with the students.

Quality Assurance in Higher Education

Higher Education Review, 30 (3), pp 7–22 Brown, R (1998c) The post-Dearing agenda for quality and standards in higher education, Perspectives on Education Policy, Institute of Education, University of London Brown, R (1999a) Measuring ...

Quality Assurance in Higher Education

Along with funding, quality assurance has become one of the major issues in higher education today. This text provides an analytical account of the changes to quality assurance of UK universities and colleges from 1992 to 2003. It documents the shift from institutional self-regulation to increased involvement of the state and examines the accompanying debate about the purposes, forms and ownership of quality assurance, as well as a wider consideration of the best means of regulating professional activities. All the key developments and issues of quality assurance are covered, including: * the background to the current debates * the evolution of the post-1992 regime * the role of the Higher Education Quality Council (HEQC) * changes to assessment and the creation of a single system * the formation and likely evolution of the Quality Assurance Agency (QAA). Roger Brown writes with an authority derived from his varied experiences in quality assurance. He argues that the external quality regime to date has provided poor value for money, and draws from the lessons learnt during the 1990s to assess the conditions required for effective regulation.

Policies Politics and the Future of Lifelong Learning

Quality has become a regime of truth in the academy, reinforced by performance tables and financial consequences. ... R (1 998) The Post-Dearing Agenda for Quality and Standards in Higher Education, Institute of Education, University of ...

Policies  Politics and the Future of Lifelong Learning

This text focuses on the political context of lifelong learning. It addresses the background, European and policy elements of lifelong learning, as well as providing a detailed consideration of the linkage of educational and political issues in this subject.

Educational Innovation in Economics and Business V

Teaching and learning methods in higher education: A glimpse of the future. Reflections of Higher Education, 9, 77-101. Brown, R. (1998). The post Dearing agenda for quality and standards in higher education.

Educational Innovation in Economics and Business V

The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace. The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education.

Education in Europe Policies and Politics

The postDearing agenda for quality and standards inhigher education. ... Onthe cultivation of quality, efficiency and enterprise: An overview of recent trendsin higher education in Western Europe, 1986–1988.

Education in Europe  Policies and Politics

This book aims to provide a wide ranging analysis of the educational challenges posed by the treaty signed in Maastricht in 1992. It brings together an international group of specialists in the fields of educational theory, philosophy of education, politics of education, comparative education, and gender equal opportunities. Focusing particularly on pedagogic issues, it is essential reading for those engaged in educational research, for students of education, and for those working with European Union institutions.

Lifelong Learning and the University

This book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations.

Lifelong Learning and the University

The Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of the United Kingdom's system of higher education since the Robbins Report over 25 years ago. This book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the comittee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system will need to adjust. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform; identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and an assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.

Assessing Sociologists in Higher Education

While the issue of standards and quality – highly contested terms of course – were at the heart of the CNAA mission, ... The post-Dearing agenda, driven by the Quality Assurance Agency has a number of aspects, to which all University ...

Assessing Sociologists in Higher Education

This title was first published in 2001. A detailed investigation of the practice of teaching sociology in a climate of increasing scrutiny from external stakeholders. The book explores an academic community accustomed to deconstructing the practices of other professional groups, but now facing a challenge to some of its own beliefs and assumptions.

Teaching Academic Writing in European Higher Education

Kunnskap og makt : Norsk hoyere utdanning i endring [ Knowledge and power : Norwegian higher education undergoing change ] . Oslo : Tano Aschehoug . ... The post dearing agenda for quality and standards in higher education .

Teaching Academic Writing in European Higher Education

This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.

Quality Assurance in Higher Education

The QAA's approach to implementing the Dearing quality agenda is guided by four principles. ... Hence the new programme of assessment has been developed after wide consultation with the higher education sector.

Quality Assurance in Higher Education

This title was first published in 2001. Universities in developing countries have followed their counterparts in developed countries and adopted quality assurance to improve the quality of their activities. This text examines the wisdom of such a move when many of the conditions necessary for its success are not present. It concludes that quality assurance can be useful in developing countries because it shows how a university's seemingly disparate activities are related to one another to serve a common goal and how the quality of these can best be improved by using an integrated approach. Quality assurance also provides more focus and direction to the work of the traditional university system. However, it must be modified to suit the conditions prevailing in developing countries by being simple in design, modest in expectations and realistic in requirements.

EBOOK Making Policy in British Higher Education 1945 2011

Dearing. and. the. standards. agenda. The QAA was, in Williams' words, 'Dearing's child' (Williams 2009: 8). ... nature of higher education provision, as reflected in programme specifications and the arrangements for ensuring quality ...

EBOOK  Making Policy in British Higher Education 1945 2011

"Every Mike Shattock book on higher education is worth keeping and re-reading. Making Policy in British Higher Education 1945-2011 is a great story, very readable and full of wry humour. It is also a profoundly informative work that explains the policy and politics of higher education better than anything else that is available." Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia "As expected, Michael Shattock's mastery of the history of higher education policy-making in the UK is evident in every page - the temptation is to say every paragraph. This is a demanding analysis. It is packed, precise, judicious and immensely informed ... As a narrative about how policy-making occurs in the long run, how to read the relevant archival and other documents closely and how to avoid the easy generalizations arising from ideological partis pris, this study is an instant classic." Sheldon Rothblatt, Professor of History Emeritus, University of California, Berkeley, USA "In the last 30 years Britain has experimented with some of the most innovative higher education policies including academic quality assurance, research assessment, income contingent loan financing, tuition policy, information for students, and other efforts to stimulate competitive market forces. In this highly enlightening, meticulously researched, and fascinating history, university administrator and scholar Michael Shattock examines the individuals and financial policy drivers that have shaped British higher education from World War II to the present day and explores the impacts of these policies on the university sector." David D. Dill, Professor Emeritus of Public Policy, University of North Carolina at Chapel Hill, USA "Michael Shattock's important new book could not be better timed. He offers a detailed, nuanced and (above all) intelligent account of policy making in British higher education over the past 60 years ... This book reminds us that novelty is more often in the eye of the beholder than the historical record. It also warns us that those who have forgotten past events are often fated to relive them - and that second (or third) time round is rarely an improvement." Peter Scott, Professor of Higher Education Studies, Institute of Education University of London, UK This book aims to provide an authoritative account of the evolution of policy in British higher education drawing extensively on previously untapped archival sources. It offers a comprehensive analysis of the policy drivers since 1945 and up to 2011 and of the extent to which even in the so called golden age of university autonomy in the immediate post War period the development of British higher education policy was closely integrated with government policies. In particular, it highlights how the role of the Treasury in determining the resource base for the expansion of student numbers is key to understanding many of the shifts in policy that occurred. This close engagement with government coupled with the historical acceptance of institutional autonomy defines the distinctiveness of the British higher education system as compared with other countries. What the book also shows, however, is that policy was rarely driven directly by Ministers but emerged out of inter relationships between the Treasury, the responsible Department, the intermediary bodies, the higher education representative bodies and the research communities. The policy process was interactive rather than directed. The conclusions offer a new interpretation of the development of British higher education.

Managing Civic and Community Engagement

In our book, Lifelong Learning and the University: A Post-Dearing Agenda, published in 1998, Dick Taylor and I suggested ... as embodied in ideas about credit and the qualifications framework, assurance of standards as well as quality, ...

Managing Civic and Community Engagement

What are, and what should be, the roles of modern universities and colleges in supporting their host societies? Where have these obligations arisen from, and how can they best be responded to? What are the conditions of “membership” of a modern university or college? There is an international revival of interest in issues about the purposes of universities and colleges and their role in a wider society. Much of this is structured around perceptions of the role of higher education in modern knowledge economies. Meanwhile there has been a dearth of scholarly attention to the practice (as opposed to the rhetoric) of civic engagement by universities and colleges in various cultural contexts. This book fills that gap. An historical survey of the “founding” intentions of universities and colleges in different eras and various countries is followed by case studies of successful recent projects carried out at three leading institutions – the Universities of Brighton, Pennsylvania and Queensland. A practical benchmarking questionnaire that was developed with the Association of Commonwealth Universities (ACU) is also included in order to assist institutions in assessing their own progress. The book contends that genuine engagement, with the community and with civil society, can be uncertain and risky, but that it plays an essential role in managing today’s higher education institutions. Managing Civic and Community Engagement provides key reading for people interested in equity and diversity in higher education, including those studying aspects of higher education management, as well as professionals and policy makers in the field.

The Universities We Need

Higher Education After Dearing Nigel Blake, Richard Smith, Paul Standish. qualifications needs quality assurance systems that are robust, are cost-effective, and deliver proper public accountability (CVCP, 1998, para. 4).

The Universities We Need

This work challenges some of the assumptions behind recent thinking on lifelong learning and discusses the idea of the learning society through a reappraisal of the relationship between the university and the community. It reconsiders the demand for efficiency, effectiveness and accountability.

Towards a Political Theory of the University

However, it was not until after a Joint Planning Group set up by the CVCP and the funding councils made its report in 1996 and the Dearing Report of 1997 recommended a single body to police standards in higher education that the Quality ...

Towards a Political Theory of the University

Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas’ theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory. In this book, White argues that there is considerable overlap between crises in democracy and in universities. Yet while crises in democracy are often attributed to the inability of political institutions to adapt to the pace of social and cultural change, this diagnosis wilfully ignores the effects of privatisation on public institutions. Under present political conditions, the university is regarded in instrumental and economic terms, which not only diminishes its functions of developing and sustaining culture but also removes its democratic capabilities. This book explores these issues in depth and presents some of the practical problems associated with turning an independent higher education system into a state-dominated and then, subsequently, marketised system. This book bridges political and educational theory in an original and comprehensive way and makes an important contribution to the debate over the role of the university in a democracy. As such, it will appeal to researchers, academics and postgraduate students in the fields of the philosophy of education, higher education, and political and educational theory. With its implications for policy and practice, it will also be of interest to policy makers.

Leading Learning and Teaching in Higher Education

... 1997), also known as the Dearing Report after the Committee's Chairman and the report's main author, Sir Ronald Dearing. The report makes a total of 93 recommendations and it is remarkable how much of the higher education agenda in ...

Leading Learning and Teaching in Higher Education

Leading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching. With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers: Insightful guidance which is not bound to subject-specific requirements, making it relevant across the spectrum of course offerings at any one institution. An enabling, people-focussed foundation for leadership. Tools and frameworks which can be readily applied or adapted for the reader. A focus on core elements of teaching leadership, such as design, delivery, assessment and building a programme team. A flexible and pragmatic approach to leadership which avoids a definitive approach, instead encouraging a dynamic method of engaging leadership. Values that assert that leadership and learning go hand-in-hand. A wide-ranging discussion of leadership theories, ideas and values related to the university context. This book puts forward a multifaceted model of programme leadership and links this to a scaffolding of key attributes, skills and qualities that fit the environment of leading learning and teaching in the university. Particularly interested readers will be those beginning to lead teaching in a university setting as well as those who have been leading programme teams and the wider provision of teaching for some time wanting to enhance their skills and perspective.

The Challenge of Change in Physical Education

DES (THE ROBBINS REPORT) (1963) Report of the Committee on Higher Education (Cmnd 2154), London: HMSO. ... WATSON, D. and TAYLOR, R. (1998) Lifelong Learning and the University A Post-Dearing Agenda, Palmer Press.

The Challenge of Change in Physical Education

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Beyond the Philosophy of the Subject

An Educational Philosophy and Theory Post-Structuralist Reader, Volume I Michael A. Peters, Marek Tesar ... to the Agency's agenda for quality, based on the proposals of the Dearing Report (a major enquiry into higher education in the ...

Beyond the Philosophy of the Subject

This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

The University of Crisis

Government funding through the Higher Education Funding Council for England ( HEFCE ) supports undergraduate programs while rigorous quality provision is established through the Quality Assurance Agency ( QAA ) as indicated by Randall ...

The University of Crisis

This book began as a collection of papers presented at a conference entitled ‘The Future Business of Higher Education’ held at Oxford University. The contributions range from those who grapple with the question of what a University should do, through those concerned with making Higher Education more efficient, to some who were already planning for some technologically inevitable virtual future. These disparate leanings led to inevitable conflict and a challenge in editing into book form. In compiling and editing the chapters the editor has tried to preserve some of the diversity of opinion presented at Oxford. By doing so it is apparent that some individual contributors would find unacceptable much of what others in the book have to say. The traditionalists clash with the modernizers, the Left with the Right, Public with Private and the theorists with the practitioners. It is this very divergence of philosophical opinion as to the future of Higher Education that makes this book such an enjoyable and stimulating read.

Dearing and Beyond

Burgess, M (1993) 'Linking BTEC and A/AS Levels', in Richardson, W, Woolhouse,J and Finegold, D (eds) The Rqorm quost-16 Education and Training in England and Wales, Harlow: Longman. Business and Technician Education Council (1995) ...

Dearing and Beyond

Focuses on the 14-19 curriculum and qualification debates around the Dearing Review. It identifies the main parameters of this area of policy development for the future and argues strongly for a staged process to reform which ultimately leads to a unified 14-19 qualifications system.