In this chapter, the authors explore various types of cross-border higher education, considering equity and quality issues within these developments. With a particular focus on international branch campuses, the authors discuss the ways in which global competition for knowledge and economic development interact with tensions at the local level.

This chapter highlights good practices and lessons learned for infusing personal responsibility--striving for excellence, cultivating academic integrity, and developing competence in ethical and moral reasoning and action--as outcomes of college.

Multinational colleges and universities pose numerous challenges to the traditional models of quality assurance that are designed to validate domestic higher education. When institutions cross international borders, at least two quality assurance protocols are involved. To guard against fraud and abuse, quality assurance in the host country is…

This chapter highlights how shifts in policy within Ireland toward increased global rankings and quality of educational programs and a heightened interest in research have been operationalized on the ground. The Higher Education Authority initiated a Programme for Research in Third-Level Institutions (PRTLI) to provide seed money for research…

American regional accreditation serves two basic functions: quality assurance and quality improvement. Through its public function of quality assurance, accreditation signals to prospective students, parents, employers, and others that the institution meets fundamental standards of quality. Through its private function of quality improvement,…

The Malcolm Baldrige Quality guideposts provide a comprehensive model for systematic quality improvement and innovation in colleges and universities.

The Baldrige quality criteria generate a number of questions that can make accreditation self-studies more productive. (Contains 4 figures and 8 notes.)

This article presents working definitions of efficiency, accountability, and quality, offering a framework in which an individual institution can make idiosyncratic use of these definitions, suggests tools for managing educational processes with respect to these three attributes, and presents examples of how institutions have improved efficiency,…

This article examines why state planning and policy for higher education are increasingly focused on increasing educational attainment, quality, and the productivity of the system. It presents four "stories" which illustrate initiatives to improve attainment, quality, and productivity, but fall far short of exhausting the available material.

In the United States greater attention is being paid to learning that is more collaborative, actively engaged, and technologically enhanced.

Multiple jurisdictions engender variegated governance procedures for improving quality in the universities of Canada.

In Australia a major national reform of universities is currently under way that is resulting in tension between government control and market forces.

In the United Kingdom both institutions and government have taken initiatives to enhance student learning on a broad scale.

Northern Kentucky University shapes internal and external accountability efforts around its mission to meet the needs of the region.

One large state university system took the initiative to establish an institutional system of accountability that simultaneously met external and internal purposes. (Contains 1 table.)