ERIC Number: EJ1128395
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Unravelling Quality Culture in Higher Education: A Realist Review
Bendermacher, G. W. G.; oude Egbrink, M. G. A.; Wolfhagen, I. H. A. P.; Dolmans, D. H. J. M.
Higher Education: The International Journal of Higher Education Research, v73 n1 p39-60 Jan 2017
There is a growing belief that higher education institutions should nurture a "quality culture" in which structural/managerial and cultural/psychological elements act in synergy to continuously improve education. Notwithstanding the positive connotation of the "quality culture" concept, its exact configuration remains subject to debate. A realist review was conducted to identify inhibiting and promoting organisational context elements impacting quality culture, its working mechanisms and associated outcomes. Leadership and communication were identified as being of key importance in binding structural/managerial and cultural/psychological elements. Leaders are central "drivers" of quality culture development through their ability to influence resource allocation, clarify roles and responsibilities, create partnerships and optimise people and process management. Adequate communication is considered a prerequisite to diffuse quality strategies and policies, evaluate results and identify staff values and beliefs. It is proposed that the working mechanisms of quality culture comprise increased staff commitment, shared ownership, empowerment and knowledge. Associated outcomes related to these mechanisms are positive effects on staff and student satisfaction, continuous improvement of the teaching--learning process and student and teacher learning and development. Institutions striving for the development of a quality culture should best operate from a contingency approach, i.e. make use of quality management intervention approaches which are tailored to the organisational context.
Descriptors: Higher Education, Educational Quality, Educational Improvement, Resource Allocation, Student Attitudes, Intervention, Instructional Leadership, Educational Administration, Administrator Role, Ownership, Learning Processes, Teaching Methods, Educational Policy, Leadership Styles, College Faculty, Faculty Development, College Students, Literature Reviews, Search Strategies
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A