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The Construction Of General Model Of HEIs' Quality Assurance System And Quality Audit

Posted on:2012-12-29Degree:DoctorType:Dissertation
Country:ChinaCandidate:H Q FangFull Text:PDF
GTID:1117330335965407Subject:Educational Economy and Management
Abstract/Summary:PDF Full Text Request
The development of higher education all over the world seems to have achieved a tacit understanding, which refers to the discipline that the size and quality of higher education are always carrying out a spiral ascending movement with relay style. Chinese higher education need to construct an era of quality based on the popularization, after its remarkable developing in the scale. This is an expectation shared by all the people inside or outside universities. The key mission of higher education is to improve quality.What is the focus of quality assurance of higher education, who is responsible for it, how to make it and so on,which need the people to explore and practice.Just as the saying goes, "It takes three generations to make a gentleman". The assurance and improvement of higher education cannot success in a short period. Even so, it will change subtly during the cultivation everyday. Many different factors can affect the process. For the government, it should responsible for the system construction and macro-management. For the whole society, it should provide a good quality culture environment and effective information for higher education. For colleges and universities, their central mission is to cultivate talents, and instruction is their first priority. Therefore, to insure and improve the quality of teaching is their primary responsibility. Since the 1980s, higher education quality assurance movement is perhaps seeking this kind of persistent effective mechanism.In recent years, although in China increasingly more attention is paid to the researches of the quality of higher education and its assurance, the majority of researches give stress to the external quality assurance of higher education, mainly the overseas researches. The extensiveness, profundity and empiricality of domestic researches still need to be enhanced. In author's opinion, for the construction of higher education quality assurance system, the construction of teaching and learning quality assurance system of institutions should be of the utmost importance, and the corresponding external quality assurance system construction should be an important supplement. Thus, this paper conducts the systematic research on the construction of the general model of internal quality assurance system of Chinese universities, supplemented with external quality audit. It is divided into six parts.The first part is Chapter 1 Introduction, which mainly expounds the background information and the significance of research on this topic, through the introduction of literatures published at home and abroad, summarizes and analyzes the actualities of academic researches in the field of higher education quality assurance in China, and explains the research approaches and methods and the innovations.The second part is Chapter 2, which presents an overview of internal teaching and learning quality assurance system of institutions. Firstly, it defines the related concepts of the internal teaching and learning quality assurance system and makes necessary comparisons. Then, from the perspectives of educational philosophy, modern university system theory, new public management theory and total quality management theory, it gives an all-around expatiation of the theoretical basis of this research. Moreover, it also analyzes and sums up the basic features and functions of the internal teaching and learning quality assurance system of institutions.Part Three is the study on the influencing factors of teaching and learning quality of institutions in Chapter 3. This part is the critical basis for the topic of this research—the general model of the internal teaching and learning quality assurance system of institutions. First of all, the literature analysis is made in two aspects, i.e. researches of scholars from home and abroad as well as the assessment criteria of quality assurance concerning the influencing factors of higher education teaching and learning quality, summarizes the major influencing factors of teaching and learning quality revealed by existing researches, and thus providing an important reference for questionnaire design of empirical research. Then, an empirical survey is conducted in China about the influencing factors of teaching and learning quality of institutions, and the questionnaire is distributed to over 4,000 students, teachers and teaching administration staff (three kinds) of 29 various types of universities in 16 provinces/ municipalities/autonomous regions in the eastern, central and western China. SPSS 16.0 is employed to carry out the overall and systematic statistics and analysis of the survey data. The major conclusions are arrived at as follows:teachers, students, learning resources, philosophy of school administration, target and standard of talent development, campus culture and community, curriculum, teaching and learning administration,the role of faculty are the key factors influencing the teaching and learning quality; the key influencing factors include institutions' vision factor, learning resource factor, teaching resource factor, quality management factor,quality assurance factor. In addition, based on the empirical survey data, the satisfaction of students in Chinese and British colleges and universities are compared and analyzed.Part 4 is Chapter 4 about the research of the Chinese colleges' and universities' teaching and learning quality monitoring system. The part mainly explains the development of teaching and learning assessment of China's colleges and universities along with its effect and problems, and the situations of the internal teaching and learning quality monitoring system with a case study of some university's internal undergraduate teaching and learning quality monitoring system, and finally sums up the main problems existing in the internal teaching and learning quality monitoring system. The chapter offers the important reference and empirical materials for this research topic.The fifth part includes Chapter 5 and Chapter 6, which constructs the general model of internal teaching and learning quality assurance system of institutions and designs the external supplemental system. In Chapter 5, firstly it states the basic principles to construct the general model of internal teaching and learning quality assurance system; then, based on the above-mentioned chapters, it builds up the framework of basic factors of institutions' teaching and learning quality assurance system by four basic sets, i.e. "set of values, target and criteria", "set of organizational framework", "set of supporting sources" and "set of teaching and learning quality control" (in total,26 sub-items), and gives detailed description of the connotations and basic requirements of each sub-item; thirdly, it makes the organizational design in regard to this model, and aims at the major management links, teaching and learning links and influencing factors to devise an operating mechanism of the general model of the internal teaching and learning quality assurance system constituted by three layers of sub-cycles; finally, it summarizes the six core factors of the general model. In Chapter 6, it firstly describes the value orientation of colleges' and universities' quality audit, then demonstrates the selection of executive body and monitoring body for the quality audit from the perspectives of the nature of organization and meta-assessment, gives analysis and suggestions for the related organizational design, institution distribution and running environment, and finally designs the quality reference framework for the quality audit and the operating procedures of the audit work.The last part is the conclusions of this research, which point out the existing deficiencies and prospect for follow-up researches.To sum up, according to China's national conditions and the practical need of higher education development, this research forms the principle of "students-oriented, teacher's development-concerned and curriculum-cored" during the construction of the general model of internal teaching and learning quality assurance system in colleges and universities, and relevant designs are centered on this principle. On the whole, government's macro-management, autonomous development of institutions, quality assurance of higher education involving the whole society is the background for the establishment of the quality assurance for Chinese higher education. In such circumstance, to establish and develop internal teaching and learning quality assurance of Chinese institutions should be its focus, and external quality assurance activities should also devote to it. We should establish the idea of "internal quality assurance is primary, and external quality audit is supplementary" to construct the higher education quality assurance system.
Keywords/Search Tags:Quality of Higher Education, Curriculum, Teaching and Learning Quality Assurance of Institutions, Institutional Quality Audit
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