The Quality Dilemma in Education Revisited
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This document discusses the concept of quality in education. It explores how quality is defined differently by various stakeholders and outlines some proposed standards for measuring quality. The document also examines a paradigm shift from provider-focused to learner-focused education using other knowledge sources. Some risks of this shift include commoditization of education, but benefits include a new information paradigm and democratization of knowledge. The document concludes by considering standards and the divide between process-oriented and outcomes-oriented approaches to measuring quality in education.
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The Quality Dilemma in Education Revisited
- 1. The Quality Dilemma in Education Revisited colin gray | EDET 755 June 25, 2009
- 2. Introduction
- 4. QUALITY | overview internally or externally evaluated
- 5. QUALITY | overview internally or externally evaluated long-term measurements of success
- 6. QUALITY | overview internally or externally evaluated long-term measurements of success proposed standards
- 7. QUALITY | overview internally or externally evaluated long-term measurements of success proposed standards relative standards and expectations
- 8. QUALITY | definition “relative to the unique perspectives and interpretations of different stakeholder groups (students, alumni, faculty, administrators, parents, oversight boards, employers, state legislatures, local governing bodies, accrediting associations, transfer institutions, and the general public).” (Cleary, 2001, p. 20)
- 10. QUALITY | definitions academic
- 11. QUALITY | definitions academic corporate
- 12. QUALITY | definitions academic corporate professionalism
- 13. QUALITY | definitions academic corporate professionalism peer review
- 14. QUALITY | definitions academic corporate professionalism peer review elitist mindset
- 15. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review elitist mindset
- 16. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement)
- 17. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement) preeminence of measurement
- 18. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement) preeminence of measurement processes that maximize service
- 19. PARADIGM SHIFT | overview
- 20. PARADIGM SHIFT | overview provider focused to learner focused
- 21. PARADIGM SHIFT | overview provider focused to learner focused other sources for the creation and dispensing of knowledge
- 22. PARADIGM SHIFT | overview provider focused to learner focused other sources for the creation and dispensing of knowledge integrating a wider range of resources and data sources
- 23. PARADIGM SHIFT | tradeoffs
- 24. PARADIGM SHIFT | tradeoffs risks benefits
- 25. PARADIGM SHIFT | tradeoffs risks benefits commoditization
- 26. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration
- 27. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration poor content
- 28. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration poor content failure of traditional delivery methods in e-learning
- 29. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ administration poor content failure of traditional delivery methods in e-learning
- 30. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ democratization of knowledge administration poor content failure of traditional delivery methods in e-learning
- 31. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ democratization of knowledge administration inclusion of creating-based poor content tools failure of traditional delivery methods in e-learning
- 33. STANDARDS | considerations place of the “laboratory classroom”
- 34. STANDARDS | considerations place of the “laboratory classroom” education shaping political agendas
- 35. STANDARDS | considerations place of the “laboratory classroom” education shaping political agendas bases of quality assurance evaluation
- 37. METHODOLOGY | divide process outcomes
- 38. METHODOLOGY | divide process outcomes follows internally defined structure
- 39. METHODOLOGY | divide process outcomes follows internally defined structure accreditation = mandate
- 40. METHODOLOGY | divide process outcomes follows internally defined structure accreditation = mandate targeted knowledge
- 41. METHODOLOGY | divide process outcomes follows internally defined real-world performance structure measures accreditation = mandate targeted knowledge
- 42. METHODOLOGY | divide process outcomes follows internally defined real-world performance structure measures accreditation = mandate holistic knowledge targeted knowledge