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David D. Dill - One of the best experts on this subject based on the ideXlab platform.
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Public Policy for Academic Quality - Public Policy for Academic Quality : Analyses of Innovative Policy Instruments
Higher Education Dynamics, 2020Co-Authors: David D. Dill, Maarja BeerkensAbstract:This volume summarizes a significant body of research systematically analyzing innovative external Quality assurance policies in higher education around the world. It will be essential reading for policy makers, administrators and researchers alike. Over the last decade the structure of higher education in most countries has undergone significant change. This change, brought about by social demands for expanded access, technological developments, and market forces, has seen the traditional concerns with access and cost supplemented by a fresh concern with Academic Quality. As a result new public policies on Academic Quality assurance have rapidly emerged and migrated around the globe. However, the public debate about new Academic Quality assurance policies, both within and across countries, has not always been informed by reliable analyses of the strengths and weaknesses of these innovative instruments. It is this gap that the current edited volume seeks to fill. It is based on the work of the Public Policy for Academic Quality research program (PPAQ), which was designed to provide systematic analyses of innovative external Quality assurance policies around the world. This volume, informed by key international scholars, presents the fourteen analyses conducted as part of the PPAQ research program. Each analysis examines the policy goals, implementation problems, and impacts of these newly developed national Quality assurance instruments. The book concludes with an assessment of the lessons learned from these collected policy analyses and outlines the framework conditions that appear essential for assuring Academic standards in the university sector.
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The 'Catch 22' of Academic Quality: Implications for Universities and Public Policy ∗
2020Co-Authors: David D. DillAbstract:Over the last decade a new issue arose on the higher education policy agenda of most countries throughout the world. The traditional higher education policy issues of access and cost have been supplemented by a new concern with Academic Quality. First initiated in France in the early 1980s and more fully elaborated in the UK by the Thatcher government in the late 1980s, new forms of national Quality regulation – more usually termed “Quality assurance” – have spread rapidly around the world. One indirect measure of the diffusion of these new public policies is the development of an international association of public and independent entities engaged in Academic Quality assurance -- The International Network of Quality Assurance Agencies in Higher Education (INQAAHE). In 1990 when it was first created INQAAHE had 25 members in 17 nations, primarily represented by the “Westminster” countries. By 2001 when the INQAAHE held its Sixth International Conference in Bangalore, India, it had attracted 300 participants from some 46 countries and regions. As policy makers in most countries have debated issues regarding the regulation of Academic Quality there has often been extensive dispute about the meaning of the term. Many have suggested that “Academic Quality” is amorphous, non-measurable, or so ambiguous in meaning as to be not appropriate for public regulation. I would argue that Academic Quality is a fundamental and necessary concept in higher education and one without which our predominant concern with cost and access becomes increasingly futile. In the discussion to follow I will define Academic Quality as equivalent to Academic standards, that is the level of Academic achievement attained by higher education graduates. This definition of Academic Quality as Academic standards is consistent with the emerging focus in higher education on student learning outcomes -- the specific levels of
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The Regulation of Academic Quality: An Assessment of University Evaluation Systems with Emphasis on the United States *
2020Co-Authors: Abernethy Hall, David D. DillAbstract:During the 1990s a new issue arose on the higher education policy agenda of most countries throughout the world. The traditional policy issues of access and cost have been supplemented by a new concern with Academic Quality. First initiated in France in the early 1980s and more fully elaborated in the UK by the Thatcher government in the late 1980s, new forms of university evaluation – often termed “Academic Quality assurance” – have spread rapidly around the world. By the new millennium almost all of the countries in the European Union as well as many counties in Africa, Asia, and South America and a number of the US states were experimenting with new forms of Academic Quality regulation. This discussion of Academic Quality regulation is organized as follows: (2) an overview of higher education systems, (3) relevant social changes affecting higher education, (4) an overview of higher education reforms, (5) an overview of university evaluation systems, and (6) an assessment of university evaluation systems. In a concluding section (7) I offer some summary personal observations on the development of university evaluation systems. Throughout I make specific reference to the US system, but also discuss other nations. This is particularly necessary because while the US is generally regarded as having the strongest
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Is There a Global Definition of Academic Quality?: A Cross-National Analysis of University Ranking Systems * *
2020Co-Authors: David D. DillAbstract:The global expansion of access to higher education has increased demand for information on Academic Quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES Conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging global consensus on the measurement of Academic Quality in these ranking systems? Second, what impact are the different ranking systems having on university and Academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.
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designing the framework conditions for assuring Academic standards lessons learned about professional market and government regulation of Academic Quality
Higher Education, 2013Co-Authors: David D. Dill, Maarja BeerkensAbstract:The new demands of mass systems of higher education and the emerging environment of global Academic competition are altering the traditional institutions for assuring Academic standards in universities. As a consequence many nations are experimenting with new instruments for Academic Quality assurance. Contemporary government control of Academic Quality assumes three primary forms: “oversight” or direct regulation; “competition” or steering of market forces; and “mutuality” or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the Academic profession to assure Academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring Academic Quality in universities, we outline the essential components of a national framework for assuring Academic standards.
Maarja Beerkens - One of the best experts on this subject based on the ideXlab platform.
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Public Policy for Academic Quality - Public Policy for Academic Quality : Analyses of Innovative Policy Instruments
Higher Education Dynamics, 2020Co-Authors: David D. Dill, Maarja BeerkensAbstract:This volume summarizes a significant body of research systematically analyzing innovative external Quality assurance policies in higher education around the world. It will be essential reading for policy makers, administrators and researchers alike. Over the last decade the structure of higher education in most countries has undergone significant change. This change, brought about by social demands for expanded access, technological developments, and market forces, has seen the traditional concerns with access and cost supplemented by a fresh concern with Academic Quality. As a result new public policies on Academic Quality assurance have rapidly emerged and migrated around the globe. However, the public debate about new Academic Quality assurance policies, both within and across countries, has not always been informed by reliable analyses of the strengths and weaknesses of these innovative instruments. It is this gap that the current edited volume seeks to fill. It is based on the work of the Public Policy for Academic Quality research program (PPAQ), which was designed to provide systematic analyses of innovative external Quality assurance policies around the world. This volume, informed by key international scholars, presents the fourteen analyses conducted as part of the PPAQ research program. Each analysis examines the policy goals, implementation problems, and impacts of these newly developed national Quality assurance instruments. The book concludes with an assessment of the lessons learned from these collected policy analyses and outlines the framework conditions that appear essential for assuring Academic standards in the university sector.
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designing the framework conditions for assuring Academic standards lessons learned about professional market and government regulation of Academic Quality
Higher Education, 2013Co-Authors: David D. Dill, Maarja BeerkensAbstract:The new demands of mass systems of higher education and the emerging environment of global Academic competition are altering the traditional institutions for assuring Academic standards in universities. As a consequence many nations are experimenting with new instruments for Academic Quality assurance. Contemporary government control of Academic Quality assumes three primary forms: “oversight” or direct regulation; “competition” or steering of market forces; and “mutuality” or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the Academic profession to assure Academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring Academic Quality in universities, we outline the essential components of a national framework for assuring Academic standards.
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public policy for Academic Quality analyses of innovative policy instruments
Higher Education Dynamics, 2010Co-Authors: David D. Dill, Maarja BeerkensAbstract:This volume summarizes a significant body of research systematically analyzing innovative external Quality assurance policies in higher education around the world. It will be essential reading for policy makers, administrators and researchers alike. Over the last decade the structure of higher education in most countries has undergone significant change. This change, brought about by social demands for expanded access, technological developments, and market forces, has seen the traditional concerns with access and cost supplemented by a fresh concern with Academic Quality. As a result new public policies on Academic Quality assurance have rapidly emerged and migrated around the globe. However, the public debate about new Academic Quality assurance policies, both within and across countries, has not always been informed by reliable analyses of the strengths and weaknesses of these innovative instruments. It is this gap that the current edited volume seeks to fill. It is based on the work of the Public Policy for Academic Quality research program (PPAQ), which was designed to provide systematic analyses of innovative external Quality assurance policies around the world. This volume, informed by key international scholars, presents the fourteen analyses conducted as part of the PPAQ research program. Each analysis examines the policy goals, implementation problems, and impacts of these newly developed national Quality assurance instruments. The book concludes with an assessment of the lessons learned from these collected policy analyses and outlines the framework conditions that appear essential for assuring Academic standards in the university sector.
Soren Barlebo Rasmussen - One of the best experts on this subject based on the ideXlab platform.
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the shift in Academic Quality control
Science Technology & Human Values, 2006Co-Authors: Sven Hemlin, Soren Barlebo RasmussenAbstract:Quality control is an important and integrated part of the scientific system. However, developments in science and society are changing Quality control into Quality monitoring. New, virtual, and fluid organizational forms are emerging. Common boundaries are seen as being broken down as, for example, in the “triple helix” and the “mode 2” concepts. The stakeholders in science are showing an interest in being more involved in science. They want their evaluation criteria to be used, and they want evaluations to be done on a regular basis because they do not trust the new scientific institutions to be left on their own. Quality monitoring changes the requirements for conducting evaluations as part of Quality control. Assessing the societal value of research becomes increasingly important. Finally, Quality monitoring emphasizes organizational learning rather than controlling Quality in scientific organizations.
Sven Hemlin - One of the best experts on this subject based on the ideXlab platform.
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the shift in Academic Quality control
Science Technology & Human Values, 2006Co-Authors: Sven Hemlin, Soren Barlebo RasmussenAbstract:Quality control is an important and integrated part of the scientific system. However, developments in science and society are changing Quality control into Quality monitoring. New, virtual, and fluid organizational forms are emerging. Common boundaries are seen as being broken down as, for example, in the “triple helix” and the “mode 2” concepts. The stakeholders in science are showing an interest in being more involved in science. They want their evaluation criteria to be used, and they want evaluations to be done on a regular basis because they do not trust the new scientific institutions to be left on their own. Quality monitoring changes the requirements for conducting evaluations as part of Quality control. Assessing the societal value of research becomes increasingly important. Finally, Quality monitoring emphasizes organizational learning rather than controlling Quality in scientific organizations.
Douglas O Staiger - One of the best experts on this subject based on the ideXlab platform.
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preferences and heterogeneous treatment effects in a public school choice lottery
National Bureau of Economic Research, 2006Co-Authors: Justine S Hastings, Thomas J Kane, Douglas O StaigerAbstract:This paper combines a model of parental school choice with randomized school lotteries in order to understand the effects of being assigned to a first-choice school on Academic outcomes. We outline a simple framework in which those who place the highest weight on Academics when choosing a school benefit the most Academically when admitted. Although the average student does not improve Academically when winning a school lottery, this average impact conceals a range of impacts for identifiable subgroups of students. Children of parents whose choices revealed a strong preference for Academic Quality experienced significant gains in test scores as a result of attending their chosen school, while children whose parents weighted Academic characteristics less heavily experienced Academic losses. This differential effect is largest for children of parents who forfeit the most in terms of utility gains from proximity and racial match to choose a school with stronger Academics. Depending on one's own race and neighborhood, a preference for Academic Quality can either conflict with or be reinforced by other objectives, such as a desire for proximity and same-race peers.
