Leadership And Management Of Quality In Higher Education 2

This book provides a range of case studies concerning the leadership and management of quality development in higher education. It captures the experiences of senior administrators and managers to the complexity of problems that quality development involves. The authors draw attention to the human-centred approach to quality, as they argue that in any activity there is a need to take account of human values and attitudes. Experiences from experts in the field Guide to resources that are utilized in the higher education industry Auditors’ perceptions

The future success of our universities depends on academics' capacity to respond energetically to change. To help academics face new and uncertain demands, we need an entirely different approach to their management and leadership. This book shows academic leaders how to increase resource productivity and enhance teaching quality. It also demonstrates how leaders can help their staff through momentous change without compromising professional standards. Drawing on ideas from the world of business leadership as well as research into what makes academics committed and productive, Learning to Lead in Higher Education provides heads of departments and course leaders with practical tools they can use to improve their management and leadership skills. It shows academic and university leaders at all levels how they can turn adversity into prosperity.

The Higher Education Manager’s Handbook 2/e has been substantially updated and reflects important changes that have occurred since its first publication in 2004. It offers excellent counsel and guidance on all aspects of the manager’s role and provides the navigational tools to successfully operate within Higher Education organizations. Within this new edition, Peter McCaffery continues to draw on a wealth of US and UK case study materials drawn from innovative practice. This best selling guide builds upon its original strengths and remains an engaging, accessible and highly enjoyable read. Written in the unique perspective of the HE manager, it offers practical advice that can be implemented immediately by managers and university leaders at all levels. It addresses the internal ramifications of cynicism and demoralisation that are rife within many academic communities and is based on four pre-requisites essential for becoming an effective HE leader: Knowing Your Environment Knowing Your University Knowing Your Department Knowing Yourself What’s new in the second edition... New Chapter! Celebrating Diversity The Specific strategic drivers in HE University Governance The Business-Facing University The Community University Fostering Research Excellence, Fostering Teaching Excellence and Enhancing the Student Experience Internationalization Managing your Reputation Managing in a crisis Higher Education Managers, Team Leaders, Vice Chancellors, Provosts, University Presidents, Department Heads and Student Affairs Administrators will find this book to be an irreplaceable resource that occupies a permanent "within hands-reach" position on their desk and/or nearest bookshelf.

This book is about rethinking, reworking, or reinforcing past solutions. It outlines not only the importance and history of qualiy in education, but also the basic principles that underline the management of quality and different quality opportunities. This book is unique in its desire to merge the philosophy and tools of strategic quality management from industry with the thoughts of campus administrators and call for sharply defined measures of educational quality that can shape the perceptions of our constituencies.

Leadership in universities is physically, intellectually and emotionally demanding work. It involves multiple and complex tasks and responsibilities such as staff management, strategic management, operational planning, financial and resources management, policy development, quality assurance processes, improving student outcomes, and engaging with community and the professions/industry. Leadership is not simply the act of being a leader, it is the act of leadership that projects ‘success’ and ‘desirable’ attributes. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task. Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate? What strategies do they learn and adopt and how do they lead and manage their female colleagues? What about those women who do not ‘fit’ the gender script? The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership; This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies.

This text reports on a series of case studies on managing and assessing quality in higher education from 29 institutions and several national quality agencies, gathered from 17 countries; and it also draws on other relevant research.

One of the key elements in determining the socio-economic significance of education is quality. Quality management plays an integral role in higher education by ensuring that quality benchmarks are being met, thereby attributing to its prestige, increased enrollment, and student success. Quality management policies must be successfully implemented for the institution to thrive. With quality management still in the growing stage, research is needed regarding the applications, challenges, and benefits of these policies within advanced academics. Quality Management Principles and Policies in Higher Education provides emerging research exploring the theoretical aspects of quality management policies and applications within the educational field. Featuring coverage on a broad range of topics such as faculty involvement, administration practices, and critical success factors, this book is ideally designed for educators, administrators, educational consultants, researchers, policymakers, stakeholders, deans, provosts, chancellors, academicians, and students seeking current research on successfully implementing quality management systems in teaching, learning, and administrative processes.

This book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education. Bringing together different disciplinary traditions, including educational science, sociology, and organisational studies, it addresses the following principal research question: How is quality work carried out in higher education? The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed at how study programmes and courses are designed, governed, and operated.