Who defines quality in higher education? Reflections on the role of professional power in determining conceptions of quality in English higher education.

Autor/in	Wright, Peter W. G.
Titel	Who defines quality in higher education? Reflections on the role of professional power in determining conceptions of quality in English higher education.
Quelle	In: Higher education, (1989) 2, S.149-165Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/BF00139178
Schlagwörter	Quality Control; High Education; Performance Indicator; Demographic Change; Market Force
Abstract	Abstract In recent years British higher education has come under considerable financial and political pressure which has led increasingly to the use of various indicators for the measurement of quality. Although the use of such measures has often been seen as leading to encroachments on academic autonomy, the paper argues - drawing on concepts from the sociology of power and the professions - that such measures still, essentially, derive from, and reproduce unquestioningly, the tacit assumptions and professional self-interest of academics. This point is illustrated through a brief consideration of the most commonly-recommended performance indicators and by reference to the work of the Council for National Academic Awards in the review and validation of courses. Attention is also given to the stimulation of market forces as a means of quality control. The paper concludes with a plea for greater pluralism within British higher education and argues that several factors make this more likely. These include demographic change, the increasing involvement of industry and the emergence of diverse sources of funding for British HE including the Manpower Services Commission (now the Training Commission).
Erfasst von	OLC
Update	2023/2/05