Strategic Responses to Teaching Quality Accountability. A Case Study of a Regional University in China from a Decoupling Perspective.

Autor/in	Song, Jia
Titel	Strategic Responses to Teaching Quality Accountability. A Case Study of a Regional University in China from a Decoupling Perspective.
Quelle	In: Higher education policy, 33 (2020) 3, S. 591-609Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0952-8733; 1740-3863
DOI	10.1057/s41307-018-0113-9
Schlagwörter	Hochschulreform; Hochschule; Aufgabe; Idee; Qualitätssicherung
Abstract	In order to improve the quality of undergraduate teaching, the Chinese government has been implementing a scheme of institutional accountability in a bid to ensure the adequacy of university quality assurance measures. This study employed a qualitative method to explore the responses of administrative personnel and the perceptions of academics at a local comprehensive university, which has recently experienced a new round of external review mechanisms. Through in-depth interviews conducted with 23 staff members from four units, we found the university had adopted flexible strategies to respond to the external pressures. The reasons can be categorized under five 'C's: the Cause of the institutional review, the Constituents for the university and academics, accountability Control measures, the Content of the external review and the Context of this particular university. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2021/2