A critical systems view of quality assurance in New Zealand universities : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philososphy in Education at Massey University, New Zealand
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Date
2011
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Massey University
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Abstract
The present study uses a critical systems approach to explore quality assurance in New
Zealand universities. It combines information from the international and New Zealand
literature with findings from a case study university to investigate perceptions of quality and
quality assurance at different levels of the New Zealand university system. The research
shows that existing approaches to quality assurance have not followed the principles of
quality management to improve the core productive enterprise of the organisation. Instead,
the approaches have been advanced in agencies outside universities to the point where they
now exist in and of themselves, and for purposes that are no longer transparent to those
involved or affected by them.
The research addresses a perceived gap in terms of defining academic quality in a manner
that acknowledges the purposes of universities and their complexity. Current approaches to
quality assurance emphasise financial and activity-based accountability which arguably have
little to do with improving the quality of teaching, learning and research. By shifting the
focus from ‘defining quality’ to articulating the relationship between quality assurance,
accountability and quality improvement, standardised approaches such as audit, accreditation
and performance reporting can be incorporated alongside the more flexible and adaptive
approaches required for the improvement of teaching, learning and research within
universities.
Insights regarding a clearer pathway for the application of quality assurance in New Zealand
universities are outlined. Main issues to be addressed if the quality assurance system is to be
improved are related to its purposes, roles and functions, evaluation methodologies and
terminology. In particular, there is a need for explicit acknowledgment of the essential role
played by the discipline, and the functions of universities and their staff must be better
articulated and understood. Improvement of the quality assurance system is also reliant on
acceptance of the work already undertaken and its ‘messiness’. Improving teaching, learning
and research is not a linear, standardised or tidy business. It is a complex process of
developing individual and collective capabilities, taking risks, learning from failure and
striving to continuously extend success.
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Keywords
Quality control, Quality assurance, Critical systems approach, Universities, Higher education, New Zealand