Continuous programme improvement has been historically based on providing documentation and fixing gaps in how a programme satisfies its learning outcomes, based on data and input from multiple stakeholders (Brodeur & Crawley, 2009). How many times have you been invited to a meeting to discuss quality assurance, only to be asked to provide support on how to get through the bare minimum and avoid bureaucratic processes? While those of us in educational support roles feel it is more valuable to focus on the spirit and intention of quality assurance initiatives, how do we create a culture that focuses on quality enhancement rather than bureaucratic milestones?Continue reading
Programme leadership: What’s the point of quality assurance anyways?!