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Abstract:
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The notion of quality is hard to define precisely, especially in the context of tertiary
education where institutions have broad autonomy to decide on their own visions and
missions. Any statement about quality implies a certain relative measure against a common standard; in tertiary education, such a common standard does not exist. Various concepts have evolved to suit different contexts ranging from quality as a measure for excellence to
quality as perfection, quality as value for money, quality as customer satisfaction, quality as fitness for purpose, and quality as transformation (in a learner) (SAUVCA 2002). Some
institutions have adopted the International Standards Office (ISO) approach in some of their activities. Depending on the definition selected, quality implies a relative measure of inputs, processes, outputs or learning outcomes. Institutions, funders, and the public need some method for obtaining assurance that the institution is keeping its promises to its
stakeholders. This is the primary goal of quality assurance. The leadership of the quality
assurance directorates in universities has therefore come into sharp focus. |
