Accreditation and institutional learning: the impact interactions based on a minimaxing strategy have on the benefits from external reviews

Padro, Fernando (2013) Accreditation and institutional learning: the impact interactions based on a minimaxing strategy have on the benefits from external reviews. In: External quality audit: has it improved quality assurance in universities? Chandos Learning and Teaching. Elsevier (Chandos Publishing), Oxford, United Kingdom, pp. 247-268. ISBN 978-1-84334-676-0

Abstract

This chapter is a personal epistemology of the potential limitations on the organizational learning that universities can actually achieve through external review processes. The goal is to engender a discussion of institutional learning from the perspective of risk and of how an understanding of the potential limitations can enhance the capacity for learning. The chapter begins with a description of the perceptual and structural challenges to institutional learning emanating from external review processes, which can help to explain the hurdles that have to be overcome in designing and implementing internal and external quality assurance processes. This is followed by a discussion of the nature of learning, of when learning happens, the limitations on organizational learning, and the institutional mechanisms and values that impact on the potential for learning vis-a-vis acceptance of the appropriateness of external demands for and the basis of accountability.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 Woodhead Publishing Limited. Published version of this chapter restricted in accordance with publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 28 Apr 2014 06:59
Last Modified: 03 May 2017 05:39
Uncontrolled Keywords: capacity for change; capacity for risk; higher education; minimaxing behaviour; limitation to organizational learning; organizational buy-in; organizational learning; paradox of learning; university organizational climate
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
15 Commerce, Management, Tourism and Services > 1501 Accounting, Auditing and Accountability > 150102 Auditing and Accountability
15 Commerce, Management, Tourism and Services > 1503 Business and Management > 150312 Organisational Planning and Management
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1016/B978-1-84334-676-0.50016-9
URI: http://eprints.usq.edu.au/id/eprint/25034

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