Alderman, Lyn 
ORCID: https://orcid.org/0000-0001-6863-5633
(2016)
Mapping government reforms in quality against higher
education theory: is the relationship symbiotic?
Quality in Higher Education, 22 (3).
pp. 197-212.
ISSN 1353-8322
Abstract
In Australia, a review of the higher education sector is usually triggered by a change in government leadership, followed by the development and implementation of the government’s response in the form of a reform package to enact change. The aim of this study was to conduct an independent evaluation of a large-scale national government policy implementation. This article concludes that the 2003 Government Reform Package was successful in bringing attention to learning and teaching practice in the Australian higher education sector through three national initiatives: - (1) Learning and Teaching Performance Fund; - (2) Australian Learning and Teaching Council; - (3) Australian Universities Quality Agency. These initiatives were implemented with the full delivery of the initial funding cycle,each initiative applied a different model of quality and these models were found to be aligned to Bigg’s theoretical model of teaching and learning and to have a symbiotic relationship.
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Statistics for this ePrint Item |
| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 03 Dec 2021 01:01 |
| Last Modified: | 06 Dec 2021 01:21 |
| Uncontrolled Keywords: | Illuminative evaluation; content analysis; evaluative research; higher education; pedagogy |
| Fields of Research (2008): | 13 Education > 1301 Education Systems > 130103 Higher Education |
| Fields of Research (2020): | 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy |
| Identification Number or DOI: | https://doi.org/10.1080/13538322.2016.1251047 |
| URI: | http://eprints.usq.edu.au/id/eprint/43319 |
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