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dc.contributor.authorCartwright, Martin J.
dc.date.accessioned2008-05-13T14:15:35Z
dc.date.available2008-05-13T14:15:35Z
dc.date.issued2005
dc.identifier.citationResearch in Post-Compulsory Education, 10(3): 337-350
dc.identifier.issn13596748
dc.identifier.issn17475112
dc.identifier.doi10.1080/13596740500200209
dc.identifier.urihttp://hdl.handle.net/2436/25812
dc.description.abstractAlong with the rest of the education sector universities have been encouraged to develop strategies for educational improvement. The strategies that have emerged have been heavily influenced by the policies and priorities of the government and government agencies, such as the Quality Assurance Agency and the Higher Education Funding Council, and the targets set as a consequence of these policies and priorities. The government's emphasis has been on such things as fitness for purpose and value for money, whilst at the same time demanding high standards of quality assurance and widening participation. To what extent are the demands for educational improvement and the approach to this taken by the post-1992 university sector justified or supported by the current research in this area? It is the conclusion of this article that there is a paucity of directly relevant research, but that the research that does apply indicates that the sector needs to rethink its approach to educational improvement if it wishes to avoid the impoverishment of the education it provides.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/13596740500200209
dc.subjectHigher education
dc.subjectPost-1992 universities
dc.subjectEducational improvement
dc.subjectGovernment policy
dc.titleSome observations on the factors that influence strategies for educational improvement in post-1992 universities
dc.typeArticle
dc.identifier.journalResearch in Post-Compulsory Education
html.description.abstractAlong with the rest of the education sector universities have been encouraged to develop strategies for educational improvement. The strategies that have emerged have been heavily influenced by the policies and priorities of the government and government agencies, such as the Quality Assurance Agency and the Higher Education Funding Council, and the targets set as a consequence of these policies and priorities. The government's emphasis has been on such things as fitness for purpose and value for money, whilst at the same time demanding high standards of quality assurance and widening participation. To what extent are the demands for educational improvement and the approach to this taken by the post-1992 university sector justified or supported by the current research in this area? It is the conclusion of this article that there is a paucity of directly relevant research, but that the research that does apply indicates that the sector needs to rethink its approach to educational improvement if it wishes to avoid the impoverishment of the education it provides.


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