The Quality Dilemma in Education Revisited

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A critique of the research study "The Quality Dilemma in Education Revisited" by Parker from the book "The Theory and Practice of Learning" for EDET 755, Summer Session I 2009.

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The Quality Dilemma in Education Revisited

  1. 1. The Quality Dilemma in Education Revisited colin gray | EDET 755 June 25, 2009
  2. 2. Introduction
  3. 3. QUALITY | overview
  4. 4. QUALITY | overview internally or externally evaluated
  5. 5. QUALITY | overview internally or externally evaluated long-term measurements of success
  6. 6. QUALITY | overview internally or externally evaluated long-term measurements of success proposed standards
  7. 7. QUALITY | overview internally or externally evaluated long-term measurements of success proposed standards relative standards and expectations
  8. 8. QUALITY | definition “relative to the unique perspectives and interpretations of different stakeholder groups (students, alumni, faculty, administrators, parents, oversight boards, employers, state legislatures, local governing bodies, accrediting associations, transfer institutions, and the general public).” (Cleary, 2001, p. 20)
  9. 9. QUALITY | definitions
  10. 10. QUALITY | definitions academic
  11. 11. QUALITY | definitions academic corporate
  12. 12. QUALITY | definitions academic corporate professionalism
  13. 13. QUALITY | definitions academic corporate professionalism peer review
  14. 14. QUALITY | definitions academic corporate professionalism peer review elitist mindset
  15. 15. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review elitist mindset
  16. 16. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement)
  17. 17. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement) preeminence of measurement
  18. 18. QUALITY | definitions academic corporate professionalism TQM (total quality management) peer review CQI (continuous quality elitist mindset improvement) preeminence of measurement processes that maximize service
  19. 19. PARADIGM SHIFT | overview
  20. 20. PARADIGM SHIFT | overview provider focused to learner focused
  21. 21. PARADIGM SHIFT | overview provider focused to learner focused other sources for the creation and dispensing of knowledge
  22. 22. PARADIGM SHIFT | overview provider focused to learner focused other sources for the creation and dispensing of knowledge integrating a wider range of resources and data sources
  23. 23. PARADIGM SHIFT | tradeoffs
  24. 24. PARADIGM SHIFT | tradeoffs risks benefits
  25. 25. PARADIGM SHIFT | tradeoffs risks benefits commoditization
  26. 26. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration
  27. 27. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration poor content
  28. 28. PARADIGM SHIFT | tradeoffs risks benefits commoditization dubious faculty/ administration poor content failure of traditional delivery methods in e-learning
  29. 29. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ administration poor content failure of traditional delivery methods in e-learning
  30. 30. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ democratization of knowledge administration poor content failure of traditional delivery methods in e-learning
  31. 31. PARADIGM SHIFT | tradeoffs risks benefits commoditization new information paradigm dubious faculty/ democratization of knowledge administration inclusion of creating-based poor content tools failure of traditional delivery methods in e-learning
  32. 32. STANDARDS | considerations
  33. 33. STANDARDS | considerations place of the “laboratory classroom”
  34. 34. STANDARDS | considerations place of the “laboratory classroom” education shaping political agendas
  35. 35. STANDARDS | considerations place of the “laboratory classroom” education shaping political agendas bases of quality assurance evaluation
  36. 36. METHODOLOGY | divide
  37. 37. METHODOLOGY | divide process outcomes
  38. 38. METHODOLOGY | divide process outcomes follows internally defined structure
  39. 39. METHODOLOGY | divide process outcomes follows internally defined structure accreditation = mandate
  40. 40. METHODOLOGY | divide process outcomes follows internally defined structure accreditation = mandate targeted knowledge
  41. 41. METHODOLOGY | divide process outcomes follows internally defined real-world performance structure measures accreditation = mandate targeted knowledge
  42. 42. METHODOLOGY | divide process outcomes follows internally defined real-world performance structure measures accreditation = mandate holistic knowledge targeted knowledge
  43. 43. Concluding Thoughts

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