Empirical Research
Expectations, Challenges, and Frustrations: Faculty and Administrator Perceptions of Quality and Assessment
Reviewed By Fred A. Koslowski III
Volume 3 - Issue 3
Feb 13, 2007 - 4:31:57 PM

The interest in measuring quality and accountability in higher education emanates from many different constituencies.  Policy makers, the higher education consumer, advocacy groups, and educational research organizations all continue to call for an increased assessment of the efficiency and effectiveness of America’s institutions of higher education.  While Total Quality Management (and later, Continuous Quality Improvement) seem appropriate paradigms for industry, the autocratic undertones are neither easily applicable, nor endearing to academic professionals.  Likewise, the current assessment movement – the explicit outcome of quality thinking – appears sufficient enough to induce campus wide anxiety and confusion.