Accountability, quality assurance and performativity : the changing role of the academic board

Rowlands, Julie 2012, Accountability, quality assurance and performativity : the changing role of the academic board, Quality in higher education, vol. 18, no. 1, pp. 97-110.

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Title Accountability, quality assurance and performativity : the changing role of the academic board
Author(s) Rowlands, JulieORCID iD for Rowlands, Julie
Journal name Quality in higher education
Volume number 18
Issue number 1
Start page 97
End page 110
Total pages 14
Publisher Routledge
Place of publication London, England
Publication date 2012-04
ISSN 1353-8322
Keyword(s) higher education
organisational change
quality assurance
Summary This article undertakes a review of Australian and international literature and higher education policy in response to the changing nature of university academic boards (also known as academic senates or faculty senates). It shows that governance has become an issue for both the state and for universities and that within this context risk management and accountability mechanisms such as academic quality assurance are taking an increasingly prominent role. These developments have altered the form and function of academic governance and have fundamentally affected the academic board. For example, some literature reports that the role of Australian academic boards now largely revolves around academic quality assurance and it is argued that this is potentially problematic because of a focus on audit-driven accountability mechanisms. However, the article concludes by suggesting that as part of a broader quality assurance framework there is also an opportunity for academic boards to have a central role in the development of academic standards that focus on enhancing learning outcomes rather than on compliance.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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