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. Attached Files Name Description MIMEType Size Downloads Title Accountability, quality assurance and performativity : the changing role of the academic board Author(s) Rowlands, Julie orcid.org/0000-0003-1664-4209 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 1470-1081 Keyword(s) higher education governance organisational change management 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 Persistent URL http://hdl.handle.net/10536/DRO/DU:30043955 Document type: Journal Article Collections: School of Education 2018 ERA Submission Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 03 Apr 2012, 10:19:14 EST Tue, 03 Apr 2012, 10:23:41 EST Tue, 03 Apr 2012, 14:00:06 EST Tue, 03 Apr 2012, 14:01:18 EST Tue, 03 Apr 2012, 14:02:41 EST Fri, 13 Jun 2014, 13:22:35 EST Mon, 07 Jul 2014, 13:34:50 EST Thu, 10 Jul 2014, 14:51:19 EST Thu, 10 Jul 2014, 14:52:04 EST Fri, 03 Oct 2014, 15:01:45 EST Mon, 19 Jan 2015, 11:40:29 EST Tue, 20 Jan 2015, 14:33:45 EST Tue, 03 Feb 2015, 13:02:43 EST Fri, 06 Feb 2015, 10:54:49 EST Tue, 16 Aug 2016, 18:33:57 EST Wed, 17 Aug 2016, 08:13:20 EST Wed, 17 Aug 2016, 09:05:45 EST Tue, 06 Sep 2016, 18:33:50 EST Sat, 14 Apr 2018, 02:31:25 EST Filtered Full Citation counts:   Cited 12 times in TR Web of Science Cited 14 times in Scopus Search Google Scholar Access Statistics: 405 Abstract Views, 90 File Downloads  -  Detailed Statistics Created: Tue, 03 Apr 2012, 10:19:01 EST by Kylie Koulkoudinas

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