Measuring Quality and Performance in Higher Education

By Maureen Tam. 2001

353 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/61bb96c28300a7c552f2a1e3f776a49b93fd0fcf

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Citations in the corpus

Fostering Graduate Employability: Rethinking Tanzania’s University Practices (2021, background): “In addition, a QA system serves as an accountability measure for education providers (Tam, 2001).”
The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, neutral): “However, the concept of student satisfaction is still widely debated among higher education practitioners and researchers because students must be partners in the learning process (Tam, 2001).”
A Critical Evaluation of Peer Review via Teaching Observation within Higher Education. (2005, background): “Each has their own view of what quality in education means to them, for example, one steeped in the world of academia might view quality education as the production of a constant stream of highly intelligent graduates able to advance and spread their knowledge (Tam, 2001).”
Educational value: how students choose university: Evidence from an Italian university (2010, background): “Moreover, the presence of many stakeholders, which ranges from the single student as the primary consumer to the whole of society (students, parents, staff, employers, business and legislators) (Hill, 1995; Rowley, 1997) and their multiple and different interests, both social and economic, require c”
Measuring business student satisfaction: a review and summary of the major predictors (2010, background): “A common approach to measuring student satisfaction is to embed appropriate items in the overall context of evaluating the service quality of a higher educational institution (see, for example, Aldridge, & Rowley, 1998 ; Athiyaman, 1997 ; Cullen, Joyce, Hassall, & Broadbent, 2003 ; Tam, 2001 ).”
Service quality assessment in a Greek higher education institute (2008, background): “Tam (2001) also mentioned that, quality in higher education is a “relative concept”, with respect to the stakeholders in higher education and the circumstances in which it is involved.”
Unravelling quality culture in higher education: a realist review (2017, background): “Once the subcultures, their assets, pitfalls and potentially contradicting meanings attached to ‘quality’ have been brought to surface, quality practices can be developed which optimise the conditions for continuous educational quality improvement (Tam 2001).”
Evaluating Teaching Quality (2006, methodology): “Module questionnaires are usually fairly short, with questions on various aspects of a particular subject module. Conversely, institution wide surveys tend to cover all aspects of student life. It is generally detailed, lengthy and time consuming for students to complete. When administered electroni”