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ISSUES AND TRENDS IN
QUALITY ASSURANCE AND
HIGHER EDUCATION-Planning in a Global Context
John N. Hawkins
Co-Director APHERP EWC-UCLA
US & UC System
Vietnam Presentation


BACKGROUND
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QA can bring out both enthusiasm & cynicism
“Internal-External” shifts
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b/w HE & host society
Private, inner world of HE & social context
Often stimulated by forces outside HE
Many terms: QA, evaluation, review, audit,
monitoring, QM, TQM, etc.


Conceptual Considerations
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Context: international, national,
institutional, basic units
Methods--a General Model?
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National coordinating body
Institutional self-evaluation
External peer review
Published reports
Policy, action follow-up


Conceptual Considerations
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Impact of QA: system, institution, program,
department (basic units), individual
Values & QA: challenges existing values:
academic, managerial, pedagogic, expected

outcomes
Politics of QA: distribution of power,
decisions, transform HE, institutional
autonomy


The Rise of QA
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Rise of “evaluative State” (Neave)
In context of “romantic view of HE” Kerr
Expansion of HE
Diversification of HE
Changing relations b/w HE & State
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Bottom-up=incremental change
External State involvement=“fundamental change”
(Clark)


Emergence of National QA
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Accreditation in US long-standing
QA in Europe, Asia, LA more recent
Diversity in QA approaches
Licensing by States (US & India)
important
Some argue (Trow) QA has done
nothing to improve HE


Diverse Purposes of QA
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Accountability of public funds
Improve quality of HE provision
Inform funding decisions

Inform students & employers
Stimulate competitiveness b/w HEIs
QC of new privates
Assign status and rankings
Others?


Mechanisms of QA
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Rewards: links to funding (yes or no?); formal
status allocation (accreditation); income;
influence; intangible
Changing policies & structures: everyday life
of HEI; fundamental change (PSRI at UCLA;
ELP), DC, corporatization, RCM
External affects Internal
Changing cultures (demise of “happy
anarchy”
Others: changing boundaries, factor favor

QA & Institutional Change
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QA is everywhere
Massification+diversity=information
demand
QA used for branding purposes
State uses it for control
Funding is increasingly conditional
Shift on “control-autonomy” continuum
toward control


QA & Institutional Change
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HEI no longer immune from QA:
professorial dilemmas
QM is one result: make sure these

ideas permeate the organization; data
collection and storage; accountability
We now have an “evaluative culture” for
better or worse


The UC Master Plan
A System Within a Non-System


Case: UC Master Plan for
Higher Education
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At the time (1960) considered utopian
Access for all who desire Higher
Education
Criticized from both left (produce
overeducated and underemployed); and
right (HE should be elitist)


What is the Master Plan
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A statewide policy and planning
framework first implemented in 1960 to

accommodate enrollment growth and
meet state human resource needs by
providing high-quality postsecondary
institutions.


History: California in late
1950’s
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Constraints on state resources
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End of postwar surpluses
Tax increase rejected by Legislature

Huge enrollment growth projected
Lack of coordination/planning
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22 competing legislative proposals to
establish new state colleges


Kerr Proposal

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Prevent unnecessary program/degree
duplication to limit taxpayer expenses
Offer access to all qualified residents
who could benefit from postsecondary
education
Legislature imposed a moratorium on
new campuses until plan completed


Primary Features of the MP
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Differentiation of Mission and Functions
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To ensure quality and efficient allocation of
resources
Limits the no. of campuses offering highcost doctoral and professional education

programs
Greater focus on undergraduate education
at the CSU and CCS
Cost structure enables universal access


University of California,
System
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Office of the President, UC
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Chancellor’s Office, California State
University
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University of California: 10 research campuses-Chancellors

23 undergraduate, limited graduate campuses,
Presidents

Chancellor’s Office, California Community
Colleges
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109 campuses--Chancellors, Presidents


University of California, Ten Campuses

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Differentiation of Function: UC
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State’s primary academic agency for research
Undergraduate, graduate, & professional education
Sole authority for doctoral degrees (CSU able to offer
joint doctorates)
Sole authority for instruction in law, medicine,
dentistry, and veterinary medicine
12.5% of top high school students



Differentiation of Function:
CSU

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Undergraduate education, graduate and professional education
through MA
Primary responsibility for 69% of teacher education
Faculty research consistent with the primary mission of
instruction
Doctorates jointly with UC or an independent institution
33% of top high school students after the 12.5% is accepted to
UC


California Community College System 109 Campuse


Differentiation of Function:
Community Colleges
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Open to all: 2 year program
Academic & vocational instruction through first two
years of undergraduate
Remedial instruction
English as Second Language courses
Adult noncredit instruction
Workforce training services
Transfers to UC and CSU


Values of Master Plan I
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Principle of access
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Differential admissions pool
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To all who can benefit
State’s responsibility to fund access
To ensure high standards and to encourage less competitive
students to take lower division at the CCs--prove themselves

Community College transfer
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Ensures universal access to 4 year institutions