Abstract
Examines the conceptual problems of applying continuous quality improvement in higher education by exploring the general wisdom of its use in industrial practice. Highlights the emphasis given to this problem‐solving approach in the extant advice on quality and the difficulties in developing greater flexibility of approach and initiating innovation. Goes on to raise other problems such as the diversity of performance indicators, teamwork and how to provide requisite variety in external assessment. Argues that these difficulties can be overcome and that cases of good practice can emerge to inform and improve quality assurance for teaching and learning.
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