Abstract

International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.

Highlights

  • Quality is more likely to be interpreted as efficiency of resource allocation more than as the quality of teaching and learning processes

  • The cases of Hong Kong and Singapore reveal that both governments tend to follow the principle of “autonomy for accountability” to steer the university sector from a distance

  • Instead of implementing direct control, quality audits and governance reviews are commonly adopted by the government to devolve more responsibility upon individual universities and maximize the “value for money” for the public expenditure spent on the university sector

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Summary

Introduction

Quality is more likely to be interpreted as efficiency of resource allocation more than as the quality of teaching and learning processes. The Bologna Declaration called for the establishment of a European Higher Education Area by 2010 by adopting a system of degrees (based on two cycles), setting up a system of credits, and the eliminating of obstacles to free mobility.

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