How can institutions of higher education achieve quality within the new economy?

Abstract

Why has the concern for quality in higher education emerged as a public agenda throughout the world? More importantly, how can educational leaders achieve quality within the demands of the new economy? A quick review of professional organizations' and societys' conference themes over the past decade on total quality management, quality education, continuous quality improvement, continuous programme improvement and assessment provides clear indicators that the worth and merit of higher education are being questioned. Few topics elicit greater alarm in higher education than productivity and quality, and rarely is productivity linked with quality. Currently, educators are experiencing the reality and pain of restructuring higher education as they have known it. These educational leaders are concerned and are searching for answers which will allow proactive leaders to shape this change process while protecting academic freedom in teaching, outreach and research. Regardless of how proactive or reactive academicians decide to be in this restructuring process, one overarching belief is held in high regard: institutions of higher education must graduate individuals prepared for their respective careers and roles within the new global economy. The fundamental message in this article is for the leadership and faculty to commit to the collective responsibility of achieving a new kind of quality in higher education as measured by those who purchase the university's services and, most importantly, those who employ their graduates.