Quality Monitoring, Innovation and Transformative Learning

Abstract

abstract This article examines some of the issues identified during the initial research stages of a New Zealand longitudinal study which is examining the extent to which external and internal quality monitoring impact on the student experience of learning. A major issue to emerge is the adequacy or appropriateness of general notions of quality in the context of higher education. While definitions of quality based on dimensions such as high standards, zero defects and value for money are relevant to higher education, they do not encompass directly the core activities of teaching and learning. The concept of quality as transformation is explored, and the links between transformative learning and innovation considered. It is concluded that monitoring the effectiveness of higher education in a rapidly changing world, requires focus on the transformative processes of learning/teaching, and the fostering of innovation.