The "What" of Quality

The “what” of quality ultimately becomes an institutional issue.  First, quality needs to be defined by internal integrity in which key indicators tie academic outcomes to student success in a system of continuous improvement.  Second, quality needs to be viewed as a set of measures by which institutions can be compared in regard to student achievement.

It is important to note that this all goes back to the business model.  Institutions need to have a value proposition for students, employers and the community, including market differentiation and return on investment.  This will entail being able to point to tangible results involving content and talent that set a given institution apart from others.  The where and the what must come together in a way that gives meaning to quality.  The key lies in the ability to align higher education and the workplace to provide student success.

As an example, in the United States, millions of jobs go unfilled despite relatively high unemployment numbers.  Employers tell us that higher education is not turning out prospective employees with the required knowledge and skills to fill these open positions.

This situation exists due in large part to the cultural shift that we have experienced, and the failure of our higher education system to adapt.  In earlier decades it was often the case that a solid liberal arts education was the key to economic prosperity.  In a simpler time, basic skills like critical thinking, oral and written communication, and numeracy, coupled with a willingness to take risks (on the part of both employers and employees) was a win-win scenario.

But with the new function of higher education, to link learning to jobs, there is a fundamental shift in how quality is defined. The increased complexity of society as evidenced through the increased variety and specialization of professions necessitates levels of knowledge and proficiency far beyond what was required in a simpler culture. While basic liberal arts values and skills are still important, additional layers of sophistication are essential to student success.

This being the case, quality now needs to be defined in a collective and collaborative way, in particular between education and the workforce.  What must occur is a change in the nature of the conversation between education and the workplace, so that workplace needs can be translated into curricular enhancements that are acknowledged and valued by employers, and thus by students.