The Impact of External Quality Assurance Policies and Processes on Curriculum Development in Ontario Postsecondary Education
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Résumé
Situated in both the global context of quality movement in postsecondary education in the past few decades and the local context of quality assurance for Ontario postsecondary education in 2013-2014, this study aimed to address this research question: How did the external quality assurance policies and processes that emerged from 2000 to 2014 impact curriculum development in Ontario postsecondary education? The purpose was to examine the relationship between two important topics in contemporary postsecondary educationâ external quality assurance, or EQA, and curriculum development. As the fundamental question for EQA research is whether EQA leads to quality improvement, a deeper question for the study was: Did the accountability schemes in the EQA mechanisms for Ontario postsecondary education lead to quality improvement in terms of curriculum development? If so, how did it happen? The conceptual framework for the study was informed by four perspectives: external influences on curriculum development; process causality and the realist approach to impact analysis; conceptual models of EQA impact; and the importance of the context and the connectivity between the global and the local. In light of the paradigm of critical realism, the project drew upon case study and policy analysis as its strategies of inquiry. The study was conducted on two levels. On the macro- or system-level, document analysis and individual interviews informed the intentions and processes of the existing EQA frameworks for Ontario public universities and colleges. On the micro-level, case studies of seven carefully selected outcomes-based education initiatives shed light on the EQA processes and policy implementation. The analysis focussed on the processes in which the EQA mechanisms had affected curriculum development in Ontario. While conducted in one single province, the study was also concerned with an issue of global concernâ the relationship between accountability and improvement in quality assurance for postsecondary education. The study found that the accountability schemes in EQA mechanisms in Ontario led to some areas of improvement in curriculum development within postsecondary institutions; however, there existed implementation gaps. The analysis revealed a complex reality in the EQA impact processes. The dissertation makes a conceptual, methodological and empirical contribution to EQA studies.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
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