STRATEGIC POSITIONING IN AUSTRALIAN HIGHER EDUCATION The Case of Medical Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
the regulated environment, medical schools are indeed able to formulate coherent strategies in order to pursue improved performance.In their chapter, Manatos, Sarrico and Rosa debate the integration of quality management in Portuguese universities based on the analysis of the quality policy statements of three paradigmatic case studies, which correspond to the first three universities that had their internal quality management systems certified by the Portuguese agency for assessment and accreditation of higher education (A3ES).Assuming integration as the development of quality management practices within organisations which are part of their global management systems, covering different processes, organisational levels and quality management principles, the authors discuss whether the quality management policies of universities approach their different processes in an integrated way, if the quality management policies integrate the different organisational levels, as well as whether universities integrate in their quality management policies the different QM principles.Furthermore, a focus is put on the extent to which quality management is integrated in the broader management and governance framework of universities, namely if it is part of the global strategy of the universities, if those responsible for the quality management structures are articulated with the top management and governance bodies of the universities and how far it is a tool for strategic management.Starting with a literature review on the topics of quality management integration in higher education and the role of national quality agencies in the promotion of quality management systems within universities, the chapter follows with the presentation of the methodology followed, namely the documents analysed and the category grid used for their content analysis.Results are then presented for each level of analysis.From the empirical work undertaken, authors conclude that overall the universities under study have an integrative policy for quality management, which follows to a large extent the trend for integration of quality management in higher education emphasised by the literature.However, there are levels and particular dimensions still in partial or even insufficient stage of development.The authors expect that the experience of the studied three paradigmatic cases can inform the development of quality policies in those universities where quality management might be less developed.In her chapter, Deem compares the methods, cultural and social processes, responses, controversies, 'gaming' and consequences for universities and higher education systems of the recent public-funded national research evaluation exercises conducted in the UK and Portugal.The author starts by setting out the theoretical framework for the comparison, which focuses on the idea of system-wide research evaluation as a 'game', the intricacies of the processes at evaluation panel meetings and the notion of unintended consequences.Then, the main characteristics of the two evaluation exercises are put forward, namely through a comparison of them.Acknowledging the existent differences in the two exercises, namely in terms of
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.041 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it