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Metadaten zur Analyse und Auswahl von Qualitätsansätzen für Aus-und Weiterbildung
What constitutes the new, innovative element, which is described by Web 2.0 and e-learning 2.0? Does this development have consequences for how we assure, manage and develop quality in e-learning? These questions are the beginning of a large number of debates lead around the term e-learning 2.0. Even though the question of quality was controversially discussed already when e-learning 1.0 appeared on the market, e-learning 2.0 creates even more insecurity. This article aims at answering these questions. In three steps, I will describe what is e-learning 2.0, which basic elements of Web 2.0 it builds on, and what has changed. In a second step I will show which consequences this implies for quality development in e-learning. Thirdly, I will describe a number of methods as examples and give practical advice on how to further advance quality development.
In this article it is argued that quality development in higher education needs to go beyond the implementation of rules and processes for quality management purposes in order to improve the educational quality. Quality development rather has to focus on promoting a quality culture which is enabling individual actors to continuously improve their profession. While this understanding of quality as part of the organisational culture gains more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. This article aims to lay the foundations for a comprehensive understanding of quality culture in organisations, focussing on higher education. For this purpose, the state-of-the-art in research about organisational culture is discussed and a model of quality culture is presented.
Purpose
– The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations.
Design/methodology/approach
– The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario.
Findings
– The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice.
Originality/value
– The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.
Die Auswahl eines adäquaten Qualitätsansatzes für Organisationen ist ein komplexer Prozess, der weit reichende Konsequenzen
mit sich zieht. Die Auswahl kann gerade bei der Vielzahl existierender Qualitätsansätze nicht intuitiv erfolgen, sondern sollte
wohl begründet und fundiert sein. Dieser Artikel beschreibt ein ganzheitliches Entscheidungsmodell für die organisationsspezifische
Auswahl von Qualitätsansätzen für Aus- und Weiterbildung. Der Ansatz basiert auf einer empirischen Untersuchung der Anforderungen
von Entscheidungsträgern an Qualitätsansätze sowie auf der analytischen Herleitung von Auswahlkriterien.
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