Increasing national capability for quality higher education the case of the Sultanate of Oman

This paper explores a number of quality enhancement initiatives being implemented in a developing country, the Sultanate of Oman, to increase the national capability for quality higher education. Oman is a young country with a youthful and rapidly growing population. A brief description of the relatively short history of Oman’s national systems for secondary and postsecondary education is provided. This highlights the challenges for quality education resulting from a strategy of importing postsecondary education from a variety of countries, and delivering the programs through a largely privatized sector.

The paper then describes the outcomes of an initial needs analysis that led to the development of a National Quality Plan. Some of the strategies in this plan for improving and increasing capability are considered, most particularly the establishment of a practitioner‐oriented Oman Quality Network, and the design and implementation of a National Quality Training Program. These two strategies attempt to address common obstacles to capability, namely a paradigm that entrenches compliance and helplessness, and only early awareness of effective quality enhancement and quality assurance principles and methods.

Evaluation results are presented that comment on progress thus far, and suggest critical success factors. These include building legitimacy and trust to overcome barriers to sharing information in a competitive privatized environment. They also include the establishment of peer to peer mechanisms that build confidence and create sustainability over time, as imported or external expertise gives way to local capability and expertise.

A critical evaluation and comparison of two formative measures of system quality using criterion variables

Evaluating the validity of formative variables has presented ongoing challenges for researchers. In this paper we use global criterion measures to compare and critically evaluate two alternative formative measures of System Quality. One model is based on the ISO-9126 software quality standard, and the other is based on a leading information systems research model. We find that despite both models having a strong provenance, many of the items appear to be non-significant in our study. We examine the implications of this by evaluating the quality of the criterion variables we used, and the performance of PLS when evaluating formative models with a large number of items. We find that our respondents had difficulty distinguishing between global criterion variables measuring different aspects of overall System Quality. Also, because formative indicators “compete with one another” in PLS, it may be difficult to develop a set of measures which are all significant for a complex formative construct with a broad scope and a large number of items. Overall, we suggest that there is cautious evidence that both sets of measures are valid and largely equivalent, although questions still remain about the measures, the use of criterion variables, and the use of PLS for this type of model evaluation.

Designing an e-portfolio for assurance of learning focusing on adoptability and learning analytics

The Assurance of Learning for Graduate Employability framework is a quality assurance model for curriculum enhancement for graduate employability, enabling graduates to achieve "the skills, understandings and personal attributes that make [them] more likely to secure employment and be successful in their chosen occupations to the benefit of themselves, the workforce, the community and the economy" (Yorke, 2006). Of particular note is the framework's dependence on three foundations, including easy access to integrated and accessible tools for staff and student self-management. In other words, this approach to curriculum quality depends on staff and student access to tools that enable them to self-manage their learning. This paper examines two aspects which informed the design of a student e-portfolio system, iPortfolio, intended for students' self-management of their learning, particularly recording evidence of their achievement of capabilities. The paper focuses on two particular considerations in the design of the iPortfolio: adoptability and learning analytics. Adoptability means the phase preceding adoption, whether students have the devices, platforms and technology skills to be able to use such an innovation. The iPortfolio also facilitates learning analytics: it has the capability to gather data related to learning indicators for course quality assurance purposes. Both adoptability and analytics are very dynamic fields: new devices, platforms and applications constantly spark changes in user habits, and policy changes mean institutions need to be able to provide new data, often at short notice. In the conclusion, the paper suggests how tools such as the iPortfolio can be designed for 'future proofing' and sustainability.

Inter-professional clinical handover in post-anaesthetic care units: tools to improve quality and safety

OBJECTIVES: To examine quality and safety in inter-professional clinical handovers in Post Anaesthetic Care Units (PACUs) and make recommendations for tools to standardize handover processes.
DESIGN: Mixed methods combining data from observations and focus groups.
SETTING: Three PACUs, one public tertiary hospital and two private hospitals.
PARTICIPANTS: Observations were made of 185 patient handovers from anaesthetists to nurses. Eight focus groups were conducted with 62 staff (15 anaesthetists and 47 nurses) across the study sites.
INTERVENTION: Inter-professional clinical handovers in PACU's.
MAIN OUTCOME MEASURES: Characteristics of the structure and processes that support safe inter-professional PACU handover practice.
RESULTS: Characteristics of the process, content, activities and risks during anaesthetist to nurse patient handover into the PACU were integrated into four steps in the PACU handover process summarized by the acronym COLD (Connect, Observe, Listen and Delegate), a verbal communication tool (ISoBAR), a checklist of critical information for safe patient transfer into PACU and a matrix of factors perceived to increase handover risk.
CONCLUSIONS: The standard structure and checklists for optimal content of patient handovers were derived from existing practices and consensus, hence, expected to provide ecologically valid and practical resources to improve quality and safety during clinical handovers in the PACU.

Reporting usability defects-do reporters report what software developers need?

Reporting usability defects can be a challenging task, especially in convincing the software developers that the reported defect actually requires attention. Stronger evidence in the form of specific details is often needed. However, research to date in software defect reporting has not investigated the value of capturing different information based on defect type. We surveyed practitioners in both open source communities and industrial software organizations about their usability defect reporting practices to better understand information needs to address usability defect reporting issues. Our analysis of 147 responses show that reporters often provide observed result, expected result and steps to reproduce when describing usability defects, similar to the way other types of defects are reported. However, reporters rarely provide usability-related information. In fact, reporters ranked cause of the problem is the most difficult information to provide followed by usability principle, video recoding, UI event trace and title. Conversely, software developers consider cause of the problem as the most helpful information for them to fix usability defects. Our statistical analysis reveals a substantial gap between what reporters provide and what software developers need when fixing usability defects. We propose some remedies to resolve this gap.

Outcomes, standards and benchmarks

The use of outcomes as a tool for curriculum development has considerable currency in Australia. It is widely perceived as representing world's best practice (South Australia Department of Education, Training and Employment, 2000, foreword) and as providing an effective means for quality assurance and enhancement (Willis & Kissane, 1997). At a system level, these assumptions have been unquestioned and unexamined, and curriculum frameworks in all Australian States now consider themselves to be 'outcome-based'. Surprisingly, this results in little similarity between Australian State educational frameworks, and raises the question of what I really understood about the concept of an 'outcome'. This essay explores some definitions of the term and related concepts of 'standards' and 'benchmarks'. The latter terms have less currency in Australia but can be shown to more accurately describe much of what we consider to be outcomes. The issue is not a semantic one, but goes to the very heart of our intentions in specifying learning outcomes. The indiscriminate use of the term 'outcome' has largely devalued it to the point that there is little real understanding and little debate about the efficacy of outcome setting as the primary process in curriculum production in Australia.

Globalisation and the restructuring of higher education for new knowledge economies: new dangers or old habits troubling gender equity work in universities?

This article undertakes a feminist critique of the restructuring of the modern university in Australia. It considers the interaction of the processes of globalisation, corporatisation (through the twin strategies of marketisation and managerialism) and the social relations of gender, and their implication for gender equity work in the academy. The paper locates the reform of Australian universities within their Western context, and considers the gendered effects of the new disciplinary technologies of quality assurance and online learning on the position of women academics. It concludes with some comments about the shift in language from equity to diversity which has accompanied corporatisation, and how this has effectively coopted women's intellectual labour to do the work of the entrepreneurial university.

20 years on - have student evaluations made a difference?

This paper poses the question, what impact have student evaluations (SE’s) of teaching had on the improvement in teaching in Australian tertiary education. The paper proposes to assess the effectiveness of SE’s through an investigations of the ways in which have been used in Australian tertiary education over the last 20 years or so. Three approaches are discussed: a) quality assurance - student evaluations used to ensure the quality of the learning environment in which learning takes place; b) quality improvement - student evaluations used as a diagnostic tool for individual teaching staff; and c) student feedback – student evaluations used to provide prospective and current students with information to help inform their choices and expectations. The discussions reviews some of the research and known practise in Australian universities. It concludes that SE’s have had a profound impact on pedagological understandings of tertiary education by placing the student at centre stage of teaching and learning. However it suggests that we do not know how SE’s have impacted on teaching effectiveness and improvement. The paper concludes by recommending further research to define critical success factors, a better understanding of how to make the student feedback and evaluation tools and mechanisms more approachable and meaningful for students, and an assessment of the ‘survey industry’ as a sustainable enterprise.

Program assessment and reporting: linking people, processes and data

As part of a larger Simplification Project for program quality assurance processes conducted at RMIT University, this paper chronicles the refinement of one aspect: program assessment and reporting. This involved the realignment of criteria used in program quality assurance with those developed in higher-level strategic and business planning processes. In addition, the project attempted to address the lack of alignment between annual program processes and subsequent decisions made about the future of programs, particularly in profile planning processes.
A revised Program Annual Report process was developed that aimed to achieve simplicity and alignment while re-engaging program leaders and heads of schools with the quality agenda. A concerted effort was made to develop a process that improved on previously poor vertical communication inherent in program quality assurance. This paper explores the ways in which this was achieved by a) linking people to data through the use of agreed and contextualised performance indicators, and b) linking people to process through more meaningful input into planning and opportunity for dialogue.

A role for workforce competencies in evidence-based health promotion education

Education programs should be based on research about the knowledge and skills required for practice, rather than on intuition or tradition, but there is limited published curriculum research on health promotion education. This paper describes a case study of how workforce competencies have been used to assist evidence-based health promotion education in the areas of curriculum design, selection of assessment tasks and continuous quality assurance processes in an undergraduate program at an Australian university. A curriculum-competency mapping process successfully identified gaps and areas of overlap in an existing program. Previously published health promotion workforce competencies were effectively used in the process of selecting assessment items, providing clear guidelines for curriculum revision and a useful method to objectively assess competency content in an evidence informed framework. These health promotion workforce competencies constituted an additional tool to assess course quality. We recommend other tertiary institutions consider curriculum-competency mapping and curriculum based assessment selection as quality and evidence based curriculum review strategies.

Sustainable components of leadership effectiveness in organizational performance

Purpose – The objective is to describe a selection of sustainability components of leadership effectiveness in organizational performance.
Design/methodology/approach – The paper is based on a conceptual discussion. Findings – The paper contributes to descriptive models that address sustainability components of leadership effectiveness in organizational performance. The study highlights some common views that exist in the management literature and in prosperous management practice related to the direct impact of the relationship in organizational performance between leadership and effectiveness. In fact, it also highlights the critical or sceptical views of leadership effectiveness in organizational performance raised in the literature. Research limitations/implications – The paper contends that the actual leadership effectiveness in organizational performance varies over time and across contexts. At times, the achievement in organizational performance is the outcome of prosperous and conscious leadership, while it at other times may be the outcome of poor and deficient leadership. The topic at hand is positioned and limited to the interface that may describe and explain the connection between these two views. Furthermore, it is limited to corporate decision making and business behaviour in relation to leadership effectiveness and organizational performance. Practical implications – The leadership of an organization need not only to be successful today, but they also need to be successful tomorrow to stay in control and to flourish. Quality control and quality assurance are no longer enough for most organizations. They need to build an awareness of the sustainability components into processes of their management and business practices (i.e. internal and external ones) in order to be judged as successful in corporate decision-making and business behaviour in organizational performance in the long term. Originality/value – The principal contributions of the study are a model of timely leadership effectiveness, a model of contextual leadership effectiveness, and a typology of leadership effectiveness in corporate decision-making and business behaviour. These contributions provide theoretical and managerial ideas and insights into the sustainability components of leadership effectiveness in organizational performance.

Risky doctorates : managing doctoral studies in Australia as managing risk

This paper draws on work by the author as part of a team undertaking an ARC Discovery project entitled: The Impact of Risk Management on Doctoral Research Policy and Pedagogy in Australian Universities. The team is Erica McWilliam, Peter Taylor, Terry Evans and Alan Lawson, with Eluned Lloyd and Karen Tregenza. Some of the ideas in this paper reflect our discussions, reading and other work as part of this project.

Arguably, part of any manager’s work involves the identification and assessment of risks and then working to minimise or manage them. However, never has this been more important than is the case today for the manager of doctoral studies in Australia. Partly this is related to the rising risk consciousness and risk aversion in contemporary societies, but more particularly it is related to the dangers and harms that have been infused by the Australian government into its policies on ‘research training’ (that is, principally doctoral education) and quality assurance. This article explores the consequences of these two trends, one general and one specific, on the management and nature of doctoral research in Australia.

Ethical dilemmas of a large national multi-centre study in Australia

Aims and objectives: To examine the impact and obstacles that individual Institutional Research Ethics Committee (IRECs) had on a large-scale national multi-centre clinical audit called the National Benchmarks and Evidence-based National Clinical guidelines for Heart failure management programmes Study.

Background: Multi-centre research is commonplace in the health care system. However, IRECs continue to fail to differentiate between research and quality audit projects.

Methods: The National Benchmarks and Evidence-based National Clinical guidelines for Heart failure management programmes study used an investigator-developed questionnaire concerning a clinical audit for heart failure programmes throughout Australia. Ethical guidelines developed by the National governing body of health and medical research in Australia classified the National Benchmarks and Evidence-based National Clinical guidelines for Heart failure management programmes Study as a low risk clinical audit not requiring ethical approval by IREC.

Results: Fifteen of 27 IRECs stipulated that the research proposal undergo full ethical review. None of the IRECs acknowledged: national quality assurance guidelines and recommendations nor ethics approval from other IRECs. Twelve of the 15 IRECs used different ethics application forms. Variability in the type of amendments was prolific. Lack of uniformity in ethical review processes resulted in a six- to eight-month delay in commencing the national study.

Conclusions: Development of a national ethics application form with full ethical review by the first IREC and compulsory expedited review by subsequent IRECs would resolve issues raised in this paper. IRECs must change their ethics approval processes to one that enhances facilitation of multi-centre research which is now normative process for health services.

Relevance to clinical practice: The findings of this study highlight inconsistent ethical requirements between different IRECs. Also highlighted are the obstacles and delays that IRECs create when undertaking multi-centre clinical audits. However, in our clinical practice it is vital that clinical audits are undertaken for evaluation purposes. The findings of this study raise awareness of inconsistent ethical processes and highlight the need for expedient ethical review for clinical audits.

Ein Blick Down Under. Selbstmanagementinitiativen und Patientenschulungen in Australien

The growing burden of chronic disease and the current nature of healthcare systems which are structurally ill-equipped to cater to the complex needs of patients with chronic conditions has led to governments and healthcare providers seeking alternative ways to improve patients own capacity to actively self-manage their chronic condition. In Australia, there has been a focus on patient education and self-management programs within the healthcare system to achieve this. These programs aim to empower patients through providing information and teaching skills and techniques to improve self-care and doctor-patient interaction with the ultimate goal of improving quality of life. Patient education and self-management programs have been supported through several national government initiatives and implemented within the healthcare setting. This paper describes the current position of patient education and self-management within the Australian healthcare system. It further describes a new collaboration project between an Australian and a German research team which aims at translating an assessment questionnaire used in Australia for the evaluation of self-management programs, the “Health Education Impact Questionnaire” (“heiQ”); this instrument is expected to be of significant use in the German rehabilitative system.