The incorporation of the further education sector in 1993 was followed by a period of extreme turbulence. Colleges plunged into the complex task of managing huge organizations while under pressure from cuts in funding and a steady expansion in the number and range of students. While financial scandals may have attracted attention, the success of the further education sector in continuing to provide a vital educational service for millions of people has been less recognized. Despite the significant contribution of the sector to education and training, practitioners struggle to find adequate research evidence on which to base reflection and practice. They need material relevant to the specific situation of managers working w
Chapter 6: Understanding Quality
Quality is a good thing. So far those who work in further education can agree. But as with many overarching concepts in management, while there may be universal support for a theoretical concept, in practice the debate on how to define it and to achieve it, fractures. Much of the public debate on education in the latter half of the 1990s has centred on issues of quality, though the terminology differs. Schools wish to improve and become effective. The public wishes to raise standards. Achievement rates in colleges must increase and so on. There are powerful obligations to achieve improved quality. Sallis identifies four quality imperatives:
- The moral imperative – the link with customers.
- The professional imperative – the link with the ...