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The paper argues that shared participation across design, administration, interpretation, and implementation can build common ground among internal and external stakeholders, strengthening enhancement-oriented processes and addressing tensions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are governments and institutions developing quality assurance mechanisms in higher education?","Question",{"text":62,"@type":63},"Increased participation and diversity, along with greater scrutiny of degree quality, have driven governments to monitor and support standards through quality assurance mechanisms.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What tension does the paper identify in current higher education quality assurance?",{"text":67,"@type":63},"The paper notes that administrative structures often focus on accountability, while academics say little is discussed about collaborative efforts for program opportunities, enhancement, and growth.",{"name":69,"@type":60,"acceptedAnswer":70},"How can participatory approaches improve enhancement-oriented quality assurance?",{"text":71,"@type":63},"By increasing collective participation in key phases of the assurance process—such as design, administration, interpretation, and implementation—internal and external 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Groen University of Ottawa  \nDOI: 10. 22329/celt.v10i0 .4728  \nStemming from increased levels of participation and diversity of the student base andfrom growing scrutiny on the quality of university degrees, governments have begun establishing mechanisms to monitor and support quality in higher education. Faced with administrative quality assurance structures, academics often complain that little is discussed in terms of collaborative effort toward program opportunities, enhancement, and growth and that focus is solely on accountability. This paper examines the viability of participatory approaches, pulled from the field of evaluation, as away of leading to a more meaningful enhancement-oriented quality assurance process and creating common ground across the differing interests of external and internal stakeholders to quality in higher education.  \nigher education across the globe is experiencing  \nHa significant change in its student base.  \nIncreasing enrolments, greater diversity of the student body, and stronger links between school and workplace are being requested by those enrolling (Biggs & Tang, 2011) . As a result, key stakeholders (such as students, parents, society, and governments) in higher education are taking a greater interest in the student experience and the quality of higher education (Dunn, McCarthy, Baker, & Halonen, 2010) . With the increased profile of quality assurance, these stakeholders are calling upon specific government agencies and institutions of higher education to manage assurance systems that ensure standards are maintained and are accountable to professional accreditation bodies and public expectations (Kis, 2005; Nicholson, 2011). For many academic programs under review by quality assurance systems, processes related to this type of evaluation are perceived as an administrative hurdle imposed by distant senior administrators for the purposes of accountability (Kis, 2005; Nicholson, 2011) . Academics complain that little is discussed in terms  \nof collaborative effort toward program opportunities, enhancement, and growth (Harvey, 1998, 2002; Nicholson, 2011) .  \nPractitioners posit the viability of a system which can both be accountable to external stakeholders while engaging those internal to institutions (e.g., faculty, departmental chairs, and staff) to become invested in the sustained enhancement of their programs (Kis, 2005) . Scholarship in the fields of quality assurance and evaluation suggest that a greater emphasis on collective participation in the design, administration, interpretation, and implementation phases of the assurance process could better engage internal stakeholders. Consequently, this could lead to a more meaningful enhancement-oriented process and create common ground across the differing interests of external and internal stakeholders (Cousins & Earl, 1995; Houston & Paewai, 2013; Kleijnen, Dolmans, Willems & Van Hout, 2013; Zukoski & Luluquisen, 2002) .  \nTo examine opportunities for an enhancement oriented participatory approach to  \nquality assurance, this paper has been organised into two major sections. The first defines quality, describes the development of quality assurance frameworks, and discusses the nature of tensions between accountability and enhancement approaches to assurance. The second section presents the principles of participatory evaluation, highlights implications of use for quality assurance in higher education, and examines benefits and challenges of adopting a participatory approach.  \nQuality Assurance in Higher Education  \nDefining Quality in Higher Education  \nAs it does in a general context, the meaning of the term quality varies considerably in the higher education context. Based on the influential work of Harvey and Green (1993) who examined the multiple meanings of quality, many scholars have emphasised five principal defi","cbCaig6c8qNX0wjr","https://ap.wps.com/l/cbCaig6c8qNX0wjr","pdf",258892,11,"English","# Engaging in Enhancement: Implications of Participatory Approaches in Higher Education Quality Assurance\n## Quality Assurance in Higher Education\n### Defining Quality in Higher Education\n### Approaches to Quality Assurance","[{\"question\":\"Why are governments and institutions developing quality assurance mechanisms in higher education?\",\"answer\":\"Increased participation and diversity, along with greater scrutiny of degree quality, have driven governments to monitor and support standards through quality assurance mechanisms.\"},{\"question\":\"What tension does the paper identify in current higher education quality assurance?\",\"answer\":\"The paper notes that administrative structures often focus on accountability, while academics say little is discussed about collaborative efforts for program opportunities, enhancement, and growth.\"},{\"question\":\"How can participatory approaches improve enhancement-oriented quality assurance?\",\"answer\":\"By increasing collective participation in key phases of the assurance process—such as design, administration, interpretation, and implementation—internal and external stakeholders can develop shared ground and support a more meaningful enhancement-oriented approach.\"}]","Engaging in Enhancement - Implications of Participatory Approaches in Higher Education Quality Assurance | PDF",1792087877,28]