[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-41809-en":3,"doc-seo-41809-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},41809,1099514067415,"Rowan","https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502",8,"Research & Report","Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories","Bridging research and education policy, the work examines how learning standards and assessments of quality in higher education are shaped through contested policy trajectories. It frames the gap between research knowledge and practical implementation as a problem of dissemination and relevance for policymakers and practitioners. Drawing on interviews with stakeholders, it analyzes how academic standards, quality, and accountability are constructed, debated, and translated into policy assumptions and grading-related practices.","Policy Implications of Research in Education 7  \nJon Yorke  \nLesley Vidovich  \nLearning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories  \nPolicy Implications of Research in Education  \nVolume 7  \nSeries Editors  \nProfessor Stephen L. Jacobson, University at Buffalo – State University of New York, USA  \nDr. Guri Skedsmo, University of Oslo, Norway  \nEditorial Board  \nProf. Helen Gunter, University of Manchester, England  \nProf. Stephan Huber, University of Teacher Education Central Switzerland Prof. Jonathan Jansen, University of the Free State, South Africa  \nProf. Karen Seashore Louis, University of Minnesota, USA Prof. Allan Walker, Hong Kong Institute of Education  \nScope of the Series  \nIn education, as in other fields, there are often significant gaps between research knowledge and current policy and practice. While there are many reasons for this gap, one that stands out is that policy-makers and practitioners may simply not know about important research findings because these findings are not published in forums aimed at them.  \nPolicy Implications of Research in Education aims to clearly and comprehensively present the implications for education policy and practice drawn from important lines of current education research in a manner that is accessible and useful for policy-makers, educational authorities and practitioners.  \nMore information about this series at [http://www.springer.com/series/11212](http://www.springer.com/series/11212)  \nJon Yorke • Lesley Vidovich  \nLearning Standards and the Assessment of Quality in Higher Education:  \nContested Policy Trajectories  \nJon Yorke  \nCurtin University Bentley, WA, Australia  \nLesley Vidovich  \nThe University of Western Australia Crawley, WA, Australia  \nPolicy Implications of Research in Education  \nISBN 978-3-319-32923-9 ISBN 978-3-319-32924-6 (eBook)  \nDOI 10. 1007/978-3-319-32924-6  \nLibrary of Congress Control Number: 2016938107  \n© Springer International Publishing Switzerland 2016  \nThis work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.  \nThe use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.  \nThe publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.  \nPrinted on acid-free paper  \nThis Springer imprint is published by Springer Nature  \nThe registered company is Springer International Publishing AG Switzerland  \nTo Mantz Yorke and Liz Yorke, who made all of this possible, and to Katie, Pippa, Oliver and Daniel for their enduring love and support. (Jon)  \nTo my wonderful, ever-supportive family. In particular, to Tony and Simon with my deepest love, always. (Lesley)  \nYou can add up the parts, but you won’t have the sum.  \nFrom the song ‘Anthem’, Leonard Cohen (1992)  \nForeword I  \nIf you are inclined to think that major policies are developed by one or a small group of experts in the field – decision makers, they are often called – your confidence in that view should be given a good shake by reading this book. To put this book together, the two authors, Jon Yorke and Lesley Vidovich, have tapped into the thi","cbCaitaMLOhzsSm7","https://ap.wps.com/l/cbCaitaMLOhzsSm7","pdf",4387432,5,1,296,"English","en",105,"# Foreword\n## Policy formation and expert decision-making\n## Interview-based perspectives on standards, quality, and accountability","[{\"question\":\"What gap does the series address between education research and policy practice?\",\"answer\":\"The series highlights significant gaps between research knowledge and current policy and practice, often because policymakers and practitioners may not know about important research findings due to limited dissemination in forums aimed at them.\"},{\"question\":\"How does the book examine the development of major education policies?\",\"answer\":\"It challenges the view that major policies are produced by a small expert group by using interviews that elicit stakeholders’ experiences and roles in shaping academic standards, quality, and accountability policies and processes.\"},{\"question\":\"What themes are central to learning and teaching in higher education discussed in the foreword?\",\"answer\":\"The foreword identifies academic standards, quality, and accountability as fundamental themes for those working in higher education learning and teaching, emphasizing renewed interest in university and college teaching and 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