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Two trends are analyzed: outcomes-based quality standards and the need to balance accountability with continuous improvement. Using a realist, process-based impact analysis, four QA events across two universities and two colleges are compared. Findings identify distinct institutional responses and mechanisms, including efforts to balance accountability and improvement, leadership support, and the growing QA role of teaching and learning centres.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-quality-assurance-policies-on-curriculum-development-in-ontario-postsecondary-education/596832/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-quality-assurance-policies-on-curriculum-development-in-ontario-postsecondary-education/596832.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two trends in Canadian postsecondary QA does the study focus on?","Question",{"text":112,"@type":113},"It focuses on outcomes-based quality standards and the need to balance accountability with continuous improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze the impact of QA policies?",{"text":117,"@type":113},"It uses a realist, process-based approach to impact analysis across four QA events at two universities and two colleges in Ontario.",{"name":119,"@type":110,"acceptedAnswer":120},"What mechanisms are identified as influencing curriculum development outcomes?",{"text":121,"@type":113},"The study highlights mechanisms such as balancing accountability with continuous improvement, leadership support, and the emerging QA function of teaching and learning centres.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596832,1792165240,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education  \nAbstract  \nTwo trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.  \nKeywords: internal quality assurance, external quality assurance, accountability, continuous improvement, learning outcomes  \nRésumé  \nDeux tendances quant à l’évolution de l’assurance de la qualité dans l’enseignement postsecondaire canadien sont l’émergence de normes de qualité fondées sur les résultats et la demande d’équilibrage entre la responsabilité et l’amélioration. Utilisant une approche de l’analyse d’impact à la fois réaliste et axée sur les processus, cette étude examine quatre cas d’assurance de la qualité dans deux universités et deux collèges en Ontario afin de déterminer l’impact de politiques d’assurance dela qualité à l’échelle du système sur le processus d’élaboration des programmes. L’étude révèle différentes approches choisiespar les établissements en réponse aux politiques d’assurance de la qualité ainsi que les mécanismes pouvant expliquer les expériences différentes. Ces mécanismes comprennent les tentatives d’équilibrer la responsabilité et l’amélioration continue, le soutien à la direction et le rôle émergent des centres d’enseignement et d’apprentissage dans l’assurance de la qualité . Ces conclusions aideront à relever les défis de la mise en œuvre de politiques d’assurance de la qualité au sein des établissements postsecondaires canadiens et à enrichir les discussions internationales sur la dichotomie responsabilité/amélioration dans le contexte de l’assurance de la qualité .  \nMots-clés : assurance de la qualité interne, assurance de la qualité externe, responsabilité, amélioration continue, résultatsd’apprentissage  \nIntroduction  \nQuality assurance (QA) has been “a rapidly growing concern” in postsecondary education around the world (Altbach, Reisberg, & Rumbley, 2010, p. 53) . Comprehensive and systematic approaches to QA have been introduced in many countries (Martin & Stella, 2007) . Canada is no exception to this reform movement. Since  \n2000, a series of QA mechanisms and policies have been established at the national and provincial levels (Weinrib & Jones, 2014) .  \nTwo related trends need to be noted about the recent evolution of QA in Canadian postsecondary education. One trend is the emergence of outcomes-based quality standards as accountability schemes. The province of Ontario spearheaded this in the development of a de-  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 50:1 (2020)   \ngree qualifications framework that outlines overall program design and outcome emphasis for qualifications from certificates to doctoral degrees. In 2007, the Council of Ministers of Education, Canada (CMEC) released the Canadian Degree Qualifications Framework, which articulates what bachelor’s, master’s, and doctoral degrees ","cbCaiogZijZguQ6G","https://ap.wps.com/l/cbCaiogZijZguQ6G","pdf",186382,15,"English","# Introduction\n## Outcomes-based quality standards\n## Balancing accountability and continuous improvement\n## Impact on curriculum development","[{\"question\":\"What two trends in Canadian postsecondary QA does the study focus on?\",\"answer\":\"It focuses on outcomes-based quality standards and the need to balance accountability with continuous improvement.\"},{\"question\":\"How does the study analyze the impact of QA policies?\",\"answer\":\"It uses a realist, process-based approach to impact analysis across four QA events at two universities and two colleges in Ontario.\"},{\"question\":\"What mechanisms are identified as influencing curriculum development outcomes?\",\"answer\":\"The study highlights mechanisms such as balancing accountability with continuous improvement, leadership support, and the emerging QA function of teaching and learning centres.\"}]","The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education | PDF",1792083820,38]