Accreditation and institutional learning: the impact interactions based on a minimaxing strategy have on the benefits from external reviews

Edited book (chapter)

Padro, Fernando. 2013. "Accreditation and institutional learning: the impact interactions based on a minimaxing strategy have on the benefits from external reviews." Shah, Mahsood and Nair, Chenicheri Sid (ed.) External quality audit: has it improved quality assurance in universities?. Oxford, United Kingdom. Elsevier. pp. 247-268
Chapter Title

Accreditation and institutional learning: the impact interactions based on a minimaxing strategy have
on the benefits from external reviews

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID1821
1500
Book TitleExternal quality audit: has it improved quality assurance in universities?
Authors
AuthorPadro, Fernando
EditorsShah, Mahsood and Nair, Chenicheri Sid
Page Range247-268
SeriesChandos Learning and Teaching
Chapter Number16
Number of Pages22
Year2013
PublisherElsevier
Chandos Publishing
Place of PublicationOxford, United Kingdom
ISBN9781843346760
9781780633169
Digital Object Identifier (DOI)https://doi.org/10.1016/B978-1-84334-676-0.50016-9
Web Address (URL)http://www.sciencedirect.com/science/article/pii/B9781843346760500169
Abstract

This chapter is a personal epistemology of the potential limitations on the organizational learning that universities can actually achieve through external review processes. The goal is to engender a discussion of institutional learning from the perspective of risk and of how an understanding of the potential limitations can enhance the capacity for learning. The chapter begins with a description of the perceptual and structural challenges to institutional learning emanating from external review processes, which can help to explain the hurdles that have to be overcome in designing and implementing internal and external quality assurance processes. This is followed by a discussion of the nature of learning, of when learning happens, the limitations on organizational learning, and the institutional mechanisms and values that impact on the potential for learning vis-a-vis acceptance of the appropriateness of external demands for and the basis of accountability.

Keywordscapacity for change; capacity for risk; higher education; minimaxing behaviour; limitation to organizational learning; organizational buy-in; organizational learning; paradox of learning; university organizational climate
ANZSRC Field of Research 2020390303. Higher education
350102. Auditing and accountability
350711. Organisational planning and management
Public Notes

© 2013 Woodhead Publishing Limited. Published version of this chapter restricted in accordance with publisher copyright policy.

Byline AffiliationsLearning and Teaching Support Unit
Royal Melbourne Institute of Technology (RMIT)
University of Western Australia
Institution of OriginUniversity of Southern Queensland
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