“It would probably not be hard to get a consensus around the proposition that universities should aim for high quality in both their teaching and their research. But it is much harder to identify what quality actually is, how it can be recognised and how it can be measured. This is illustrated by the fact that some of the key policy documents on quality assurance for universities go into great detail about the process by which quality should be assured without ever once saying what actually constitutes ‘quality’ …” (more)
[Ferdinand von Prondzynski, University Blog, 9 October]