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Extra info for Higher Education Management and Operational Research: Demonstrating New Practices and Metaphors
The National Committee of Inquiry into Higher Education, London, UK: HMSO. E. L. (1973). Toward a social ecology. London, UK: Tavistock. C. (1991). Creative problem solving: Total systems intervention. Chichester, UK: John Wiley and Sons. Freeman, J. T. (1983). Niche width and the dynamics of organisational populations. American Journal of Sociology, 6, 1116–1145. Galbraith, P. (2010). System dynamics: A lens and scalpel for decision making. OR Insight, 23(2), 96–123. Galbraith, P. (2004). Organisational leadership and chaos theory: Let’s be careful.
1994). The quality assessment method from April 1995. 94/39). Bristol: HEFCE. HEFCE. (1999a). Performance indicators in higher education: First report of the PISG. (Ref. 99/11). Bristol: HEFCE. HEFCE. (1999b). Performance indicators in higher education in the UK. (Ref. 99/66). Bristol: HEFCE. HEQC. (1995). Notes for guidance of auditors. London: HEQC. HEQC. (1996). Guidelines on quality assurance. London: HEQC. Higher Education Statistics Agency. (1999). Higher education management statistics – Sector level.
Different approaches to the issue became apparent, including focus on academic subject, focus on the quality of pedagogy, on institutional management and on the outputs of the system in terms of the employability of the graduates (Brennan & Shah, 2000). Processes for quality assessment and management can be affected by subject disciplinary features. Hard sciences and engineering have features that may be more amenable to measurement than humanities subjects (Kekale, 2000). In addition, the benefits of higher education are not all short-term.