Multi‐models of quality in education

Yin Cheong Cheng, Wai Ming Tam

Quality Assurance in Education · 1997 · 583 citations · 13 references

Concepts

TL;DR

Education reforms worldwide emphasize quality, yet policies often fail because the complex nature of quality is poorly understood. The authors present seven quality models—goals/specifications, resources input, process, satisfaction, legitimacy, absence of problems, and organizational learning—to structure the concept. These models together provide a comprehensive framework that informs policy, practice, and research, aiding the development of management strategies for educational quality.

Abstract

Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.

References

13