Audit cultures and quality assurance mechanisms in England: A study of their perceived impact on the work of academics

Research output: Contribution to journalArticle

21 Citations (Scopus)
5 Downloads (Pure)

Abstract

Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics' teaching has decreased. This paper presents a case study of academics at a pre-1992 university to examine how they perceived the audit culture and audit-related quality assurance mechanisms. This paper reveals that nearly two-thirds of those interviewed considered audit and quality assurance mechanisms as a bureaucratic practice that had little impact on their work. Only about one-third found the audit useful for improving undergraduate classroom teaching practice, particularly increasing academics' awareness of the importance of good teaching.

Original languageEnglish
Pages (from-to)259-271
Number of pages13
JournalTeaching in Higher Education
Volume15
Issue number3
DOIs
Publication statusPublished - 1 Jun 2010

Fingerprint

quality assurance
audit
Teaching
teaching practice
classroom
university
education

Keywords

  • Academic work
  • Audit culture
  • Perception
  • Quality assurance mechanism

Cite this

@article{321a72bd620e471295bed6e173719acd,
title = "Audit cultures and quality assurance mechanisms in England: A study of their perceived impact on the work of academics",
abstract = "Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics' teaching has decreased. This paper presents a case study of academics at a pre-1992 university to examine how they perceived the audit culture and audit-related quality assurance mechanisms. This paper reveals that nearly two-thirds of those interviewed considered audit and quality assurance mechanisms as a bureaucratic practice that had little impact on their work. Only about one-third found the audit useful for improving undergraduate classroom teaching practice, particularly increasing academics' awareness of the importance of good teaching.",
keywords = "Academic work, Audit culture, Perception, Quality assurance mechanism",
author = "Ming Cheng",
year = "2010",
month = "6",
day = "1",
doi = "10.1080/13562511003740817",
language = "English",
volume = "15",
pages = "259--271",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Audit cultures and quality assurance mechanisms in England

T2 - A study of their perceived impact on the work of academics

AU - Cheng, Ming

PY - 2010/6/1

Y1 - 2010/6/1

N2 - Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics' teaching has decreased. This paper presents a case study of academics at a pre-1992 university to examine how they perceived the audit culture and audit-related quality assurance mechanisms. This paper reveals that nearly two-thirds of those interviewed considered audit and quality assurance mechanisms as a bureaucratic practice that had little impact on their work. Only about one-third found the audit useful for improving undergraduate classroom teaching practice, particularly increasing academics' awareness of the importance of good teaching.

AB - Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics' teaching has decreased. This paper presents a case study of academics at a pre-1992 university to examine how they perceived the audit culture and audit-related quality assurance mechanisms. This paper reveals that nearly two-thirds of those interviewed considered audit and quality assurance mechanisms as a bureaucratic practice that had little impact on their work. Only about one-third found the audit useful for improving undergraduate classroom teaching practice, particularly increasing academics' awareness of the importance of good teaching.

KW - Academic work

KW - Audit culture

KW - Perception

KW - Quality assurance mechanism

UR - http://www.scopus.com/inward/record.url?scp=77953719467&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77953719467&partnerID=8YFLogxK

U2 - 10.1080/13562511003740817

DO - 10.1080/13562511003740817

M3 - Article

AN - SCOPUS:77953719467

VL - 15

SP - 259

EP - 271

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 3

ER -