IMPARTIAL QUALITY EDUCATION
The recent growth in research on the quality of education institutions has been propelled by empirical findings that show that such institutions may hold the key to understanding career growth and social welfare in developing and transition countries. However, that a key issue has not been addressed, namely, what quality of education (QoE) actually means at the conceptual level.
Despite an increasing uniformity of approach to quality monitoring, there is little analysis of the rationale behind the methods because there is little exploration of what quality is in a higher education context. Despite good intentions, quality monitoring has become over-bureaucratic and the potential for significant change has been hampered by a focus on accountability rather than improvement. Furthermore, the accountability focus, despite its onerous and somewhat oppressive burden, is a safe process for higher education because it does not consider the nature of learning or what is learned. By focusing on accountability, the transformative potential of quality monitoring is not fulfilled.