Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience

Quality enhancement projects in universities frequently rely on short-term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the complex interplay across stakeholder groups and do not always acknowledge the unintended consequences...

Full description

Saved in:
Bibliographic Details
Published in:Quality in higher education 2024-09, Vol.30 (3), p.410-426
Main Authors: Hamshire, Claire, Barrett, Neil, Forsyth, Rachel
Format: Article
Language:English
Subjects:
Annan samhällsvetenskap
College students
concatenated research
Feedback
Higher education
Other Social Sciences
Problem solving
Quality enhancement
Quality of education
Samhällsvetenskap
Social Sciences
Social Sciences Interdisciplinary
Systems design
Tvärvetenskapliga studier inom samhällsvetenskap
wicked problems
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Quality enhancement projects in universities frequently rely on short-term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the complex interplay across stakeholder groups and do not always acknowledge the unintended consequences of change. This article, focused on systems design, draws on research conducted over seventeen years and demonstrates how an intentional approach to linked quality enhancement projects can influence quality culture across an institution. The use of a longitudinal wicked problem theory approach allows the consideration of students' experiences as multi-faceted, influenced by a wide range of stakeholders and interrelated factors. This approach can be used to co-create actions, build trust in the cultural changes needed for long-term improvements and ensure that investment in large-scale institutional changes is effective.
ISSN:1353-8322
1470-1081
DOI:10.1080/13538322.2024.2307063