This paper seeks to identify the main factors that influence the quality of education in general and the quality of higher education in particular from the point of view of British academics.
From a philosophical position of realism, the research relies on multiple case studies within a mainly qualitative research design that employs semi-structured interviews as its research instruments. This study, unlike much other similar research, has adopted an ‘inductive’ approach to research. Based on a review of the relevant literature, 11 hypotheses have been developed and later tested by analysis of the collected primary data.
After interviewing 30 British academics and senior managers from nine different universities in the UK, eleven pillars/criteria are identified as having a crucial impact on the quality of education: Leadership and Strategic Management; Students, Academics and Staff Recruitment; Syllabus/ Curriculum; Research/Teaching; Pedagogy; Learning and research support; Knowledge Management; Academics’ achievements; Students’ progress, success and satisfaction; Universities’/Schools’ achievements; and Innovation and Change Management.
It is hoped that this research will build a new theory of the quality of education, particularly its sustainability.
The findings should furnish academics and senior managers with assistance in sustainable quality development in education.
Abaalkhail, M. and Irani, Z. (2013): Pillars of quality in education: A British perspective, International Journal of Innovation and Knowledge Management in Middle East and North Africa, Vol. 2, No. 1, pp. 51-70.
