Caribbean Quality Culture
Persistent Commitment to Improving Higher Education
500 Pages, 6.00 x 9.00 x 0.00 in
- Published: April 2021
Caribbean Quality Culture takes the Caribbean higher education community and its stakeholders beyond quality assurance of higher education to delve into an exploration and assessment of the application of continuous quality improvement principles and strategies that are essential elements of a mature and effective quality management system in higher education institutions.
The principles and strategies that can actually result in continuous quality improvement may not always be fully understood throughout higher education institutions. This collection seeks to bridge this gap to facilitate successful implementation of continuous quality improvement in such operational areas as governance and administration, student development and learning outcomes, and external quality assurance.
Experienced and respected Caribbean higher education stakeholders, including leaders and practitioners, explore a range of topics, such as leadership, stakeholder engagement, the online learning environment, curriculum development and curriculum renewal for sustainable development, the transformative development of students, and the continuous quality improvement implications for the Caribbean of international and regional developments in the higher education sector.
Contributors: Jonas I. Addae, Eduardo Raoul Ali, Hilary McD. Beckles, Compton Bourne, Ronald Brunton, Margo Burns, Beverly-Anne Carter, Alan Cobley, Kristen Cockburn, Celia Davidson Francis, Pamela C. Dottin, Jessica Dunn, Tennille Fanovich, Sandra Ingrid Gift, Stephan J.G. Gift, Carolyn Hayle, Sharine A. Isabella, Halima-Sa’adia Kassim, Patricia Mohammed, Fasil Muddeen, Anna Kasafi Perkins, Shilohna Phillanders, Kay Hinds Thompson, Dianne Thurab-Nkhosi, Elizabeth Walcott-Hackshaw, June Wheatley-Holness, Raynata A. Wiggins
List of Figures / x
List of Tables / xi
Foreword / xiii
Preface / xv
Sandra Ingrid Gift
Acknowledgements / xvii
Abbreviations / xviii
1. Contextualizing Caribbean Higher Education Quality Culture / 1
Sandra Ingrid Gift
Part 1. Governance
2. From UWI to The UWI System: Quality in Global Context / 45
Hilary McD. Beckles
3. A Triad for Quality Improvement? Quality Improvement, Leadership and Ethics among Higher Education Administrators in Jamaica / 58
Anna Kasafi Perkins
4. Financial Challenges in Providing Quality Higher Education in the Caribbean / 79
5. A View of Stakeholder Engagement and Strategic Planning: A Case Study of The University of the West Indies / 90
6. How Quality Positively Impacts Alumni Cultivation and Engage- ment: A Regional Perspective / 115
Celia Davidson Francis
Part 2. Curriculum and Teaching and Learning
7. Curriculum Development and Review / 133
8. Continuous Improvement in the Online Learning Environment: Some Lessons from The University of the West Indies / 153
Pamela C. Dottin
9. Enhancing Postgraduate Culture / 171
10. Foreign Language Education: The Role of the Centre for Language Learning / 186
11. Community Engagement and Service-Learning in Caribbean Higher Education Institutions / 205
Shilohna K. Phillanders
12. Continuous Quality Improvement of Graduate Employability: Internships and a UWI Cave Hill Case of Work in Progress / 221
Part 3. Continuous Quality Improvement Processes
13. The UWI Quality Policy: Towards a Quality Policy in Action / 257
14. A Critical Review of Strategic Quality Improvement Practices in Caribbean Higher Education Institutions / 276
Eduardo Raoul Ali
15. A Process Approach to Continuous Improvement at The University of the West Indies, St Augustine Campus / 293
16. Student Feedback and Continuous Quality Improvement at The University of the West Indies, St Augustine Campus / 308
Sandra Ingrid Gift and Raynata A. Wiggins
Part 4. External Quality Assurance
17. The Role of the University Council of Jamaica in Supporting Continuous Quality Improvement among Higher Education Institutions / 329
Carolyn Hayle and Jessica S. Dunn
18. Two Decades of Accreditation Experience at the University of Curaçao: Examining Quality Assurance and Accreditation Efforts of the University’s Programmes / 342
Sharine A. Isabella
19. Programme Accreditation and Continuous Quality Improvement in the Department of Electrical and Computer Engineering / 363
Stephan J.G. Gift and Fasil Muddeen
20. Institutional Accreditation at The University of the West Indies / 383
Sandra Ingrid Gift and Jonas I. Addae
Part 5. The Way Forward
21. Curriculum Renewal for Sustainable Development in the Caribbean / 407
22. Editing the Blueprint: Towards Universally Recognized Caribbean Research Impact Metrics / 424
Patricia Mohammed and Tennille Fanovich
23. Continuous Quality Improvement of Recognition Policies and Practices: The Case of the Accreditation Council of Trinidad and Tobago / 441
Afterword / 459
Sandra Ingrid Gift
Contributors / 463
Index / 465
The Brain Train: Quality Higher Education and Caribbean Development by Beckles, Perry, and Whiteley (2002) and Quality in Higher Education in the Caribbean, edited by Anna Kasafi Perkins (2015) are important publications that explore and document the development of quality assurance (QA) in higher education in the anglophone Caribbean. The Brain Train analyses the key challenges impacting the expansion of higher education in the face of growing demands for increased access at the beginning of the twenty-first century, and presents the rationale for investing in assuring the quality of higher education in the region. Quality in Higher Education in the Caribbean explores the progress made in QA in higher education in the anglophone Caribbean in specific areas that impact QA, and in internal and external QA. This volume, Caribbean Quality Culture: Persistent Commitment to Improving Higher Education, focuses on strategies being employed by Caribbean higher education institutions to go beyond providing assurance of quality to continually and continuously improve or enhance quality in diverse areas of higher education.
In considering the content of this book, I wanted to engage colleagues with significant experience working in the field of QA in higher education and who were at a stage of reflecting upon and consolidating that experience, either to help shape a mature quality management system or to improve performance, whether at institutional level or unit level.
The majority of contributions to this publication have come from colleagues at The University of the West Indies (The UWI). While The UWI is the oldest, largest and most research-focused HEI in the anglophone Caribbean, and the prominence of The UWI in the discussion is unsurprising, this may be considered a limitation of the volume. Another limitation is the dearth of indigenous Caribbean literature on the issue of continuous quality improvement (CQI) in higher education and, consequently, the need to draw heavily on the available international literature in the field.
Topics of chapters for the book were identified based on my assessment of key areas in Caribbean higher education that merited focus from the perspective of CQI. These areas include issues relating to leadership; financing; stakeholder engagement; curriculum; teaching and learning; CQI processes; external QA; education for sustainable development; research impact metrics; and recognition policies and practices. Articles were assessed using the double- blind peer-review process.
It is my hope that this book will serve as a valuable resource for QA for higher education professionals, academic and administrative staff of HEIs, officials in government ministries with responsibility for higher education, post- graduate students, researchers and the wide range of external stakeholders in the public and private sectors who have an interest in the quality of the output and outcome of higher education.
Beckles, Hilary, Anthony Perry, and Peter Whiteley, eds. 2002. The Brain Train: Quality Higher Education and Caribbean Development. Kingston: Board for Undergraduate Studies, UWI.
Perkins, Anna Kasafi. 2015. Quality in Higher Education in the Caribbean. Kingston: UWI Press.