Higher education in the twenty-first century carries the weight of multiple expectations and aspirations: to assist in transforming societies, to position countries globally, to contribute to economic growth and innovation, to overcome social inequality – and to create life chances and employment opportunities for individuals. In parallel, its core functions of teaching and research are in various stages of transformation, driven by innovation in information and communications technologies, changes in knowledge production systems and the internal dynamics of disciplinary development. This is the context in which ‘quality enhancement’ sits, so it is timely and useful to reflect upon the quality enhancement phenomenon in concept and practice ...

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