Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module introduces students the concept of quality education and the various approaches used at organisational, national and international level to improve the quality of educational provision across different educational organisations. It explores various improvement movements and government educational reforms as well as the various practices that have arisen such as the development of quality standards, evidence based practice, quality assurance processes, self-evaluation and inspection. Variation in the application of such approaches are explored across jurisdictions as well as the impact of such practices, both intended and unintended. The module also explores theories of motivation linked to improvement. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically analyse various concepts relating to the purpose of education and definitions of quality education. 2. Understand the concept and practice of quality assurance in education and the application of industry approaches such as TQM within educational organisations. 3. Review quality assurance and improvement approaches in their own or another educational context 4. Develop awareness of the key school improvement movements, educational reforms and the use of international comparisons. Critically evaluate the intended and unintended impact of such approaches. 5. Scrutinise various approaches to educational accountability and educational improvement practices. 6. Identify and evaluate evidence-based approaches to measuring and examining educational quality and effectiveness. 7. Critically analyse the practice of internal and external evaluation across various jurisdictions and the impact of various approaches. 8. Explore the development and use of evaluation criteria for the purpose of evaluating or auditing the quality of provision in selected educational organisations. 9. Demonstrate the ability to develop evaluation/ audit tools, and conduct an evaluation within an educational organisation. 10. Articulate an understanding of approaches to capacity building within and educational organisation and demonstrate an ability to incorporate such approaches in an organisational quality assurance system. 11. Understand how theories of motivation link to organisational improvement processes. 12. Analyse the use of evidence to inform policy and practice. 13. Comprehend the issues related to the inclusion of students and parents in educational improvement processes. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Educational theory Purpose of education and concepts of quality education The concept and practice of quality assurance in education Quality processes in industry and the application of same to education Total Quality Management School Effectiveness and School Improvement Movements Accountability and Improvement practices in education Evidence-based practice related to measuring quality and effectiveness Internal and External Evaluation Self-Evaluation and Inspection in education Data informed decision making Student and parent voice in quality processes Developing quality standards and evaluation criteria Gathering quantitative and qualitative evidence for self-evaluation The use of focus groups and survey questionnaires in a self-evaluation process Capacity building within and educational organisation and the focus on involving stakeholders and achieving process outcomes Involving stakeholders Government educational reforms International comparisons of educational systems Theories of motivation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||