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Higher education institutions have traditionally vied for renown for quality education, with external measurements such as achievement levels of graduating students and later graduate success as two evidences of that quality. In some countries external monitoring of final examinations has provided a measuring rod of institutional success; in others, other performance indicators have been used. In more recent years, however, significant focus has shifted internationally not just to evidence of institutional outcomes, but the internal processes by which quality is assured. Coupled with this has been an increased emphasis on the more formative elements of achieving quality, not just in the academic arena, but in all areas of campus operation. For Seventh-day Adventist institutions the self-reflection this holistic consideration of quality demands also reflects the church emphasis on education that focuses on the whole person (physical, mental, spiritual, emotional). This invites administrators to use quality management structures and improvement processes to enrich education and delight its customers in the spiritual areas as well as in the academic, social, physical and emotional spheres.
General Conference Department of Education
Silver Spring, MD
Higher Education Administration
Luxton, Andrea, "Quality Management in Higher Education" (2005). All Books. 1.