Titlebook: Quality Work in Higher Education; Organisational and P Mari Elken,Peter Maassen,Agnete Vabø Book 2020 The Editor(s) (if applicable) and The

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Quality Systems in Higher Education Institutions: Enabling and Constraining Quality Work,t rationales and ways of organizing quality systems play out in different institutions. Taking a starting point in three rationales for internal quality systems – as responses to external standards, as means to provide information to leadership, and as a source of information for academic developmen

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Exploring Student Participation Challenges in Student-Centred Learning Environments,itancy to participate and take on responsibilities as envisioned by the teacher. Explorative and knowledge-generating activities are seen as a means to enhance the quality of educational practices but also imply that students take a greater responsibility for their own work and learning processes. R

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,What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions ofgnising that the discipline is important for the way students and teachers perceive teaching and learning in higher education, we assume that the perceived quality of feedback is related to the specific teaching-learning environment in which it is embedded. To that end, we explore in this chapter wh

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