Abstract:

What is the role of higher education in the knowledge economy? One of the basic features of developed economies over the past three decades has been a strong growth in demand for university graduates and university research. This long-term trend reflects the transition to a knowledge economy in which formal education, lifelong learning and scientific research are central to the economic development. It is expected that universities are able to provide a huge reservoir of potential commercial knowledge, but they need to be supported and motivated. According to Laider (2005) the universities are potentially important players in what is called "knowledge economy" or "new economy". The creation and acquisition of knowledge is not only private but also socially beneficial activities, and therefore deserves public support. One from the obvious points defining the mission of an University is to secure a high quality of education of professionals whilst researching at the highest level. The fulfilment of that in the conditions of globalisation requires the building of the effective, flexible quality system. In education, a primary focus for quality in the chain “university staff – student – employer (or state)” should surely be on the student as customer and also on the state as customer. Universities operate more and more on a commercial basis, where the students are regarded as customers of the following products - courses or programmes, which are provided by university staff. The employer or state may also be regarded as the customer and the graduate as the product (despite of peculiarity of using these “commercial” terms in academic area, it seems that they are truthful).

To ensure the best educational standards, universities must be concerned with the quality of delivery and the quality of student experience, as well as the standard of the outcomes of the Higher Education experience. Efficient governance, linked with effective quality assurance mechanisms can help in the process of massification of higher education.

There is generally more resistance from academic staff than in commercial and industrial arenas to quality assurance processes. Systems, procedures and reporting mechanisms are often regarded as onerous and time wasting. The necessity for form filling, reporting and monitoring are sometimes seen as methods of inspection or “policing”, when academics would rather spend time on research, teaching or supporting the students themselves. Academics may be resistant to such procedures because they are trained to think independently and creatively and to a certain extent to authority.

The role of Universities on the way towards knowledge-based economy is critically analyzed at the paper. The paper is focused on University quality systems in the context of the current higher education trends. Three principles of University Quality Assurance are explained. The relevant part of the paper is devoted to a staff peer support system that is based on a mentoring relationship between staff within the university. Peer support for teaching is a key element of continuous professional development for academic staff. Peer support aims to encourage self-reflection and dialogue, to enhance self-confidence and to share good practice. Three stages of observation are critically analysed.

Keywords:

Higher Education institution, universities, quality assurance, knowledge-based economy, staff peer system, university management.