Research Methodology Notes

The Concept of “Quality in Higher Education” Dr. L.H.Bagalkot 1. Some General Considerations It is extremely difficult to spell out what determines the quality of education in general. The quality of education has ever been a matter of subjective consideration than any concrete, measurable objective entity. Indeed, it does refer to certain physical aspects like buildings, equipments, library, play ground and laboratory etc. But, many intellectuals do not give importance to such material items. They stress upon the very objective of teaching and learning. In their opinion, that education should be treated qualitatively good which transforms the personality of the learners in every good respect. They emphasise on the process of “man making”. In their view, the material aspects of education – in terms of posh buildings, big playground, latest laboratory equipments, numerous books in the library etc. are wasteful if the education does not inculcate high values and morals. Indeed, the views of educational philosophers on “Quality of Education” are meritorious and hence they need deep contemplation. However, such ideas are rather non-tangible and also difficult to measure. Therefore, they are just respected and they should be substituted by more concrete and practicable concepts. Even then, it is extremely difficult to specify what constitutes “Quality in Education”. There are divergent views on quality of education. Many people think that the material and human inputs in the process of education makes it qualitatively superior. But, many others consider that this is very narrow concept of quality of education. While discussing the problem of defining “quality of education, in an acceptable manner”. Dr. Beeby (1979)1 suggested that “quality may be viewed as qualitative change which can be understood as a simple linear expansion or diminution of a current practice of what already