Gendered Futures in Higher Education: Critical Perspectives for Change (review)
ity” and “a minimal-element quality assurance model” (p. 239). The philosophy of quality is built on partnerships within and outside the institution, a strong link with teaching and learning, an improvement-centered culture, recognition of diverse missions and individual talents, and the use of multiple indicators and external standards for judging the performance of students and campus services. Bogue and Hall offer a simple quality assurance model that centers first on student performance and attitude indicators at four points in time: upon admission, at the end of the sophomore year, at graduation, and following graduation. A decision focus at the time of admission is to ascertain readiness for college work; at the end of the sophomore year, to ensure mastery of appropriate knowledge and skills; at graduation, to ensure mastery of concepts in the major field; and following graduation, to assess alumni satisfaction with campus programs and services. A second component of the model focuses on the assessment of programs and services, particularly the quality of leadership and support that undergirds them. Unfortunately, the tabular presentation of this second component is difficult to follow, perhaps because at least a page of it was omitted from the text (Table 12.2, which begins on page 248, contains the note that it is “continued,” but the preceding page contains Table 12.1, not the beginning of 12.2). Chapter 12 concludes with a call for a strategic vision of quality that integrates quality assurance practices to further the campus mission, values, and priorities; promotes personnel development; and strengthens community. Of course achievement of this vision requires leadership that is caring and daring. Quality and Accountability is a competent overview of quality assurance practices that scholars and students of higher education will find useful. It is a fitting sequel to The Evidence for Quality.