ABSTRACT
In today's world change is inevitable and the pace of change is likely to increase. Tertiary providers are facing strong competition, domestically and internationally, with modern technology. It is imperative that the tertiary sector continues to adapt and respond quickly and effectively to a changing world. The tertiary sector needs to confront and embrace some powerful forces that will be shaping the demands made on it over the next 20 years. The range of people who want to access tertiary education will continue to broaden. Students and employers will be more demanding of the types of courses and learning opportunities they require.
New Zealand's government recognises the need for its tertiary education institutes to meet these demands and has put in place the following six strategies as part of its tertiary reform framework (2002-2007):
System capability and quality
Contribution of the achievement of Maori development aspirations
Raising foundation skills so that all people can participate in a NZ knowledge society
Develop the required skills for a NZ knowledge society
Education for Pacific peoples' development and success
Strengthen research, knowledge creation and uptake for a NZ knowledge society
These strategies will, the government believes, support the development of a quality tertiary education sector that satisfies the needs of both students and employers.This paper explores the meaning of quality as a measurement of education and draws on New Zealand's tertiary education reforms, from the mid-1980s to date, investigating their application to a tertiary education provider in Auckland, New Zealand. Through this investigation, the author explores the resultant changes in the institute and evaluates the effectiveness of these changes in contributing towards quality education.
