ABSTRACT
It is the potential of quality management to break th(e) happy anarchy of university life that makes it so significant to the development of universities (Brennan and Shah, 2000: 116).
In the minds of many academic staff, quality systems have come to be associated with central control, relentless measurement and ever-increasing demands for more accountability to the system. Is it possible to construct a quality system that genuinely supports education development and change? How could a quality system be constructed to do this effectively? What design and implementation issues need to be addressed? This chapter explores these issues, drawing on our experience of trying to negotiate them in a particular university setting.
