ABSTRACT
Quality may have been a concern for higher education for all of its history (Neave, 1988), but only in recent decades has it become a matter for management of higher education institutions. The managerial turn was not a voluntary move in most higher education institutions. In most cases, higher education institutions were forced to modify their traditional modus operandi by national policy changes, in particular by the introduction of quality assurance schemes, which mostly happened in the wake of the rise of the New Public Management movement in the late 1970s to 1990s across the Western world (Paradeise et al., 2009; Schwarz and Westerheijden, 2004).
