ABSTRACT
Quality of higher education is about identifying and fulfilling students’ educational and well-being needs. However, empirical evidence is lacking on the more concrete factors which enable or conversely hinder quality of higher education. This is where the concept of quality work comes in: it refers to those concrete processes and daily practices that add up to the quality of higher education's educational provision and students’ learning. This is a particularly crucial viewpoint to English-medium education (EME) as multiple scholars have highlighted a range of quality concerns.
To study quality work of EME programs, the ROAD-MAPPING framework was used as a blueprint. The present data was collected in one Finnish university and the quality work of four EME programs was examined. Data saturation was achieved by interviewing one teacher from each program using the think-aloud method. The qualitative data analysis was conducted abductively: the analysis inductively allowed various aspects to freely derive from the data, while ROAD-MAPPING's Agents and Practices and Processes functioned as deductive lenses.
This book chapter contributes to EMEMUS on a practical level by elaborating on the programs’ quality work. The chapter is also a valuable addition to EMEMUS as a field of inquiry as it sheds light on how ROAD-MAPPING was used in the present study.
