ABSTRACT
This book has explored issues and practicalities associated with the practice of benchmarking, drawing on the experiences of business and industry to illuminate how this can and should be done in higher education and ruminating, not always uncritically, on the transferability of what was essentially a management-led process to the academic context. This final chapter is a review of how best benchmarking can be further refined in higher education, and some additional questions are posed that remain unanswered. In doing so, we draw on discussions held at a SEDA conference on benchmarking and threshold standards at which a largely UK audience reviewed the essential issues that need to be tackled if we are to be able to make benchmarking an exercise that genuinely enhances the quality of the student learning experience.
