STM Article Repository

Quality university education can hardly be measured. Two performance indicators are used: program evaluation and professors’ teaching delivery assessment by students which is considered biased and discriminatory. The question is why would university managerial practices maintain this professors’ teaching delivery performance appraisal as its main measurement. The present reflexive and exploratory study answers in two steps: 1) a case study revealing systemic complexity; 2) a comparative study over management practices in nine universities in Quebec. Three observations emerge from these results: 1) teachning performance assessment made by students is deviated by universities for administrative ends; 2) quality university teaching is embedded in a complex ecosystem; 3) a university quality education is an institution’s mission and accountability in creating a learning environement for all. The discussion focuses on the consequences of maintaining such deviant managerial practices on the very essence of quality in higher education.