Improved student engagement in learning requires pedagogic process innovation; simply automating existing analogue methods of teaching will not suffice. A framework developed at Cass shows the way." Summary. Original work

Responding to student feedback is the least-developed part of the whole QME process. Summary. Original work.

Students’ views are key elements in the process of effective monitoring of quality in teaching and learning. There is, therefore, a need to focus on the methods of evaluting feedback from students and making subsequent improvements. Summary. Original work.

There are various approaches to quality management and no one method is best for the business school context. Summary. Original work.

There is agreement that increased attention to QME has improved management education but is apparent complacency in UK business schools a cause for concern? Summary. Original work.

Large-scale models like TQM have had a limited take-up in HE so smaller-scale approaches may be more appropriate. Summary. Original work.

In questionnaires, students who do well tend to praise their course and vice versa.  Summary. Original work.

The adoption of a quality model alone is not enough to create or sustain quality; fostering a quality culture is also vital. Summary. Original work.

Applying quality practices from the ‘bottom up’ may suit academic institutions better. Procedures applied from the top down may stifle developments further down the chain. Summary. Original work.

A combination of information architecture, information design and project management skills with technological solutions can be used to create an easy-to-use system suitable for quality management in business schools. Summary. Original work.

Include students in the quality process Informal networks that parallel the more formal mechanisms for incorporation of the student voice are equally important. Original work.

Measuring excellence.How innovative research methodologies which can transcend the conventional demarcation lines between quantitative and qualitative may help in the search for excellence. Original work.

Developing tools. There is a need for tools that address the improvement of the quality culture through self-reflection by participants. Original work.

What the Deans said. Interim analysis of nine business school Deans/senior managers' opinions and strategies for quality assurance and quality enhancement. Original work.

Are students customers? Why does the student voice does not achieve more prominence given the possibilities given by recent advances in ICT? Original work.

Innovative practice. 'Engagement’ is a key component of teaching and learning innovation. Original work.

Quality processes in business schools. There are a variety of ways that business schools organise themselves in terms of quality management and enhancement. Original work.

Feedback. A study at Oxford Brookes has found that business students perceive little value in giving formal formative feedback on their courses.Original work.

QuBE is now producing two families of deliverable: tools and diagnostics for achieving ‘satisfactory’ QME and inspirational resources enabling satisfactory schools to become ‘extraordinary’. Summary. Original work.

Risk management. A study by MLU demonstrates that risk management has an important part to play in QME in academic institutions.Original work.