The Measurement of Quality at Universities

Document Type

Book Chapter


Nova Science Publishers Inc


Faculty of Community Services, Education and Social Sciences


School of Education




This chapter was originally published as: Waugh, R. F. (2003). The Measurement of Quality at Universities. In R. Nata (Ed.), Progress in Education (pp. 75-114). New York, NY: Nova Science Publishers Inc. Original book available here.


Quality is an important concept for universities in almost every country and it involves at least seven aspects. These are: (1) quality courses (involving up-to-date and relevant content, and monitoring of review processes), (2), undergraduate teaching quality (including teaching, use of new technology and monitoring of review processes), (3) postgraduate teaching quality (including supervision, support and intellectual climate), . (4) quality of student experiences (including involvement with The Arts, The Sciences, lecturers and .vocations), (5) quality of library services (involving service, reliability and competence). (6) administrative service quality (reliability, responsiveness and competence), and (7) academic staff research quality. The vast majority of studies on quality are descriptive or involve measurements with True Score Theory that can not provide proper linear measures of quality across universities. The following material shows how to make proper linear measures of these seven aspects of quality using Rasch measurement that permit comparisons across universities.