Professional DevelopmentisQuality Assurance: nowandZen

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Abstract
The focus is the teaching professionalism of academic staff. Quality assurance is discussed in terms of the effectiveness of institutional processes. Quality can also be considered as ‘fitness for (stated) purposes'; its obverse is noted as ‘caring'‐‐linked to concepts of being care‐full and care‐less. Policy issues are discussed. For Hong Kong, two major, quality‐related exercises are examined. The first is the comprehensive review of higher education by the University Grants Committee (UGC) in 1996. The second is the UGC's Teaching & Learning Quality Process Review (TLQPR) completed in 1997, for which six universities and a college were reviewed (audited). The outcomes are discussed with reference to the particular emphasis of TLQPR on the work of teaching development units. During the last decade, external interventions have had considerable influence on university accountability and management. For added value, professional development for staff is quality assurance for teaching and, therefore, the educational experience of each individual student. External intervention will continue to lead policy in such matters.

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