Anyone who has even a cursory interest in the future of higher education should read Managing Quality in Higher Education. The book is based on 29 case studies drawn from 14 different countries. None of the case studies are from American institutions, which constitutes one of the book's key strengths. In their extremely inclusive look at the current status of higher education from a global perspective, Brennan and Shah remind us that there is much more to higher education than what is currently going on in the United States.

     The book has two stated purposes. First, the authors set out to describe the different purposes, methods and intended outcomes of various national systems of quality assessment. The 29 case studies they summarize certainly accomplish this to a significant extent. Second, the authors attempt to analyze the impact of quality assessment on institutional management and decision-making. Toward this end, they present a realistic and often painful picture of how higher education typically functions and how resistant it can be to any kind of evaluation process.

     Brennan and Shah readily admit that "...the emergence of quality assessment does not appear to have been caused by evidence of serious quality problems in higher education" (pg. 30). Instead, they trace the origins of the movement, at least in part, to political problems involving the control of higher education during an era of expansion and rapid change.

     The authors go on to make the relatively obvious point that "Quality assessment is sometimes controversial because it challenges existing academic values and conceptions about what constitutes high quality higher education" (pg. 14). But Brennan and Shah are not preoccupied with what would be, in the absence of substantial evidence, blind rhetoric. They back up their conclusions with very convincing and systematic discussions of why higher education is almost universally resistant to virtually any attempt to measure "quality."

     Managing Quality in Higher Education revolves around four methods of determining quality in higher education. First, they look at "academic" quality, which has a subject focus; i.e., knowledge and curricula. How rigorous are the academic programs that are offered at a particular institution? Second, they consider the notion of "managerial" quality, which has more of an institutional focus. What is the role that policies and procedures play in determining the presence or absence of quality? Third, they examine "pedagogic" quality, which has a people focus. What facilitation skills and competencies do those who work in the institution possess? The faculty may be recognized for their disciplinary expertise, but how good are they as teachers? Finally, Brennan and Shah consider what they call the "employment focus" of the institution. What are the graduate standards and learning outcomes that are valued by the academic culture at the institution? Is the institution producing graduates who can succeed in their subsequent careers?

     Without a doubt, the global case studies constitute the most fascinating aspect of the book. For example, Brennan and Shah discuss, in considerable detail, an external assessment that was conducted at the University of Amsterdam. Evaluators found that the curriculum, support services, pedantic quality, and faculty educational policy were all below average. The report precipitated a subsequent internal investigation which resulted in a even more critical assessment of the institution. Cultural and management factors were found to be the major causes of ineffective academic processes and structures and substandard research by the faculty. "A lack of social cohesion by the faculty was identified as a major determinant of the crisis situation" (pg. 44).

     As a result of these assessments, several reforms were gradually implemented which served to successfully correct these deficiencies.

     In another case study involving the Autonomous National University of Mexico, reviewers found a positive link between financial rewards and overall quality. In essence, the institution redefined its concept of quality as part of a more comprehensive process of the management of change. Greater compensation for staff seemed to precipitate significant increases in qualifications. Furthermore, more tangible recognition of research pursuits tended to positively impact the quality of those endeavors. And, somewhat unexpectedly, at the same time these improvements were noted, the graduation rate experienced a substantial increase.

     Brennan and Shah caution, however, that any attempt to link quality assessment to financial rewards is inherently problematic. A desire to reward the successful often simply means paying more for a 'product' that is already viable, whereas punishing low quality can produce even lower quality -- problems with quality are unlikely to be rectified by reductions in funding.

     As the authors admit, those who have traditionally enjoyed the most power and recognition in the academic arena; i.e., the faculty, may ultimately be the greatest losers from the introduction of quality assessment. Whether this is seen as good or bad probably depends on where you are in the organization and your perception of the fundamental mission of higher education.

     In conclusion, Managing Quality in Higher Education is definitely not an easy read. Brennan and Shah do tend to make you work for their insights. But the book should still be required for anyone who works in postsecondary education.