Quality of undergraduate education: examining the current paradigm and system

Abstract

This article draws on Deming's concept of a stable system to explain why the abundant resources directed toward reforming and improving undergraduate education over the past three decades have produced minimal results. We examine how the current system, and its underlying assumptions (paradigm), influences the goals, processes, and outcomes of undergraduate education. We then propose an alternative model of a quality process system based on quality principles. Finally, we challenge leaders to engage in a dialogue to answer the question “Can we substantially improve our educational system by critically examining our existing core process model (course-credit-completion) and begin design of a replacement quality process model?”