It is argued that equal education and excellence are not mutually incompatible, but that by embracing new and more valid conceptions of excellence, both can be achieved. Two approaches to assessing institutional quality are compared: reputational, based on consensus of opinion, and resource, based on quantitative measures. (MSE)

Five approaches to measuring higher education quality are outlined and criticized as incomplete: the nihilist, reputational, resources, outcome, and value-added approaches. Feedback from students and faculty is the key to discovering and improving institutional contributions to student development. (MSE)

An institution that exists primarily for its own sake--that identifies itself primarily in terms of its resources and reputation--compromises its capacity as an instrument for improving society. Colleges need to transcend their institutional egos and concern themselves with their impact on students and society. (MLW)

A study on the objective correlates of undergraduate quality ratings, state or regional biases, and other methodological issues relating to reputational ratings of undergraduate quality is reported. The subjective judgments of departmental quality made by college and university faculty were studied. Reputational ratings appear to be redundant with…

The current challenge for higher education is not to change its traditional beliefs but to become more conscious of them and the role they play in academic life. Such inquiry will show that preoccupation with acquiring resources, enhancing reputations, and being smart has had an effect contrary to academics' own best interests and to the…

Values and beliefs that govern educational practices are discussed, as is an alternative value perspective more consistent with the spirit of reform suggested by national reports. Reputational and resource views of excellence are described. Curriculum, teaching, grading, testing, and faculty personnel policies are discussed. (MLW)

When a college or university's identity is closely linked to its education mission, the quality of student life and the effectiveness of the educational program assumes much greater importance. The talent development view of excellence that emphasizes the educational impact of the institution on its students is discussed. (MLW)

A Higher Education Research Institute pilot study of the reputations of undergraduate departments is discussed. The intent of the study was to quantify the subjective judgments of undergraduate departmental quality and to investigate the association of ratings on different criteria and for different types of institutions. (MLW)

Five views of quality education are identified: the mystical, the reputational, the resources, the outcome, and the value-added. A new approach is proposed with the emphasis on good teaching, unpublicized student evaluations, and disinterested peer evaluation. (Author/MLW)

How to identify and measure educational quality pervades American education. The Higher Education Research Institute and the Council on Learning launched a study to identify broad quality indicators, particularly at the undergraduate level. Peer groups and indices of selectivity are among the facets used to measure quality of education. (MLW)