Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

PART I: A TEACHING EXCELLENCE QA PROCESS MODEL 
The conceptualized Teaching Excellence QA Process modeled presented in Figure 1 consists of two 
general phases (development and implementation) and also incorporates as critical aspects of the process, research 
and solicited input on teaching excellence, as well as on-going communication with and participation from those 
with vested interests in the system: academic administrators, educators and students.

---

 
2007 Annual International CHRIE Conference & Exposition 
96
The first stage of the Teaching Excellence Quality Assurance (TE-QA) process entails the development of 
Teaching Excellence criteria and measures. As previously mentioned and illustrated in the TE-QA model, a primary 
and ongoing component of the development phase process involves conducting research and obtaining input from 
various stakeholders in the TE-QA system. Thus and as with the design and development of many programs, the 
first step in gaining information on specific subject matter is to search the relevant literature regarding the existing 
body of knowledge. This search should include a review of not only the hospitality literature, but also a search 
outside hospitality such as business and especially of the education literature, as well as information provided by 
academic governing bodies. Information should be sought and collected from various experts and interested parties 
including administrators, faculty members, subject-matter experts such as consultants, other 
administrators/educators from diverse institutions and schools, industry and business professionals, and students
Effective communication of the TE-QA system and process is important, as well as gaining the 
participation and support from administrators, faculty and students early on in the process. Participation of faculty 
especially is a key ingredient in the development of structurally sound instructional quality assessment systems.
Researchers contend that the active involvement of faculty in the planning process of instructional-assessment 
programs help promote ownership and commitment to teaching improvement and can assist with successful 
implementation of on-going teaching-excellence assurance systems (Austin, Sweet and Overholt, 1991; Edgerton, 
Hutchings and Quinlan, 1991). Furthermore, research has suggested that effective implementation of instructional 
quality assurance programs require comprehensive faculty evaluation systems which include 360 degree 
assessments involving faculty self-reports, peer reviews of colleagues and student evaluations (Arreola, 1995; 
Centra, 1993; Keig, 2000; Keig and Waggoner, 1994, 1995). Therefore, faculty in particular should have 
involvement in the planning, as well as the ultimate evaluation assessment aspects of a TE-QA system, including 
 
Figure 1 

Teaching Excellence QA Process 
1. Develop TE-QA Criteria and Measures
2. Develop TE-QA Course Standards
3. Develop TE-QA Assessment-Success Criteria 
4. Develop TE-QA Implementation Strategy 
DEVELOPMENT PHASE 
RESEARCH AND
SOLICITED INPUT 
Subject-Matter
Experts 
Faculty 
Administration 
Literature Review 
COMMUNICATION 
AND