Abstract: [UD Ehlers 2018:] Purpose – The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations. Design/methodology/approach – The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario. Findings – The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice. Originality/value – The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.

Abstract: [UD Ehlers 2018:] "Standards für E-Learning weisen zunächst lediglich ein Qualitätspotenzial auf, welches dann realisiert werden kann, wenn die Beteiligten über die notwendigen Kompetenzen verfügen." Standards in der Medienpädagogik spielen eine zunehmend wichtigere Rolle in Bildungsorganisationen, da Bildungsprozesse sich immer stärker mediatisieren. Dabei können Standards für den Unterricht über Medien und Standards für den Unterricht mit Medien, und zwar konkret mit Computertechnologie, unterschieden werden. Der vorliegende Beitrag konzentriert sich auf letztere Standards (für den Unterricht mit Medien, oder auch: E-Learning) und stellt die Frage: Welche Standards gibt es und wie wirken diese auf den Bildungsprozess – wie bildungsrelevant sind sie? Sog. "Standards im E-Learning" werden vielfach auf das Ziel der Interoperabilität und Wiederverwendbarkeit reduziert. Tatsächlich haben sie aber auch Einfluss auf Bildungsprozesse und -abläufe. Im vorliegenden Beitrag wird argumentiert, dass Standards für E-Learning zunächst lediglich ein Qualitätspotenzial aufweisen, welches dann realisiert werden kann, wenn die Beteiligten über die notwendigen Kompetenzen verfügen. Diese werden im vorliegenden Beitrag als Qualitätskompetenzen beschrieben.

Abstract: [UD Ehlers 2018:] The article describes the current challenge for e-learning in higher education, which is to support development of competence. This poses great challenges to e-learning in higher education, mainly because the way it has been designed, in many cases, does not fit with supporting competence development. Rather, it facilitates the mere transfer of knowledge. Two different modes of e-learning organization are differentiated and described: the distributive and the collaborative e-learning modes. It is argued that the collaborative mode holds more potential for competence development than the distributive mode.

Abstract: [UD Ehlers 2018] Electronic learning (e-learning) is seen as a good solution for organisations that deal with fast-changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but it needs to be well prepared because it often takes high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in the literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.

Abstract: [UD Ehlers 2018] Electronic learning is seen as a good solution for organisations that deal with fast changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but needs to be well prepared because it takes often high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.