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ProblemLGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and all sexual and gender minorities) people have unique health care needs related to their sexual orientation, gender identity and expression, and sex development. However, medical education has historically excluded LGBTQIA + health-related content in formal curricula. It is common for medical students to interact with diverse patient populations through clinical rotations; however, access to and knowledge about LGBTQIA + patients is inconsistently prioritized in medical schools. This is especially true for LGBTQIA + patients with intersecting historically marginalized identities, such as people of color and people with disabilities. Learning from and listening to medically underserved community members can help both medical students and educators better understand the unique health needs of these communities, and address implicit biases to improve health care and outcomes for their patients. Intervention: To address the lack of LGBTQIA + health-related content in medical education and improve access to and knowledge about LGBTQIA + patients, LGBTQIA + community members' perspectives and lived experiences were integrated into undergraduate medical education via four primary methods: Community Advisory Groups, community panel events, standardized patients, and community member interviews. Context: LGBTQIA + community members' perspectives and lived experiences were integrated into medical education at Harvard Medical School (HMS) as part of the HMS Sexual and Gender Minority Health Equity Initiative. Impact: LGBTQIA + community members' perspectives and lived experiences were successfully integrated into multiple aspects of medical education at HMS. During this process, we navigated challenges in the following areas that can inform similar efforts at other institutions: representation of diverse identities and experiences, meeting and scheduling logistics, structural barriers in institutional processes, and implementation of community member recommendations. Lessons Learned: Based on our experiences, we offer recommendations for integrating LGBTQIA + community members' perspectives into medical education. Engaging community members and integrating their perspectives into medical education will better enable medical educators at all institutions to teach students about the health care needs of LGBTQIA + communities, and better prepare medical students to provide affirming and effective care to their future patients, particularly those who are LGBTQIA+. [ABSTRACT FROM AUTHOR]

Purpose: Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of information, critical analysis and the development of an academic writing style. Many students need support in one or all of these key areas. Universities currently provide a number of different writing support activities to address students' needs. The purpose of this study is to report on a writing support intervention that employed a specialist in academic writing to support HDR students in the business faculty. Design/methodology/approach: Following a two-year period, the intervention was evaluated to assess the appropriateness and effectiveness of this support using qualitative methods. The results of this study are presented and discussed from different angles. First, a lecturer in academic writing support outlines her observations and reflection on the value of individual consultations and students' progress. Second, the attitudes and experience of students and their supervisors to this service are discussed. This is followed by the faculty senior management view with regard to the effectiveness and efficiency of this service. Findings: This research found that both students and their supervisors expressed satisfaction with the service offered. Also it was found that the writing quality of submitted theses is improving; the costs of thesis editing have reduced; HDR students appear to be more satisfied with and confident of their academic writing; the attractiveness of the PhD program has been enhanced, as judged by the increase in PhD enquiries and the quality of potential applicants. Research limitations/implications: The results reported here indicate that the intervention was successful. However, the sample size was relatively small and the HDR candidates and supervisors were drawn from only one faculty in one university. Practical implications: The study provides some recommendations that could be taken into account by senior management and academic staff in order to set up and deliver a faculty-based writing support service for HDR students, which would bring benefits to students, their supervisors, faculties and universities. Originality/value: The value of this research is that the writing program was proven to be beneficial for universities to support research students in the development of their writing skills, which in turn, could improve the quality of thesis and ensure on time completion. (Contains 2 tables and 1 figure.)

Purpose: This paper aims to develop an overarching basis to consider issues of quality in higher education. Design/methodology/approach: An attempt is made to synthesise different approaches to management in higher education. Findings: The article concludes that it is possible to synthesise a model, based on existing literature, to uniquely address higher education. Research limitations/implications: The model developed is a conceptual one as emphasised by the title. Originality/value: Provides a thought framework for addressing the quality issues in higher education. (Contains 2 tables and 2 figures.)

The paper attempts to develop an approach to implementation for a holistic model of quality in higher education. The methodology follows Senges model for implementing learning in organisations. According to Senge the real work of learning takes place within a "deep learning cycle". The generic nature of actions to set in motion the learning cycle are: "guiding ideas", which provide a sense of purpose; "theory, methods and tools" to allow people to learn new skills; "innovations in infrastructure" to give people an opportunity to pursue their vision. Such actions are viewed from the perspective of the holistic model. Guiding principles for a transformational change result from conversation and consensus building. A number of theoretical constructs are examined to identify appropriate tools. Infrastructural mechanisms are identified to give people the resources they need to build new skills. As the actions are steadfastly maintained, a "deep learning cycle" begins to gain momentum.

The paper attempts to synthesise the features of the model for quality management in education based on the approaches spelt out in four well-articulated methodologies for the practice of quality in higher education. Each methodology contributes to different views of education from the learners' and the institution's perspectives, providing elements for the model. The thrust of the model is a "transformative" approach to bring about a fundamental change in students' understanding. In the opinion of the authors the four approaches lend themselves to be synergistically combined to form the elements of the model, which establishes the basis for quality in education in universities. This provides a prima facie validity for the synthesis of a model. A more comprehensive specification for a model for quality could be developed based on an extensive study of educational research literature. (Contains 2 notes.)

We analyzed the content of school-aged children's responses to a countywide in-class essay assignment in which they described what they are thankful for. Accounts were written in November of 2000 (n=152) and 2001 (n=196). We identified the most prominent themes of children's gratitude as well as differences in the themes that emerged before and after the September 11 terrorist attacks. We also examined sex and developmental differences in the gratitude themes. The most common themes were family, basic needs, friends, and teachers/school. Rescue workers, the United States and its values (e.g., freedom) appeared more frequently in 2001 than 2000. Girls expressed more gratitude than boys for a variety of interpersonal relationships; boys were more grateful for material objects. Older children mentioned several themes more frequently than younger children. Implications are discussed in the context of positive psychology.

Suggests that the quality in higher education (HE) debate is narrowly focused on adapting industrial quality systems. Asserts that quality management's (QM) practice in HE is deteriorating into managerialism because of lack of shared vision and match between QM techniques and educational processes. Proposes a new approach with QM as the broad management methodology. (EV)

Proposes a holistic model for quality management in higher education which incorporates both service and academic functions. Discusses the crucial role played by organizational culture in implementation of any quality strategy, and asserts that ideal organizational behavior embodies the "learning communities" concept. (EV)