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TopEvaluative Viewpoint, Aim And Methodology
“Multi-campus universities are complex organizations that require carefully crafted and detailed management systems to govern the many-faceted relationships of the main and regional campuses” (Tong & Kisby, 2009, p. 133). Schneider (2001) described that there was little known about how the regional, metropolitan and other campuses of a multi-campus university offer their services to the community, alongside their main campus. Since 2001 the body of knowledge in the area of dealing with the issues relevant to a multi-campus approach has been expanding (Tong & Kisby, 2009).
However the quality assurance is a challenging effort in the higher education, especially for a multi-campus university, Scott, Grebenikov and Jhonston (2007) described that many researchers (Elson-Green, 2006a; Wimshurst, Wortley, Bates, & Allard, 2006, Harman, 2006; Davis, 2005; Abbott & Doucouliagos, 2003; Gamage & Mininberg, 2003; Harman & Harman, 2003; Blunden, 2002; Calvert, 2001; Bundy, 1998) illustrated the success stories of the organization of multi-campus approach of some institutions in their analysis from the perspective of quality and diversity in higher education. Scott, Grebenikov and Jhonston (2007) further demonstrated that the ways in which universities are organized geographically, as well as they classified them into three main categories, such as a university with: