ABSTRACT
Organizations and institutions that have taken up projects involving DQP and Tuning, or other related initiatives or learning frameworks, have encountered a variety of barriers. They tend to revolve around the scope of work, challenges of particular institutional contexts, establishment of collaborative spaces, distrust of the goals of such projects, and issues directly related to personnel. Making faculty available to participate and providing them with support to do so remains a key component for advancing meaningful work within the paradigm. Funds to reassign faculty time to active roles in collaborative efforts are often necessary, as is helping faculty to see themselves as important to the process. Suspicions have arisen, too, around the broad-based consultation and collaboration work within learning systems. Laboring under the weight of compliance ultimately derives from a different paradigm, one that emphasizes accountability as the end of accreditation rather than the creation of a mindful approach to building learning experiences.
