This scholarly work entitled Quality Assurance in Higher Education: An Omni-Systemic Approach is a triology comprising three systemic themes: systemic transformation, systemic evaluation and systemic functioning. Encased by a pithy and assuring prologue and an ensuring epilogue, what the work enfolds is a conceptual route map of the terrain that educational technology has to traverse. Volume I on systemic transformation for quality assurance makes a study of the emerging Omni-tech paradigms of higher education conceptualises the Omni-tech pedagogic perceptions of the technology based remote education approach and propounds the developmental perspectives for evolving the Omni-tech process. Volume II deals with designing a systemic evaluation model focused on paradigmatic evaluation; academic evaluation of programmes, pedagogies and processes; and performance evaluation through the modes of performance indicators, accountability modes and accreditation procedures. Volume III is aimed at sketching the systemic functioning of higher education with emphasis on systemic management, functional environment, and holistic harmony in the educational institutions and universities. This work is essentially based on the premises that the concept of quality in education should encompass quality teaching, quality learning, quality evaluation and quality management along with several other parameters. The author excels in enlivening the educational scene netting in latest modalities being practised or visualised anywhere. What , at times, appears repetitive in treatment of the content, assumes a rhythmic effect in presentation. The expression is logical without losing its lucidity.
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