Purpose The purpose of this study is to investigate how professionals who are continuing their education rate a higher education quality management course with an emphasis on reflective learning and real problem-solving. The audited course consists of module-based teaching, while students work on an improvement project at their workplace between course sessions. This study has a twofold aim: to contribute to the design of quality improvement courses based on doing as we learn and to offer insight into the use of a final grading method that consist of a folder with reports from the intermediate work steps and a final report. Design/methodology/approach After completing the course, students received a survey with questions and statements about the course content, delivery and final grading methods. They answered these questions on a seven-point Likert scale and also answered open-ended questions. Findings It is clear that professional students value the interweaving of theory with real-life training, and they value module-based teaching in which theory is reviewed and applied to practical problems. Reflective learning was achieved through feedback from both teachers and fellow students on various interim reports. Students’ employers benefit from the course, as students gain experience with quality improvement. The grading of a final report on the improvement project based on three sub-assignments was highly appreciated. Practical implications Developers in courses in quality improvement benefit from learning how this course is structured, assessed and how participants perceived its components. Originality/value The course design with modules and intermediate work steps, where the students apply theory in quality improvement to a real project at their workplace, is an original concept. The modules correspond to the plan, do, check and act (PDCA) methodology.

Experience of successful improvements in organizations based on lean methods shows that participation and involvement are the keys. Based on this, a university-level continuing course has been created that focuses on quality improvements. Students gain knowledge of various lean and quality tools, as well as of implementation processes. The students learn essential tools and implementation processes gradually, while at the same time using this knowledge.The course is structured in modules with intermediate work steps, where the intention is for students is to use their knowledge in quality improvement projects at their workplace. The underlying idea is that the course modules correspond to the Plan, Do, Check, Act (PDCA) methodology. The exam consists of submitting a folder with reports from the intermediate work steps and a final report.This course has been offered and completed twice, with the third in progress as of this date. We describe the background for our choice in quality and process tools as well as the examination form. In addition, results from a survey among the participating students on their opinions of the course content, structure, and examination form, are presented.We conclude that students who take this further education in parallel with their regular work are of great benefit to their employers, as the course is module-based, and the participants work on a project at their workplace. In addition, the students appreciate interweaving theory and knowledge training. The course grades are determined on a final report based on sub-assignments where the students do an academic reflection on their improvement project.

Sustainable business, continuous learning and diversity, financed by EEA Grants 2014-2021 under the contract EY-COP-0082. All costs related to research and publication of results are covered from the budget of SUBFLY project.

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