A synthesis of a quality management model for education in universities

Abstract

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.

Towards a flexible assessment of higher education with 360-degree feedback

“…Its application to HEIs services has proved to succeed at the encouragement of employee involvement, raise of understanding of quality, identification of improvement actions, and the development of a common approach to improvement across the organization [21]. Nevertheless, the team-based approach on which it relies has proven to be contentious to the autonomous role and activities of academics [5].…”

“…This focus is, however, not so well suited to address educational processes, nor the quality of teaching, learning and research [4], [5]. This is a fundamental shortcoming given that the teaching and the learning of students are fundamental activities of HEIs.…”

“…Finally, their established evaluation criteria fail to adequately address several core properties of educational processes [4]. Consequently, there is a growing concern that the increasing use of industrial assessment approaches affects the quality of teaching and learning [5], [6], [7].…”

A study on the impact of the quality of management education on the new economy-knowledge: Evidence from members of OIC countries

“…Measuring the effects of educational programs on development of economy has been an interesting area of research for the past few years (Srikanthan & Dalrymple, 2004;Becket & Brookes, 2008;Leung, 2004;Cox et al, 2010). Srikanthan and Dalrymple (2007), for instance, developed an overarching basis to consider issues of quality in higher education.…”

Diverse Issues Facing the Business Management Education: A Conceptual Journey

“…Additionally, rapidly changing preferences of various stakeholders (i.e., students, employers, governments, and society), increasing demand for joint studies or double degree/major programs, and the need for multidimensional capabilities and attitudes combined with cognitive acquisition of knowledge are also confronting the business education [5]. In response to various stakeholders´ complaints that business schools do not provide students with a comprehensive understanding of the current dynamic organizational system and culture, business schools need to work on transformative learning while integrating discipline-specific knowledge into fully understanding the emerging business organization [6], [7]. Then, the question arises of how to build such educational institutions which, while considering all those diverse issues, could be able to provide integrative-transformative educational programs and services to its students?…”