Lessons learned designing and implementing a quality assurance system in an industrial engineering school

Abstract

Purpose This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders’ requirements. Design/methodology/approach This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan. Findings This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis. Originality/value This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.

Total quality management in the context of University 4.0: New game new rules

“…As making changes in the culture of an institution necessitates a long-term committment, universities will need to instill the quality culture inside the institution in a strategic way (Sony et al, 2020). Universities need to trigger continuous improvement especially leading to positive change and contributing to quality of education (Benz-Camino et al, 2022). Accordingly, it is very important that there is a mechanism of continuous and systematic feedback collection from stakeholders (Ramirez, 2018), like gathering data from students and lecturers on their perceived education quality, ongoing issues and possible solutions (Nabokikh et al, 2019).…”

“…According to Syahrullah et al, establishing internal audit of academic quality standards at the university level is of particular importance for successful implementation of ISO 21001: 2018ISO 21001: (2022. ISO 21001 can increase the satisfaction levels of all stakeholders including the students via implementation of its basic principles (Benz-Camino et al, 2022). Being two focus points in the field of higher education recently, Total Quality Management System 21001 and University 4.0 have been examined individually in their own contexts but still to a limited extent; however, how principles of ISO 21001 should be implemented in the context of University 4.0 has not been explored, which will be the primary objective of this particular study.…”