The development of an Excellence Model for Portuguese higher education institutions

Rosa, Maria João; Saraiva, Pedro; Diz, Henrique

doi:10.1080/09544120100000028

Cited by 29 publications

(10 citation statements)

References 4 publications

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“…Quality management started to gain importance in the late 1980s and early 1990s. HEIs began to worry about quality and develop quality management programmes (Rosa et al, 2001), or formal assessment processes, on a periodical basis (Hides et al, 2004). As for quality assessment in HEIs, several countries have developed self-assessment systems and mechanisms, usually composed of initial self-assessment processes that are later complemented with external assessment practices (Pires da Rosa et al, 2001).…”

Section: Self-assessment Processes In Heismentioning

confidence: 99%

Self‐assessment processes: the importance of follow‐up for success

Tarı́

2010

Quality Assurance in Education

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Purpose -The purpose of this paper is to review the literature on self-assessment processes and to identify the difficulties, benefits and success factors of the European Foundation for Quality Management self-assessment model, analysing the importance of follow-up. Design/methodology/approach -First, the paper carries out a literature review on self-assessment, and then it uses the case study methodology based on ten services provided by a public university in Spain to identify difficulties, benefits and success factors of self-assessment. Findings -The findings show, first, what the literature suggests on self-assessment in general and for higher education, and second, the difficulties, benefits and success factors and the importance of follow-up for successful self-assessment. Originality/value -The paper provides a literature review on self-assessment and lessons for managers from other universities, or other public sector organisations, who wish to know the difficulties, benefits and success factors, and the characteristics of follow-up.

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Section: Self-assessment Processes In Heismentioning

confidence: 99%

Self‐assessment processes: the importance of follow‐up for success

Tarı́

2010

Quality Assurance in Education

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“…In the context of HEIs the EFQM been used as a selfassessment review of services, activities and results (e.g., administration, technical, sport services) [21], to evaluate management and strategic practices [22] and to analyze the relationship among the enabler agents in HEIs [23], among others. 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].…”

Section: A Efqmmentioning

confidence: 99%

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

Moreno

2013

2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET)

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Quality management procedures at higher education institutions tend to use industrial quality models to demonstrate effective performance. Such models evaluate resources and results, but fail to address the quality of the educational processes. In this paper we provide an overview of the most common quality management frameworks used in higher education institutions and discuss their application, strengths and shortcomings. Furthermore, we present the conceptual basis of a flexible assessment methodology inspired by the 360-degree feedback, that aims to circumvent the shortcomings of the previous frameworks while providing additional possibilities for result analysis.

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“…Dalrymple, 2002, 2005), it seems highly probable that TQM and other business-oriented approaches such as the Business Excellence Models that are inspired by TQM-related concepts (e.g. Kanji and Bin Al Tambi, 1999;Pires da Rosa et al, 2001) will not have significant influence on the mainstream concepts and practices of educational quality.…”

Section: Total Quality Managementmentioning

confidence: 99%

Quality assurance in post‐secondary education

Law

2010

Quality Assurance in Education

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Purpose -The common approaches to quality assurance (QA), as practiced by most post-secondary education institutions for internal quality monitoring and most QA authorities for external quality monitoring (EQM), have been considered by many researchers as having largely failed to address the essence of educational quality. The purpose of this paper, although not meant to be exhaustive, is to review some of these approaches. Design/methodology/approach -The paper reviews the relevant issues concerning total quality management, performance indicators and EQM, the three common approaches to the QA of post-secondary education have been reviewed. Findings -While from a pragmatic perspective these approaches have their respective reasons for existence, they can all be criticized as lacking rigorous theoretical foundations and being mainly driven by demands of satisfying external agendas (e.g. to enforce institutional accountability or compliance) instead of academic considerations (e.g. to facilitate student learning). As a result, a mismatch between the rhetoric and reality of educational quality has become a common experience of most practitioners, not only in western contexts from which these approaches were originated, but also in other cultural contexts that have adopted them uncritically. It is undeniable that the overall quality culture within most post-secondary education systems worldwide, as currently manifested, tends to favor the institutional aspects rather than the student aspects of the quality issues, and tends to lean more on the accountability-led view rather than the improvement-led view of quality assurance. Originality/value -The paper sheds some light on the quality debate in post-secondary education.

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The development of an Excellence Model for Portuguese higher education institutions

Cited by 29 publications

References 4 publications

Self‐assessment processes: the importance of follow‐up for success

Self‐assessment processes: the importance of follow‐up for success

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

Quality assurance in post‐secondary education

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