The need for education and training in the use of the EFQM model for quality management in UK higher education institutions

Osseo-Asare, Augustus E.; Longbottom, David

doi:10.1108/09684880210416085

Cited by 82 publications

(21 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…respectively, while support for initiatives (31.3%) and substantial personal relationships (34.1%) are found in a small extent. These results of this research appear to be in agreement with relevant literature surveys (Detert & Jenni, 2000;Osseo-Asare & Longbottom, 2002;Calvo-Mora et al, 2006;Roussi, 2007;Koltsakis, 2008;Haque et al, 2008), as well as similar researches referring to the lack of moral reward (Anastasiou, 2011), the absence of financial incentives (Kavouri, 1998;Tsiplitaris, 2000, as cited in Anastasiou, 2011, the lack of recognition of teachers' work (Xochellis, 1990, as mentioned to Anastasiou, 2011) and initiatives (Stravakou, 2002). The search for tactical feedback from the members of the training unit in specific ways (goal setting, questionnaires and interviews) is a methodology and a qualitative characteristic, which is to a small extent present in the current situation according to the sample.…”

Section: Discussion Of the Results Of The Surveysupporting

confidence: 93%

Human Factor as a Quality Criterion in Secondary Education: An Approach within the Framework of the European Model of Administrative Excellence EFQM

Kaldi¹,

Δάρρα²

2019

WJER

View full text Add to dashboard Cite

<em>The main purpose of this work is to analyze the perceptions and attitudes of secondary school education units regarding the qualitative characteristics of human resources, both in relation to the existing and the desired situation so that the administration is effectively carried out in the framework of the principles of Total Quality Management (TQM) and based on the specifications that the European Model of Administrative Excellence (EFQM) defines. The survey was conducted in the framework of the quantitative research approach from April 24 to May 26, 2017 by using the anonymous written questionnaire method, which was completed by 214 secondary education teachers in the prefecture of Arcadia. The results of the survey show that moral rewards are low, while financial rewards are completely absent from school units. At the same time, there is a low level of good communication, lack of competition on a personal level, a low degree of cooperation and exchange of views and honesty, while most respondents stated that the above mentioned are quality features that they would wish to be present in school units. Finally, the majority of respondents said that the dissemination of information and the transferring of it through various techniques, the encouraging and supporting of human resources to participate in activities (educational programs, innovative actions) aimed at improving the educational unit are quality features, which the sample prioritizes as very important and imperative to be adopted by the educational units.</em>

show abstract

Section: Discussion Of the Results Of The Surveysupporting

confidence: 93%

Human Factor as a Quality Criterion in Secondary Education: An Approach within the Framework of the European Model of Administrative Excellence EFQM

Kaldi¹,

Δάρρα²

2019

WJER

View full text Add to dashboard Cite

show abstract

“…Top-level commitment, a focus on customer delivery and medium or long term strategic objectives are required. Successful implementation also depends on effective leadership and sufficient levels of financial and human resources (Roffe, 1998;Osseo-Asare Jr and Longbottom, 2002;Cruickshank, 2003;Mizikaci, 2006). Where these requirements are not met, a number of limitations are associated with the application of these models in HE.…”

Section: Table 1: Quality Management Modelsmentioning

confidence: 99%

“…McAdam and Welsh, 2000;Osseo-Asare Jr and Longbottom, 2002;Hides et al, 2004;Tari, 2006;Calvo-Mora et al, 2006 • Integrated map of management issues valued and useful to secure confidence of different stakeholders.…”

Section: Appendixmentioning

confidence: 99%

Quality Management Practice in Higher Education - What Quality Are We Actually Enhancing?

Becket

Brookes²

2008

JoHLSTE

124

View full text Add to dashboard Cite

show abstract

“…In this sense, Osseo-Asare and Longbottom [60] state that management must manage this critical factor by focusing on optimizing resources and, on the other hand, proper management of suppliers, which enables companies to achieve greater efficiency in their processes [61] and therefore continuous improvement thereof [38]. These approaches lead us to propose the following hypotheses:…”

Section: Hypothesis 4 (H4)mentioning

confidence: 99%

How Do Quality Practices Affect the Results?: The Experience of Thalassotherapy Centres in Spain

2017

View full text Add to dashboard Cite

Most thalassotherapy centres in Spain do not have any quality certification but they are carrying out several actions of quality management in an attempt to obtain better results. Consequently, the aim of this research is to study if the implementation of quality practices on thalassotherapy centres has the same impact on companies' results as on the results of those companies that got the quality certifications. In addition, the relationships between different factors considered are going to be studied. Our sample is composed of Spanish thalassotherapy centres, and the statistical technique used is based on structural equation modelling, in particular partial least squares (PLS) regression. The data were provided by the answers given by 31 managers (70.45% of the selected sample) to a structured questionnaire based on previous research and statistically validated. The results of this research allow us to conclude that these kinds of organizations have implemented informal practices to improve the quality of the service in terms of leadership, personnel management, alliances, and resources and show that the practices that have been carried out by these centres to enhance the quality of the service have an impact on companies' results. Managers of these kinds of establishments that want to improve customer results should focus their efforts on continuous improvement, whereas, if they are pursuing enhancement of other results, their efforts should be focused on process management.

show abstract

The need for education and training in the use of the EFQM model for quality management in UK higher education institutions

Cited by 82 publications

References 9 publications

Human Factor as a Quality Criterion in Secondary Education: An Approach within the Framework of the European Model of Administrative Excellence EFQM

Human Factor as a Quality Criterion in Secondary Education: An Approach within the Framework of the European Model of Administrative Excellence EFQM

Quality Management Practice in Higher Education - What Quality Are We Actually Enhancing?

How Do Quality Practices Affect the Results?: The Experience of Thalassotherapy Centres in Spain

Contact Info

Product

Resources

About