The Perceptions of Quality Management by Universities’ Internal Stakeholders

Manatos, Maria J.; Rosa, Maria João; Sarrico, Cláudia S.

doi:10.1007/978-94-6351-116-2_9

Cited by 6 publications

(5 citation statements)

References 29 publications

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“…internal stakeholders to the quality management systems to determine the degree of support, adaptation or resistance (Manatos, Rosa and Sarrico, 2017).…”

Section: Strategic Management Model: Planning Performance and Controlmentioning

confidence: 99%

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Evaluation and control process in higher education institutions: a comparative analysis

Mourato

Patrício

2019

QAE

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Purpose The purpose of this paper is to study the evaluation and control processes in the governance systems of higher education institutions (HEIs). Design/methodology/approach This study compares the performance and control processes of strategic management in four HEIs in two European countries with binary systems – Portugal and The Netherlands. Using a case study approach, the authors find that HEIs with different missions and contexts have performance and control systems that are generally indistinguishable. Findings The controlling strategies in the public HEIs have taken on isomorphic characteristics based on processes that enhance competition, decentralize functions and solidify performance management. Originality/value In this paper, the authors “unpackage” strategic management to focus on the forms of control associated with performance evaluation. Performance evaluation is central to the management process and increasingly assuming an integral part of the institution’s identity and culture.

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“…internal stakeholders to the quality management systems to determine the degree of support, adaptation or resistance (Manatos, Rosa and Sarrico, 2017).…”

Section: Strategic Management Model: Planning Performance and Controlmentioning

confidence: 99%

“…This significantly narrows the leeway of the organizations’ response to accreditation, regulatory and evaluation agencies. A recent study addressed the perceptions of the internal stakeholders to the quality management systems to determine the degree of support, adaptation or resistance (Manatos et al , 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation and control process in higher education institutions: a comparative analysis

Mourato

Patrício

2019

QAE

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“…Quality assurance practices meet the twin purposes of enhancement and accountability, and include all activities that contribute to continuous improvement cycles [12]. The logic of educational quality is increasingly inseparable from the logic of accountability [13], with a political prioritisation of measures of learning gain [14]. While logics of performativity, individualism, efficiency, and the market inform the interest in metrics to capture performance [13,15,16], it is questionable whether meaningful learning or teaching quality can be measured in this way [14] (p. 2).…”

Section: Introductionmentioning

confidence: 99%

“…The logic of educational quality is increasingly inseparable from the logic of accountability [13], with a political prioritisation of measures of learning gain [14]. While logics of performativity, individualism, efficiency, and the market inform the interest in metrics to capture performance [13,15,16], it is questionable whether meaningful learning or teaching quality can be measured in this way [14] (p. 2). Peters [17] (p. 6) argues that "the system [of quantitative measures] has perverse effects not least on university faculty and students, skewing knowledge in favor of the calculable, the visible, and the viral."…”

Section: Introductionmentioning

confidence: 99%

Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review

Acton

2019

Education Sciences

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Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.

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“…The former deals with finding and excluding of components or the entire product after the production, if it does not meet specific standards as set by the organization, while the latter refers to managing the production of the quality and keeping it to specific standards before or during the production. Quality management is sometimes referred to as quality assurance process and this is more relevant to the education sector [5].…”

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confidence: 99%

Employing Industrial Quality Management Systems for Quality Assurance in Outcome-Based Engineering Education: A Review

et al. 2021

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With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.

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The Perceptions of Quality Management by Universities’ Internal Stakeholders

Cited by 6 publications

References 29 publications

Evaluation and control process in higher education institutions: a comparative analysis

Evaluation and control process in higher education institutions: a comparative analysis

Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review

Employing Industrial Quality Management Systems for Quality Assurance in Outcome-Based Engineering Education: A Review

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