Chapter

Implementing Quality Management Systems in Higher Education Institutions

In book: Quality Assurance and Management
Source: InTech
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    • "Futhermore, M. J. Rosa et al. (2012) reveal another aspect of Part 1 of the ESG application. Authors are concered that " in a sense if HEIs [higher education institutions] will go for the implementation of the ESG 'tour court' they risk being implementing a rather operational quality assurance approach, while if they opt for their implementation via the adoption of a quality management model there is the possibility that quality assurance will become more developmental, hopefully leading to true quality enhancement " (Rosa, 2012, p. 142). Thus, EFQM excellence model's approach of asking whether we do best as we can or even better than others instead of asking whether we do something or not could help to apply Part 1 of the ESG more effectively. "
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    ABSTRACT: In the context of intensive discussion regarding the effectiveness of internal studies’ quality management systems implemented by universities and the potential of generic quality management models developed outside of higher education to contribute tangibly, this paper aims to perform the analysis and comparison of specific and generic quality management models applied by universities within the European Higher Education Area and to discover whether generic quality management models are relevant for European universities of today and how can they be applied. Methods of document analysis, modelling, classification and comparative analysis have been employed for the research. Results reveal that some elements of generic quality management models can compensate weak points of specific ones. Thus, the approach for European universities of how to integrate these different models is proposed in the paper.
    Full-text · Article · Sep 2015
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    ABSTRACT: The present chapter discusses the quality assurance schemes applied to Greek Higher Education Institutions (GR - HEIs), in accordance with the context and specifications induced by the European Higher Education Area (EHEA) and the European Standards and Guidelines (ESG). Section 1.3 summarizes the quality management models with an emphasis on those applied to higher education, while section 1.4 focuses on quality assurance schemes in the EHEA. Section 1.5 examines the case of Greek HEIs.
    Full-text · Chapter · Jan 2012
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    ABSTRACT: THIS STUDY AIMS TO DETERMINE THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE AND SOME AFFECTIVE AND NORMATIVE BASED OUTCOME VARIABLES OF EDUCATION SUPERVISORS. TWO ALTERNATIVE STRUCTURAL EQUATION MODELS WERE TESTED. FIRST MODEL PROPOSED BURNOUT IS THE OUTCOME OF ORGANIZATIONAL JUSTICE AND THE ANTECEDENT OF THE VARIABLES OF JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT. THE SECOND MODEL PROPOSED BURNOUT IS THE OUTCOME OF THE VARIABLES OF ORGANIZATIONAL JUSTICE, JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT. ALTHOUGH BOTH THE MODELS HAD ACCEPTABLE FIT INDICES, THE COMPARATIVE FIT INDICES SHOWED THE SECOND MODEL WAS MORE PREFERABLE. IN THIS MODEL, JUSTICE PERCEPTIONS WERE FOUND TO HAVE A POSITIVE EFFECT ON ORGANIZATIONAL COMMITMENT THROUGH THE PARTIAL MEDIATION EFFECT OF JOB SATISFACTION AND A NEGATIVE EFFECT ON BURNOUT THROUGH THE FULL MEDIATION EFFECT OF JOB SATISFACTION. Key words: Attitudes, mediation, supervisors, structural equation.
    Full-text · Article · Jan 2014 · KEDI journal of educational policy
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