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Quality management in private higher education
Abstract
This paper puts forward emerging theory on determining factors for quality of education in private higher education institutions. A model of factors and sub-factors that influence the quality of education, result of in-depth interviews with leading figures of the institutions, is presented. The study was conducted with a sample of twenty-two leading figures of private higher education institutions, using a Delphi methodology or expert consultation, and it reveals an update of Arcaro's model of 1995.
... En el marco de la gestión de la calidad, los docentes buscan el mejoramiento científico y adoptan actitudes y valores que dan testimonio del ejercicio vocacional de desaprender para enseñar. El ambiente universitario es la base para la investigación y actividad con la comunidad de la universidad, y debe sostenerse en estructuras semánticas de eticidad como la base para la actividad científica de las universidades (Lemaître, 2005; Rodríguez-Ponce, Pedraja-Rejas, Araneda-Guirriman, González-Plitt, & Rodríguez-Ponce, 2011;Fabela-Cárdenas & García-Treviño, 2014). ...
... La estandarización de la evaluación de programas e instituciones de educación superior son el marco referencial para comparar y confrontar las prácticas institucionales que se traduce en acciones que serán mediadas por las cualidades que evidencian los actores (Lemaître, 2005;Fabela-Cárdenas & García-Treviño, 2014;Rosal Durán, 2017). ...
La investigación realizada en la República del Ecuador, se enfoca en analizar los procesos de acreditación de la educación superior y la respuesta de los profesores de la Pontificia Universidad Católica (PUCE) y sus sedes (Esmeraldas, Manabí, Santo Domingo de los Tsáchilas, Ambato, Ibarra y Quito) durante el período 2008-2017. El método es cuantitativo, alcance correlacional, diseño transversal longitudinal mediante la aplicación de una encuesta sobre tiempo de dedicación y producción científica a 513 docentes. Los datos evidencian que la acreditación de la educación superior del país inciden positivamente en la respuesta de los profesores en la producción académica.
La presente obra expone todo el potencial que tiene la Maestría en Educación de la PUCP, en términos de producción del conocimiento, en sus dos áreas de concentración (Gestión de la Educación y Currículo), revelando detalladamente las actuales cinco líneas de investigación existentes, las cuales, siguiendo padrones internacionales, tienen como función principal concentrar temas aglutinadores de estudios científicos, de los cuales se originan los proyectos de investigación que son o pueden ser desarrollados en el ámbito de la referida maestría.
Las políticas públicas que liberalizaron la educación en México han intensificado la competencia entre instituciones educativas. En tal sentido, la educación superior debe ser reconocida como una industria de servicios, cuyo objetivo es satisfacer las necesidades del cliente, sobre todo en regiones con un fuerte dinamismo económico como el municipio de Carmen, Campeche. El objetivo del artículo fue determinar la percepción que tienen los estudiantes sobre la calidad del servicio de la Universidad Autónoma del Carmen y los factores que determinan estas percepciones. Para determinar la calidad del servicio se aplicó un cuestionario basado en el modelo SERVQUAL. Para analizar los factores que afectan a las percepciones y expectativas de los alumnos se estimaron modelos de regresión múltiple por el método de mínimos cuadrados ordinarios. Los resultados muestran una dificultad de la institución por superar las expectativas de los estudiantes. En una ciudad con un fuerte dinamismo económico y con alto ingreso, el tiempo de permanencia de los alumnos y su nivel de ingreso determinan su percepción sobre la calidad de servicios que ofrece la universidad. Las percepciones de los estudiantes pueden mejorar a medida que el personal universitario brinde un mejor servicio. Se concluye que la universidad debe enfocar su política administrativa en satisfacer las necesidades del estudiante para disminuir la deserción y mejorar la eficiencia terminal.
Higher education is viewed by many as central to the creation of opportunities and prosperity in all modern economies. The pace of global change requires a continued evolution of teaching, learning, and research ‐ with the emergence of more responsive and focused activities to meet the demands of tomorrow's marketplace. For this reason it is vital for us to continuously improve our institutions, moving further towards ‘Excellence’ by recognising, anticipating and understanding the needs of our students, and enhancing their whole student experience. Alain de Dommartin CEO (1998–2005), European Foundation for Quality Management This paper describes how the Excellence Model® developed by the European Foundation for Quality Management (EFQM) can be used and applied within higher education, with practical examples accompanying the Model in a Russian University to raise management quality.
The purposes of this paper are to outline seven types of qualitative data analysis techniques, to present step-by-step guidance for conducting these analyses via a computer-assisted qualitative data analysis software program (i.e., NVivo9), and to present screenshots of the data analysis process. Specifically, the following seven analyses are presented: constant comparison analysis, classical content analysis, keyword-in-context, word count, domain analysis, taxonomic analysis, and componential analysis. It is our hope that providing a clear step-by-step process for conducting these analyses with NVivo9 will assist school psychology researchers in increasing the rigor of their qualitative data analysis procedures.
There are two main purposes for this article. First, we believe that educators, at least in a district, must agree on a common set of criteria before efforts to develop and implement a program reach the point of large expenditures for materials. This article provides a set of definitions and lists of separate critical thinking abilities that may be used by any district to move toward common criteria.Secondly, we describe the details and results of one study wherein an initial group of educators working with the gifted in one large metropolitan school district used the Delphi Technique to reach consensus on criteria for deciding what thinking skills program might be adopted or developed. In addition, because of the Delphi's ability to gather data from large numbers of colleagues within a local situation for assessment of their individual and group preferences, objectives and procedures for utilizing the Delphi Technique are included as a rational for its application in this particular situation. The statistical research is offered to illustrate as well as highlight the use of the Delphi Technique and post‐study interviews with participants are included to provide personal observations and perceptions by those who were actually involved in this study. Hopefully, this can serve as a procedural model for other districts searching for curriculum consensus on critical thinking programs.
Purpose: This article examines the history of three management concepts that originated in the business sector and progressed to the K-12 education sector. Framework: We propose a new conceptual model intended to help illuminate how ideas and strategies originally created for business leadership gain influence in the realm of K-12 school leadership. We build upon existing research into the history of educational reform and relevant studies of organizational management fads and fashions. Methods: We focused on three business management concepts that emerged in the past four decades as school leadership fashions: Management by Objectives, Total Quality Management, and Turnaround. We analyzed relevant data by mapping lines of business management influence on school leadership, tabulating fashion-related document appearances in the Educational Resources Information Center (ERIC) database, and charting the appearance of business-inspired fashions in consecutive editions of prominent educational leadership textbooks. Findings: An existing business management concept, after a time lag, crosses borders from business to education. Various stakeholders serve as fashion setters who help the incipient innovation become an influential, attention-grabbing school management fashion that receives broad but fleeting attention in K-12 education before fading away as a discarded reform. Over the last four decades, this cyclical process has served as an accumulating fashion trend in which existing (and possibly outdated) business management techniques are routinely positioned as promising, innovative K-12 educational solutions. Implications: We conclude by offering thoughts on implications and suggestions for future study, including asking whether “locally sourced” management innovation can and should exist in K-12 school leadership.
Robert Birnbaum argues that higher education tends to adopt management fads – newly conceived techniques enjoying brief popularity but which fail to live up to their promoters’ claims – at the point when the corporate sector and government are discarding them. Although fads may have failed in these sectors because of various reasons, their failure usually to engage with the complexity of higher education's structures and processes makes their failure here virtually inevitable. The European Foundation for Quality Management Excellence Model, it is argued here, is a classical fad in Birnbaum's sense, showing conceptual weaknesses and being unlikely to engage with the particular characteristics of higher education. The introduction of the Excellence Model into UK higher education is shown to have followed closely the path that Birnbaum has identified; there are also preliminary signs suggesting that it will decline along the predicted trajectory.
The Malcolm Baldrige Quality guideposts provide a comprehensive model for systematic quality improvement and innovation in colleges and universities.