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Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 ned.young@sinclair.edu

Ascertaining the Impact of the Business-Oriented Malcolm Baldrige National Quality Award (MBNQA) Model on Educational Institutions: From the Voices of Educational Leaders . Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 ned.young@sinclair.edu.

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Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 ned.young@sinclair.edu

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  1. Ascertaining the Impact of the Business-Oriented Malcolm Baldrige National Quality Award (MBNQA) Model on Educational Institutions:From the Voices of Educational Leaders Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 ned.young@sinclair.edu

  2. Malcolm Baldrige National Quality Award (MBNQA) • Established 1987 by the National Institute for Standards and Technology (NIST) • Historically based in Quality Management • Developed to aid American manufacturers in competition with foreign companies • Provides a systemic framework for organizational management • Education institutions eligible to apply: 1999

  3. The Baldrige Framework Organizational Profile: Environment, Relationships and Challenges 2 Strategic Planning 5 Faculty and Staff Focus 7 Organizational Performance Results 1 Leadership 3 Student, Stakeholder and Market Focus 6 Process Management 4 Information and Analysis

  4. Objectives of the Study • Determine educational institutions involved with MBNQA • Determine which institutions have been awarded their state’s highest level Baldrige-based award • Analyze the perspectives of key institutional leaders relative to the impact of the Baldrige framework on selected learning systems • Determine areas of the learning systems that have been impacted (positively and negatively)

  5. Prominent Actors in Quality Management • Malcolm Baldrige National Quality Award • North Central Association of Colleges and Schools (NCA) • Academic Quality Initiative Program (AQIP) • Baldrige in Education Initiative (BiE IN) • National Alliance of Business (NAB) • American Productivity & Quality Center (APQC) • State and Local Baldrige-based Award Programs

  6. Institutional Selection Criteria • State quality award winner • Highest level state award • Multiple educational types • Comparative organizational levels • Varying lengths of engagement

  7. Institutions Selected • K1 - large K-12 district in the Southeast • K2 - large K-8 district in the Midwest • C1 - community college in the Northwest • C2 - community & vocational technical college in the central U.S. • U1 - state regional university in the central U.S. • U2 – state engineering and science university in the central U.S.

  8. Sources of Data • 22 interviews with educational leaders • President/Superintendent • Trustee member • Quality coordinator responsible for application • Head of faculty governance group • State quality award application and ancillary documentation

  9. Areas of Questioning • Category 6 – Process Management • 6.1 Educational Design and Delivery • 6.3 Support Processes • Category 7 – Organizational Process Results • 7.1 Student Learning Results • 7.2 Student and Stakeholder Focused Results • 7.4 Faculty and Staff Results • Miscellaneous Questions • Interviewee’s role relative to Baldrige and quality • How Baldrige affected an institution’s external view • Communicating the Baldrige to institutional members

  10. Conclusions • In use by numerous educational systems • 150 institutions (29 states) garnered 174 awards • 28 awards were designated as the state’s highest • 83 primary/secondary districts • 15 technical schools • 23 two-year colleges • 29 universities • Totals rising over time • 2000 – 51 awards • All years prior to 1997 total of 38 awards

  11. Conclusions (continued) • A system for continuous improvement (all informant categories) • An organization built on the principle of satisfying stakeholder requirements (all informant categories) • Management by fact aids accountability and decision making (all but faculty) • Relationship with Plan-Do-Study-Act cycle (quality leaders)

  12. Relationship to PDSA cycle

  13. Conclusions (continued) • Potential for three-level enculturation • Level I - administrative management & control • Level II - instrument for faculty member self-assessment and reflection • Level III – instrument for student’s own learning systems

  14. Conclusions (continued) • Focus of leadership differs between education and business • In business, leadership has a direct impact on organizational results (i.e. administrative leaders impact performance) • In education, leadership directly impacts student results but the leader, in question, may very well be the faculty member, not the administrative leader

  15. The Baldrige Framework Organizational Profile: Environment, Relationships and Challenges 2 Strategic Planning 5 Faculty and Staff Focus 7 Organizational Performance Results 1 Leadership 3 Student, Stakeholder and Market Focus 6 Process Management 4 Information and Analysis

  16. Recommendations for further research • Testing the model within the classroom • Increased sample population • Communication and the business model

  17. Ned D. Young, Ph.D.Professor, Management Sinclair Community College 444 W. Third StreetDayton, OH 45402 (937) 512-2759 ned.young@sinclair.edu

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