Quality models in higher education

1. After completing this topic, you should be able to: • Explain models of quality practices • Differentiate objectives of quality control and quality assurance • Describe the characteristics of quality models • Choose quality models for practices Readings: Chapters 2, 5 B. Janakiraman & R.K. Gopal, 2007 Nina Becket & Maureen Brookes, 2007, Quality Management Practice in Higher Education – What Quality Are We Actually Enhancing? G. Srikanthan & John F. Dalrymple, 2002. Developing a holistic model for quality in higher education Quality models in higher education

2. The roof House of Total Quality TQM Four pillars CUSTOMER SATISFACTION CONTINUOUS IMPROVEMENT SPEAKING WITH FACTS RESPECT FOR PEOPLE Foundation STRATEGY MANAGEMENT PROCESS MANAGEMENT PROJECT MANAGEMENT INDIVIDUAL TASK MANAGEMENT PROJECT PLANNING QUALITY PLANNING STRATEGIC PLANNING OPERATIONS PLANNING Cornerstone

3. Quality in higher education has been placed as an important contemporary agenda. • Approaches to implement quality in higher education have been made based on quality management models practiced in the industrial sectors. • Many universities have began implementing ‘total quality management - TQM’ model as an alternative. • TQM not focused on ‘core functions of teaching and learning’, considered as a ‘myth and illusion’. • The model is seen as flawed and unfit with the core operation: education. Introduction

4. The model for quality management has to be a holistic model to meet the requirements of the core functions of service and education. • Distinction has to be made between the two processes of the functions. • The service relates to general administrative activities to support for academic (enrolment, library) and amenities (cafeterias, recreation) services. • The education processes relate to the functions of teaching, research and community services. Introduction

5. Transformative models (Harvey & Knight, 1996): • Transformation is the most appropriate learning oriented approach to quality. • The emphasis is on ‘enhancing participants’, ‘adding value’ to capability and ‘empowering participants’. • There is a clear focus on total student experience. • Quality policies have to be learning-oriented and centered on student’s learning experience. • Learning is based on interactions between learners and teachers. • There is a shift of focus to learning rather than teaching. Theoretical educational quality models

6. An engagement model of program quality: • Developed by Haworth & Conrad (1997), focusing on the students, academics and administrative engagement in teaching and learning. • High quality program is one that ‘contribute to the learning experiences for students that have positive effects on their growth and development’. • Three principles stakeholders (students, academics and administrators) contribute to the learning experiences for students in five programs attributes. Theoretical educational quality models

7. Three principle stakeholders

8. An engagement model of program quality: • Diverse and engaged participations from academics, students and leaders. • Participatory cultures through shared program direction, community of learners and risk-taking environments. • Interactive teaching and learning through critical dialog, integrative learning, mentoring, peer learning, out of class activities. • Connected program requirements. • Adequate resources such as support services for students, academics and ample basic infrastructure. Theoretical educational quality models

9. University of Learning Model: • Bowden & Marton (1998) examine the organizational characteristics of higher education from a pedagogical perspective. • Quality in a university context through its core functions has a lot to do with the quality of learning and quality of learning has a lot to do with different ways of seeing things that could widen the range of possibilities of seeing the same thing (variation is an acceptable foundation in learning). • University must be conducive to facilitate a dynamic learning process that contribute to a ‘university of learning). Theoretical educational quality models

10. A model for a Responsive University: • Tierney (1998) postulated a model for excellence – a responsive university. • The model is based on the premise that ‘the public will judge the university in terms of the quality of their relationships and the quality of the outcomes. • To survive and thrive, universities will have to be responsive and be service oriented. • The emphasis is on development of new relationships and partnerships with communities, focus on customers. • Student-centered in programs, community-centered in outreach and nation-centered in research. Theoretical educational quality models

11. Evolution of Quality Hierarchy Inspection Inspect products Detection (Reactive) Operational techniques to make inspection more efficient and to reduce the cost of quality Quality Control Planned and systematic actions to ensure that products or services conform to company requirements. Quality Assurance Prevention (Proactive) Incorporates QC/QA activities into a company-wide system aimed at satisfying the customer (involves all organizational function). Total Quality Management

12. Strategies - Quality Control To establish standards of quality which are acceptable to the customer and economical to maintain the standards. To enable the setting and resetting of processes and machinery. To keep up the quality of products during manufacturing by taking remedial steps. To locate and identify the process faults and defects of products and thus control the scrap and wastes. To take different measures to improve the standard quality of products.

13. Objectives of Quality Control To see that products of lower quality do not reach customers. Can we do this in education? To enable reduction in operating cost by not producing defective goods. To develop quality reputation which is of prime importance in selling both consumer and industrial goods.

14. Concept of Control Control means “all necessary activities for achieving objectives in the long term, efficiently and economically. Control is doing whatever is needed to accomplish what we want to do as an organization”. Control can also reflects something that limits an operation, process or person. In this sense, it is seen like a “police force”.

15. Importance of Quality Control Increases the profit earning capacity of the business. Enables the industry to compete successfully. Reduces cost of production. Reduces operation losses by keeping scrap and wastes to a minimum level. Improves the product design. Reduces the product line bottlenecks. Improves employees’ morale. Enhances customers’ satisfaction. Increases the reputation of the industry.

16. Functions of Quality Control Department Advises on inspection and quality control policy formulation. Sets inspection standards. Prepares department budget requests and control operating expenses. Selects inspection points. Selects inspection instruments. Collaborates with statisticians about statistical quality control instruments. Generate deviation reports for rectifications. Train inspectors on duties/ in using inspection standards.

17. Mechanism of Quality Control Setting standards and specifications – standard and specifications must be determined to achieve the objectives of quality control. Inspection – it is the method to attain standardization, uniformity and quality of workmanship. Statistical quality control – makes use of statistical methods and principles to assess variations cause variations. Inspection devices (gauges) – to investigate the dimensional fitness of a mechanical element in relation to its predetermined dimensional standards.

18. Strategy - Quality Assurance Quality Assurance – the process of verifying or determining whether products or services meet or exceed customer expectations. “systematic management and assessment procedures adopted by HEIs and systems in order to monitor performance against objectives, and to ensure achievement of quality outputs and quality improvements” (Harman, 2000, p.1). In short, it is a process of defining and fulfilling a set of quality standards consistently and continuously with an objective to satisfy customers. PDCA model developed by Deming fits for QA.

19. Quality Assurance Initiatives undertaken to assure and enhance the quality of degree program. Quality assurance relies on outside auditors coming inside the organization to evaluate how well it is doing. One of the commonly cited total quality management systems is ISO 9000.

20. Criticism on QA Sometimes the people doing audits are not experts in the thing that is being done, but rather are experts in the quality management system that they are using. Incompetence: If peer reviewers are not sufficiently expert in the subject, they may not see the weaknesses of the course(Pampallis, 2009).

21. QA quality assurance in education can be seen as building on the traditional checks and balances in the systems (Pampallis, 2009).

22. The practice Higher Education Quality Committee (HEQC), monitors quality in higher education in South Africa. Kenya Commission for Higher Education in Kenya. Norwegian Agency for Quality Assurance in Education. Association of Universities and Colleges of Canada (AUCC).

23. Strategy– Quality Assurance Jaminan Kualiti – Semua bentuk dasar, proses, langkah dan aktiviti yang melalui program kualiti dan dipertingkatkan selaras dengan keperluan pihak berkepentingan. Standard asas – Aspek keperluan asas dan petunjuk prestasi jaminan kualiti yang perlu dipatuhi untuk memastikan produk atau perkhidmatan memenuhi atau melangkaui jangkaan pelanggan.

24. PDCA Model / Cycle PDCA comprises four steps – Plan – establish objectives and processes required to deliver the desired results. Do – implement the process developed. Check – monitor and evaluate the implemented process by testing the results against the predetermined objectives. Act – apply actions necessary for improvement if the results require changes. PDCA is an effective tool for monitoring quality assurance because it analyzes existing conditions and methods use to produce goods and services. The aim is to ensure excellence in every component of the process.

25. 6. Standardized improvements 7. Plan for continuous improvement • Define the system (draw flowchart) • Assess current situation • Analyze causes (root causes) PDCA Cycle 5. Check & study results 4. Try out improvement theory (Source: Lewis & Smith, 1994, p.31)

26. Quality models in higher education Malcom Baldridge National Quality Award ISO 9000 and other standards Six Sigma Balanced Scorecard Benchmarking Total Quality Management Business Process Re-engineering EFQM – European Foundation for Quality Management

27. Quality management models in higher education

28. Quality management models in higher education

29. Quality management models in higher education • Many HEIs have adopted the quality management models originally developed for industry. • The key benefit of all the models is reported to be the requirement for institutions or departments to adopt a strategic approach to quality measurement and management. • Limitations in the application of business models in an HE context. • Debates on students’ role as customer.

30. TOTAL QUALITY MANAGEMENT (TQM) • A management approach for an organization, centered on quality, based on participation of all its members and aiming at long-term success through customer satisfaction, and benefits to all members of the organization and to society (ISO 8402:1994). • A set of management principles and core values. Four process steps: • Kaizen – focuses on continuous improvement • Atarimae Hinshitsu – idea that things will work as they are supposed to. • Kansei – examining the way the user applies the product leads to improvement in the product it self. • Miryokuteki Hinshitsu – idea that things should have an aesthetic quality.

31. TQM Approach most often associated with quality assurance. It refers to systems which are developed to monitor all processes that are part of the work of an organization. Total quality management systems generally use the idea of “accreditation”. Institutions have to be accredited by the appropriate body.

32. TOTAL QUALITY MANAGEMENT (TQM) Four main principles of TQM: • Meeting or exceeding customer needs • Everyone’s job • Continuous improvement • Leadership (Seymour, D.T. 1992 quoted in Owlia & Aspinwall, 1997. TQM in higher education – a review. International Journal of Quality & Reliability Management, 14(5), pp. 527-543) Three main principles of TQM: • Leadership • Human resource utilization • Elimination of unnecessary variation (Hitman, J.A. 1993 quoted in Owlia & Aspinwall, 1997. TQM in higher education – a review. International Journal of Quality & Reliability Management, 14(5), pp. 527-543)

33. TOTAL QUALITY MANAGEMENT (TQM) Three principle elements of TQM: • Employee involvement • Empowerment • Top management leadership and commitment • Study found that there was a positive relationship between top management leadership, employee empowerment, job satisfaction and customer satisfaction. (Ugboro I.O. & Ubeng, K. 2000. Top management leadership, employee commitment, job satisfaction & customer satisfaction in TQM organizations: An empirical study. Journal Quality Management, 5, pp. 247-272)

34. TOTAL QUALITY MANAGEMENT (TQM) Four main themes of TQM: • Customer focus • Commitment to process improvement • Involvement • Systems thinking (Sims, S.J. & Sims, R.R. eds.Total Quality Management in Higher Education – Is It Working? Why or Why Not?)

35. TOTAL QUALITY • Total quality is a set of philosophies by which management systems can direct the efficient achievement of the objectives of the organization to ensure customer satisfaction and maximize stakeholder. • The organization should design quality into its products rather than inspect it afterward. • This is accomplished through continuous improvement of the quality system, which consists of the social system, the technical system, and the management system.

36. TOTAL QUALITY MANAGEMENT (TQM) Customer focus : • Customer satisfaction is the criterion for quality. • Quality is defined by customer and customer satisfaction is the beginning, the end and runs continuously throughout the process. • Everyone must identify and develop a working relationship with customer. • External customers are the receiver of the system’s product or service. • Internal customers are within the system, the students and are important in defining, assessing, and improving the process. • Everyone should identify, define, measure, improve and meet the criteria for satisfaction of the customers.

37. TOTAL QUALITY MANAGEMENT (TQM) Commitment to Process Improvement : • Everything is a process. • TQM focuses on how each process can be improved. • Well-defined objectives, criteria, and measurement provide the principles for continues improvement. • There must be a shared commitment and shared commitment is viewed as enduring and strategic. • Cultural change is fundamental to ensure the success of continuous improvement.

38. TOTAL QUALITY MANAGEMENT (TQM) Total Involvement : • Involvement is the key to simplify the continues improvement process. • Everyone is valued and considered as competent partner who believes and acts on the idea of quality. • Quality education and training initiatives are provided to employees so that employees will learn and acquire the skills required in redesigning work processes. • It is more than encouraging cooperation, sharing responsibility, participating in decision-making, and working in teams.

39. TOTAL QUALITY MANAGEMENT (TQM) System Thinking: • TQM asserts 85% of total error is “common cause variation” or “system error” only 15% results from individual performance. • TQM is fundamentally from traditional management, which may be inordinately concerned with individual performance.

40. TOTAL QUALITY MANAGEMENT (TQM) Five elements for continuous improvement: • TQM focuses on an identified process or system that can be described by flow chart and links explicitly to other processes and to institutional goals. • It is designed to identify, understand, and meet customer needs. • It relies on data to define needs, describe problems, and arrive at solutions because TQM uses scientific methods to analyze data, construct and test hypotheses, and evaluate results to solve problems. • It involves those who make decisions about improvements, more than participation and necessitates empowerment. • It respects individuals and their contributions, relies on capacity and responsibility of all players to make things better.

41. TOTAL QUALITY MANAGEMENT (TQM) Characteristics of TQM: • Broad movement and not a one model. • Integrate all organizational functions to focus on meeting customer needs and organizational objectives. • An approach to improve the effectiveness and flexibility of the business as a whole by organizing and involving the whole organization. • Enables all people to communicate readily with one another in pursuit of a common goal. • Involving the product aspects, systems aspects, functional aspects, and human aspects to lead to customer delight. • Helps turn around to student learning as focus (customer orientation) – delight the customer

42. BENEFITS OF TQM PROGRAM Company Employees Customer • Quality improves • Motivates staff • Increases productivity • Reduce costs • Reduces defects • Resolves problems faster • Makes company a leader • Reduces resistant to change • Fewer problems with products/ services • Better customer care • Greater satisfaction • Empowerment • More training more skills • More recognition

43. TOTAL QUALITY MANAGEMENT (TQM) Why HEIs concerned about TQM? • Competition – institutions have to worry about preserving enrolment. Private HEIs need tuition fees and public HEIs have to compete based on students enrolment. • Costs – students and public want to know what more they are getting for the money they have paid as tuition fees. • Accountability – those who support higher education want to know how the dollars are being spent to ensure accountability. • Service orientation – HEIs have to respond to public demands and the public wants to be ensure that HEIs deliver better services by setting standards of quality. HEIs must move towards a learning environment that emphasizes an involvement that can empower students with a high quality “tool kit” to meet new challenges.

44. TOTAL QUALITY MANAGEMENT (TQM) Obstacles in implementing TQM: • Management – not fully committed and focus on short-term gains. • Scepticism – lack of organizational focus on quality. • Loss of credibility for TQM – regard TQM as last year’s flavors or last month’s flavors. • Teams bogged down on trivial things – not tackling the important problems. • Unwillingness to change – resistant and feeling complacent. • Compartmentalization – individualism • Lack of competition – little sense of competition • Conformance to minimum requirements

45. INSTITUTIONAL CHANGE AND TQM Institutional change is fundamental to TQM. The Importance of change can be described as follows: • Commitment – committed to pursuing total quality needs a change as a way of life. • Culture of change – an effort must be made to change the culture of the institution, a culture based on customer satisfaction and continuous improvement. • Continuous improvement efforts – re-engineering the processes on how organization operates and re-designed to provide higher quality at lower cost. • Making change as necessity – processes tend to become unnecessarily complicated over a period of time. Therefore, change is a necessity to overcome the problem of unnecessary bureaucracy.

46. INSTITUTIONAL CHANGE AND TQM • Cultural change – way of doing business in the institution must be embedded in the organization by way of changing culture and environment. Institutional culture must move away from becoming an obstacle to TQM. • Top Administration – top administration must make a commitment to improving quality for themselves and the institution as a whole. • Education and training – there must be a continuing and significant investment in education and training for all members to ensure staff will be motivated, quality initiatives are sustained, and new knowledge is provided at all time. • Benchmarking – use benchmarking as a mechanism to continuously search for best practices that lead to superior performance. • TQM Steering Committee – establish committee responsible for planning, supporting, steering implementation of TQM; identifying barriers and solutions; developing training plan; and piloting new initiatives.

47. ISO 9000 series Main characteristics of ISO 9000 series: • Broad movement and not a one model. • Integrate all organizational functions to focus on meeting customer needs and organizational objectives. • An approach to improve the effectiveness and flexibility of the business as a whole by organizing and involving the whole organization. • Enables all people to communicate readily with one another in pursuit of a common goal. • Involving the product aspects, systems aspects, functional aspects, and human aspects to lead to customer delight. • Helps turn around to student learning as focus (customer orientation) – delight the customer

48. QUALITY CIRCLES • QC was first introduced in Japan in 1962 by Prof. Ishikawa. • QC is a small group of people who meet together on a regular basis to identify, analyze and solve quality, cost reduction or any other problem in their work area, leading to improvement in their total performance and enrichment of their work life (Janakiraman & Gopal, 2007, p.84). • A quality improvement study group composed of a small number of employees (10 or fewer) and their supervisor (American Society for Quality, 1999).

49. PURPOSE OF QUALITY CIRCLES • To support the improvement and development of the company / organization. • To respect human relations in the workplace and increase job satisfaction. • To draw out employee potential. Quality must be company wide – including the product, service, management, the company itself and the people. Quality improvement must be company wide in order to be successful and sustainable.

50. OBJECTIVES OF QUALITY CIRCLES • To give an opportunity to employees to use their wisdom and creativity. • To reduce errors and enhance quality productivity. • To encourage team spirit and cohesive culture and create harmonious human relations. • To promote job involvement and participation. • To increase employee motivation. • To harness problem solving capability. • To build an attitude of ‘problem prevention’.