Is there another way besides accreditation? Quality in Higher Ed Is there another way besides accreditation?

A systems approach to program evaluation model for quality in higher ed Author: Fatma Mizikaci Proposes an evaluation model Alternative to accreditation, international friendly Limitation: Should actually be tried at a university

Quality systems as a means of accountability….defined in many ways Quality as excellence Quality as zero errors (do we perceive the student as a product that must meet certain specification) Quality as fitness for purpose Quality as threshold Quality as value for money Quality as enhancement or improvement

Debate: Can industry quality standards be applied to higher education Some suggest it just needs to be re-defined to be relevant to the higher education context Examples: Ohio University Harvey & Green (1993) Malcom Baldrige Award

Ohio University : Quality Principles An emphasis on service Anticipating and meeting the needs and expectations of constituents Recognizing and improving transformation processes and systems Implementing teamwork and collaboration Instituting management based on leadership, knowledge-based decisions, and involvement Solving problems based on systematic identification of facts; the use of feedback systems and statistical methods or tools Implementing a genuine respect for and development of human resources – the people who work in colleges and universities.

Harvey and green, 1993 Developed a method to assess quality; focus on identification of certain criteria to assess the quality of teaching and learning rather than administrative matters. Conducted in-depth interviews and discussion w/ students, staff, employers, accrediting agencies, quality assessor, etc. Majority agreed on the following criteria: Adequacy of physical resources and human resources Clarity of aims and objectives Active student participation in all levels Relevance of the program content to the degree (award) given Objectivity in assessment Getting useful feedback from assessment Providing students with transferable knowledge and skills

Malcom Baldrige award Public and private award given by the President of the U.S. Baldrige Performance Excellence Program Sectors: manufacturing, service, small business, education, health care, and nonprofit To receive a Baldrige Award, an organization must have a role-model organizational management system that ensures continuous improvement in delivering products and/or services, demonstrates efficient and effective operations, and provides a way of engaging and responding to customers and other stakeholders. TQM

Baldrige cont’d Quality is defined by customers' requirements." "Top management has direct responsibility for quality improvement." "Increased quality comes from systematic analysis and improvement of work processes." "Quality improvement is a continuous effort and conducted throughout the organization The PDCA cycle to drive issues to resolution Ad hoc cross-functional teams (similar to quality circles) responsible for addressing immediate process issues Standing cross-functional teams responsible for the improvement of processes over the long term Active management participation through steering committees Use of the Seven Basic Tools of Quality to analyze quality-related issues

Rutgers Model Focuses on approaches, implementation strategies and outcomes that translate readily into strategic plans. Encourages cross-departmental and cross-institutional strategies for heightening awareness of common issues, raising standards and expectations of performance, and facilitating communication and collaboration among, and within universities based on a common understanding of key values and concepts.

Program evaluation method Evaluation is the means of arriving at a value judgment Compares the actual results of a program with the anticipated results Must define what you are evaluating as a first step: Program Definition of a Program: a coherent, organized and structure whole, composed of objectives, activities and means. Inputs Processes Outputs Outcomes Inputs: resources needed to run the program, e.g. money, facilities, customers, clients , program staff Processes: out the program is carried out: customers are served, clients are counseled, students are taught, knowledge is delivered, etc Outputs: the units of service, e.g. number of customers serviced, number of clients counselled, students taught,, research work produced, and employers, community and other groups communicated with. Outcomes: impacts on the customers receiving services, e.g. increased employability and job satisfaction of graduates, reputation of the university in society, increased mental health, richer artistic appreciation

This approach enables an evaluation framework to serve decision-making in higher ed… Context evaluation, Needs? Input evaluation, Resources? Process evaluation, How well is the plan being implemented, what barrier threaten its success, what revisions are needed? Product evaluation, judging program attainments

Systems approach Open system / Deming Social System (external influence) Technical System Input Managerial System “Lack of teaching and learning focus and analysis of educational processes in industry-based quality systems leave gaps in implementing the quality systems in higher education”

If not ABET….how would you ensure quality is being met in the program?