8th INTERNATIONAL CONFERENCE AND WORKSHOPS ON QUALITY ASSURANCE IN HIGHER EDUCATION IN AFRICA MULTIDIMENSIONS OF INNOVATION IN HIGHER EDUCATION IN AFRICA: TOWARDS ENHANCING QUALITY AND ACCELERATING REGIONAL HARMONISATION Hosts: The National Council for Higher Education (NCHE) and the University of Namibia (UNAM) Date: 20 – 23 September 2016 Venue: Nampower Convention Centre, Windhoek, Namibia

Thematic Area Modern and Innovative Methods of Developing Quality Culture at the Institutional and National Levels. Title: APPLICATION OF SERVICE VALUE CHAIN ANALYSIS TO CREATE AND MAINTAIN MODERN AND INNOVATIVE METHODS OF DEVELOPING QUALITY CULTURE AT HIGHER EDUCATION INSTITUTIONS(HEIs) Presented by Daniel F Nyaungwa

Presentation Outline Conceptual Frameworks Research Methods Introduction Conceptual Frameworks Research Methods Research Key Findings Implications & Conclusions

Objectives Increase awareness for the need to develop an internal quality culture at HEIs. Show how to apply value chain analysis and Deming Cycle approach to develop permanently, innovative methods of creating and maintaining a quality culture at HEIs . Recommend modern innovative methods of developing quality culture at HEIs.

Definition- Quality Culture The Development of and compliance with processes of internal Quality Assurance(Harvey 2009). Quality Culture is a set of Values based on the Deming Rules of quality (Kingman 1997) Quality culture refers to an organisational culture that intends to enhance quality permanently and is characterised by two distinct elements: on the one hand, a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality and, on the other hand, a structural/ managerial element with defined processes that enhance quality and aim at coordinating individual efforts. (EUA 2006:10)

Quality Culture Elements of Quality Culture Formal quality (adapted from EUA 2006: 20 EUA 2005: 18) Quality Culture Communication Participation Trust Formal quality Assurance process Quality commitment Cultural element Individual level: personal Commitment to strive for quality Tools and processes to define, measure, evaluate, assure, and enhance quality Collective level: individual Attitudes and awareness add up to culture

HEIs SERVICE VALUE CHAIN Based on Business Management Value Chain Concept defined by Michael Porter(1985) In Business terms, a Value Chain is a representation of a firm’s value adding activities A HEI Value Chain identifies where value is added in the Institution and links it to the functional parts of the institution. HEI Value chain can be defined as a full range of activities required to bring a prospective student through enrolment, teaching and learning to an employable graduate and professional. It forms as the basis for your QAs, Evaluation Tools scope etc

Generic Value Chain MODEL according to (Porter, 1985)

Higher Education Service Value Chains Models Higher Education Value Chain (Pathak and Pathak, 2010) Education Value Chain Framework : Sison and Pablo, (2000) Value Chain Model for Higher Education Source: Khaled Abed Hutaibat, (2011) Education Value Chain Model for Course Development: Van der Merwe, et al.2004 Value chain for higher education (Gabriel, 2005)

Reconfigured Higher Education Value Chain (Pathak and Pathak 2010)

Value Chain Model for Higher Education Khaled Abed Hutaibat (2011)

THE DEMING PDCA CYCLE

Research Methodology Qualitative Study Documentary Evidence : Primary and Secondary Data- 50 Documents Face to Face Oral Interviews with Experts, QA HEI staff from UNAM,MSC,NCHE,NQA and MoHETI-10 Quality Assurance Policy Documents, Minutes of Meetings, QA Policies Websites, Published Articles, Newspaper Article etc

GENERAL FINDINGS THE DFN- NAMIBIAN HIGHER EDUCATION VALUE CHAIN

KEY FINDINGS DFN-HIGHER EDUCATIONAL VALUE CHAIN MODEL

Key Findings: Psychological Element Quality Vision & Quality Values Clearly stated Understood throughout the Institution Continuously revisited and updated Compelling Values :Consistently Applied Values : Supported by Metrics and Incentives

FINDINGS : LEADERSHIP Cultural /Psychological Element Supported by Senior Management ‘lives’ the values and lead by example ensuring message credibility involve in Quality Training and Encourage Peer Involvement Increase users ownership and empowerment

Key Findings UNAM- Quality Improvement

Findings: Formal Quality Assurance Processes Self -Assessment /Evaluation Accreditation with NCHE & NQA Audit QA inputs & Processes Moderation- Internal & External Involvement in International Training Networking with Different Institutions

FINDINGS . Formal Quality Assurance Processes Methods Course Development Guidelines Peer Reviews & Peer-in-class evaluation Evaluating and Monitoring Staff Performance External Reviews NETWORKING –Mutual Trust & Confidence Increase ownership: Lecturers & Students s

Implications for Practice Value Chain and Quality cycle in Higher Education.

Conclusions Quality Culture can be enforced by structural decisions which stimulate shared values and beliefs. It is up to each institution to develop its own quality culture and to put in place policies, strategies and systems adapted to its situation, mission, context and ambition. “If you want to change the culture, you must BE the culture you want to see”

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