1. 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

2. 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

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

4. 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.

5. 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)

6. 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

7. 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

8. Generic Value Chain MODEL according to (Porter, 1985)

9. Higher Education Service Value Chains Models
Higher Education Value Chain (Pathak and Pathak, )
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)

10. Reconfigured Higher Education Value Chain (Pathak and Pathak 2010)

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

12. THE DEMING PDCA CYCLE

13. Research Methodology Qualitative Study
Documentary Evidence : Primary and Secondary Data 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

14. GENERAL FINDINGS THE DFN- NAMIBIAN HIGHER EDUCATION VALUE CHAIN

15. KEY FINDINGS DFN-HIGHER EDUCATIONAL VALUE CHAIN MODEL

16. 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

17. 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

18. Key Findings UNAM- Quality Improvement

19. 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

20. 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

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

22. 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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