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

2. 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

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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”

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