Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction.

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Authors: Guevara-Agüero, Miguel A. Department of Technical Education Technological Institute of Costa Rica Francisco Balbastre Benavent M. Teresa Canet-Giner Department of Business Management Juan Jose Renau Piqueras University of Valencia (Spain)

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Why do we find this research interesting? Increasingly competitive and demanding environments Application of quality criteria to the management of organizations (quality management) as a strategic response Quality management self- assessment as a strategic tool in the framework of TQM Increase of organizational performance organizational learning as a facilitator Higher education context Quality self- assessment (process)

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Objectives: 1.To identify those factors that, a priori, may facilitate and/or hinder the process of organizational learning within a context of self-assessment of higher education degrees. 2.To find out how organizational learning and self-assessment of higher education degrees processes are related one to each other. Research context: Self-assessment process of the Degree of Agronomy Engineering, Technological Institute of Costa Rica Objectives and context of the research

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Structure of the research Theoretical framework Self-assessment of a higher education organization degree Quality management self- assessment organizational learning Learning & Self- assessment of a degree Process analysis Conditioning factors analysis Case study Unsuccessful vs. Successful self- assessment analysis Unsuccessful vs. Successful learning analysis Learning & Self- assessment of a degree Process analysis Conditioning factors analysis Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Where does it appear? It is a strategic technique commonly applied by organizations that adopt Total Quality Management as a business philosophy. Why does it appear? Continuous improvement is one of the main principles in the application of a Total Quality Management philosophy. Quality management self-assessment application implies a process of continuous thought and questioning concerning all the organizational areas, systems, processes, mechanisms and elements. Thus, its use facilitates the continuous improvement philosophy. Quality management self-assessment Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-of ahighereducation Quality management self- assessment - a Learning&Self- ofa - a Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessment Unsuccessfulvs.. - assessment. Learning&Self- ofa factors - Conclusions & Theoreticalframework assessment organizationdegree organizational learning Selfof highereducation Quality self assessment degree Processanalysis Conditioningfactors analysis Learning&Self of Casestudy analysis Successfullearning analysis Unsuccessfulvs self Unsuccessfulvs assessment degree Processanalysis Conditioning analysis Learning&Self ofa factors Implications Conclusions &

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction What is it? It is a regular, systematic and global examination of all organizational activities and results, through a comparison with a business excellence model. This exam allows organizations to clearly recognise their strengths and weaknesses, and finally these results will be integrated into the organizational improvement planning process (E.F.Q.M., 2003). Quality management self-assessment Vs. organization organizational strengths organizational weaknesses Strategic plan Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction What is it? It is a process through which all the agents with any interest in the organization (lecturers, organizational academic managers, students, society, employers, etc.) express their opinion with respect to the suitability and effectiveness of some issues relative to the degree (contained in a reference framework) in order to identify the strengths and areas for improvement of the degree (CEA, 2003). Self-assessment of higher education degrees Degree’s strengths Degree’s areas for improvement Degree’s improvement plan DEGREE Vs. REFERENCE MODEL Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Some differences: Self-assessment of higher education degrees The unit of assessment The whole management of the organization A higher education degree The reference model A business excellence model A higher education degree’s model Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Why does it appear? Internal reasons: It is employed as a tool to improve the quality level of higher education degrees. Indirectly, it contributes to improve the management practices, processes and systems of those faculties and schools that offer higher education degrees. Sometimes, it is applied due to the internal pressure exerted by higher hierarchical levels within the higher education organization. External factors: Through an accreditation process, it is used to accomplish with some legal and institutional requirements (i.e. the demands derived from Bologna Declaration in the European Union). It is also employed as a way of achieving a differentiated product/service when the degree is finally accredited. It may also be the result of some contextual and geographical pressures (i.e. the U.S. higher education system exerts a strong influence on the higher education systems of those countries geographically close to the U.S.). Self-assessment of higher education degrees Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction The process of self-assessment of higher education degrees Sensitising stage Execution stage Planning stage Final report elaboration Creation in the organization the climate and positive attitude needed to make the process succeed Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction The process of self-assessment of higher education degrees Sensitising stage Execution stage Planning stage Final report elaboration Planning of the whole process Endowment of necessary resources (financial, material, information, people, etc.) Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction The process of self-assessment of higher education degrees Sensitising stage Execution stage Planning stage Final report elaboration Gathering of information concerning the degree Comparison with the reference model Elaboration of partial reports Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction The process of self-assessment of higher education degrees Sensitising stage Execution stage Planning stage Final report elaboration Containing strengths and areas for improvement of the degree Usually it is published to inform all the agents implied in the degree Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Two different research perspectives: 1.The learning organization literature (prescriptive viewpoint): tries to determine (or prescribe), a priori, those factors and elements that contribute to make organizations learn and, as a consequence, facilitate the achievement of higher organizational performance. 2.The organizational learning literature (descriptive viewpoint): tries to analyse, describe and understand how the learning process is carried out in organizations. Learning in organizations Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction What is it? It is a dynamic and continuous process through which tacit and/or explicit information is interpreted and assimilated in the organization at different levels in order to create knowledge. In the end, this knowledge will modify organizational behaviours and/or routines through which institutional goals are achieved (Balbastre et al., 2003; Moreno-Luzón et al., 2000). Employment of the model of Crossan and her colleagues (Bontis et al, 2002; Crossan et al, 1999; Vera and Crossan, 2004) to analyse the organizational learning process. Two basic reasons are: the simplicity on the exposition of concepts and contents. the explicit introduction of the group level as the link between individual and organizational levels. Organizational learning Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Organizational learning process (Crossan and colleagues) Three ontological levels: Individual Group organization Four learning subprocesses: Intuiting Interpreting Integrating Institutionalising Two learning directions: Feed-forward Feed-back Source: Crossan et al., 1999: 532 Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Learning in the self-assessment process of higher education degrees Links between the different stages of both processes Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Links between the different stages of both processes Learning in the self-assessment process of higher education degrees At the sensitising stage it is of utmost importance the role of intuition and interpretation, since sensitising has an important effect on the subconscious through the construction of mental maps and the necessary vocabulary to communicate with other people Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Links between the different stages of both processes Learning in the self-assessment process of higher education degrees Interpreting becomes the bridge linking sensitising and planning in the self- assessment process. Also, the self-assessment plan is the result of a knowledge integration process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Links between the different stages of both processes Learning in the self-assessment process of higher education degrees Knowledge integration will go on to the execution stage of the self-assessment process. It is also fundamental that all the changes derived from partial reports are agreed prior to their implementation. Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Links between the different stages of both processes Learning in the self-assessment process of higher education degrees In the institutionalisation stage, all the changes derived from the final self- assessment report must be consented by all the higher education organization levels Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Factors conditioning the organizational learning in the self-assessment of higher education degrees Learning in the self-assessment process of higher education degrees FactorsFacilitatorObstacle Decision of the organization (university)X organizational cultureXX Continuous development of the staffX organizational structureXX Leadership styleXX Policies of the organization (university)XX Relationship organization-environmentX Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful self-assessment processes Case study: the Degree of Agronomy Engineering This symbol represents that the stage has been unsuccessfully developed Sensitising stage Execution stage Planning stage Final report elaboration Unsuccessful self-assessment process Sensitising stage Execution stage Planning stage Final report elaboration Successful self-assessment process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful self-assessment processes Case study: the Degree of Agronomy Engineering Consequently: all the sectors that integrate the School understood the importance of the project all the sectors actively took part in the working groups that were created Why was the sensitising stage OK in the successful case? started with the establishment of a committee where all the groups implied in the Degree (academics, administrative staff and students) were represented the committee was trained in all the elements and criteria of the SINAES model of self-assessment all the public officials working in the School of Agronomy Engineering were also trained in order to facilitate their participation in the process and their understanding of the important topics Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful self-assessment processes Case study: the Degree of Agronomy Engineering Key for success: involvement of all members of the Degree Why was the planning stage OK in the successful case? The planning stage was carried out from a proposal made by the committee of the CEAD the planning process was developed through several meetings, where tasks were assigned according to the criteria of the SINAES model each member of the committee was in charge of coordinating a set of tasks a calendar was established for the implementation of the tasks the School Board approved the final plans the necessary resources were assigned to the project Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful organizational learning processes Case study: the Degree of Agronomy Engineering Intuiting Integrating Interpreting Institutio- nalising Unsuccessful self-assessment process Intuiting Integrating Interpreting Institutio- nalising Successful self-assessment process This symbol represents that the stage has been unsuccessfully developed Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful organizational learning processes Case study: the Degree of Agronomy Engineering Why was the intuiting stage OK in the successful case? It was carried out through a set of study meetings All the sectors implied in the Degree (managers, lecturers, students and administrative staff, mainly) were encouraged to take part All of them were trained in the self-assessment process and activities Consequently: It was created the necessary atmosphere to make all the agents take part in the process and to develop the mental frameworks that facilitate the knowledge interpreting and sharing in the following stages Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Comparison between successful and unsuccessful organizational learning processes Case study: the Degree of Agronomy Engineering Why was the interpreting stage OK in the successful case? Knowledge interpreting was achieved thanks to the establishment of working committees to plan and implement the necessary tasks. Knowledge sharing was accomplished to a great extent due to the cultural change obtained. Why was the integrating stage OK in the successful case? The integrating stage was mainly based on the application of teamwork, both through study meetings and working committees. It became fundamental to unify criteria in order to discuss partial reports Consequently: A final report was created. Such a report was agreed by all the agents implied in the process and not only affected the teaching activities but also administrative tasks and the set of departments that had any relationship with the Degree Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of self-assessment and organizational learning processes Case study: the Degree of Agronomy Engineering The links between intuition and sensitising stages: Both stages were strongly correlated due, mainly, to the training programme. This programme contributed to sensitise all the agents and create the mental structures needed to facilitate intuiting and interpreting processes The links between planning, interpreting and integrating stages: Academic and administrative staff had accurate information relative to the process and, as a consequence, they got to integrate it with their own knowledge This fact contributed to: facilitate the establishment of working groups, and the creation of a plan of work agreed and known by all the members of the Degree Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of self-assessment and organizational learning processes Case study: the Degree of Agronomy Engineering The links between integrating and execution stages: Integration became evident in the approval of partial reports. Such reports were generated as the self-assessment process was being executed. In addition, partial reports were approved not only by working committees but also by the School Board The links between the final report elaboration and institutionalisation stages: The final report contained changes that affected not only the Degree but also the whole university The relationship between both processes is evident, since the scope of changes goes beyond norms, policies or procedures of the Degree, affecting the institutional level Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of facilitators and obstacles Case study: the Degree of Agronomy Engineering Factors Unsuccessful caseSuccessful case FacilitatorObstacleFacilitatorObstacle Decision of the organization (university)X organizational cultureXX Continuous development of the staffXX organizational structureXX Leadership styleXX Policies of the organization (university)XX Relationship organization-environmentXX Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of facilitators and obstacles Case study: the Degree of Agronomy Engineering Factors FacilitatorObstacleFacilitatorObstacle Decision of the organization (university)X organizational cultureXX Continuous development of the staffXX organizational structureXX Leadership styleXX Policies of the organization (university)XX Relationship organization-environmentXX organizational structure is the unique factor remaining as an obstacle in both cases, as no structural changes took place in order to facilitate the self-assessment process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of facilitators and obstacles Case study: the Degree of Agronomy Engineering Factors FacilitatorObstacleFacilitatorObstacle Decision of the organization (university)X organizational cultureXX Continuous development of the staffXX organizational structureXX Leadership styleXX Policies of the organization (university)XX Relationship organization-environmentXX The decision of the organization appears and acts as a facilitator in the successful case Also the continuous development of the staff and the good relationship with the environment facilitate the process in both cases Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Joint analysis of facilitators and obstacles Case study: the Degree of Agronomy Engineering Factors FacilitatorObstacleFacilitatorObstacle Decision of the organization (university)X organizational cultureXX Continuous development of the staffXX organizational structureXX Leadership styleXX Policies of the organization (university)XX Relationship organization-environmentXX organizational culture, leadership style and policies of the organization have changed from being clear obstacles to becoming facilitators of the process in the successful case Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications It is fundamental that an organizational learning process takes place if it is intended that self-assessment turns out to be successful (i.e. intuiting, interpreting, integrating and institutionalising processes need to be suitably developed if the organization wants that the self-assessment process succeeds) Also, the organizational learning becomes an outcome of a successful self- assessment process (i.e. the final report affecting a wide scope of areas both at a School level and at an institutional level becomes the outcome of the organizational learning process) Consequently: organizational learning becomes simultaneously a conditioning factor and a result in a successful self-assessment process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self- assessment of higher education degrees After the empirical analysis: continuous development of the staff the relationship organization-environment Powerful facilitators of the learning process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self- assessment of higher education degrees After the empirical analysis: continuous development of the staff the relationship organization-environment the stagnation of organizational structure A permanent obstacle of the learning process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self- assessment of higher education degrees After the empirical analysis: continuous development of the staff the relationship organization-environment the stagnation of organizational structure organizational culture leadership style policies of the organization Have changed from obstacles to facilitators of the organizational learning process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications Implications for higher education managers: The achievement of a high performance and learning in the self-assessment of any degree requires: a)an explicit favourable decision on the part of the university b)an organizational culture based on values such as participation, knowledge sharing and empowerment c)a clear and defined human resources policy supporting the continuous training and development of the staff d)the establishment of the necessary structural adjustments to facilitate the flow of information and knowledge, to make individuals get involved in the process and to assign defined responsibilities and duties to all the participants in the process Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction Conclusions and implications Implications for higher education managers: The achievement of a high performance and learning in the self-assessment of any degree requires: e) a participative, assertive and transparent leadership style f)a set of organizational policies that support the whole process from every viewpoint (human, financial, technical, etc.) g)an open and constant relationship between the organization and its nearby environment to facilitate the interchange of knowledge and to question constantly the organizational processes and practices as a basis for continuous improvement Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Theoreticalframework Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Self-assessmentof ahighereducation organizationdegree Quality management self- assessment organizational learning Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Casestudy Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Unsuccessfulvs. Successfulself- assessmentanalysis Unsuccessfulvs. Successfullearning analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Learning&Self- assessmentofa degree Processanalysis Conditioningfactors analysis Conclusions & Implications Conclusions & Implications

Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction.

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Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction.

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Presentation on theme: "Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action www.bsieducation.org/standardsinaction."— Presentation transcript:

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