Braslasu_QualityManagementInHigherEducationInstitutions

7/31/2019 Braslasu_QualityManagementInHigherEducationInstitutions

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Quality Management inHigher Education Institutions


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Registered Students 2008-2009

Economics

28%

Law

11%

Mec-Tech

8%

Electronics

5%

Sci.Ed.

10%

Sciences

7%

Letters

6%

Socio-Human

8%

Theology

11%

Physical Ed.

4%

Math-Info

2%

Approx. 20 000 students in initial training (Bachelor), 2821 students in

Master and postgraduate studies; 471 students in doctoral studies


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Universitys managerial structure

THE SENATE OF THE UNIVERSITY

THE BUREAU OF THE SENATE

RECTOR

THE ACADEMIC COLLEGE

THE COUNCIL FORSCIENTIFIC RESEARCH

THE ADMINISTRATIVE COUNCIL

THE COMMITTEE FORDIDACTIC ACTIVITY,

EVALUATION, CERTIFICATION

THE COMMITTEE FOR STUDENTS PROBLEMS

VICE-RECTOR- International Relations- European Integration-Cooperation with Socio-Economical Environment- Foreign Students

VICE-RECTOR- Social Problems- Foreign Students-Teachers Training- Publishing House

VICE-RECTOR- Didactic activity- Educations QualityAssurance

VICE-RECTOR- Research Activities- Professionalreconversion

ChancellorOF THE SENATE

- Didactic activity- Continuing Training- Evaluation, Certification- Teaching Staff

____________________________________________________________________________

__________________________________________________________________________Faculty

ofSciences

DEAN

Facultyof

EducationalSciences

DEAN

Facultyof

LettersDEAN

Faculty ofMechanics

andTechnology

DEAN

Faculty ofElectronics

and Electro-Mechanics

DEAN

Faculty ofOrthodoxTheology

DEAN

Faculty ofEconomics

DEAN

Faculty of

Law &

Admin.Sciences

DEAN

Faculty ofPhysical

Educationand Sports

DEAN

Faculty ofMathematics& Computers

Science

DEAN

Faculty ofSocio-

Humanistic

Sciences

DEAN


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Quality in Higher Education

Quality can be defined taking into consideration the degreein which an assembly of characteristic meets therequirements.

In higher education, its beneficiary's requirements can beexpressed in terms like: what should a graduate know anddo in a certain domain?

Establishing a framework of qualifications represents a

major concern on both national and European level. The requirements referring to the necessary competences

of the graduates become explicit when such a framework isdefined and made official.


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A Systemic Model of HigherEducation

Axis ofNeeds/Requirements

Knowledge Needs: competence,

innovation, assistance in solving specificproblems of society

Axis of ProcessesMain Processes: education, scientificresearchManagerial Processes: strategic mng,quality mng, resource mng, performancemng, information mng, etc.

Support Processes: maintenance, acquisitions,investments

Axis of Furnishing Organization(University, consortium, company)Human resources, infrastructure, informationSystem and managerial mechanisms

Axis of ProductsStudy Programms, ResearchProjects, Counseling Contracts


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Implementation of Quality in the HigherEducation System

Processes-Are those processes influencing thequality of products identified anddescribed?-Are responsibilities and the authority

necessary to ensure their leadership clearlyestablished?-Are they adequately kept under control?-Are the necessary resources provided?-Are they periodically evaluated to beadequated and improved?-Are the modalities of preventing andcorrecting dysfunctions established?

Higher Education Institution-Did it clearly defined its mission? (the needsand requirements meant to be met)-Did it define the offer of products that fits itsmission?-Did it adopt a coherent an efficient leadership

system at all levels of management?-Does it put into practice periodicalprocedures to evaluate the efficacy of thesystem in order to adequate the offer andcapability?-Did it define and does it follow a strategy,policies and objectives of improving its own

capability and the quality of its results?Products(study programms, research projects, counseling contracts)-Did the institution identify the specific requirements for these products?-Did it design the products in accordance with these requirements?-Did it define the standards regarding the quality of these products?-Does it have the necessary capability to realize the products and ensure quality of thedefined standards?

-Did it foresee and does it apply efficient measures to correct and prevent the deficiencies?-Does it have and apply mechanisms of improving the quality of its products efficiently?


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A Systemic Approach of EducationalProgramms

The Needs and Requirements

Subsystem

The Higher Education InstitutionSubsystem

The Programme of Study

Subsystem

The Process of Teaching and

Learning Subsystem

Geographical AreaSpecific DomainTechnology, Management,Tendencies

Requirements ofCompetence

Requirements ofCompetence

Study Programme OffersHuman and Technical

CapabilityPolicies and Mechanismsof Leadership (Planning,Control, Improvement

Specific Requirements ofCompetenceCapabilityLeadership System

Specific CompetencesSpecifications and

Requirements for theTeaching andLearning Process

Specifications (Ed. Plans,Analytical Programms), andRequirementsLeadership System

Specific Competences

Evaluation

Evaluation

Evaluation

Evaluation


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Management of Quality in the HigherEducation Institution

Quality Improvement

Quality Control

Quality PlanningQuality Insurance QualityManagement

Quality Policy and Objectives

Standard Definition: Standard activities meant todirect and control the institution in the domain of quality.

Quality of management implies responsibilityof all levels of management, but it must beled by the highest level of management.

The systems of quality managementin higher education institutions arebased upon the existence of standards (models)acting like referentials or a system of criteria in the

case of external evaluation (quality insurance), or as aguide for the internal organization (qualitymanagement).

Quality System in higher educationinstitutions is a strategic one. Choosing a certain model is the universitys option. There aretwo possible options:-Choice of a model oriented towards conformity with minimal standards (ISO 9001-2000,European Standards and Guidelines, ARACIS)-Choice of a model oriented towards excellence (EFQM, MBNQA)


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The ARACIS MethodologyLegal/Official Aims: to create an adequate national framework meant to improve

the quality of higher education in Romania and its compatibility with the European andInternational standards of performance.

Principles

European reference.

Institutional responsibility.

Cooperation with all parts of the educational system.

Centered upon results.

Institutional identity.

Internal self-evaluation, institutional, of quality.

External evaluation.

Quality improvement.

Three fundamental domains of organization and functioning in a higher education institutionare taken into consideration in insuring the quality of education:1. Institutional Capacity2. Educational Efficiency (projection of objectives and results, and organization of the

framework of learning accomplishment )3. Quality Management centered upon those strategies, structures, techniques and

operations enabling the institution to demonstrate that it evaluates its performances ofquality insurance and improvement, and its systems of information demonstrate theresults of the learning and research processes.

Braslasu_QualityManagementInHigherEducationInstitutions

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