Developing quality systems in education

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 6
Illustrations......Page 8
Contributors......Page 10
Editor’s foreword......Page 12
Acknowledgements......Page 13
Abbreviations......Page 14
Part I Some general and theoretical issues......Page 16
THE QUALITY JUNGLE......Page 17
WHAT IS QUALITY?......Page 19
WHAT QUALITY SYSTEM?......Page 22
BS 5750; ISO 9000; EN 29000......Page 23
TOTAL QUALITY MANAGEMENT AND THE IDEAL OF CONTINUOUS IMPROVEMENT......Page 24
ABOUT THE REST OF THIS BOOK......Page 29
REFERENCES......Page 31
THE PUBLIC ADMINISTRATION PARADIGM......Page 35
THE EFFICIENCY PARADIGM......Page 36
Illustrations......Page 37
NEW PATTERNS, NEW PARADIGM?......Page 38
Illustrations......Page 40
CONSUMERS AND CITIZENS......Page 41
ACKNOWLEDGEMENT......Page 43
3 Quality issues in higher education......Page 44
NOTES......Page 51
REFERENCES......Page 52
VOICES OF QUALITY......Page 53
DOMINANT CONCEPTIONS OF HIGHER EDUCTION AND PIs......Page 54
PIs AND STATE POWER......Page 55
DOES ‘ADDED-VALUE’ ADD VALUE?......Page 56
PLACING PIs......Page 57
RECONCEPTUALIZING PEER REVIEW......Page 58
ACADEMIC COMMUNITY BUT AN EDUCATIONAL COMMUNITY?......Page 59
REFERENCES......Page 60
BY WHAT CRITERIA SHOULD WE JUDGE A THEORY OF MANAGEMENT IN EDUCATION?......Page 61
SOME SPECIFIC QUESTIONS TO ASK OF ANY THEORY OF EDUCATION......Page 62
MOVING THE THEORY FROM INDUSTRY TO EDUCATION......Page 63
HOW DOES QUALITY MANAGEMENT DIFFER?......Page 64
TWO OFFICIAL VISIONS OF THE FUTURE—AMERICAN 2000 AND THE SCANS REPORT......Page 65
KNOWLEDGE’ AND ‘KNOW-HOW’ .........Page 66
ENQUIRY AND PROJECT-CENTRED EDUCATION......Page 67
Getting started......Page 69
1 The student as co-manager of the teaching/learning process......Page 70
2. The use of internal motivators rather than external motivators......Page 71
The role of tests and testing......Page 72
CONCLUSION......Page 73
NOTES......Page 74
TQM IN THE HIGHER EDUCATION POLICY CONTEXT......Page 75
TQM CORE CHARACTERISTICS......Page 77
PROSPECTS AND ASPIRATIONS FOR TQM IN HIGHER EDUCATION......Page 79
REFERENCES......Page 81
BACKGROUND......Page 83
Aims of appraisal......Page 84
APPRAISAL AND QUALITY......Page 85
QUALITY CONSIDERATIONS AND ISSUES IN STAFF APPRAISAL TRAINING......Page 86
Issue 2......Page 88
Issue 8......Page 89
REFERENCES......Page 90
Part II Higher education......Page 91
Applying the principle of parsimony......Page 92
Culture of Quality Commitment to Service......Page 93
Assessment of prevention......Page 94
RESULT OF TQM AT NORTHWEST......Page 95
NOTES......Page 97
THE CONTEXT......Page 101
THE MOTIVATING FORCE......Page 102
Student involvement......Page 104
Course description......Page 105
Implementation......Page 106
Team processes......Page 108
Evaluation team......Page 109
EVALUATION......Page 111
Proficiencies......Page 112
Team involvement......Page 113
REFERENCES......Page 114
Documenting procedures......Page 116
Defining procedures......Page 117
SYSTEM BENEFITS, PERMEATION FAILURES......Page 118
Clause 4.1.2.1: Responsibility and authority......Page 119
MANAGEMENT REVIEW......Page 120
BS 5750 AND PRODUCT QUALITY......Page 122
TQM AND BS 5750: CHANGING THE CULTURE......Page 123
REFERENCES......Page 124
11 A foot in two camps......Page 126
REFERENCES......Page 133
Part III Further and vocational education......Page 134
INTRODUCTION......Page 135
Strategic planning......Page 136
Awareness workshops......Page 137
TQM Forum......Page 138
Improvement teams......Page 139
The problems......Page 140
Quality assurance......Page 141
Customer care......Page 142
A comprehensive school......Page 143
‘Hard’ benefits......Page 144
CONCLUSIONS......Page 145
REFERENCES......Page 146
THE DEVELOPMENT OF THE QUALITY MOVEMENT IN FURTHER EDUCATION......Page 147
WHAT DOES QUALITY MEAN IN THE FURTHER EDUCATION CONTEXT?......Page 149
The systems approach—BS 5750 and ISO 9000 and their place in the quality debate......Page 150
INVESTORS IN PEOPLE AND TQM......Page 151
WHAT MIGHT A QUALITY SYSTEM FOR A FURTHER EDUCATION COLLEGE LOOK LIKE?......Page 152
LEADERSHIP AND TOTAL QUALITY......Page 153
REFERENCES......Page 154
CUSTOMER STORIES......Page 156
QUALITY FUNCTION DEPLOYMENT—TRANSLATING THE CUSTOMER’S VOICE INTO ORGANIZATIONAL LANGUAGE......Page 157
Step one: gathering customer information......Page 158
Step three: Matching constituent needs to college functions......Page 159
SUMMARY OF RESULTS......Page 162
SUMMARY: USING QUALITY FUNCTION DEPLOYMENT AS AN INSTITUTIONAL PLANNING TOOL......Page 163
Educational applications......Page 164
THE QUALITY ASSURANCE PROJECT......Page 165
Interpreting the Standard......Page 166
Internal audits......Page 168
Audit by external assessors......Page 169
Controlling the curriculum......Page 170
REFERENCES......Page 171
Part IV Schools......Page 173
THE INCOMING STUDENTS......Page 174
PURPOSE IN EDUCATION......Page 175
WHAT I SAW DURING MY VISIT......Page 176
DEMING’S IMPACT ON THE CURRICULUM......Page 177
CHALLENGES......Page 178
IMPLICATIONS FOR EDUCATION IN THE USE OF TQM......Page 179
APPENDIX 2......Page 180
Modified Deming points for continuous improvement of education......Page 181
APPENDIX 4......Page 182
17 The Buckpool experience of developing quality systems......Page 184
REFERENCES......Page 188
WHY QUALITY? WHY NOW?......Page 189
TWO PARALLEL SYSTEMS......Page 190
NO SUBSTITUTE FOR KNOWLEDGE......Page 191
REFERENCES......Page 192
THE QUALITY MOVEMENT......Page 193
THE NETWORKING OF QUALITY......Page 194
DEVELOPMENT REVIEW: THE CONCEPT AND THE PRACTICE......Page 196
THE IMPROVEMENT PROCESS......Page 197
A CONTINUAL PROCESS OF IMPROVEMENT......Page 198
REFERENCES......Page 200
Name index......Page 201
Subject index......Page 204