Continuous

Quality Improvement in
Management Education
Objectives
Describe the basic principles of Continuous
Quality Improvement.

Describe the steps of the Continuous Quality
Improvement Cycle for managing high
quality programs.

Explain how to facilitate collaborative
processes.

Defining Quality
The totality of features and characteristics of
a product or service that bears on its ability
to satisfy stated or implied needs
American Society for Quality
Learning to know
Learning to do
Learning to live together
Learning to be
UNESCOs understanding of education quality
Quality
Education
Pertinence
Relevance
Efficiency
Efficacy
Equity
Diversity and flexibility
Curriculum
Regulation
Classroom practices/assessment analysis
Objective achievement, curriculum management
Access
Completion
Students academic achievement
Teachers (who are they, conditions, practices)
Climate
Finance, resources management, social
responsibility
Management, participation
Availability/use of resources
Inclusion, equal opportunities, resources
Achievement parity (efficacy)
Tendencies
Alternative education/positive discrimination
4 pillars, meanings
Curriculum
Regulation
Practices/assessment
What Do We Mean by Education Quality?
A broad concept of quality education:
Education
Key for institute development and
economic prosperity as a whole
Prepares students to embrace and adapt to
change but also to manage and influence it.
Creates mutual understanding and
underpins peaceful societies.
A human right
A public good
Long life.
Right to quality education for all
What Do We Mean by Education Quality?
A broad concept of quality education:
Effective
Relevant or responsive,
Equitable,
Efficient
As denoting substantive access
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Processes

















Inputs













Outcomes










Outputs








Relevance/
Responsiveness
Graduates
Learners
Citizenship
Elements of the Framework
Generic core Skills
Academic Knowledge Cognitive Skills
Non-cognitive Skills
Fiscal Resources
Human Resources
Technical Resources Physical environment
Psycho-Social environment
Teaching
Learning
Assessment
Management
Governance
Substantive
Access
Acquisition of
grade-specific
outcomes
Assessed of
Progression
Successful
Completion
Optimum
Attainment
Equity/Inclusion
Efficiency
CQI and Performance Excellence
What Does It Have to do With You?
Think about a time when you wanted to
improve your performance.

What are the motivators for undertaking a
new regimen in the quest for excellence?

Here are a few of the factors that can aid us
in persisting:

A better quality of life
A higher level of self-esteem
Higher levels of personal mastery
The fear of the status quo
The Operational Context
The Heart of CQI
Principles
and Values
Decision
Making For
Process
Improvement
Collaboration
Skills and
Tools
CUSTOMER
Knowledge
Management
CQI in Higher Education
Behavior
Beliefs
CQI/AQIP
Learning
Assessment
AQIP Criteria
Leverage
Innovation
Turning Values/Beliefs into Organizational Improvement
t
CQI in Higher Education
Quality Values

1. Visionary Leadership
2. Learning Centered Education
3. Organizational/Personal
Learning
4. Valuing Faculty, Staff, and
Partners
5. Agility
6. Focus on the Future
7. Managing for Innovation
8. Management by Fact
9. Public Responsibility &
Citizenship
10. Focus on Results & Creating
Value
11. Systems Perspective
CQI Principles
The person doing the work is expert

Us vs.- Them is outmoded and counterproductive

Leadership needs to partner with all employees to empower
them to make decisions that can improve our quality standards
CQI Principles


Teamworkeveryone must work for the goal(s) of the unit
Delivering value is an overarching goal
Working together beats competition
Learning about work is a never-ending process
CQI Principles
Simple statistical, problem solving and team tools are effective
and must be used
Structured problem solving approach helps to standardize the
process
Focus our energy on fixing processes and systems, not people.
People want to do good work.
CQI Principles and Values

Decisions based on fact
Customer focus
Systems Thinking

Continuous Quality
ImprovementThe Context
The Macro Vision
Macro refers to the executive
level of the institution.

The Micro Vision
Micro refers to all of the
managers, faculty, and staff.
Student and Stakeholder Focus
External Customer

Internal Customer

Stakeholder

Student As Customer


? ? ?
A Case Study
What are
the facts?
Decision Making and
Process Improvement
Processes

Sets of related
tasks or activities
by which work is
accomplished.
Team Problem-Solving Approach
ACT
We integrate the lessons
learned from our check or
Study. We adjust our
methods. We identify
what more we need to
learn.
PLAN
We identify our purpose
and goals. We formulate
our theory. We define
how we will measure
success. We plan our
activities.
DO
We execute our plan,
undertaking the activities,
itroducing the
interventions, applying our
best knowledge to the
pursuit of our desired
purpose and goals.
STUDY
We monitor the outcomes,
testing the theory of our
plan. We study the results
for signs of progress and
success or unexpected
outcomes. We look for
lessons learned or
problems solved.
Systems Thinking
Seeing

Cause and effect

Interrelationships

Implications
Systems Principles - Systems Thinking
INPUTS PROCESSES OUTPUTS CUSTOMERS
EXTERNAL
INTERNAL
MEASURES OF PERFORMANCE
TIME; QUANTITY, QUALITY (Accuracy/ Fir for Use); COST; MANNER OF PERFORMANCE
Products
&
Services
Critical Process
Necessary to
Produce the
Outputs
METHODS
ENVIRONMENT
PERSON
POWER
FACILITIES
&
EQUIPMENT
SUPPLIES
A Contemporary Systems View
Selecting Processes
to be Improved
Selection Criteria for
Process Improvement
Key Performance Indicators
What are your institutes key functions?

What are the key indicators of the
effectiveness of these functions?
Collaboration
Skills and Tools
Using the Criteria
for Institutional Self-Assessment
The Continuous Quality
Improvement Culture
SCALING THE WALL
PEOPLE ARE THE PROBLEM
MANAGEMENT MUSCLES
IMPROVEMENT
PEOPLE ARE THE SOLUTION
PROCESSES DRIVE IMPROVEMENT
COGS
DATA
POINTS
CONTRI-
BUTORS
STAKE-
HOLDERS
I
M
P
R
O
V
E
M
E
N
T


B
A
R
R
I
E
R

Customer Surveys

Assessment Systems

Management by Fact

Planning Processes

Best Practices

Tools and Techniques
Empowered Teams

Aligned Systems

Prevention- Improvement-Based Assessment

Best Systems

Continuous Quality Improvement
BUILDING A HOUSE OF QUALITY
CONTINUOUS
IMPROVEMENT
C
U
S
T
O
M
E
R

F
O
C
U
S

H
I
G
H

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X
P
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C
T
A
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I
O
N
S

I
N
V
O
L
V
E
M
E
N
T

A
S
S
E
S
S
M
E
N
T

&

F
E
E
D
B
A
C
K

SHARED VALUES AND GOALS
TRUST
MANAGEMENT BY FACT
How Can Teachers Cause Quality?
Manage with facts
Drive out fear
Promote the use of comparisons and stretch
goals
Fix processes, not people
Focus on the culture
Demings Fourteen Points
Demings 14 Points for Implementing Quality Improvement
1. Create consistency of purpose
2. Lead to promote change
3. Build quality into the product; stop depending on inspections to catch
problems
4. Build long-term relationships based on performance instead of
awarding business on price
5. Continuously improve product, quality, and service
6. Start training
7. Emphasize leadership
Demings Fourteen Points
Demings 14 Points for Implementing Quality Improvement
8. Drive out fear
9. Break down barriers between departments
10. Stop haranguing workers
11. Support, help, and improve
12. Remove barriers to pride in work
13. Institute a vigorous program of education and self-improvement
14. Put everyone in the company to work on the transformation
Benchmarking
Selecting best practices to use as a
standard for performance
Determine what to benchmark
Form a benchmark team
Identify benchmarking partners
Collect and analyze benchmarking
information
Take action to match or exceed the
benchmark
Best Practices for Resolving Customer
Complaints
BEST PRACTICE JUSTIFICATION
Make it easy for clients to complain It is free market research
Respond quickly to complaints It adds customers and loyalty
Resolve complaints on first contact It reduces cost
Use computers to manage complaints Discover trends, share them, and align
your services
Recruit the best for customer service
jobs
It should be part of formal training and
career advancement
Constraints to Education
Quality Improvement Efforts

Limited in scope
The tendency to address pre-defined
challenges and to generalize them
Fragmented interventions
Impatience with comprehensive diagnostics
that should precede and accompany quality
improvement interventions
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Beyond 2014-15
Where do we go from here?
Rethinking quality of education:
How do the various aspects of quality
relate to each other? Pedagogical methods,
assessment of and for learning, 21st
century skills, etc.

In Parting