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Quality Management and Self Assessment in Higher Education

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Title: Quality Management and Self Assessment in Higher Education


1
Quality Management and Self Assessment in Higher
Education
  • C. Van Keer
  • 2004.05.03

2
Quality Management and Self Assessment in Higher
Education
  • Higher Education tasks, processes and outcomes
  • Quality Management in HE
  • Quality Assessment in HE

3
Quality management in HE
Elements of quality the EFQM basics
4
Quality Management and Self Assessment in Higher
Education
Time dependent!!!
Subjectif !!!
5
  • Quality management in HE shows
  • many aspects and related fields

6
  • Higher education task, processes and outcomes

7
Higher Education task, processes and outcomes
  • What does it mean university reform?
  • The actual status of HE in Europe
  • Your environment a knowledge based society
  • From static organisations to virtual networks
  • Tasks and responsibilities of HE
  • Processes in HE
  • Bologna the Bachelor Master reform
  • Quality and Quality Assessment
  • The final need accreditation
  • A supplement the ECTS-certificate
  • Your outcome a restructuring plan

8
Higher Education task, processes and outcomes
  • What does it mean university reform?
  • Putting emphasis on responsibility towards
  • Being an open minded society
  • Meeting the standards
  • It is not drawing another organic structure

9
Higher Education task, processes and outcomes
  • What does it mean university reform?
  • Putting emphasis on responsibility towards
  • - society
  • - students
  • - staff
  • Being an open minded society
  • Meeting the standards

10
Higher Education task, processes and outcomes
  • What does it mean university reform?
  • Putting emphasis on responsibility towards
  • Being an open minded society
  • - open and dynamic continuously learning
    system process oriented
  • - open for quality, quality oriented a
    continuously improving and innovating
    knowledge management system
  • - open for networking communication and
    multi-disciplinarity
  • Meeting the standards

11
Higher Education task, processes and outcomes
  • What does it mean university reform?
  • Putting emphasis on responsibility towards
  • Being an open minded society
  • Meeting the standards from
  • Quality management to
  • (Self-)assessment
  • Accreditation ( meeting national and
    international standards)

12
Higher Education university reform
  • Main emphasis has to be put on
  • The quality management system and proceses
  • Leadership empowerment and coaching
  • (Self-)assessment of
  • - the institutions culture
  • - processes
  • - outcomes
  • Certification
  • National ( accreditation)
  • EU ECTS - CATS
  • International ISO 9001/2000

13
University tasks and responsibilities
  • Tasks are threefold
  • Education at academic level
  • Research to support the education
  • - Social service to support the community

14
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18
University tasks and responsibilities
Education
Society
Society
University
Research
Social service
Society
19
What is university reform?
  • What is separating us?
  • Languages and names
  • Structures
  • Entitling of diplomas and degrees
  • ../..
  • What is linking us?
  • The social context a knowledge based society
  • The assignment providing academic education and
    social service
  • An open and learning mind
  • Science and literature windows upon the world

20
Why university reform? The social
environment is changing
  • Widening of perspectives region, country,
    continent, world, Europe
  • Increasing mobility in education and in
    professional activities
  • Virtual networks are growing
  • Social integration
  • A learning society
  • Continuous education, Lifelong learning (LLL)
  • In service training and training plans
  • Flexible learning systems
  • Career programming

21
Why university reform? The social
environment is changing
  • Social and economical concerns university
    education is expensive. Society requests return
    on investment (ROI)
  • Quality of our work and academic level can
    justify the societys investment
  • - What is the quality of our work?
  • - How to measure quality?
  • - What are quality indicators?
  • - Which standards used for comparing?
  • - How to communicate the results

22
Why university reform? University
environment changed
  • The paradigm
  • University is not a fixed and stable, isolated
    system anymore no more intrinsic authority
  • Talking on values and quality means talking on
    processes and outcomes
  • Processes are not immobile data, but continuously
    changing

23
University reform? A new work culture and
performance assessment
  • Focussing on knowledge management, knowledge
    acquirement and knowledge transfer processes
  • Processes are interactive and cross-boundary
  • collaboration and inter-disciplinarity
  • Processes based on mental networks and shared
    goals
  • strategic partnerships
  • Virtual networking introduced
  • common knowledge management
  • It all requires leadership

24
University reform? Performance Based
on new corporate culture and performance
assessment
25
Quality management in HEaspects of quality
management
  • aspects of quality core business - cf. EFQM
  • leadership processes outcomes
  • what is leadership? - empowerment
  • core business tasks
  • mission vision strategy
  • the company culture
  • flows bottlenecks
  • ../..

26
Quality management in HE aspects of quality
management ctd.
  • ../..
  • implementation (quality planning Q control
    Q improvement)
  • quality tools (flow charts pareto sun and
    fishbone-diagrams run charts histograms
    scatter plots control charts)
  • quality indicators
  • quality improvement teams (cont. improvement)
  • ../..

27
Quality management in HE aspects of quality
management ctd.
  • ../..
  • strategic management
  • benchmarking
  • process performance
  • process reengineering control breakthrough
    vs. continuous improvement
  • change management organisational individual
  • auditing self assessment
  • accreditation certification

28
Quality management in HE
Elements of quality the EFQM basics
29
Quality management in HE
  • Basic elements of a quality system
  • leadership processes outcomes
  • Enablers
  • leadership
  • processes
  • Results
  • outcomes

30
Quality management in HE
  • Leadership is empowerment
  • Leadership is how leaders
  • visibly demonstrate their commitment to a
    culture of Total Quality Management
  • support improvement and involvement by providing
    appropriate resources and assistance
  • - are involved with customers, suppliers and
    other external organisations
  • - recognise and appreciate people's efforts and
    achievements.

31
Quality Assessment in HELeadership
Schools the inspiring atmosphere is the no. 1
success factor
32
Quality management in HE
  • Enablers linking leadership to processes

Policy and Strategy How the organisation
formulates, deploys, reviews its policy and
strategy and turns it into plans and
actions.   Evidence is needed of how policy and
strategy are   - based on information which is
relevant and comprehensive. - well
developed. - communicated and implemented. -
regularly updated and improved.
33
Quality management in HE
  • Enablers linking leadership to processes

People Management how the organisation
releases the full potential of its
people.   Evidence is needed of how   -
people resources are planned and improved -
capabilities are sustained and developed - to
agree on targets and continuously review
performance - people are involved, empowered
and rewarded - people communicate.
34
Quality management in HE
  • Enablers linking leadership to processes

Resources how the organisation manages
resources effectively and efficiently.   Eviden
ce is needed of how are managed   - financial
resources - information resources - supplier
relationships and materials - buildings,
equipment and other assets - technology and
intellectual property
35
Quality management in HE
  • Processes how the organisation identifies,
    manages, reviews and improves its processes.
  • Evidence is needed of how processes are
  • key to the success of the business
  • are systematically managed
  • are reviewed and targets are set for
    improvement
  • are improved using innovation and creativity
  • are changed and the outcomes are assessed.

36
Quality management in HE
  • Processes framed in a Quality Management System

Quality Management System
37
Quality management in HE
  • Outcomes Business Results

Stepstones to business results - Customer
satisfaction the students - People
satisfaction the staff - Impact on
society society, professional entourage
38
Quality management in HE
Stepstones to business results
Customer Satisfaction what the organisation
is achieving in relation to the satisfaction of
its external customers. Evidence is needed
of - the customers' perception of the
organisation's products, services and customer
relationships - additional actions relating
to the satisfaction of the organisation's
customers.
39
Quality management in HE
Stepstones to business results

Peoples Satisfaction what the organisation
is achieving in relation to the satisfaction of
its people.   Evidence is needed of - the
peoples' perception of the organisation -
additional actions relating to people
satisfaction.  
40
Quality management in HE
  • Stepstones to business results

Impact on Society what the organisation
achieves in satisfying the needs and the
expectations of the local, national and
international community at large. This includes
the perception of the organisation's approach to
quality of life, environment and preservation of
global resources, and the organisation's own
internal measures of effectiveness. It will
include its relations with authorities and bodies
which affect and regulate its business. Evidence
is needed of - society's perception of the
organisation - additional actions of the
organisation's impact on society.
41
Quality management in HE
Outcomes Business Results What the
organisation is achieving in relation to its
planned business objectives and in satisfying the
needs and expectations of everyone having
financial interest in the organisation. Evidence
is needed of   - financial measurements of the
organisation's performance. - additional
measurements of the organisation's performance.
42
Quality management in HE
  • implementation
  • what is leadership?
  • - empowerment
  • - making the organisations values accepted
    by all co-operators
  • - providing means and facilities

43
Quality management in HE
  • core business tasks
  • providing academic education
  • research sustains the academic level of
    education
  • social service to community, including
    industry and government

44
Quality management in HE
  • mission vision strategy
  • mission why this organisation really exists
  • vision your aims dreams to be realised on
    middle long term
  • strategy how to realize the aims
  • action plansdetailed instructions for things to
    do
  • assessment internal external
  • improvement
  • projects

45
Quality management in HE
  • The company culture
  • A company culture can have different aspects
  • the hierarchical company
  • versus
  • the social company
  • the conservative company
  • versus
  • the innovative company
  • efficient org. quality org. flexibile
    org. innovative org

46
Quality management in HE
  • Processes flows bottlenecks
  • Map process flows, using flowcharts

47
Quality management in HE
  • Processes flows bottlenecks
  • Map relations in processes causes and effects
  • Fishbone diagrammes (cause-effect diagr.)
  • Cause Effect

Men
Machines
Means
Materials
48
Quality management in HE
  • Process flows bottlenecks
  • Map the relations in the processes youre owning
  • Sun diagrammes (sun diagr.)

Enrollment
Administration
Other
Your Dept.
HRM
Library
Finances
49
Quality management in HE
  • Process flows bottlenecks
  • ../..
  • Communicate intentions
  • - Compare information to daily practice

Process flows bottlenecks
  • Avoid accepting of practical process shortcuts
  • Prevent from mixing up in personal interests
  • - Respect your competitors, tomorrow they can
    become your co-operators

50
Quality management in HE
  • Implementation
  • Implementation needs quality management
  • - Quality planning
  • - Quality control
  • - Quality improvement
  • Implementation is introducing changes Changes
    usually call up for resistance Use change
    management techniques to overcome resistance
  • Apply the PDCA-cycle for all implementation
    phases
  • Implementation is not the end, afterwards comes
    improvement

Quality assurance
51
Quality management in HE
  • Quality tools
  • Use figures and facts, to avoid gossip
  • Use quality management tools and SPC (statistical
    process control) for reporting and visualising
    process data
  • - Flow charts
  • - Pareto-analysis
  • - Sun and fishbone-diagrams
  • - Run charts
  • - Histograms
  • - Scatter plots
  • - Control charts

52
Quality management in HE
  • Quality indicators Performance indicators
  • Define for each process the quality indicators,
    these are the ultimate descriptors
  • Develop measurement methods
  • Validate measurement methods
  • Define corresponding standards
  • Compare reported data to standards
  • Act on the difference
  • PDCA

53
Quality management in HE Quality indicators
Output indicators used in K.U.Leuven(from
Kwaliteitszorgonderzoek Outputindicatoren aan
de K.U.Leuven, G. Langouche, 2004)
54
Quality management in HE
  • Quality improvement teams
  • Involve all co-operators in implementation and
    quality improvement actions
  • Use quality circles (QC)
  • QCs work on continuous improvement actions
  • Use quality improvement teams (QIT)
  • QITs work on projects Use project management
    techniques

55
Quality management in HE
  • Strategic management
  • Strategic management is the result of a decision
    making process
  • allowing to making choices
  • guided by the aims of the organisation
  • (what do we want to do?)
  • the marginal conditions
  • (what do others expect us to do?)
  • and the available means.
  • (which means do we dispose of?)
  • Strategic management reconciles the
    organisations characteristics and the
    organisations mission

56
Quality management in HE
  • Strategic management
  • Strategic management is using SWOT analysis
  • - Strengths
  • - Weaknesses
  • - Opportunities
  • - Threats
  • Strengths and Weaknesses describe internal
    characteristics
  • Opportunities and Threats describe external
    characteristics

57
Quality management in HE
  • Benchmarking
  • Benchmarking aims at exploring and identifying
    the best practice that when it is used for
    implementation, is leading to excellent process
    performance
  • Benchmarking is a continuous process of comparing
    the own process outcomes to those of the
    strongest competitor or to those of the market
    leaders in the corresponding market segment
  • Benchmarking comparing to the best of class
  • Is a three phase process
  • - Investigation and comparing internal
    processes
  • - External auditing comparing to others
  • - Final phase identifying processes to change

58
Quality management in HE Benchmarking (from
Internationale context benchmarking
publicatie-output 1993-1999, G. Langouche, 2004)
No. citations
No. publications
59
Quality management in HE
  • Process performance
  • Process or system performance is quantifying
    system performance indicators using well-adapted
    system performance metrics
  • The Balanced Scorecard is a management system
    allowing an organisation to establish its vision
    and strategy and to translate them into actions

60
Quality management in HE
  • Process performance - Balanced Scorecard

61
Quality management in HE
  • Process reengineering
  • Process reengineering pursues a complete change
    of the actual process
  • Process reengineering is the alternative for
    continuous improvement

62
Quality management in HE
  • Process reengineering
  • Dichotomous decision table
  • the process is performant and
  • - not outdated ? use continuous improvement
  • - is outdated ? use process reengineering
  • the process is weakly performant and
  • - proc. manag. is effective ? process
    reeng.
  • or benchmarking
  • - proc. manag. not effective ? process reeng.

63
Quality management in HE
  • Change management
  • Change management is a process resolving all
    types of resistance against changes in an
    organisation
  • Change management can be used at two levels
  • - Top level change management ? managers
  • mainly interested
  • in outcomes and financial results
  • - Bottom level change management ? operators
  • mainly interested
  • in personal situation and personal profits

64
Quality management in HE
  • Change management
  • Change management can be used at two levels
  • - Individual change management
  • mainly used at bottom level
  • - Organisational change management
  • mainly used at top level

65
Quality management in HE
  • Change management
  • Change managements aims
  • - make the organisation understanding the
    change
  • need for efficient communication
  • - make the organisation accepting the change
  • need for an adequate strategy
  • - support the organisational change
  • need for additional training

66
Quality management in HE
  • auditing self assessment
  • Auditing
  • - internal audit performed by own trained
    staff members
  • - external audit performed by external
    auditors or auditing companies (e.g.
    Loyds, Deloitte Touche, KPMG)
  • - intrinsic audit aiming at accreditation or
    certification always done by external
    and accredited auditors

67
Quality management in HE
  • auditing self assessment
  • Self assessment
  • - an organisational internal audit aiming at
    process quality control and
  • continuous improvement
  • - includes a SWOT analysis reveals strenghts
    and weaknesses (internal), opportunities
    and threats (external)
  • - yields internal support and motivation of
    staff
  • - requires explicit senior management support
  • - requires training and feedback

68
Quality management in HE
  • Accreditation certification
  • Accreditation
  • Used in higher education, for public services
    and for governmental commissions by
    commercial companies
  • Certification (e.g. ISO 9001 / 2000)
  • Mainly used by commercial companies in
  • contractual context
  • Quality awards Ranking
  • Voluntary based participation
  • Strongly supports Quality Management
  • implementation

69
Quality Assessment in HE
70
Quality Assessment in HE
  • Quality assessment prerequisites
  • An operational Quality Management System
  • Known and well defined process performance
    indicators
  • Validated measurement methods or instruments
  • Trained auditors
  • Trained quality manager(s)
  • ../..
  • A lot of goodwill and motivation from all process
    participants staff and students graduates and
    external contacts

71
Quality Assessment in HE
  • Quality assessment instruments
  • EFQM
  • PROZA
  • balanced scorecard
  • questionnaires
  • SPC
  • audits internal external intrinsic
  • experts opinions
  • ../..

72
Quality Assessment in HE EFQM the system
73
Quality Assessment in HE
  • PROZA
  • a model for quality assessment 9 fields
    of interest

74
Quality Assessment in HE
  • PROZA 9 fields of interest

75
Quality Assessment in HE
  • PROZA 9 fields of interest

76
Quality Assessment in HE
  • PROZA 9 fields of interest, subdivided in
    aspects
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills

77
Quality Assessment in HE
  • PROZA 9 fields of interest

Management and organisation
  • Leadership
  • Management and strategy
  • HRM
  • Means and co-operation
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills

Five quality levels of 1.1 Vision and
engagement 1. Quality is individual 2.
Initial process thinking 3. Professionalising
4. Systematic improvement 5. Externally
directed and striving for perfection
Fields of interest Aspects Q-level indicator
78
Management and organisation
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills

2. Strategic management 2.1 Management 2.2 Quali
ty management 2.3 Operational management
3. Human Resource Management 3.1 Work force and
function assignment 3.2 Competence
development 3.3 Staff evaluation 3.4 Co-operatio
n and communication 3.5 General management
skills 3.6 General staff management
4. Means and co-operation 4.1 ICT
management 4.2 Management of premises, safety
and environment 4.3 Library and learning
environment 4.4 Sports, culture and social
services 4.5 Administration and
logistics 4.6 Purchase and financial
management 4.7 Partnerships
79
Core processes
5. Core processes 5.1 Students intake
management 5.2 Communication with
students 5.3 Curriculum development 5.4 Developm
ent of courses and course modules 5.5 Organisatio
n and operationalisation of curriculum 5.6 Teachi
ng and educational support 5.7 Learning and
tutoring 5.8 Practical learning experience
5.9 Internationalisation 5.10 Assessment and
evaluation 5.11 Graduates management and
alumni association 5.12 Post-graduate
training 5.13 Social service 5.14 Research 5.15
Development and practicing of arts
80
Outcomes Results
6. Staff satisfaction 6.1 Function
characteristics 6.2 Co-operation and social
climate 6.3 Workload and development of
competence 6.4 Involvement in management
  • Students satisfaction
  • 7.1 Student Teacher interaction
  • 7.2 Assessment and evaluation of students
  • 7.3 Learning materials
  • 7.4 Course programme
  • 7.5 Information and advice
  • 7.6 Complaints handling and participation
  • 7.7 Support of study and students

81
Outcomes Results
8. Societys satisfaction 8.1 Appreciation by
employers 8.2 Appreciation by graduates 8.3 Appr
eciation by strategic partners 8.4 Appreciation
by social and cultural environment 8.5 Social
image
9. Performance 9.1 Engagement and attitudes of
staff 9.2 Employment of staff 9.3 Motivation,
self-activation and attitudes of
students 9.4 Level of students input and of
graduates 9.5 International dimension 9.6 Employ
ment of graduates 9.7 Research
output 9.8 Outcomes of social service 9.9 Result
of development and practicing of
arts 9.10 Teaching and study efficiency 9.11 Mar
ket share 9.12 Finances and infrastructure 9.13
Dynamics and cohesion
82
Management and organisation
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills

1.1 Vision and engagements Phase 1. Quality is
individual Phase 2. Initial process thinking
Phase 3. Professionalising Phase 4. Systematic
improvement Phase 5. Externally directed and
striving for perfection
83
Management and organisation
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills

1.1 Vision and engagements Phase 1. Quality is
individual Phase 2. Initial process
thinking Phase 3. Professionalising Phase 4.
Systematic improvement Phase 5. Externally
directed and striving for perfection
Assessment questions 1. Question 1, Statement
1 2. Question 2 3. Question 3 4. Question
4 5. Question 5
84
PROZA questionnaire
1.1 Vision and engagements Phase 1. Quality is
individual 1. Are the management executives
following the social developments that are
relevant for their field of study? 2. Are the
management executives giving prove of
acquaintance with important trends in education
and education management? 3. Do management
executives formulate regularly their short term
aims? 4. Do management executives formulate at
the occasion of specific assignments or tasks the
importance they attribute to quality? 5. Do
management executives act consequently in
comparison to the worden aims and
expectations? Phase 2. Initial process
thinking 6. Have the management executives
communicated their vision to the staff
members? 7. Do the management executives take
care for discussing important and new trends in
education and education management with all
staff? 8. Do the management executives
formulate regularly the medium length
aims? 9. ../..
85
PROZA questionnaire
1.1 Vision and engagements Phase 1. Quality is
individual ../.. Phase 2. Initial process
thinking 6. Have the management executives
communicated their vision to the staff
members? 7. Do the management executives take
care for discussing important and new trends in
education and education management with all
staff? 8. Do the management executives
formulate regularly the medium length
aims? 9. Is Quality positioned centrally in the
vision communicated by the management executives
? 10. Have management executives explicitely
communicated their personal aims to the relevant
official management bodies in the
institution? ../.. Phase 3. Professionalising
11. Do the management executives take care that
valuable and required documentation and analysis
results on relevant social developments are made
accessible and available for all staff members?
86
PROZA questionnaire
1.1 Vision and engagements Phase 1. Quality is
individual Phase 2. Initial process
thinking ../.. Phase 3. Professionalising 11.
Do the management executives take care that
valuable and required documentation and analysis
results on relevant social developments are made
accessible and available for all staff
members? 12. Are management executives
themselves participating in external projects,
initiatives or bodies related to education and
education management? 13. Are management
executives involving staff members in the
developing of coherent long term aims? 14. Have
the management executives developed a clear
vision on quality management? 15. Do the
management executives take care for consequent
assessment and follow up of the accomplishing of
the aims that have been put first? ../.. Phase
4. Systematic renewing and improvement 16. Do
the management executives regularly take
initiatives for anticipating new and upcoming
social developments? 17. Do the management
executives regularly take the lead for
experimenting and for starting innovating
initiatives? 18. Are current aims regularly
updated according to new internal or external
developments? 19. Are the principles of quality
management (continuous improvement,
customer-oriented, quality assurance, tuning of
processes and tasks, ../..) commonly applied in
all processes at all levels and in all parts of
the organisation? 20. Are the management
executives using system performance indicators in
following up the accomplishment of their
strategic goals? Phase 5. Externally directed
and striving for perfection
87
PROZA questionnaire
1.1 Vision and engagements Phase 1. Quality is
individual Phase 2. Initial process
thinking Phase 3. Professionalising ../.. Phase
4. Systematic renewing and improvement 16. Do
the management executives regularly take
initiatives for anticipating new and upcoming
social developments? 17. Do the management
executives regularly take the lead for
experimenting and for starting innovating
initiatives? 18. Are current aims regularly
updated according to new internal or external
developments? 19. Are the principles of quality
management (continuous improvement,
customer-oriented, quality assurance, tuning of
processes and tasks, ../..) commonly applied in
all processes at all levels and in all parts of
the organisation? 20. Are the management
executives using system performance indicators in
following up the accomplishment of their
strategic goals? ../.. Phase 5. Externally
directed and striving for perfection
88
PROZA questionnaire
1.1 Vision and engagements Phase 1. Quality is
individual Phase 2. Initial process
thinking Phase 3. Professionalising Phase 4.
Systematic renewing and improvement ../.. Phase
5. Externally directed and striving for
perfection 21. Are the management executives
externally being accepted as authorities in the
development of specific professional
sectors? 22. Are the management executives
taking the lead and playing a key role in the
higher education area? 23. Is the explicited
vision of the management executives definitely
including a coherent set of short, medium and
long term aims? 24. Are the management
executives themselves, taking initiatives for
involving external experts in assessment and
evaluation of quality goals? 25. Are the
management executives by all staff members
considered to be models in aiming for the aims
that have been put forward?
89
Quality Assessment in HE
  • PROZA the result of self assessment

After all questions having been answered the
score is recorded for each of the
phases ../.. 1.1 Vision and engagements No. of
positive negative answers Phase 1. Quality is
individual 5 0 Phase 2. Initial process
thinking 5 0 Phase 3. Professionalising 4 1
Phase 4. Systematic renewing and
improvement 3 2 Phase 5. Externally directed
and striving for perfection 2 3 The highest
phase where three positive answers have been
recorded, without having one negative in the
preceding phase, is then considered to be the
phase where the organisation scores for that
aspect in the corresponding field of interest. In
this example this is phase 4.
90
Quality Assessment in HE
  • PROZA the result of self assessment

Now the job starts answering all questions
(5), for all phases (5), in all aspects
(65), in all fields (9), that makes 5 5
65 9 a serious and tedious job!!!!!!
91
Quality Assessment in HE
  • PROZA the results of self assessment
  • Leadership
  • 1.1 Vision and engagement
  • 1.2 Coaching
  • 1.3 Dealing with changes
  • 1.4 External appearance
  • 1.5 General management skills
  • Average score

Scores 4 3 4 4 4 4
92
Quality Assessment in HE
  • PROZA presentation of the results of self
    assessment

For making results comparable average values
might be presented in radar screen-view
93
Quality Assessment in HE
  • PROZA presentation of the results of self
    assessment

Scores 4 3 5 4 4 5 4 5 4
Leadership
Means and co-operation
Students satisfaction
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Quality Assessment in HE
  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN PROZA quickscan makes it
possible to conduct a quick and useful
strength-weakness analysis and to determine what
aspects need to be addressed as a priority in
order to achieve good and better results. The
results of the PROZA quickscan indicate where
opportunities for improvement can be found. The
200 statements in the quickscan summarise the
PROZA frame of reference and cover the 9 areas of
interest. For each area of interest, 20
statements assess the global quality level of the
area that is being considered. Area of interest
no.5, core processes, offers 40 statements.
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  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN The flowchart of the quickscan
proceeds in a generally similar way as the PROZA
self assessment. First, an evaluation group is
made up. In preparation, each member of the
evaluation group checks his/her individual
position on the statements as Sufficient (S) or
Must Improve (MI), and as Important (I) or Not
Very Important (NVI).
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  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN PROZA quickscan makes it possible
to conduct a quick and useful strength-weakness
Each combination has its impact on the
subsequent proceeding Must Improve and
Important bottleneck improvement highly
recommended priority      Must Improve and Not
Very Important room for improvement
non-priority      Sufficient and Important
provide maintenance preserve and
nourish Sufficient and Not Very Important
provide preservation no further policy attention
required
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  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN statements
98
  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN presentation of results
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  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN presentation of results
100
  • PROZA Quick Scan an alternative light version

PROZA QUICKSCAN presentation of results
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