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EQVALL
Education Quality Evaluation of
Long-life Learning
SK/06/B/F/PP-177450
QUALITY EVALUATION MODEL
OF EDUCATIONAL PROJECTS
Centrum Transferu Technologii, Uniwersytetu Łódzkiego,
Łódź, Poland
Educational Project (1)
introduction
Education projects are characterized by:
innovation enterprises which require different actions
methods,
more effective ways of communication and cooperation;
have a title;
are unique;
have fixed goals and results;
results should be presented in the public forum
complex enterprise and which generally cut across one
subject frameworks
are realized by defined persons responsible for the realization
have time framework limited
are integral (extensive, connected more than one field)
Education Quality Evaluation of Long-life Learning (EQVALL) 2
1
Educational Project (2)
introduction
The examples of projects types:
research projects are focused on collecting information connected
with defined themes, systematizing information, working out data,
effects presentation
projects of local action is focused on recognizing needs of local
environment in the specific field
individual projects
group projects
trainings projects
professional trainings
Education Quality Evaluation of Long-life Learning (EQVALL) 3
Educational Project (3)
introduction
The Web-edu project uses a definition of online education that is
based on Desmond Keegan's (1988) definition of distance education.
Hence, online education is characterized by:
the separation of teachers and learners which distinguishes it from
face-to-face education
the influence of an educational organization which distinguishes it
from self-study and private tutoring
the use of a computer network to present or distribute some
educational content
the provision of two-way communication via a computer network
so that students may benefit from communication with each other,
teachers, and staff E-learning
Education Quality Evaluation of Long-life Learning (EQVALL) 4
2
Kolb´s learning cycle
theoretical background
P D C A /P D A C c y c le K o lb ’s le a rn in g c y c le
A ct P la n
G a v e rin g
C heck D o E x p e rim e n tin g E x p e rie n c e
D ra w in g O b se rv in g
c o n c lu s io n s & R e f e c ti n g
C h a lle n g e P la n
C heck Do
Education Quality Evaluation of Long-life Learning (EQVALL) 5
The Model CAF (1)
theoretical background
Education Quality Evaluation of Long-life Learning (EQVALL) 6
3
The Model CAF (2)
theoretical background
The examples of projects types:
The CAF has four main purposes:
To introduce public administrations to the principles of TQM and
gradually guide them, through the use and understanding of self-
assessment, from the current "Plan-Do" sequence of activities to
a full fledged "Plan-Do-Check-Act (PDCA)" cycle;
To facilitate the self-assessment of a public organisation in order
to arrive at a diagnosis and commencement of actions aimed at
improvement;
To act as a bridge across the various models used in quality
management;
To facilitate bench-learning between public-sector organizations.
Education Quality Evaluation of Long-life Learning (EQVALL) 7
The Model CAF (3)
theoretical background
Use of CAF provides the organization with a powerful framework to
initiate a process of continuous improvement. The CAF enables:
assessment based on evidence, against a set of criteria which has
become widely accepted across the public sector in Europe;
opportunities to identify progress and outstanding levels of
achievement;
means to achieve consistency of direction and consensus on what
needs to be done to improve an organization;
link between the different results to be achieved and supportive
practices or enablers;
means to create enthusiasm among employees by involving them
in the improve-ment process;
opportunities to promote and share good practice within different
areas of a single organization and with other organizations;
means to integrate various quality initiatives into normal business
operations;
Education Quality Evaluation of Long-life Learning (EQVALL) 8
4
The EQUIS Assessment Framework
theoretical background
Education Quality Evaluation of Long-life Learning (EQVALL) 9
The EQUIS Assessment Framework
theoretical background
The principal features of the EQUIS process can be summarised
as follows:
EQUIS offers an international and intercultural approach to quality
assessment;
EQUIS places a great emphasis on relevance to corporate
concerns, both in the standards themselves and in the assessment
processes;
Special attention is paid to executive education with a separate
chapter devoted to this area;
EQUIS stresses the personal development of managers with
particular emphasis on the acquisition of entrepreneurial and
managerial skills;
EQUIS uses outcome-based perspectives and criteria;
EQUIS is conceived as a learning process involving an international
forum for defining the relevant quality criteria;
EQUIS is dynamic and forward looking with a concern for developing
innovative approaches to management education.
Education Quality Evaluation of Long-life Learning (EQVALL) 10
5
The Quality Evaluation Model of Educational Projects
conception of QEEP
The Quality Evaluation Model of Educational Projects (QEEP)
is based on the continuous improvement conception,
which conforms to the PDCA cycle
("Plan-Do-Check-Act").
This tool is an iterative four-step problem-solving process typically
used in quality management and has become
the new ‘trend’ in project management.
The PDCA cycle is an optimal tool for regularly
improving processes
and practices.
Education Quality Evaluation of Long-life Learning (EQVALL) 11
The QEEP
conception of QEEP
Continuous
Ciągłe
improvement
doskonalenie
Quality design (planning)
Planuj
ustal cele i procesy niezbędne
Establishing specific
measur able wyników
do dostar czenia goals
zgodnych z polityką
środowiskową or ganizacji
Establishing qualify
resources
W ykonaj
wdró procesy w ustal onych
O perational management of Operational
Impr ovement:
Działaj war unkach z uwzględ nieniem
training procesess management of
Quality corrective actions
podej mij działania dotyczące określonych kryteri ów quality system
improvement preventive actions
ciągłego doskonalenia quality operational standar z
operacyjnych (związanychds
improvement actio ns
funkcjonowania system u aspektami znaczącymi),
zar ządzania środowiskowego zachowując gotowość na
wypadek awarii
Oc eń
Process measurement tools
m onitoruj i mi erz procesy w
quality audits,
odniesieniu do polityki
indicator s,
śr odowiskowej , celów, zadań,
customers’ surveys
wymagań pr awnych i innych
process monitor ing
oraz przedstawiaj wyniki
Education Quality Evaluation of Long-life Learning (EQVALL) 12
6
The steps of QMS implementation
conception of QEEP
Step I Step VI
Strategic planning (planning)
I
M
Step II
P
Identification of processes (planning)
R
O
Step III V
Alignment (planning) E
N
M
Step IV E
Implementation (do) N
T
Step V
Result Measurement (check) (act)
Education Quality Evaluation of Long-life Learning (EQVALL) 13
Step I - Strategic Planning (planning)
step I of the implementation
First step (strategic planning) of a quality model emphasizes aligning
the educational project with the strategic goals of the organization.
Types of courses
open courses, in-company training, e-learning, postgraduate studies,
masters level studies
Quality specification of products
range of courses (topics), time period, certificates, new
products/innovations in existing products
Target market with specific segments
regions, sectors (business, administration or NGO) size
of the organization, management level, technology level
Price strategy
based on positioning to the competitors, unique offer (niche market),
programs supported by government, sponsors, NGO,
open courses (free of charge)
Promotion strategy, using communication tools like
Internet, mailing, press advertisement, leaflets
Education Quality Evaluation of Long-life Learning (EQVALL) 14
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Step II - Identification of processes (planning)
step II of the implementation
The second phase of the quality management model
emphasizes identifying the processes which are connected with
educational services and determinate the sequence as well as
interaction of these processes.
Supporting processes
management processes
resources management
evaluation processes
Operational processes
communication with customers
design
purchasing
product provision
Education Quality Evaluation of Long-life Learning (EQVALL) 15
Process clasification framework
step II of the implementation
Operational Understand Devel op Desi gn the Proces Delivering Customer
process es t he markets vi sion and products/ realization products service
(clients and strategy services
Rother
Human Resources Management
Manage information
Manage financial resources
Supporting
process es
Manage the inftras truct ure
Excecute envi ronmental management program
Relationship managemenet
Manage i mprovement and change
Education Quality Evaluation of Long-life Learning (EQVALL) 16
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Process mapping methodology
step II of the implementation
`
S upp o r t in g pr o c e sse s
M a na g e m e n t pro c e s s es
R e s o u rc e s m a n a g e m e n t E v a l u a ti o n p ro c e s se s
H u m a n R e s o ur c e s
- re c r ui t m e n t
S tra te gi c p la nn in g
- tr a i n in g a nd le a rn i n g
- ev a l u a tio n
C ont r o ll in g
(m e a s u rin g t h e e f fi c ie n c y a n d
ef f e c t iv e n e s s o f p ro c e ss e s )
M a n a g e m e n t r e v ie w
H e a t h S a fe ty E n v ir o nm e n t
- pro c e s s (w o r k c on d it i on s )
- m ot i va t i on
D o c um e n t a t io n m a na g e m e n t
Q ua l i ty a ud it s
I nfr a s t r uc tu re a n d IT
m a n a ge m e nt
D a t a m a n a ge m e nt
Fi n a nc i al a ud it s
C A P A (c o r re c t iv e /p re ve n t io n
a c ti o ns
M a i n p ro c es s es
C o m m u n ic a tio n w ith c lie n ts
- m ar k e t r e sea rc h ;
- p r o m o ti on act iv it ies ; D e s i gn in g o f n e w p ro d uc t s / P urc h a s i ng
- re vie w o f cu s to m er s ' re q u ir e me n t s ; d e v e l op m e nt o f e x is ti n g -tra i ni n g s e rv ic e s
- c us to m er su rv e y , p ro d uc ts -c a te rin g s e rvi c e s
- c oll ec tin g cu s to m e rs ’ c om p lai n ts -in fra st r u c t u re
- a ft er s al e se r v ic es -m a t e ri a ls
( c us to m e r su pp o rt in g / c o n s u lti n g
- re l at ion s hi p m a r ke tin g
P r od u ct p r ov is i on - e d u c a t i o n p ro c e ss e s
-in -c o m pa n y c o ur s e s ,
-o pe n c o u rs e s ,
-e - le a r n in g
C lie nts -s e m in a r s/c on fe r e n c e s
-s c i e n t i fi c pr oje c t s
Education Quality Evaluation of Long-life Learning (EQVALL) 17
Step III - Alignment (planning)
step III of the implementation
Using this tool the organization could deploy the strategic goals
and develop appropriate metrics in four perspectives.
Financial Perspective: Measures the ultimate results that the
business pro-vides to its shareholders.
Internal Perspective: Focuses attention on performance of the key
inter-nal processes that drive the business.
Customer Perspective: Focuses on customer needs and
satisfaction as well as market share.
Innovation and Learning Perspective: Directs attention to the
basis for future success—the organization's people and
infrastructure.
Education Quality Evaluation of Long-life Learning (EQVALL) 18
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Process resources (1)
step III of the implementation
This sense of purpose guides an organization in the allocation of
resources to its plans. The resources are the inputs to the
processes. These resources should emphasize:
Qualified trainers (skill, knowledge, experience, communication,
wages, availability);
Infrastructure (inside training provider seat, in client company, outside-
qualify places), facilitators (video-projectors, overhead projectors,
mobile computers, screens, catering, copy-machines);
Management (goals, standards for processes, like procedures);
Materials (books, promissory notes, proceedings)
Environment (assuring of HSE, motivation of the office staff,
communication inside and outside training provider company, safety,
security);
Education Quality Evaluation of Long-life Learning (EQVALL) 19
Process resources (2)
step III of the implementation
M a nagam e nt
G oals a nd tasks
Pe rsonel
P roc edure s
skill, knowledge,
R egulations
exper ience ,
com munic ation
Infra structure P roducts
P roc ess c ontrol
Educ ationa l
ser vic es
Ma teria ls
W orking c onditions:
- sa fe ty/sec urity
- motivation
Education Quality Evaluation of Long-life Learning (EQVALL) 20
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Documentation (1)
step III of the implementation
Quality M anua l
S ta ndar ds’ M a nual
C ode of c onduct
I nte rna l and exter nal r egulations
O pera tiona l proc edur es a nd instructions
S yste m proc edure s ( require d by IS O 900 1)
R ec ords ( data) fr om m ain a nd suppor ting proce sses
Education Quality Evaluation of Long-life Learning (EQVALL) 21
Documentation (2)
step III of the implementation
In order to assure the quality of the processes the organization
should establish:
Operational procedures
Quality Manual/Standards’ Manual
(document in which quality policy is stated and the quality system of an
organisation is described)
Code of conduct
(a set of rules outlining the responsibilities of and proper practices for an
individual or organization; related concepts include ethical codes).
Education Quality Evaluation of Long-life Learning (EQVALL) 22
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SIPOC Diagram (1)
step III of the implementation
The SIPOC diagram consists of five elements
Supplier – The suppliers are the individuals, departments, or organizations
that provide the materials, information, or resources that are worked
on in the process being analyzed.
Inputs – The inputs are the information or materials provided by the suppliers.
Inputs are transformed, consumed, or otherwise used by the process.
Process – The process comprises the steps or tasks that transform
the inputs into outputs: the final products or services.
Outputs – The outputs are the products or services that result from the
process.
Customers – The customers are the individuals, departments, or organizations
that receive the outputs, i.e. the products or services, generated
by the process.
Education Quality Evaluation of Long-life Learning (EQVALL) 23
SIPOC Diagram (2)
step III of the implementation
SIPOC diagrams are tools which are very easy to complete, using
the following steps:
Create an area that will allow the team to post additions to the SIPOC
diagram.
Begin with the Process. Map it in four to five high level steps.
Identify the Outputs of this Process.
Identify the Customers that will receive the Outputs of this Process.
Identify the Inputs required for the Process to function properly.
Identify the Suppliers of the Inputs that are required by the Process.
Optional: Identify the preliminary requirements of the Customers.
This will be verified during a later step of the Six Sigma
measurement phase.
Discuss with Project Sponsor, Champion, and other involved
stakeholders for verification.
Education Quality Evaluation of Long-life Learning (EQVALL) 24
12
SIPOC Diagram - example
step III of the implementation
Suppliers Input Processes Outputs Customer
Staff, trainers, communication with
catering, customers Effective promotion
infrastructure/office Skill, experience, Running the Effective knowledge
equipment(projector customer attitude courses transfer Corporate/individual
s, computers, copy Safety, security, Refreshments Satisfy customer Customers
machines, communication Maintenance Availability
materials Supporting of
(proceedings) materials
Metrics Metrics
-number (quantity)
Qualification criteria -number (quantity)
of Monitoring of
-quality Customer survey of complaints
complaints/defects/ processes
-cost -repeat customers
nonconformities
-on time availability -income
Education Quality Evaluation of Long-life Learning (EQVALL) 25
Quality records
step III of the implementation
Management should define and implement an effective
process for the internal communication of quality policy,
objectives, and requirements. This should include:
team briefing,
system documentation,
courses and training as well as coaching,
audio-visual and electronic media such as intranet, email,
employee suggestion schemes.
Education Quality Evaluation of Long-life Learning (EQVALL) 26
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Step IV - Implementation (do)
step IV of the implementation
Each process should be planned and coordinated by a process
owner (manager of department/project manager). The processes
should be supported by controlled conditions, which comprise:
the availability of information that describes the objectives
(customer requirements) and process standardization
(procedures/instruction/process manual),
the use of suitable equipment,
necessary competence of personnel (administrative staff,
trainers/consultants [sub-contractors]),
the work conditions which assure safety, ergonomics, facilities for
people (personnel and clients), open communication.
Education Quality Evaluation of Long-life Learning (EQVALL) 27
Step V - Results measurement (check)
step V of the implementation
The fifth step
of the quality management (assurance) model
emphasizes
evaluation by measurement tools
quality audits
Indicators
customers’ surveys
process monitoring
Education Quality Evaluation of Long-life Learning (EQVALL) 28
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Quality audits
step V of the implementation
Internal and external quality audits are designed to assure that:
the system achieves its intended purpose,
activities comply with documented requirements,
timely corrective action is taken when necessary,
there is control and consistency of documentation and
standardization of procedures,
management information is readily available
defined business rules ensure accountability through mandatory
approvals
risks are assessed and, if high, endorsed
quality processes and steps are relevant and related to ISO
guidelines and requirements.
Education Quality Evaluation of Long-life Learning (EQVALL) 29
Evaluation of candidates/student
step V of the implementation
Evaluators Scope of Tools and methods of evaluation
evaluation
Candidates Basic Requirements connected with education and work
requirements experience
Interview
Reference letters
Psychological tests
Motivation letter
Evaluation of Initial student’s packet which contains
candidate’s -knowledge evaluation before the course
knowledge in form of SWOT analysis
-development plan
Education Quality Evaluation of Long-life Learning (EQVALL) 30
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Evaluation of candidates/students
step V of the implementation
Evaluators Scope of Tools and methods of evaluation
evaluation
Students Evaluation -frequency
during the -activity (discussion, problem solving, case studies,
course test, assignments, essays)
Final evaluation Evaluation by tutor
Evaluation by exam(s)
Evaluation of final project
Evaluation of final results by an exam board
Final student’s packet which contains
-knowledge evaluation before the course
in form of SWOT analysis
-evaluation of student’s progress
-evaluation of achievement of learning outcomes
Evaluation of -number of complaints
nonconformities -number of resignations
-root cause analysis of complaints
-root cause analysis of resignations
Education Quality Evaluation of Long-life Learning (EQVALL) 31
Evaluation of customer satisfaction
step V of the implementation
Evaluation of customer satisfaction requires tools such as:
complaint analysis;
customer satisfaction surveys;
direct interviews (face to face meetings);
indicators of resignation from a product;
indicators of loyalty;
indicators of duration of a trade relationship;
market share;
telephone interviews;
reference letters;
indicators of profitability;
distributors’ opinions;
cost effectiveness;
benchmarking;
mystery shopping;
quality assurance audit;
financial audit.
Education Quality Evaluation of Long-life Learning (EQVALL) 32
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Benchmarking (1)
step V of the implementation
One should distinguish between and implement
several types of benchmarking
Process benchmarking
Financial benchmarking
Performance benchmarking
Product benchmarking
Strategic benchmarking
Functional benchmarking
Education Quality Evaluation of Long-life Learning (EQVALL) 33
Benchmarking (2)
step V of the implementation
The typical methodology for evaluating benchmarking
is as follows:
Identify your problem areas
Identify organizations to benchmark
Survey companies for measures and practices
Visit the "best practice" companies to identify leading edge practices
Implement new and improved business practices
Education Quality Evaluation of Long-life Learning (EQVALL) 34
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Benchmarking (3)
step V of the implementation
Benchmarking evaluation areas in educational projects:
institutional strategic and operational plans
teaching and learning policies and development of plans
teaching and learning indicators
graduates' attributes
student experience
appointment and promotion criteria
professional development
leadership programs for heads of departments)
organizational unit review )
curriculum review
review of academic staff
student perception of teaching and learning and ways in which the
information is collected and used
institutional systems for allocating funding based on teaching
quality, internally using the operating budget.
Education Quality Evaluation of Long-life Learning (EQVALL) 35
Self-assessment
step V of the implementation
The self-assessment methodology consist of three phases
Phase 1 – Starting the self-assessment
Step 1 Decide how to organise and plan the self-assessment (SA)
Step 2 Communicate the self-assessment project
Phase 2 – Self-Assessment Process
Step 3 Compose one or more self-assessment groups
Step 4 Organise training
Step 5 Undertake the self-assessment
Step 6 Draw up a report describing the results of self-assessment
Phase 3 Improvement plan/ prioritisation
Step 7 Draft an improvement plan, based on the accepted SA report
Step 8 Communicate the improvement plan
Step 9 Implement the improvement Plan
Step 10 Plan next self-assessment
Education Quality Evaluation of Long-life Learning (EQVALL) 36
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Self-assessment matrix
step V of the implementation
Scale
Actions to be performed as a result of self – assessment: Improvement needed Good practices identification
4 – Excellent
evidence,
3 – Strong / very
2 - Some good compared with
1 – No / weak strong evidence
evidence related to other
evidence or just related to most / all
relevant areas. organisations,
Areas for improvement in the some ideas areas.
Phase Strengths in the step related to all areas.
step We are
We have a plan to We check / review
implementing / On the basis of
do this. if we do the things
doing this. checking / reviews
in the right way
we adjust if
nescesarry
Step I (Planning)
– Strategic
planning
Step II (Planning)
- Identification of
processes
Step III
(Planning) –
Alignment
Step IV
(Implementation /
do)
StepV (Results
measurement /
check)
(StepVI –
Improvement /
act)
Education Quality Evaluation of Long-life Learning (EQVALL) 37
Management Review - inputs
step V of the implementation
The inputs data to evaluate a quality management system
should include:
status and results of business objectives and improvement activities,
process performance and product (educational services) conformity;
status of corrective and preventive actions
results of internal and external audits;
results of self-assessment (far example based on Appendix A
to ISO 9004 or the CAF model);
feedback on the satisfaction of customers and other stakeholders;
market-related factors, such technology and competitors'
performance;
results from benchmarking activities;
new opportunities for improvements;
marketplace evaluation;
financial effects;
recommendations for improvement
Education Quality Evaluation of Long-life Learning (EQVALL) 38
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Management Review - outputs
step V of the implementation
The output from the management review process should
include:
evidence of decisions regarding:
change of quality policy and objectives;
plans and possible actions for improvements;
corrective actions, as appropriate;
increased satisfaction indicated by customers and other
stakeholders;
planning of resource needs.
Education Quality Evaluation of Long-life Learning (EQVALL) 39
Step VI - Improvement (act)
step VI of the implementation
Corrective actions (reaction to nonconformities).
The need for corrective action is identified through sources such
as non-conformance, failures, malfunctions, audits, inspections,
surveillance, and customer complaints.
Preventive actions (risk management).
Quality data is analyzed for trends in items, services, processes, and
systems that may require action to eliminate causes of potential conditions
adverse to quality.
Improvement actions by implementation of system tools such as:
ISO 9001/ISO 9004 (improvement of management system);
Lean management;
Six sigma methodologies – DMAIC/DMADV;
ISO 27001 (management of information system/business continuous
management)
Quality awards / self- assessment (EFQM/MBQA models).
Education Quality Evaluation of Long-life Learning (EQVALL) 40
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QEEP Implementation Methodology (1)
methodology of implementation
The methodology of implementation of quality management
system evaluation models in educational projects emphasizes
the following phases:
Context Setting covers all preparatory activities for the adaptation of
quality management system evaluation models to the needs of
educational projects.
Model Adaptation contains activities to implement the reference model
based on the needs and requirements of an organization.
Model Implementation and Adoption encompasses the realization and
broad use of the quality system.
Quality Development means that quality systems should be
continuously improved and further developed.
Education Quality Evaluation of Long-life Learning (EQVALL) 41
Phases of model implementation
methodology of implementation
Context Model Model Quality
setting adaptation implementation improvement
Vision Development Setting objectives and Implementation Model evaluation
tasks activities
Strategy development Model improvement
Resource planning Documentation of
Deployment of activities
measurable goals Identifying roles, Quality commitment
responsiveness and Monitoring and
authorities evaluation of the
Staff awareness and processes
commitment Choosing methods and
instruments
Establishing standards
Choosing measures
and indicators
Education Quality Evaluation of Long-life Learning (EQVALL) 42
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QEEP Implementation Methodology (2)
methodology of implementation
This model could be evaluated by following methods:
results of participants in educational projects (module results,
final projects),
surveys,
teachers' opinions,
alumni’s results in professional life,
internal and external quality audits,
comparative analysis of self assessment processes and
benchmarking results.
Education Quality Evaluation of Long-life Learning (EQVALL) 43
Model evaluation methods (1)
methodology of implementation
Basic criteria Indicators Sources of
evidence
Strategic 1. Strategic goals (mission, vision, values, quality Documented
planning policy, information security policy, Service Level management
Agreement) system
2. Strategy deployment – short-term plans using:
-strategic balance score card
- hochin planning
Market position (competitive position in sector,
image/accountability, defined target group of
customers and other stakeholders
Code of conduct
Formalized Quality/Management manual Documented
quality System procedures management
assurance Operational procedures system
system W ork and safety instructions
Operational records
External Regulations
Education Quality Evaluation of Long-life Learning (EQVALL) 44
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Model evaluation methods (2)
methodology of implementation
Resources: Skill level of staff Certificates, training Organization Stakeholder satisfaction Stakeholder
results satisfaction
Human Motivation tools hours per
surveys,
resources Development plans employee,employee
opinions,
Effectiveness of recruitment satisfaction complaints.
Work conditions surveys, number of Market positive image
Personal commitment of employees accidents. Awards achieved
by the
organization
Infrastructure Level of infrastructure waste
Place in rankings
Security level Retention rate. Information in
Security of information Number of repairs media
Operational Number of new products introduced on the market Register of Students results
management Number of organizational innovations nonconformities Number of
alumnus
Number of nonconformities in processes Indicators of
Awards achieved
Effectiveness and efficiency of processes effectiveness and by students/
Number of received grants efficiency of alumnus
Number of running projects processes Alumnus‘ position
Cycle time of processes/project on the market
Financial results Survey results,
number of
Risk management in the processes Shorten/delay cycle Evaluation of programs and trainers
complaints
Introduction of Six Sigma methodologies time of Turnover, Income
(DMAIC/DMADV) processes/project
Number of Certificates and
quality awards
nonconformities
Continuous Prevention and corrective actions
Number of Six
improvement Improvement of processes using lean office tools, Six
Sigma projects Sigma projects
Education Quality Evaluation of Long-life Learning (EQVALL) 45
Evaluation activities
methodology of implementation
The most important evaluation activities are:
To collect and analyse data relating to training attributes
available in the market. This helps to focus on how these are
perceived by trainee.
To collect and analyse data relating to the awareness of the
training services. This help to focus on market potential.
To collect and analyse data relating to attitudes and needs
trainees. This helps to focus on how to improve the quality of
educational project.
To collect and analyse data relating to attitudes and needs
trainers. This helps to focus on how to persuade trainers the
quality improvements
Education Quality Evaluation of Long-life Learning (EQVALL) 46
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Profiles analysis of interval measurement (1)
methodology of implementation
Could you please assess below factors according to your knowledge
and feelings. You can use the scale from 5 to 1, where 5 means
highest and positive and 1 means the lowest and negative
assessment.
Last factors can be assess by providers itself.
The numbers used to rank the objects mean the respondents
(trainees, trainers, providers) assessment of value (or added value)
of educational project concerning the mentioned factors.
The respondents assessment also represents differences and
similarities compared.
The profiles analysis of assessment (can be used to help the
providers with quality improvements).
Education Quality Evaluation of Long-life Learning (EQVALL) 47
Profiles analysis of interval measurement (2)
methodology of implementation
5
4,5
4
3,5
3 Project 1
2,5 Project 2
2 Project 3
1,5
Acceptable
1 level
Financial plan
Faciliteies
Servise quality
Administration
Project content
Structure of
Trainees
avalaible
trainings
Education Quality Evaluation of Long-life Learning (EQVALL) 48
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Profiles analysis of semantic measurement (1)
methodology of implementation
Five or seven-point rating scale bounded at each end polar adjective or
phrases. Monopolar (as available - not available) or bipolar scale as available
- lack of satisfaction) can be use to describe the set of respondents beliefs.
Virtual comparison of the images of measured factors is the next step of
semantic measurement. Data from all respondents are averaged and it
results profile analysis. This study carries out the differences and similarities
profile which might identify quality improvements.
The nature of the evaluation is such that it examine project content,
administration, service quality, facilities, trainers attributes, providers image
and other object of evaluation efforts.
The crucial advantage of the approach is that semantic measurement might
include many (e.g. 15) factors of evaluation at the one overall profile. It makes
the analysis of necessary improvements easy and brings the educational
projects evaluation more provider oriented.
Education Quality Evaluation of Long-life Learning (EQVALL) 49
Profiles analysis of semantic measurement (2)
methodology of implementation
P r o je c t c o n t e n t
V e r y s a tis fie d A N Q N o t a c c e p te d
S tr u c t u r e o f t r a in in g
V e r y s a tis fie d N o t a c c e p te d
F a c ilit ie s a v a ila b le
A v a ila b le L a c k o f s a t is fa c tio n
S e r v ic e q u a lit y
V e ry g o o d V e ry b a d
A d m in is tr a t io n
V e r y c u s to m e r o r ie n te d M is s e d c u s to m e r n e e d s
T r a in e e s
W e ll q u a lif ie d P o o r q u a lifie d
F i n a n c i a l p la n
S tr ic t ly to th e b u d g e t H ig h e r e x p e n s e s t h a n t h e p la n s
Education Quality Evaluation of Long-life Learning (EQVALL) 50
25
Case study Education in Technology Commercialization for SME
case study
Module I they were offered the following courses:
Converting Technology to Wealth
Marketing Technological Innovations
Technology Management and Transfer
Financing New Ventures
Module II was divided into:
Strategic Analysis for Technology Commercialization
Legal Issues of the Commercialization Process
Managing Product Development and Production
The Art and Science of Market-Driven Entrepreneurship
Module III covered following areas:
Creative and Innovative Management
Internationalization of Technology
Technology Enterprise Design and Implementation
Risk Analysis
Education Quality Evaluation of Long-life Learning (EQVALL) 51
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