EQVALL QUALITY EVALUATION MODEL OF EDUCATIONAL PROJECTS by xld14276

VIEWS: 28 PAGES: 26

More Info
									                                  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




                                                                                                    7
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




                                                                                                                    8
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




                                                                                                                                                                                                                           9
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




                                                                                                          10
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




                                                                                               11
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




                                                                                                                          13
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




                                                                                             14
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




                                                                                              15
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




                                                                                                   16
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




                                                                                             17
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




                                                                                            18
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




                                                                                                                                                                                     19
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




                                                                                              20
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




                                                                                                                   21
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




                                                                                                            22
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




                                                                                                                                                                                       23
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




                                                                                                                                               24
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




                                                                                              26

								
To top