A systems approach to program evaluation model for quality in higher education
| DOI | https://doi.org/10.1108/09684880610643601 |
| Date | 01 January 2006 |
| Published date | 01 January 2006 |
| Pages | 37-53 |
| Author | Fatma Mizikaci |
| Subject Matter | Education |
A systems approach to program
evaluation model for quality in
higher education
Fatma Mizikaci
Unesco-CEPES, Bucharest, Romania
Abstract
Purpose – To propose an evaluation model for the quality implementations in higher education
through an analysis of quality systems and program evaluation using a systems approach.
Design/methodology/approach – Theoretical background, research and practice of the quality
systems in higher education and program evaluation are analysed in conjunction with the concepts of
systems approach. The analysis leads to a systems approach-based program-evaluation model for
quality implementation in higher education.
Findings – The three concepts, quality systems in higher education, program evaluation and
systems approach, are found to be consistent and compatible with one another with regard to the goals
and organizational structure of the higher education institutions. The proposed evaluation model
provides a new perspective for higher education management for the effective and efficient
implementation of the quality systems and program improvement.
Research limitations/implications – The implementation of the model in a real university setting
is necessary for the clarification of the processes.
Practical implications – The study provides a constructive analysis of higher-education-related
concepts, and a new dimension of quality systems and program evaluation is developed in the model.
The approach comprises three subsystems; “social system”, “technical systems”, and “managerial
system”. The evaluation of quality in higher education requires inquiry of the components of the
systems.
Originality/value – This paper proposes an innovative evaluation model integrating the systems
approach into quality tools. The model is claimed to be the first in integrating the three approaches.
Keywords Higher education,Baldrige Award, Quality, Quality assurance
Paper type Research paper
Background
In recent years, a need for a renewed focus on higher education has been felt.
Universities seek more effective systems to address the increasing dissatisfaction with
the performance of higher education systems.
In educational terms, there has been a shift away from traditional models in which
most students might have been viewed as passive recipients of teaching, absorbing
information in an uncritical way, to a growing enthusiasm for active, independent
learning, which encourages deep, rather than superficial processing of information.
In response to the necessity for reforming higher education system in line with the
needs and expectations of the community and business sector, new approaches and
practices in management and industry have appealed to the decision makers of higher
education. Increased use of quality systems in the higher education context has made a
profound impact in the areas of administration, teaching and research. Incorporated
with quality assurance and accreditation systems, the concepts of internationalism and
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Program
evaluation model
37
Quality Assurance in Education
Vol. 14 No. 1, 2006
pp. 37-53
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684880610643601
competitiveness of the higher education institutions have also brought about new
dimensions.
As governments in most parts of the world have considered their agenda for higher
education over the last few decades, issues of quality assurance and quality
enhancement have acquired a major focus of attention. Despite differences in the size
and stage of development of their higher education sectors, many governments have
decided that traditional academic controls are inadequate to today’s challenges and
that more explicit assurances about quality are needed. Organizations such as the
European Commission or OECD have reinforced this trend by their own calls for new
structures and new approaches to quality assurance (El-Khawas, 1998).
Quality systems in higher education
As a result of growing interest in quality systems as a means of accreditation and
accountability in higher education, conceptions and approaches to quality are being
reviewed in various ways for numerous contexts of national and international
interests. In this trend, the concept of quality has been defined in several ways as
(Campell and Rozsnayi, 2002, pp. 19 –20):
.Quality as excellence. This definition is considered to be the traditional academic
view that holds as its goal to be the best.
.Quality as zero errors. This is defined most easily in mass industry in which
product specifications can be established in detail, and standardized
measurements of uniform products can show conformity to them. As the
products of higher education, the graduates, are not expected to be identical, this
view is not always considered to be applicable to higher education.
.Quality as fitness for purposes. This approach requires that the product or service
has conformity with customer needs, requirements, or desires.
.Quality as transformation. This concept focuses firmly on the learners: the better
the higher education institution, the more it achieves the goal of empowering
students with specific skills, knowledge and attitudes which enable them to live
and work in the knowledge society.
.Quality as threshold. Defining a threshold for quality means setting certain
norms and criteria. Any institution that reaches these norms and criteria is
deemed to be of quality.
.Quality as value for money. The notion of accountability is central to this
definition of quality with accountability being based on the need for restraint in
public expenditure.
.Quality as enhancement or improvement. This concept emphasizes the pursuit of
continuous improvement and is predicated on the notion that achieving quality is
central to the academic ethos and that it is academics themselves who know best
what quality is at any point in time.
The definitions stem from different approaches, and reflect different implementations.
When implemented in the higher education contexts the industry focused quality
measures present significant limitations. Therefore, the reflection of the quality
concept into higher education has long been the debate in the academic contexts
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