Total Quality Management For Improving University Education

In reading the research literature about how to measure the quality of research supervision at universities, the descriptions of what quality is seemed very vague. So I looked for papers citing formal quality standards.

Basir (2012) argues that Malaysia can lift the quality of their universities to the level of western countries by use of the ISO 9000 Quality Management Standards (ISO 2008). While that may seem ambitious, the Japanese car industry used similar standards to overtake western car makers within a few decades. By use of on-line technology, the same may be possible in education in less than a decade.

Formal quality assurance in higher education is suggested by Basir (2012) as being a way to to assist planning and drive reform at the national level, increasing  competition between universities and in particular to improve the oversight and quality of private institutions.

The Total Quality Management (TQM) process of continuous improvement was developed for manufacturing, but is suggested by Basir (2012)  as being applicable to universities. There has been considerable interest in this topic by academics, with Amazon.com listing more than 150 books on the topic of "Total Quality Management in Higher Education" and Google Scholar listing more than one thousand document on the topic so far for 2012.

The Malaysian Qualifications Agency (MQA) has developed a set of guidelines, although these appear to be targeted at coursework, not research and to not explicitly mention formal quality processes.

Quality processes depend on having a repeatable processes. By its nature, research supervision produces one off unique products, as every research student is required to make a unique contribution to knowledge. However, these processes could at least be used for other parts of the higher degree processes, such as imparting generic skills. But there would be a danger this would distract from the primary product: researchers.

Two requirements for quality management given by Basir (2012) are:

1. Engagement with the total quality management system,
2. Strong leadership rather than more administrative process

These requirements have proved difficult in other service industries, such as IT, with the quality management system being gamed by staff, who see it as an imposition, with more forms to fill in.
The use of ISO 9000  in Malaysian Higher Education Institutions (MHEIs) is traced back to 1996 by Basir (2012), focusing on management and "academic activities". The aim was professional excellence and efficiency. It is important to note the emphasis on professional excellence, as unlike production line manufacturing, higher education is dependent on the performance of a a few individuals.

Quality management 

As noted previously quality management systems were developed for manufacturing processes. The main sections of ISO 9001:2008 Quality management systems — Requirements  (ISO 2008) cover:

• Quality Management System
• Management Responsibility,
• Resource Management
• Product Realization
• Measurement, analysis and improvement

The aim of this is to produce a satisfied customer. However in the case of higher degrees, who the customer is may be a matter of some debate: the student, their future employer, the government or society?

QM emphasises documentation and measurement. This would appear to be a good fit with academia, which has an emphasis on writing and research. However, academics themselves may be less enthusiastic when they are the subject of the measurement and reporting.

Reference

Basir, S. A. (2012). Complying Quality Management System ISO 9000 Requirements Within Higher Education Institutions (HEIs) in Muslim Countries. World J. Islamic History & Civilization World, 2(1), 30-43.  Retrieved from http://idosi.org/wjihc/wjihc2(1)12/5.pdf

ISO (2008). Quality management systems : requirements (4th ed). International Standards Organisation, Geneva, Switzerland Retrieved from http://www.saiglobal.com.virtual.anu.edu.au/PDFTemp/osu-2012-09-23/1490418021/9001-2008(+A1).pdf

Finland's School Success Based On Well Trained and Paid Teachers

Anu Partanen argues in "What Americans Keep Ignoring About Finland's School Success" (The Atlantic Monthly 29 December 2011), that the success of Finland's high level of education is due to the absence of private schools. However, I suggest a more significant factor may be that Finish teachers are required to have much higher levels of education and are paid much better. A Finnish school teacher is required to have least a Master's degree, 35 weeks study in a school subject and 35 weeks teacher training.

Finish teachers get paid 13% more than miners, unlike Australia, where teachers get paid 29% less than miners.

One way the education of Australian teachers can be improved is by providing on-line courses. But then if their salaries are not also increased, they may go and work for the mining industry. ;-)

Teaching Discussion Paper Omits On-line Learning

Adrian Piccoli, NSW Minister for Education released a discussion paper "Asking the tough questions about teacher quality in NSW", 31 July 2012. While proposals for annual reviews and bonuses for high performing teachers tend to get the headlines, this paper discusses less controversial and more effective measures for initial teacher education and ongoing development. Unfortunately it fails to address the most important issue in education today: use of the Internet.

Contents of the Teaching Discussion Paper

1. Minister's introduction
2. Inspired learning
3. Initial teacher education
4. Entry into the profession
5. Develop and maintain professional practice
6. Recognise and share outstanding practice

As well as the paper itself, there are Frequently asked questions and a Media Release and an online discussion forum will commence 24 August 2012. The paper was prepared by Dr Michele Bruniges, Director-General of the Department of Education and Communities, Mr Tom Alegounarias, President of the NSW Board of Studies, and Mr Patrick Lee, the Chief Executive of the NSW Institute of Teachers.

Unfortunately this paper fails to address the digital education revolution now taking place in schools (and universities). The paper does not mention use of the Internet, web, computers, on-line eduction, or blended learning. These are now changing the way education is done, both for the teachers and the students. An obvious first step would be to put in place training in on-line techniques, using on-line techniques in initial teachers training. Then the same techniques can be used to improve professional practice. Last of all, with teachers trained in how to use computers effectively, these can be used for student learning.

The lack of understanding of modern communication methods is in part reflected by the decision of the NSW Minister for Education to delay discussion of the paper for almost a month after its release. Last century, when the distribution of the paper would have taken a month, this would have made sense. However, the paper was available instantaneously on-line and the only effect of this delay is to have the Minister and his department cut themselves off from the public discussion of the issues.

Revolution in Australian Classrooms

ABC TV broadcast the documentary "Revolution in the Classroom" (Four Corners, ABC TV, 6 February 2012). This covered several issues, including the level of government funding to public versus private schools, if smaller class sizes, use of computers or better school buildings improved education. The main message of the program was that improving teacher performance and empowering school principals had more effect on students that other measures. The mentoring of a teacher using student feedback reports was shown.

What I found interesting was that the size and nature of schools was only discussed peripherally. The example of three Melbourne high schools being replaced by one larger school (Hume Central Secondary College) was mentioned early in the program. The school was portrayed as being very large, but I was surprised to find it had only 1,100 students (the size of the high school I attended). While the improvement in student performance at the new school was attributed to the policies of the new "super principal", it may be simply that the schools replaced were too small to be viable and did not have the economies of scale needed. An example of the facilities of a modern Australian upper secondary school is Gungahlin College, designed for 900 students, it is collocated with the Gungahlin Public Library and a CIT Learning Centre (TAFE campus).

The program also showed students at the private and public schools sitting around tables having discussions, using computers and also using smart boards. There was mention of cultivating critical thinking by students. But overall the value of new educational approaches were dismissed as not being effective.

The program emphasized the teaching staff paying individual attention to students and the teaching staff being mentored by peers and monitored by superiors. What was not discussed was where the extra resources to do this came from. The implication was that the private schools could afford to do this due to extra resources. However, what was not pointed out that this could also be done in the public schools by shifting resources from other areas.

One way to free up staff time for individual student help is by reducing administrative overheads. One way to do this is with larger schools. This was hinted at in the ABC program, but it was not pointed out that Hume Central has three campuses, sharing one administrative structure: Town Park Senior, Blair Street and Dimboola. It is also possible to extend administrative structures shared between campuses, via on-line means.

Another way is to reduce the amount of formal lessons by teachers (also hinted at). The one way not explored by the program was to use the computer systems now in schools to replace some of the administration and individual teacher lessons. That is the computer systems can be used to present the routine material to the students, leaving the teacher free to tutor those who need assistance. In my view, this will be the real digital educational revolution.

Most students will be undertake most academic subjects with little more than occasional encouragement from the teacher. A few students will need a lot of individual help. The key to the educational revolution is to identify those students who need the help and concentrate the resources on them.

An example of what not to do is given by a morning parade, which still takes place at some schools (such as St Brendan’s Primary School Annandale). Students are compelled to assemble on the parade ground, like a 19th century colonial army. The head teacher then shouts at the students over a pubic address system, about how they need to be quiet and respect others (while being noisy and causing annoyance to the surrounding neighborhood). All this morning parade does is lower the student's respect for the competence and sincerity of their teachers and waste valuable teaching time.

Leadership for Excellence in Learning and Teaching Program Grants

The Office for Learning and Teaching (OLT) in the Department of Education, Employment and Workplace Relations (DEEWR), has about $1M to hand out in grants for the Leadership for Excellence in Learning and Teaching Program.

Through the Leadership for Excellence in Learning and Teaching Program, the Office for Learning and Teaching (OLT) provides grants for projects that build leadership capacity in ways consistent with the promotion and enhancement of learning and teaching in contemporary higher education, and which reflect the values of excellence, inclusiveness, diversity and collaboration, and its commitment to long-term, systemic change.

Program priorities

There are three priorities for funding in 2012:

1. Institutional leadership to enhance learning and teaching through leadership capacity-building at the institutional level.

2. Disciplinary and cross-disciplinary leadership to enhance learning and teaching through leadership capacity-building in discipline structures, communities of practice and cross-disciplinary networks.

3. Consolidating leadership by building on the outcomes of projects funded in earlier years under the Leadership for Excellence in Learning and Teaching Program.

Applications for Seed Projects will also be accepted in this program. Seed Projects are pilot projects which test and evaluate an original idea. Original ideas are understood to be any which have not already been funded by one of the OLT's predecessor organisations, or by an institution. Applications can address any of the priorities in this program, or in the Innovation and Development Program, or any other topic. ...

From: Leadership for Excellence in Learning and Teaching Program: Seed Projects, Program Information, Office for Learning and Teaching, 2012

Evaluating Programs to Increase Student Achievement

I found "Evaluating Programs to Increase Student Achievement" (Jason 2003) easier to understand than other books on evaluating courses. I is aimed at school courses, rather than management programs and so was a bit easier to understand.

About the Book
Evaluating Programs to Increase Student Achievement, Second Edition, provides school leaders with practical guidelines and tools to evaluate the effectiveness of school programs. Using reader-friendly terms, the author thoroughly discusses the steps of the evaluation process so that practitioners of all experience levels and backgrounds will gain a solid conceptual foundation, and can plan and carry out program evaluations. The revised edition includes: additional examples to illustrate the program evaluation process, an expanded discussion of the principal's role in the project, a facilitator's guide for team leaders.

Table of contents

• Front Matter
• Copyright
• Foreword
• Preface
• Acknowledgments
• About the Author

1. Perspectives on Program Evaluation
2. How Program Evaluation Contributes to a Learning Organization
3. Using Program Evaluation to Improve the Curriculum—A Developmental Approach
4. An Experimental Approach for Evaluating Programs
5. Program Evaluation Through Collaboration
6. Measuring Program Outcomes
7. The Evaluation Process: Phases 1, 2, and 3
8. The Evaluation Process: Phases 4, 5, and 6
9. Writing the Evaluation Report
10. Assessing the Evaluation Project
11. Revisiting the Principal's Leadership Role in Program Evaluation

• Back Matter

Measuring the Quality of Higher Education

The Australian Government is setting up a Tertiary Education Quality Standards Agency (TEQSA) to oversee universities in Australia. This replaces state based agencies from January 2012. There will be a www.myuniversity.edu.au website, similar to the "My School" site. There are various funds for universities to prepare for the new system, including an initial $400M Structural Adjustment Fund (SAF), and $50.1M in project and award fund, 30.8M in "Reward Funding".

There are extensive consultations and reference bodies as part of the process, such as the Advancing Quality in Higher Education Reference Group. While most of the people on such bodies are from universities (Vice Chancellors and Professors), there are also representatives of bodies such as the Business Council of Australia and the National Union of Students.\

There is extensive documentation on the process:

• Mission Based Compacts
• Performance Funding
• My University website
• Structural Adjustment Fund
• Promotion of Excellence in Learning and Teaching in Higher Education
• University Experience Survey
• Collegiate Learning Assessment
• Teaching Quality Indicator
• Australian Graduate Survey
• Geocoding software for universities
• Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People