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Quality Improvement, Quality Assurance, and Benchmarking

Quality Improvement, Quality Assurance, and Benchmarking. Comparing Two Frameworks for Managing Quality Processes in Open and Distance Learning.

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Quality Improvement, Quality Assurance, and Benchmarking

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  1. Quality Improvement, Quality Assurance, and Benchmarking Comparing Two Frameworks for Managing Quality Processes in Open and Distance Learning Inglis, A. (2005). Quality improvement, quality assurance, and benchmarking: comparing two frameworks for managing quality processes in open and distance learning. International Review of Research in Open and Distance Learning, 6(1). Presenter : Ching-ting Lin Instructor: Ming-puu Chen CSL Lab ICE.NTNU

  2. Abstract • Two frameworks of quality processes • The Quality Framework published in Inglis, Lings, and Joosten (1999) • The Benchmarking Framework published in McKinnon, Walker, and Davis (2000) • The article compares the frameworks in terms of their • Scope, institutional application, structures, and method of application CSL Lab ICE.NTNU

  3. Distinguishing Among Quality Processes(1) • Three terms commonly appear in the literature related to quality in education: • Benchmarking • Quality assurance • Quality improvement CSL Lab ICE.NTNU

  4. Distinguishing Among Quality Processes(2) • Benchmarking • Involving comparing a set of products or services against the best that can be found within the relevant industry sector • Four steps involved in benchmarking as • Understanding in detail one’s own processes • Analyzing the processes of others • Comparing your own performance with that of others analyzed • Implementing the steps needed to close the performance gap CSL Lab ICE.NTNU

  5. Distinguishing Among Quality Processes(3) • Quality Assurance • A process oriented to guaranteeing that the quality of a product or a service meets some predetermined standard • Expected to reflect norms for the relevant industry • The aim in quality assurance is to ensure that a product or service is fit for the market CSL Lab ICE.NTNU

  6. Distinguishing Among Quality Processes(4) • Quality Improvement • Concerned with raising the quality of a product or service • Comparing the quality of what is about to be produced with the quality of what has been produced in the past • Primarily concerned with self rather than with others CSL Lab ICE.NTNU

  7. Comparing the Frameworks(1) • Scope • The Benchmarking Framework • Intended to enable universities to make comparisons across the full range of institutional functions (teaching, learning, research, and community engagement) • The Quality Improvement Framework • Developed to contribute to the delivery of education and training programs that rely on the use of new learning technologies CSL Lab ICE.NTNU

  8. Comparing the Frameworks(2) • Institution Type • The Benchmarking Framework • Intended specifically for application to universities • The Quality Improvement Framework • May be applied to any organization delivering education and/ or training programs relying on the new learning technologies CSL Lab ICE.NTNU

  9. Comparing the Frameworks(3) • The structure of the Frameworks • The Benchmarking Framework covers the range of a university’s operations • Grouped into nine areas: • Governance, Planning and Management • External Impact • Finance and Physical Infrastructure • Learning and Teaching • Student Support • Research • Library and Information Services • Internationalization • Staff CSL Lab ICE.NTNU

  10. The structure of the Frameworks (cont.) • The Quality Improvement Framework is organized around 10 key principles • Informed planning and management of resources • Sustained committed leadership • Improving access for all clients, incorporating equity, and promoting cultural diversity • Understanding the requirements of the learner and reflecting stakeholder requirements • Design, development, and implementation of programs for effective and active learning • Creating confident and committed staff with new competencies • Managing and maintaining the technical infrastructure • Evaluating for continuous improvement • Provision of effective and efficient administrative services • Supporting the needs of learners CSL Lab ICE.NTNU

  11. Conclusion • The originators of the framework have themselves foreshadowed the need for further development CSL Lab ICE.NTNU

  12. END CSL Lab ICE.NTNU

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