A framework for institutionalizing quality assurance (original) (raw)

Sustaining quality of healthcare: institutionalization of quality assurance

2002

This monograph presents a conceptual framework to help healthcare systems and organizations analyze plan build and sustain efforts to produce quality healthcare. The framework synthesizes more than ten years of QA Project experience assisting in the design and implementation of QA activities and programs in over 25 countries. That experience has shown that the key institutionalization question is often not so much a technical one—how to “do” QA activities—but rather how to establish a culture of quality within the organization and make QA an integral sustainable part of the health system. As with any kind of organizational change the road to institutionalizing QA can be long and complex. This monograph was written to provide practical information to Ministries of Health and other health organizations in their quest for sustainable quality of care. It both describes the components necessary to inculcate a culture of quality and provides practical information on how to facilitate the ...

Institutionalisation of internal quality assurance: focusing on institutional work and the significance of disciplinary differences

Quality in Higher Education, 2014

The study suggests that institutionalisation of a comprehensive and systematic approach to internal quality assurance of higher education institutions inspired by the Bologna Process has regulative, normative and cultural-cognitive dimensions. It includes development of structures and procedures for quality assurance, as well as boosting of the socio-political and cognitive legitimacy of the new approaches to quality assurance and the extent to which new approaches are taken-for-granted. Institutionalisation is primarily pushed forward by administrative and junior academic staff. They use the Bologna Process and the European Standards and Guidelines for furthering institutionalisation of internal quality assurance, but also rely on the already institutionalised activities related to quality for demonstrating that the new approaches to internal quality assurance are not entirely alien. The study shows that disciplinary differences matter. In the hard-applied fields the regulative elements seem to be not very important, while in the soft-applied fields the regulative aspects are a necessary condition for further institutionalisation. Furthermore, in cultural-cognitive terms, the hardapplied faculty focuses on quantification and technical aspects of internal quality assurance, while the soft-applied field stresses procedural elements and is more prone to adopt a qualitative approach.

Actors and Factors Behind the Development of Internal Quality Assurance Systems

2017

This paper intends to analyse the perceptions of academics and professional management/administration staff about the actors and factors which were determinant in the creation and development of internal quality assurance systems in Portuguese higher education institutions. The empirical data used in this paper were collected through an online survey, distributed in the academic year 2014/2015 to the entire population of teaching staff and professional managers/administrators (working at the level of ‘qualified technician’ or similar) from both the public and private sectors. Findings show that the most important factors for the creation and development of internal quality assurance systems have been the legal requirements and demands from the higher education accreditation agency and the promotion of continuous improvement of the institution’s quality. The accreditation agency also stood out as the most important actor. Within institutions, the importance of actors decreases as we ...

Institutionalisation of Quality Assurance in an Ethiopian Public University

Quality assurance in the Ethiopian higher education has for long been external, principally involving the evaluation of higher education institutions by a national agency (HERQA). Since 2009 however necessary legal provisions requiring every higher education institution to set up institutional quality enhancement came into effect. Based on this development, the study investigated how quality assurance has been institutionalised in public universities. The study used a qualitative case study design. Data was collected from an anonymous case university through in-depth interviews, focus group discussion, document analysis, and non-participant observation. The data was analysed using an inductive analysis method. The findings of the study showed that the Institutional Quality Enhancement (IQE) centre of the case university carries out several activities targeted at assuring and enhancing academic quality. These include carrying out internal quality audit; monitoring and supervision of quality assurance; conducting program and course audits; curriculum review; developing instruments for quality assurance; giving training for academic staff; ensuring fair distribution of courses; liaising with HERQA; and celebrating educational quality day. In general, the IQE directorate strove to lead and assist the continual development and improvement of academic quality and relevance in the university. On the other hand, the study analysed the state of essential elements necessary for institutionalising quality assurance in the IQE centre of the case university. Accordingly, findings indicated that there are appropriate policies and structural establishments whereas leadership, resources, and information and communication are inadequate. Even worse, the status of capacity building, core values on quality, and the practice of rewarding quality has been low. Finally, the study revealed that the institutional quality enhancement of the case university vacillated between an experiential and early expansion phases of institutionalisation. Therefore, institutional support to the IQE centre should be strengthened if internal quality assurance is to further institutionalise and expand throughout the entire university. In conclusion, although steps are being taken in the right direction, a lot remains to be done in order to formally, philosophically and functionally integrate a robust quality care system into the everyday activities of the university.

Quality Assurance Implementation: How It Works

Online Journal of Distance Learning Administration, 2020

Change management processes and learning adaptations that accompany quality assurance (QA) in higher education are an understudied phenomenon. This article describes a first-tier, phenomenological qualitative research study on the usability of the Continuum of Excellence in Quality Assurance (CEQA) model as a tool that institutions might use to identify, assess, and strategically embed institution-wide processes and actions for sustainable quality online learning for all stakeholders. Twelve educators with histories of implementation of Quality Matters tools and processes as part of their institutional approach to assure quality online learning were interviewed to gather information about their efforts to implement QA tools and processes and to map to the model. Five emerging themes are discussed.

Interaction between internal and external quality assurance : an institutional case study

2020

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Institutional Quality Improvement -A Path to Institutional Excellence

According to ISO 9000 “Quality is defined as the totality of characteristics and features of a product, service, system or part that bears upon its ability to satisfy stated or implied needs of a customer.” It covers ability of product ,process, plant, people and overall integration and management of all the above to match to customer’s needs. Standardization is defined as “the process of arising agreement on a standard for a particular product ,component or material ,or a range of such items,the effect of standardization being to minimize the variety of items used for a product within a given firm.”

Quality Assurance of Quality Assurance Agencies ENQA BOB

More than 100 countries across the globe have established education related quality assurance mechanisms of varied types based on purposes and processes. For many years American and some European nations have developed the recognition system of quality assurance (QA) agencies in order to ensure the quality of QA agencies.

A Modern Quality Assurance System - Condition and Support to an Efficient Management

2019

The development and diversification of the business environment needs better and better quality assurance for provided services and products for all execution stages. The organizational management, researchers and specialists in the quality management field are studying, analyzing, comparing and proposing modern solutions for organizing and monitoring a quality assurance system within organizations. In this context, this paper analyzes the interactions between development and quality as well as the way to perform and implement a procedure for regulating the way to prepare and update the documents needed for quality management at the knowledge-based organizations level, using IT

Sustaining a quality management system: process, issues and challenges

Business Strategy Series, 2013

Purpose – This paper aims to highlight the planning and implementation processes of a higher education institution ISO 9000 quality management system. Design/methodology/approach – The paper discusses the issues and challenges faced by the institution in the process of maintaining and going beyond the minimum requirements of a quality management system. Findings – The paper finds that senior leaders of an organization play an important role in driving the organization to quality improvement and organizational excellence. Practical implications – The paper suggests practical information for management of a higher education institution to maintain and sustain a quality management system. Originality/value – Maintaining a quality management system remains critical for an organization that has obtained certification. It has been observed that maintaining a quality management system is a far more daunting task than obtaining one.