Making Departments Distinctive: The Continuous Quality Improvement (CQI) Mindset.

Autor/in	Chambliss, Catherine
Titel	Making Departments Distinctive: The Continuous Quality Improvement (CQI) Mindset.
Quelle	(2003), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Benchmarking; Departments; Educational Improvement; Higher Education; Quality Control + Suchen Sie Ihr Suchwort? Department; Abteilung; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitätskontrolle
Abstract	The Continuous Quality Improvement (CQI) approach has provided many corporations with a tool for adapting to ongoing shifts in demands and resources, and it can offer academic settings similar assistance. CQI offers a mechanism for building a collaborative process that can help departments define their unique strengths and cultivate a distinctive niche. The CQI process begins by identifying specifically what consumers want from an academic organization. The approach assumes that departments will continue to confront an array of student needs and preferences. By orienting all employees to view program improvement as a vital part of their jobs, the CQI approach operates proactively. CQI makes heavy use of benchmarking. This involves determining optimal performance in any specific area and detailing how that level of performance can best be achieved. Action plans are developed. Ongoing monitoring is central. Consideration of the specific consequences of program improvement initiatives is also key to CQI. Statistical process control is used to discern actual changes and distinguish these from random fluctuations. The paper also describes the use of CQI at Ursinus College, Pennsylvania, where the focus was on student achievement. An appendix contains a sample outcomes assessment that summarizes student research achievement from 1980 to 2002. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC