Does Internal Quality Management Contribute to More Control or to Improvement of Higher Education?: A Survey on Faculty's Perceptions

Autor/inn/en	Kleijnen, Jan; Dolmans, Diana; Willems, Jos; van Hout, Hans
Titel	Does Internal Quality Management Contribute to More Control or to Improvement of Higher Education?: A Survey on Faculty's Perceptions
Quelle	In: Quality Assurance in Education: An International Perspective, 19 (2011) 2, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684881111125041
Schlagwörter	Foreign Countries; Higher Education; Total Quality Management; Educational Practices; Teacher Surveys; College Faculty; Educational Improvement; Departments; Intellectual Disciplines; Teacher Attitudes; Correlation; College Administration; Quality Control; Administrative Principles; Program Effectiveness; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality management; Qualitätsmanagement; Bildungspraxis; Fakultät; Teaching improvement; Unterrichtsentwicklung; Department; Abteilung; Geisteswissenschaften; Lehrerverhalten; Korrelation; College administrators; Hochschulverwaltung; Qualitätskontrolle; Niederlande
Abstract	Purpose: The purpose of this paper is to explore faculty's perceptions of quality management activities (QMA) within their departments, attention being paid to relevant quality aspects and whether quality management contributes to control or improvement of higher education. Furthermore, it examines differences between departments and relationships between the different variables. Design/methodology/approach: A questionnaire containing items with Likert-type answer scales was distributed to faculty (n=266) of 18 departments of universities of applied sciences in the Netherlands: 16 items dealt with QMA, 17 with attention paid to relevant quality aspects and ten with the perceived effects. Findings: Faculty were neutral about the degree to which sufficient QMA were conducted within their departments. They were positive about the attention paid to relevant quality aspects. Furthermore, they were positive about the effects in terms of improvement and negative about the effects in terms of control. Significant differences were found between departments. Finally, positive correlations were found between management activities, attention being paid to quality aspects and the perceived effect in terms of improvement. Research limitations/implications: The main limitation of this study is that only faculty's perceptions were measured, thus it is not clear whether these QMA really result in improvement in educational practice. Practical implications: Departments paying little attention to quality aspects and with few QMA could really benefit from further increasing their quality management efforts. Originality/value: Quality management is often seen as mainly contributing to control and managerialism. This study demonstrates that according to faculty, quality management is influencing improvement positively. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10