Impact of quality management systems in the performance of educational centers: educational policies and management processes

Heliyon

A. Villa¹  F. Díez²  A.L. López³  I. Iraurgi⁴ 

[1] Corresponding author.;Department of Innovation and Educational Organization, University of Deusto, Spain;University of Deusto, Spain;University of the Basque Country, Spain;

关键词: Education;    Assessment methods;    Educational quality;    EFQM Excellence model;    Quality management systems;    Quality models;   

DOI  :  

来源: DOAJ

【 摘 要 】

In this paper, the findings of an I + D + i research are presented. In this study, an analysis was conducted to assess 14 educational centers where in one of two distinct quality systems had been implemented: the EFQM (European Foundation Quality Management) and el Proyecto de Calidad Integrado (PCI)—the Integrated Quality Project—promoted by the Horrêum Foundation (Álvarez and Santos, 2003; Villa and Marauri, 2004).The EFQM was first used by businesses before being recently transferred to the academics. It comprised nine factors that were translated in an educational context: leadership, policy and strategy, people, alliances and resources, processes, impact on people, impact on clients, impact on society, and key impacts of an organization. The first five factors examine the way activities are carried out and improved, and the final four focus on the impact, i.e., the effect of the organization's activities. Improvement is achieved through learning and innovation.The PCI (Muñoz and Sarasúa, 2005) has its educational origins in the Effective School Improvement model. Seven factors are analyzed (Sarasola et al., 2003; Villa et al., 2004): institutional approach, organizational structures, relationships and living together, counseling and tutoring, curriculum, family and the community (Martínez and Galíndez, 2003), and management and services.The study looks at the impact that the two aforementioned quality systems (EFQM and PCI) have had on educational centers. The term “impact” is understood as the changes experienced both inside and outside an educational center. It must be sustainable overtime, considering the changes and effects achieved, as evidence of improvement.The quantitative analysis focuses on two dimensions. The first addresses three key factors of educational policy: educational planning, communication, and support and rewards for teachers. The second comprises three factors linked to management processes in educational institutions: organizational climate, teaching and learning processes, and relationships with the community.

【 授权许可】

Unknown