The Establishment and Implementation of an Educational Quality ...
The Establishment and Implementation of an Educational Quality ...
The Establishment and Implementation of an Educational Quality ...
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MASTER IN MANAGEMENT OF TECHNOLOGY – EXECUTIVE MBA – AALBORG UNIVERSITY – DENMARK 2013<br />
Umiddelbart k<strong>an</strong> det være v<strong>an</strong>skeligt at opstille målbare kvalitetsmål for en udd<strong>an</strong>nelse og dens studerende,<br />
men den naturvidenskabelige tilg<strong>an</strong>g har følgende betragtninger:<br />
<strong>Quality</strong> characteristics 36<br />
<strong>The</strong> quality <strong>of</strong> a university's products is measurable. Each product encompasses certain quality characteristics, which<br />
c<strong>an</strong> be measured against specifications. <strong>The</strong> following are examples <strong>of</strong> the three products characteristics in the engineering<br />
faculty.<br />
Student knowledge: employability <strong>of</strong> graduated students <strong><strong>an</strong>d</strong> ability <strong>of</strong> graduates to successfully solve engineering<br />
problems, measured by:<br />
• the percentage <strong>of</strong> recent graduates employed<br />
• the average starting salary<br />
• percentage <strong>of</strong> graduates registered as pr<strong>of</strong>essional engineers<br />
• number <strong>of</strong> awards received by students in engineering competitions.<br />
Courses: attractiveness to students <strong><strong>an</strong>d</strong> availability <strong>of</strong> resources, measured by:<br />
• student evaluation<br />
• failure rate<br />
• pr<strong>of</strong>essor to student ratio<br />
• percentage <strong>of</strong> faculty registered as pr<strong>of</strong>essionals engineers.<br />
Research output: contributions to existing theories <strong><strong>an</strong>d</strong>/or practices, reputation <strong><strong>an</strong>d</strong> success:<br />
• number <strong>of</strong> papers published in refereed journals <strong><strong>an</strong>d</strong>/or conferences<br />
• number <strong>of</strong> patents<br />
• reputation r<strong>an</strong>k by academics <strong><strong>an</strong>d</strong> practicing engineers<br />
• research funds received from the government, industry <strong><strong>an</strong>d</strong> society.<br />
<strong>Quality</strong> characteristics are considered to be crucial for measuring `quality'.<br />
Universities should define what the critical quality characteristics are in their quality policy statement.<br />
I IWA2’s vejledning for udd<strong>an</strong>nelsesinstitutioner der ønsker at <strong>an</strong>vende ISO 9001, forslås der en l<strong>an</strong>g<br />
række punkter, som k<strong>an</strong> gøres til genst<strong><strong>an</strong>d</strong> for kvalitetsmåling.<br />
IWA2 <strong>Quality</strong> m<strong>an</strong>agement systems — Guidelines for the application <strong>of</strong> ISO 9001:2000 in education<br />
Annex B (informative) Examples <strong>of</strong> educational processes, measures, records <strong><strong>an</strong>d</strong> tools. B.2 Measures<br />
1) approval rate<br />
2) difficulty level <strong>of</strong> objectives<br />
3) dropout rate<br />
4) high rates <strong>of</strong> dropout<br />
5) higher education, graduation or certification rates<br />
6) low job <strong><strong>an</strong>d</strong> education placement rates <strong>of</strong> learners<br />
7) measurements <strong>of</strong> variables related to learners, teaching <strong><strong>an</strong>d</strong> support staff<br />
8) number <strong>of</strong> academic <strong><strong>an</strong>d</strong> clerical agreements<br />
9) number <strong>of</strong> accredited academic programs<br />
10) number <strong>of</strong> international awards gr<strong>an</strong>ted to academic personnel<br />
11) number <strong>of</strong> national awards gr<strong>an</strong>ted to academic personnel<br />
12) number <strong>of</strong> research projects sponsored by external sources<br />
13) observing <strong><strong>an</strong>d</strong> making qualitative <strong><strong>an</strong>d</strong>/or qu<strong>an</strong>titative measurements<br />
14) perform<strong>an</strong>ce outcomes from the quality m<strong>an</strong>agement system <strong><strong>an</strong>d</strong> the educational processes<br />
15) reliable <strong>of</strong> media<br />
16) revalidation frequency<br />
17) satisfaction surveys <strong>of</strong> learners <strong><strong>an</strong>d</strong> other identified interested parties<br />
18) specific measures <strong>of</strong> instructional effectiveness<br />
19) success rate for graduate learner's level<br />
20) success rates<br />
21) teaching capability <strong>of</strong> the education providers<br />
22) teaching staff <strong><strong>an</strong>d</strong> learner perform<strong>an</strong>ce<br />
23) competencies <strong>of</strong> the teaching staff (educational providers)<br />
24) trends<br />
25) yearly number <strong>of</strong> achieved patents, adv<strong>an</strong>ced degrees gr<strong>an</strong>ted <strong><strong>an</strong>d</strong> yearly number <strong>of</strong> research publications<br />
Figur 6: IWA2, forslag til mulige målbare kvalitetsmåleparametre. Der vil bl<strong><strong>an</strong>d</strong>t <strong><strong>an</strong>d</strong>et blive taget udg<strong>an</strong>gspunkt i disse<br />
punkter, når der i rapporten senere skal opstilles eksempler på konkrete og målbare kvalitetsmål for DMJX<br />
36 fra "<strong>The</strong> University `M<strong>an</strong>ufacturing' System: ISO 9000 <strong><strong>an</strong>d</strong> Accreditation Issues". KARAPETROVIC & RAJAMANI, University <strong>of</strong> M<strong>an</strong>itoba<br />
MICHAEL ABILDGAARD PEDERSEN | 3. SEMESTER | ETABLERING OG IMPLEMENTERING AF EN UDDANNELSESKVALITETSMODEL | DATE: 2013-01-07<br />
SIDE 29
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