A prActicAl guide Benchmarking in european Higher education

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HISTORY OF BENCHMARKING EFQM – Excellence Model The European Foundation for Quality Management (EFQM) introduced its excellence model originally as the framework for its European Quality Award in the early 1990s, taking the U.S. based Malcolm Baldridge Award as its model. The EFQM model has become quite well-known, and is valued in higher education especially because it helps map the total organisation, whereas in practice ISO or TQM tools have a tendency to focus on the less aggregated level of the separate work processes. The excellence model’s map is divided into nine fields, four ‘enablers’ for quality (leadership, people 4 , policy & strategy and partnerships & resources), the process itself and four fields of ‘results’ (people results, customer results, society results and key performance results) (see: www.efqm.org). Adaptations to higher education have been made to the EFQM model; an early example in the Netherlands was a model for use in universities of applied sciences (Expertgroep, 1996). The map may be used to make an inventory of what is known and which areas of indicators are missing in an institution, or where enhancement is needed first. The aim of mapping the institution according to the EFQM model is to assess its progress towards excellence. The Excellence Model does not prescribe a certain way of organising or managing to get to high levels of quality, but may help to set aims. Enablers Results People People Results Leaderschip Policy & Strategy Processes Costumer Results Key Performance Results Partnership & Resources Society Results Innovation and learning Fig. 1 EFQM model ‘map’ of the organisation (© EFQM 1999-2003) 4 ‘People’ refers to personnel, staff members. 26 A Practical Guide - Benchmarking in European Higher Education
Business process reengineering (BPR) Business process reengineering (BPR) differs from the previous models of quality assurance in that it is less about setting aims (as EFQM) or individual tools and processes (as ISO 9000 and TQM) but more about internal processes. Its major question is how an organisation can best design its processes to achieve its aims. The approach is one of radical revolution to stop doing things ‘because that is how they always have been done’ and reconsider their use. While often criticised as a managerial, control-oriented approach with the aim to downsize organisations, the positive point for higher education institutions may be that it directs attention to the actual, internal operation of the institution (and consequently to the organisation that performs the operation). In that sense it sets the stage for benchmarking. Application of industrial models to higher education institutions A major conclusion from the educational literature is that although it may be too categorical to still call the learning process ‘opaque’ (Scheerens, 1987), still our knowledge of it remains limited. Moreover, learning remains an individual process for each learner/student and it is only partly dependent on teaching. It is difficult enough for quality assurance models to get close to the teaching process, but to the extent that they do, they still only help map, protocol, design, implement, evaluate and improve processes around learning, but not the ‘creative moment’ of the teacher igniting a spark in the student’s mind. Industrial quality assurance models, with their strengths in management processes and their adaptation to more standardised production processes, including those in the service industry, may be more applicable to ‘standard’ services within higher education institutions, e.g. student administration, counselling, library and ICT-services. Of all forms of external quality assurance, professional discourse, i.e. peer review, may get closest to the core of the work in higher education: teachers share their views on education with colleagues and in this way may stimulate reflection on the daily work (Schön, 1983, 1987) and help spread good practices. A Practical Guide - Benchmarking in European Higher Education 27
Page 1: A practical guide Benchmarking in E
Page 4 and 5: This handbook has been funded with
Page 6 and 7: 1. Introduction In an increasingly
Page 8: Some implicit forms of benchmarking
Page 12 and 13: 2. PURPOSE OF THE HANDBOOK The hand
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Page 21 and 22: Accreditation Accreditation is a qu
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A STEP BY STEP APPROACH Since the a
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A STEP BY STEP APPROACH Collecting
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A STEP BY STEP APPROACH Reporting R
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A STEP BY STEP APPROACH 5.5 Convert
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in short
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Converting the results of benchmark
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REFERENCES Alstete, J. W. (1995). B
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REFERENCES HEFCE (2002). Evaluating
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BIBLIOGRAPHY ACU/OBHE (2008). Final
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BIBLIOGRAPHY Svenkerud, J. A. (2000
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