Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.
INTRODUCCIÓN. En los últimos años, la colaboración entre la familia y la escuela ha sido objeto de una atención creciente en la investigación educativa tanto dentro como fuera de España. Sin embargo, mientras en el ámbito internacional son comunes las revisiones de investigación y los metaanálisis sobre el tema, en nuestro país no existen trabajos que permitan sistematizar los hallazgos de los estudios realizados. Por este motivo, el objetivo de este artículo es presentar una visión actualizada sobre la investigación llevada a cabo en el contexto español en torno a la colaboración familia-escuela a lo largo de la última década. MÉTODO. Se ha realizado una revisión sistemática de carácter cualitativo de la literatura empírica española a partir de un total de 43 artículos de investigación publicados en revistas científicas entre los años 2010 y 2019, identificados mediante las bases de datos WoS, Scopus, SciELO, InDICEs-CSIC y Dialnet Plus. RESULTADOS. Tras la presentación de las características básicas de los estudios analizados, se sintetizan los principales resultados obtenidos en ellos. En concreto, se han identificado cinco grandes líneas temáticas sobre las que versan las investigaciones realizadas: niveles y modalidades de colaboración familia-escuela; variables que condicionan la colaboración; efectos de la colaboración; obstáculos a la colaboración y colaboración familia-escuela entre colectivos de inmigrantes. DISCUSIÓN. Si bien el carácter heterogéneo de los estudios revisados requiere cautela a la hora de establecer generalizaciones, resulta posible identificar los resultados más relevantes obtenidos por la investigación en torno a las cinco líneas señaladas. Se detectan también ciertas lagunas temáticas a las que sería conveniente atender y algunas limitaciones de carácter teórico y metodológico que deberían tenerse en cuenta en la investigación futura sobre la colaboración familia-escuela en España.
rEsUmEnLa dimensión social del Espacio Europeo de Educación Superior (EEES) es una de las facetas menos conocidas del proceso de Bolonia, a pesar de que constituye un elemento clave para el logro de la igualdad de oportunidades en la enseñanza superior. En concreto, dicha dimensión implica la necesidad de que todos los colectivos de estudiantes, independientemente de sus circunstancias personales o sociales, tengan la oportunidad de acceder a la universidad y terminar con éxito sus estudios. En este artículo, tras un breve repaso al concepto de dimensión social, se revisa la situación de las universidades españolas en relación a tres colectivos con escasa presencia en la enseñanza universitaria: adultos, inmigrantes y personas con discapacidad. La conclusión general del trabajo es que resulta necesario seguir ampliando los apoyos para estos estudiantes, intensificando el esfuerzo realizado a este respecto en los pasados años.
La muerte y su didáctica. Manual para Educación Infantil, Primaria y Secundaria
Purpose Implementation of quality management systems in educational institutions has gradually increased over the last few decades, even though there are still questions about the actual usefulness of these systems for improving school processes and outcomes. This study takes an in-depth look at the impact, understood as sustainable medium and long-term changes in the organisation, which implementation of quality management systems has on schools. Specifically, it analyses the effect these systems have on an essential dimension for school efficiency, which is school climate, as well as on satisfaction of the members of the education community. Design/methodology/approach To achieve this, we conducted an evaluation of the impact of quality management systems on a total of 29 Spanish primary and secondary education schools. This study is part of non-experimental research, since it is not possible to manipulate variables or randomly assign participants or treatment (Kerlinger 2002). This is an “ex post facto” study since the independent variables cannot be manipulated, but rather we wait for developments to occur naturally and then they are analysed. The idea is to validate the hypothesis once the event occurs, trying to find its causes “retrospectively”. Findings The results showed that quality management systems have a positive impact on aspects such as development of coexistence rules in schools, teacher participation in initiatives to improve schools and a positive climate in schools. Research limitations/implications On the other hand, there is no evidence of the impact of these systems on conflict resolution procedures or family participation in school life. The impact of quality management systems on the satisfaction of the members of the school community is also moderate. Originality/value The results obtained also show that the impact tends to be greater in private subsidised centres, in small schools, in centres where the system has been implemented for more years and when there is more support and monitoring by the educational authorities.
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