BS 5750 parts 1 and 2/ISO 9000 (series); 1987 and education –
do they fit and is it worth it?

Doherty, G.D.

doi:10.1108/09684889510093488

Cited by 14 publications

(6 citation statements)

References 4 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The University of Wolverhampton chose this path. The reasons are fully documented (Doherty, 1993(Doherty, , 1995Storey, 1994) and it is interesting to note that this institution very rapidly gained a Charter Mark and IiP status largely on the back of what had been learned from and achieved by the registration process. Hester (1997) also gives a cautiously positive account of the application of ISO 9001 in a research environment.…”

Section: Quality Systems Comparedmentioning

confidence: 99%

Quality, standards, the consumer paradigm and developments in higher education

Doherty

1997

Quality Assurance in Education

Self Cite

View full text Add to dashboard Cite

Outlines the present state of play in the development of the new quality agency and considers some problems of attempting to define “quality” and “standards”. Considers these and methods of quality assurance in the context of consumerism. Compares present HEFCE methodology with a number of well‐known approaches to “quality” and “continuous improvement”. Discusses how the new agency might learn from these and embrace more robust methods post the year 2000.

show abstract

Section: Quality Systems Comparedmentioning

confidence: 99%

Quality, standards, the consumer paradigm and developments in higher education

Doherty

1997

Quality Assurance in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…A set of policies, processes and procedures is needed to plan and execute the core business in an organisation. It is up to the organisation to interpret the standard to its own objectives (Doherty, 1995). QMS integrates and link various internal processes in the organisation and uses process approach to execute a project.…”

Section: Quality Management System (Qms)mentioning

confidence: 99%

An investigation into the dimensions of training effectiveness on post training outcomes of quality management system

Inn

Zailani

Ramayah

et al. 2010

IJPQM

View full text Add to dashboard Cite

Training seems to develop a positive orientation to the employees and uplifting organisations performance. It is, therefore, important to understand the extent to which these characteristics of training effectiveness on post training outcomes of quality management system (QMS). The population of this study comprises employees across any industries and hierarchy in the organisations with established QMS and certified to ISO 9001:2000 or ISO/TS1 6949:2002. Results revealed that training infrastructure, training feedback, training documentation, training schedule and external training influences the effectiveness of QMS training in both the knowledge gained (learning effectiveness) and application of it on the job (application effectiveness) except for external training which shows no influence in the application side of QMS training effectiveness in manufacturing organisation in Penang. This shows that all the variables have to be taken into consideration for future QMS training and more consideration required in hiring external trainer to conduct training.

show abstract

“…Although these standards are internationally accepted, developing quality management systems based on them is not without criticism. Moreland and Clark (1998) and Seddon (2000) argued that these systems are bureaucratic; and Zuckerman (2000) and Doherty (1995) argued they are expensive; and Gelders et al (1995) and Harris and Owen (1994) stressed that they clash with the open academic environment. Moreover, Jones (1998) described them as general and less understood by faculty and staff, causing them to be frustrated when they used the system (Bevans-Gonzales and Nair, 2004; Moreland and Clark, 1998).…”

Section: Introductionmentioning

confidence: 99%

Assessing quality of academic programmes: comparing different sets of standards

Ali

Ahmad

Zakaria

et al. 2018

QAE

View full text Add to dashboard Cite

Purpose Standards should provide a means for transparently comparing academic programmes delivered by higher education providers and the research activities they carry out. The purpose of this study is to investigate the different sets of standards related to the quality assurance of academic programmes in four countries with regard to the European Standards and Guidelines (ESG), developed by the European Association for Quality Assurance, for internal quality assurance within higher education institutions. The main aim is to find the convergence and divergence points and to test the consistency of terminologies in use which may impede international collaboration to develop one comprehensive international quality assurance system. Design/methodology/approach The study relied solely on desk-based research and no fieldwork or interviews were conducted for data collection; a point-by-point comparative approach has been applied to explore the standards related to quality assurance of academic programmes. Findings Although there is a great deal of convergence between the different sets of standards compared in this study, fundamental differences still exist. Research limitations/implications This study compared the standards of academic programmes in four countries with the ESG. To generalise the findings of this study, future research may include other standards for comparison. Originality/value This study engages in the debate of how quality of higher education will remain maintained, in times, when higher education is facing challenges such as internationalisation, which requires new initiatives and integrated mechanisms to facilitate mutual recognition of qualifications of students and staff moving across borders.

show abstract

BS 5750 parts 1 and 2/ISO 9000 (series); 1987 and education – do they fit and is it worth it?

Cited by 14 publications

References 4 publications

Quality, standards, the consumer paradigm and developments in higher education

Quality, standards, the consumer paradigm and developments in higher education

An investigation into the dimensions of training effectiveness on post training outcomes of quality management system

Assessing quality of academic programmes: comparing different sets of standards

Contact Info

Product

Resources

About