Decision-Making Support Systems in Quality Management of Higher Education Institutions

Mora, Manuel; Wang, Fen; Gómez, Jorge Marx; Rainsinghani, Mahesh S.; Shevchenko, Valentyna Savkova Taras

doi:10.4018/ijdsst.2017040104

Cited by 9 publications

(10 citation statements)

References 60 publications

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“…The findings concur with earlier research on using information generated from quality assurance for decision-making in that some key information is available but not necessarily used for decision-making (Martin, Parikh, 2017). In their selective review of the utilization of decisionmaking support systems for making decisions in HEPs, Mora et al (2017) found that these systems have been present. Still, their utilization for quality improvement is insufficient and partially deployed.…”

Section: Use Of Information To Assure Qualitysupporting

confidence: 84%

Management Information System and Quality Assurance

2023

European Journal of Contemporary Education

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Supported by Martin's and Parikh's (2017) systemic view of quality management (as a synonym of quality assurance), this study examined the availability of key data in a management information system (MIS) of a higher education provider and how these data are used for decisionmaking. This study also examined the use of the results of several quality assurance processes, mainly from surveys by students and employers and faculty. A questionnaire was designed to survey top and middle leaders of Vietnamese universities and faculty and support staff from 13 HEPs on MIS for QA through stratified sampling techniques. It was found that higher education providers (HEPs) collected key data on teaching and learning in their MIS but made limited use of the information generated for decision-making and quality assurance. Similar results were found in how they used data collected from students, employers, and faculty to assure quality. Yet, there are significant differences in collecting three kinds of data in MIS between public and private universities. Private HEPs are better at using the surveyed results by students and employers for discussion by faculty at the departmental level, rewarding faculty and support staff, and continuing or ceasing contracts with visiting faculty; and using surveys by faculty and staff for reviewing academic programs and continuing or ceasing contracts with visiting faculty. Furthermore, the findings indicated that large-size HEPs had more comprehensive MIS, with more data and higher use of these data than small-size HEPs in the Vietnamese context. To promote a culture of evidence whereby decision-making is data-driven, it is necessary to orient internal stakeholders, such as academic and administrative staff, to use the information generated through MIS for

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Section: Use Of Information To Assure Qualitysupporting

confidence: 84%

Management Information System and Quality Assurance

2023

European Journal of Contemporary Education

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“…Furthermore, many authors have argued strongly for more holistic and integrated approaches to QM Dalrymple, 2002, 2005;D'Andrea and Gosling, 2005;Kleijnen et al, 2014), although empirical studies from a range of countries and institutions have suggested that many QM systems, at least in earlier years, tended to be characterised by having a more managerial and an employment-oriented focus (Harvey, 1995(Harvey, , 1998Barrow, 1999;Ottewill and Macfarlane, 2004;Brunetto and Farr-Wharton, 2005;Popli, 2005;Rosa et al, 2006;Law, 2010;Talib et al, 2011;Soria-García and Martínez-Lorente, 2014;Teeroovengadum et al, 2016). However, in more recent overviews of the QM literature, Manatos et al (2017) and Mora et al (2017) have argued that QM systems seem to move towards becoming more integrated in the general governance of higher education institutions, and that there is a trend towards more comprehensive QM systemsat least according to what is reported in international journals (see also Sarrico, 2010). Still, as Manatos et al (2017) note, a problem with much of the current literature is that it is often quite theoretical, focussing more on the normative designthat is, formal ambitions and objectivesthan on the actual functioning of existing QM systems in practice, and the involvement of different actors in these practices.…”

Section: Introductionmentioning

confidence: 99%

The practices of quality management in Norwegian higher education

Stensaker

Hovdhaugen

Maassen

2019

IJEM

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In recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector. These quality management systems have often been found to mainly reflect external accountability requirements, with less focus on coherent study programme development. In this paper, findings of a study on quality management practices in study programme delivery in Norwegian higher education institutions will be discussed. The study examined how coordination and control of quality work with respect to educational activities take place. The main findings show that a majority of institutions has established formal advisory bodies with a quality management mandate, contributing to more coherent thinking, even though the division of labour between these bodies and formal decision-making structures often is unclear. The study also shows a high level of diversity in the collaboration practices among different actors involved in quality management work, indicating that quality management practices are adapted to local needs. The paper discusses the implications of these findings for the future organizing of quality work in the sector.

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“…Decision making can be defined as a management process for framing a given situation in which a decision needs to be made. By defining a decision model, made up of a set of actions and evaluation criteria, it is possible to select the most appropriate course of action and even learn from the decision-making process [13].…”

Section: Decision Making In Heismentioning

confidence: 99%

Roadmap for Implementing Business Intelligence Systems in Higher Education Institutions: Systematic Literature Review

Sequeira,

Reis,

Alves

et al. 2024

Information

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Higher education institutions (HEIs) make decisions in several domains, namely strategic and internal management, without using systematized data that support these decisions, which may jeopardize the success of their actions or even their efficiency. Thus, HEIs must define and monitor strategies and policies essential for decision making in their various areas and levels, in which business intelligence (BI) plays a leading role. This study presents a systematic literature review (SLR) aimed at identifying and analyzing primary studies that propose a roadmap for the implementation of a BI system in HEIs. The objectives of the SLR are to identify and characterize (i) the strategic objectives that underlie decision making, activities, processes, and information in HEIs; (ii) the BI systems used in HEIs; (iii) the methods and techniques applied in the design of a BI architecture in HEIs. The results showed that there is space for developing research in this area since it was possible to identify several studies on the use of BI in HEIs, although a roadmap for its implementation was not identified, making it necessary to define a roadmap for the implementation of BI systems that can serve as a reference for HEIs.

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Decision-Making Support Systems in Quality Management of Higher Education Institutions

Cited by 9 publications

References 60 publications

Management Information System and Quality Assurance

Management Information System and Quality Assurance

The practices of quality management in Norwegian higher education

Roadmap for Implementing Business Intelligence Systems in Higher Education Institutions: Systematic Literature Review

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