Implementation of EFQM excellence model self‐assessment in the UK higher education sector – lessons learned from other sectors

Abstract

Owing to pressures from a range of stakeholders for a wider and improved range of services from the Higher Education (HE) sector in the UK, linked with a simultaneously increasing pressure on resource utilisation, universities are currently facing the challenges of reorienting their approaches to be more customer-focused and conducting their activities in a more business-like manner. A consortium of UK universities is currently implementing the European Foundation for Quality Management (EFQM) excellence model as a means for addressing these issues. The focus of this paper is the implementation of EFQM excellence model self-assessment in the UK HE sector. This paper describes the specific issues in implementing the model in UK HE, with a particular focus on the choice of self-assessment methodology, and compares and contrasts these with self-assessment issues in the wider public sector. The early signs are that EFQM excellence model self-assessment can help to produce a more customer-oriented culture in HE institutions, providing that the lessons learned from the wider public sector are put into practice.

Integration: is it the key to effective implementation of the EFQM Excellence Model?

“…First, it needs to be noted that there are limitations of self-assessment (against the EFQM Excellence Model) as a method of data collection. Hides et al (2004) reported that the self-assessment process was dependent upon good data collection. Karapetrovic and Willborn (2001) pointed out the reliability and completeness of the collected data as a possible downside for self-assessments.…”

Modelo EFQM y organismo autónomo de entidad local: ¿Compatibilidad?

“…Así, ésta ha sido usada en Institutos de Educación Secundaria como camino para desarrollar un sistema de calidad (Davies et al, 2001). En concreto, con respecto a estos Institutos, mencionan la importancia que la GCT y los procesos de evaluación han tenido a finales de los años 80 y principios de los noventa (Hides et al, 2004), teniendo en cuenta que, generalmente, una autoevaluación inicial se verá completada posteriormente con prácticas evaluadoras externas (Rosa et al, 2001).…”

Determinantes da intenção da escolha do ensino superior privado: uma perspectiva da teoria do comportamento planejado

“…Estudos empíricos confirmam que indicadores relacionados à imagem da IES condicionada pela marca e imbricadas a outros fatores como prestígio, qualidade dos serviços, o uso dos serviços pelos familiares, atendimento pré-matrícula, reconhecimento pelo MEC, tempo duração do curso, titulação do corpo docente, visitas técnicas, capacidade de empregabilidade, estrutura física, oportunidades de estágio, atividades extracurriculares, recursos tecnológicos, inovação, orientação na carreira, responsabilidade social e orientação para a sustentabilidade são aspectos fundamentais que determinam o comportamento do consumidor em relação à escolha dos serviços educacionais (Palácio, Meneses, Pérez, 2002;Alves, 2003;Hides, Davies & Jackson 2004;Lanzer, 2004;Piñol, 2004;Bronemann & Silveira, 2004;Mavondo, Chimhanzi, Stewart, 2005;Ciurana, Leal Filho, Walter, 2006) A diversificação de serviços gerados no ambiente dos negócios, especificamente, no setor da educação superior, culminou no surgimento de um "novo século global do consumidor", onde os analistas de consumo precisam requerer novas competências e habilidades para idealizar, implementar, entender a atender os desejos do consumidor (Blackwell, Miniard & Engel, 2005).…”