Planning and quality management framework at University Of Mostar.

Rezic, Snjezana ; Visekruna, Vojo ; Majstorovic, Vlado 等

Abstract: In the European dimension, quality assurance, as foreseen in the Bologna Declaration, is a vital aspect of any system of easily readable and comparable degrees as well as Europe's attractiveness and competitiveness in the world.

Reform of High education in Europe requires University to establish a quality management system to ensure that all activities and processes in teaching and learning meet the specified requirements consistently. It thus provides a framework for a HEI to direct and control all processes to ensure specified requirements set by statutory bodies, internal and external customers, stakeholders and prospective employers are met. The University of Mostar design and execute its quality management system framework to ensure that it offers the best practices in its teaching and learning processes.

This paper presents an overview of a implementation of Quality Management at the University of Mostar. This paper is result of the Tempus project--<<Quality Management Procedure for Promoting University-Enterprise Cooperation".

Key words: Quality Management System, University, Quality Assurance

1. INTRODUCTION

The rapid international changes due to globalisation and the creation of a European space of knowledge impose great changes in higher education. Both at the national and institutional level, new managerial structures will have to be created which could adequately collect and process the data provided by society.

The entire society, together with universities and enterprises, will have to increase their responsibilities, to focus on their flexibility and adaptability, so that the future will be marked by a general prosperity, the diminishing of the unemployment rate and by more and better work places (Chiriacescu, S. T. 1998). In many organizations, there is now a growing interest in the development of "quality systems" as a means of organizational change through the improvement of key processes. Adoption of the quality system should also be seen as a strategic decision of an organization. Although quality management has its origin in the manufacturing industry, it is now more global in scope and permeates through all sectors of the economy including higher education institutions (HEIs) (Ropke, J. 1998). In order to highlight the significance of adopting the ISO 9001:2000 quality management system framework in an HEI, this paper will discuss it in terms of designing best practices in the teaching and learning processes in the University of Mostar.

2.QUALITY MANAGEMENT SYSTEM AT UNIVERSITY OF MOSTAR

In designing and establishing a QMS, the mission of an University is an important input and must be incorporated in the system. The core mission of the university has three major components (B.R. Clark 2000): the education of students, the creation of knowledge, and the dissemination of knowledge. Traditionally, university create knowledge through open inquiry by faculty and students. Dissemination of knowledge is achieved through the education of students who disperse after graduation and transmit that knowledge broadly. Knowledge is also disseminated through publication and technology transfer. In recent decades university have added a component of economic development to their mission, accomplished largely through transfer of university technology to existing or new businesses.

An organization requires management systems to control and utilize its resources towards fulfilling its mission and goals. A management system of an organization can include different management systems, such as a quality management system, a financial management system or an environmental management system (Dalela, S. and Saurabh, 1997.) The establishment of the systems will ensure organizational operation and resources are mobilized towards achieving organizational mission and goals. Any corrective actions can also be taken with the implementation of the management systems.

A quality management system is required to direct and control an organization with regard to quality. The establishment of a quality management system focuses on the achievement of results, in relation to quality objectives, to satisfy needs, expectations and requirements of customers and other interested parties. In addition, the development of a quality management system should serve as a means to achieve organizational mission. Two essential components of a quality management system are quality assurance and quality control.

2.1.The Establishment of a Quality Management System for Teaching and Learning

The best practices in teaching and learning should be customer-driven and process focused. In education, two categories of customers are identified. One is the Internal Customers (students) who receive the services provided by a faculty. The other is the External Customers that includes the industries and government agencies which employs the graduates. (Quentin 2000) referred to this customer as beneficiary of education. Why do students have to be involved in the QA process?

Students are the ones for which education has been primarily designed. They are the ones dealing with it day in day out over several years. This makes them real experts on QA; students know best how their (ideal) education and study environment should look like.

Designing best practices in teaching and learning using quality management system framework requires an education institution to carefully determine external customers' requirements and to translate those requirements in the academic curriculum. Subsequently, all teaching and learning activities including evaluation and assessment methods, modules and class delivery must be focused on meeting the specified requirements. Any changes in the requirements of customers must be continuously monitored and adjustments be made to curriculum and other teaching activities accordingly.

2.2.Continual Improvement of the QMS

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The aim of continual improvement of QMS is to increase the probability of enhancing the satisfaction of customers and other interested parties. This can be achieved through:

* the implementation of correction measures to eliminate a detected nonconformity and corrective action to eliminate the cause of a detected nonconformity or other undesirable situation in order to prevent recurrence.

* the execution of preventive action to eliminate the cause of a potential nonconformity or other undesirable potential situation.

* the improvement of QMS processes by reviewing the quality policy and objectives, quality assurance standard, adding value to products and services to customers and the setting-up of higher organizational targets.

Conception of QMS is show on fig.1. This model emphasizes on the following: the importance of identifying and understanding the needs and expectations of customers as well as other parties to ensure that their requirements are being met. The commitment of top management to support the implementation of the QMS and to continuously improve the system the effective utilization of organizational resources in implementing the QMS the control of the product and/or service realization process to ensure all requirements are being met consistently the measurements of QMS processes to determine the effectiveness of the system and improvement opportunities.

2.3 Planning and quality management

University of Mostar has taken the approach of embedding quality management across the University. The University of Mostar planning and quality management framework uses a PLAN, DO, REVIEW, IMPROVE cycle that allows for a broad application across all University projects, processes and activities. This approach to quality management is integrated into the 2006--2010 strategic planning cycle and the outcomes of this integrated approach will provide ongoing continuous improvement in all planning and associated activities across the University.

2.4 Quality management responsibilities

In the devolved management structure of the University, the primary responsibility for quality assurance and enhancement within the operational units of the University is vested in the management of Faculties, School, Campus and administrative units of the University.

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3. CONCLUSION

The entire society, together with universities and enterprises, will have to increase their responsibilities, to focus on their flexibility and adaptability, so that the future will be marked by a general prosperity, the diminishing of the unemployment rate and by more and better work places.

The paper has considered QMS as a framework for a HEI to design and implement best practices in teaching and learning.

4. REFERENCES

Chiriacescu, S. T. (1998) Universities at the Beginning of the Third Millenium. The International Tempus Conference "Universities in their Socio-Economic Environment". Brasov, p. 38-44

Clark, R.B. (2000) Creation of the European Universities: Guidelines to the transformation, Ed. Paideia, Bucurest

Green, M. Eckel, P. Barblan, A. (2002): World of Higher Education. P. European University Association and American Council of Education, p. 32

Dalela, S. and Saurabh. (1997) ISO 9000: A Manual for Total Quality Management. Chand and Company Limited, New Delhi.

Ropke, J. (1998) The entrepreneurial university: innovation, academic knowledge creation and regional development in a globalized economy, Philipps-Universitat Marburg, Germany, Sept. 16.

Quentin S.J. (2000) A Quality Education Is Not Customer Driven. Journal of Education for Business, May/June 2000, Vol. 75 Issues 5.