Transcript T R I S a tool for quality management in education

TRIS
nt in Higher
A method for Quality
Improveme
Educationb
Guido Cuyvers
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Content
What is TRIS?
The basics
The system
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Matrix
Phases
Processes
How to use TRIS?
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1 What is TRIS ?
A co operation between institutions for
Higher Education ( in Flanders & Netherland)
Development of a tool for the application
of EFQM in education
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2 The basics
Radar
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PDCA
Deployment
Results
Phases
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To offer criteria
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2 The system
1 Matrix
For every criterion and sub-criterion:
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Description of typical aspects of a department in
every phase
The elements or RADAR are included
Example
Scoring:
 To go to an further stage, all elements of the former
stages must be scored positively
 Criterion: can you provide evidence?
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Example: Leaderschip
subcriterion 1 Vision..
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p1
 The management has an implicit vision about the future of the
organisation
 The vision describes the internal organisation
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p2
 The vision concerns the short term strategy
 The management has formulated the vision in documents
 The co operators are involved in the development of the vision
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p3
 The realisation of the vision is directed to the middle long term
 The vision includes all aspects of the organisation
……..
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Results
For every criterion the indicators that are relevant are
discussed.
Than: every indicator ( achievement and perception) is
evaluated: Do we have data? Trends? Comparison with
the objectives? …..
Example: student results
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Perception: burden, complaints, participation, study guidance,
infrastructure….
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Prestatie: number of complaints, number of students who partivipate in
boards…..
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2 Phases
Activity oriented
Process oriented
System oriented
Chain oriented
Total quality management
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1 Enablers
Phase 1: Activity oriented
• Course centered – not student centered
• No management – no strategy
• Independent activities
• Occasional improvement activities
• Short term approach
• Individual approach
•No measurement Brussels 24 October 2003
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Phase 2: Process oriented
•Agreement and cooperation
•Attention for the educational
process – other processes less
•Guidelines and procedures
•Policy cycle becomes visible
•Teamwork
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Phase 3: System oriented
•Efficient organisation
•Policy aimed at medium term
•Coherence and tuning of processes
•Integrated curriculum
•Feed back, evaluation
•All internal stakeholders
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Phase 4: Chain oriented
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Systematic en periodical evaluation
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Analysis and adjustment
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Continuous improvement and innovation
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Comparisons with other organizations
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Extern processes (workfield)
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Also external stakeholders involved
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Phase 5: Total Quality
•TQM approach
•All key processes are mastered
•Society is involved
•Organisation is leading
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2 Results
•Objective data = Achievement indicators
Input, uitput, number of student per teacher,
Statistics , measurement…
•Subjective data = Perception indicators
Satisfaction of stakeholders (students, workfield,...)
motivation of students
Inquiry, SWOT
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Phase 1: Facts
•Data resulting from
- Statistics
- Enquêtes
- Evidence
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Phase 2: Trends
•Comparison of data from previous years
• More data
• Higher quality of data
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Phase 3: Internal Indicators
Indicators are compared with
the objectives
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Phase 4: Benchmarking
•Data are compared with those
of other departments or other
institutions
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Phase 5: Excellence
•Data are compared with those of
the best in class
•Score is better than mean
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3 Management of Processes
- Education
Educational supporting
processes
Educational
development
Evalution
Study coaching
Lecturer activity
Student activity
Field practice
Learning environments
Planning
Educational application
Analysis
Educational view
Educational pogram
Training branches
Internationalization
Assessment
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- Research – Social Service- Arts
View
Program
Acquiring and contracting
Realization
Reporting and publication
Evaluation
Parterships and internationalization
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4 The use of TRIS
Selfevaluation and continuous quality
improvement (internal quality management)
Preparation for visitation
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(external quality management)
Preparation for accreditation
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The scoring
Per branche or point of interest
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Read the formulations in the cells
Determine the degree in wich your organization
complies wit eaxh feature
The soring is individually done
Then there is a consensus meeting
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Discussion of results – trying to come to
consensus
Discussion on priorities
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Questionnaire
For services
 Not many personnel
 Not much time
Stages
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Not yet started (only ideas, no practice)
Some progress (co incidental improvement)
Clear progress (subject gets attention – systematic
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Fully realised ( extra ordinary approach – no further
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adjustment )
improvement possible)
scoring individually
discussion of subject of improvement –
choice of priorities
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