University of Wisconsin – Madison Evaluating The Dimensions Of Program Quality That Enrich Students’ Learning And Students’ Development: A Case Study Of Two Ecuadorian Universities A Research Based On The Malcolm Baldrige Criteria By Monica Urigüen For Educational Administration 826 Evaluation for Education Decision-Making Professor Jacob Stampen Fall 2001
The Baldrige criteria <ul><li>Leadership —responsibilities to the public and practices good citizenship. </li></ul><ul><li>Strategic planning —strategic directions / key action plans. </li></ul><ul><li>Customer and market focus —expectations of customer and markets. </li></ul><ul><li>Information and analysis —effective use / analysis of data to support key organization processes and the organization’s performance management system. </li></ul>
<ul><li>5. Human resources focus— workforce is aligned with the organization’s objectives. </li></ul><ul><li>6. Process management— examines aspects of how key production/delivery and support processes are designed, managed, and improved. </li></ul><ul><li>7. Business results —key business areas: customer satisfaction, financial and marketplace performance, human resources, supplier and partner performance, and operational performance. </li></ul>
UTOS This figure refers to Cronbach´s UTOS model (Unit, Treatment, Observation, and Setting). In addition, I am using Deming’s tools for program evaluation and strategic planning. UNITS TREATMENT OBSERVATION SETTINGS Biotechnology School (USFQ) Business School (PUCE) Visionary Leadership. 2. Strategic and Operational Planning. 3. Students’ focus and students/stakeholders satisfaction. 4. Information and analysis 5. Human Resources Management and Development (Faculty and Staff focus) 6. Educational Management 7. Organization Performance The questions focus on the relationship between Treatments and Units. All the questions were related to the HOW because that is the focus of Baldrige’s Criteria. Triangulation of this study includes four different interviewees: - The Dean of Business Administration, - The Academic Director, - One professor, and - One student. Questions were conducted by e-mail. Two Ecuadorian universities, 1. USFQ 2. PUCE Time: This research was conducted during the Fall 2001.
Visionary Leadership Information and analysis Educational Management Strategic and Operational Planning Organization Performance Human Resources Dev/Mgmt Student Focus, and Students/Stakeholders Satisfaction DRIVER SYSTEM MEASURES GOAL Interrelation Diagram
Data collection and Data Analysis <ul><li>For data collection, I e-mailed the questions to institutional administrators and program administrators from both institutions. </li></ul><ul><li>Data reduction and data display is presented in separated pages because the two participating institutions are different and the programs under analysis are different too. First, I am presenting the information from USFQ, followed by the information from PUCE. </li></ul>
Evaluation at PUCE 2 8 9 Current levels and trends Standards Market performance 7.Organization Performance 7 7 Process design Delivery systems 6. Educational Management 4 7 6 Cooperation and innovation Education and training Faculty and Staff Focus 5. Human Resources Development 2 4 Data gathering Results communication 4. Information and analysis 5 8 6 8 Educational programs Learning Centered Education Student retention Relationship with community 3. Student Focus and Student and Stakeholders Satisfaction 6 8 7 Students needs External factors Strategic objectives 2. Strategic and Operational Planning 7 8 7 Organizational values Ethical environment Leadership style 1. Leadership Total Weak/Possible influence (0-2) Some influence (3-5) Strong influence (6-9) Sub-dimensions Baldrige’s Dimensions or Criteria