This document discusses strategies for building a culture of continuous quality improvement (CQI) in institutions. It defines CQI as a philosophical approach that focuses on continuously improving services to better meet customer needs. The key aspects of CQI include defining quality as meeting customer expectations, focusing on improving processes rather than individuals, and using objective data to analyze and improve processes. The document outlines the CQI cycle and assumptions, provides examples of institutions using CQI, and discusses establishing measurable outcomes and ensuring communication and evaluation are part of the CQI process.
The document summarizes information about the 13th Annual CANQATE Conference taking place from October 4-7, 2016 in Guyana. It discusses the conference theme of "Sustaining a Culture of Quality Assurance in Tertiary Education for National and Regional Development." It provides details about pre-conference sessions and workshops, as well as plenary sessions to be presented on topics related to quality assurance. The document also includes a message from the CANQATE President discussing the importance of quality assurance and challenges facing the field, and highlights from the 12th Annual CANQATE Conference held in 2015.
Evaluation matters how can we strengthen national evaluation systemsDr Lendy Spires
This document summarizes perspectives on strengthening national evaluation systems from around the globe. It includes sections on Africa, Latin America, and "Food for Thought" articles. The articles discuss experiences and lessons from countries such as Côte d'Ivoire, Ethiopia, South Africa, and Uganda in Africa and from Latin America on developing national evaluation capacities and systems to support more evidence-based policymaking and governance. One quote emphasizes the importance of course-correcting policies based on evaluation findings to avoid negative outcomes.
This document provides guidance on defining, documenting, and determining what constitutes a "good practice". It outlines criteria for good practices, including being effective and sustainable, as well as participatory and able to be replicated. The document also includes templates for documenting good practices with elements such as objectives, stakeholders, methodology, impacts, and lessons learned. Gender is to be considered in all aspects of identifying and explaining a good practice.
The Rockefeller Foundation’s multi-year, $100 million Transforming Health Systems (THS) initiative aims to help developing world countries improve health services and financial protection from the cost of health services.
At the halfway point, the Foundation embarked on this independent evaluation, to record the progress that has been made, examine the strategy and impact to date to identify opportunities for midcourse corrections, as needed.
This document outlines the Taney County Health Department's Continuous Quality Improvement (CQI) plan. It discusses what CQI is and why the department adopted the Plan-Do-Check-Act (PDCA) model. The PDCA model involves planning improvements, implementing them, analyzing results, and acting on lessons learned. Key factors for successful CQI include visionary leadership, employee participation, and adopting outcomes indicators. The goal of CQI is continuous learning and improvement through testing changes on a small scale.
Systems Thinking in Public Health for Continuous Quality ImprovementCameron Norman
Opening presentation at the first meeting on CQI in Public Health in Ontario, held at the Dalla Lana School of Public Health at the University of Toronto. Practitioners from across the province gathered to learn more about quality assurance measures, metrics, theories and ideas. This presentation provides a simple overview of systems thinking as it might apply to CQI in public health. This simple overview looks at the nature of systems, how they apply to CQI, how design thinking and developmental design can aid public health in creating relevant, appropriate means of quality assessment in its work.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
The document summarizes information about the 13th Annual CANQATE Conference taking place from October 4-7, 2016 in Guyana. It discusses the conference theme of "Sustaining a Culture of Quality Assurance in Tertiary Education for National and Regional Development." It provides details about pre-conference sessions and workshops, as well as plenary sessions to be presented on topics related to quality assurance. The document also includes a message from the CANQATE President discussing the importance of quality assurance and challenges facing the field, and highlights from the 12th Annual CANQATE Conference held in 2015.
Evaluation matters how can we strengthen national evaluation systemsDr Lendy Spires
This document summarizes perspectives on strengthening national evaluation systems from around the globe. It includes sections on Africa, Latin America, and "Food for Thought" articles. The articles discuss experiences and lessons from countries such as Côte d'Ivoire, Ethiopia, South Africa, and Uganda in Africa and from Latin America on developing national evaluation capacities and systems to support more evidence-based policymaking and governance. One quote emphasizes the importance of course-correcting policies based on evaluation findings to avoid negative outcomes.
This document provides guidance on defining, documenting, and determining what constitutes a "good practice". It outlines criteria for good practices, including being effective and sustainable, as well as participatory and able to be replicated. The document also includes templates for documenting good practices with elements such as objectives, stakeholders, methodology, impacts, and lessons learned. Gender is to be considered in all aspects of identifying and explaining a good practice.
The Rockefeller Foundation’s multi-year, $100 million Transforming Health Systems (THS) initiative aims to help developing world countries improve health services and financial protection from the cost of health services.
At the halfway point, the Foundation embarked on this independent evaluation, to record the progress that has been made, examine the strategy and impact to date to identify opportunities for midcourse corrections, as needed.
This document outlines the Taney County Health Department's Continuous Quality Improvement (CQI) plan. It discusses what CQI is and why the department adopted the Plan-Do-Check-Act (PDCA) model. The PDCA model involves planning improvements, implementing them, analyzing results, and acting on lessons learned. Key factors for successful CQI include visionary leadership, employee participation, and adopting outcomes indicators. The goal of CQI is continuous learning and improvement through testing changes on a small scale.
Systems Thinking in Public Health for Continuous Quality ImprovementCameron Norman
Opening presentation at the first meeting on CQI in Public Health in Ontario, held at the Dalla Lana School of Public Health at the University of Toronto. Practitioners from across the province gathered to learn more about quality assurance measures, metrics, theories and ideas. This presentation provides a simple overview of systems thinking as it might apply to CQI in public health. This simple overview looks at the nature of systems, how they apply to CQI, how design thinking and developmental design can aid public health in creating relevant, appropriate means of quality assessment in its work.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
This document discusses hospital quality assurance and continuous quality improvement. It defines quality and total quality, and explains why hospital quality assurance is important. The historical development of hospital quality assurance is reviewed from Florence Nightingale in the 1860s to the modern emphasis on total quality management and continuous quality improvement approaches. Key components for successful quality programs are described, including leadership, physician involvement, and a customer focus. Tools and approaches for quality improvement teams and implementation of organization-wide monitoring are outlined.
This document provides an overview of continuous quality improvement (CQI) principles and models. It discusses key concepts like quality, quality improvement, and quality improvement models including PDCA, FADE, PDSA, and Six Sigma. The core steps of CQI involve forming a team, defining clear aims and measures of success, understanding customer needs, testing changes using the scientific method, and continuously monitoring improvements. Commonly used CQI tools include fishbone diagrams, flowcharts, histograms, Pareto charts, and run charts. The goal of CQI is to turn thoughts into ongoing, incremental improvements through analysis and monitoring to ensure quality outputs.
Quality assurance & monitoring in opd and outreach serviceslionsleaders
This document discusses quality assurance and monitoring of outpatient and outreach services at the Alipurduar Lions Eye Hospital. It emphasizes the importance of monitoring to evaluate performance, detect issues, and ensure quality services. Key aspects of quality that should be monitored include patient wait times, follow-up rates, comfort, and clinical outcomes. For outreach camps, planning, coordination among teams, tracking participants, and collecting data are essential for quality assurance. Tools like meetings, logs, questionnaires and checklists can be used to systematically monitor services and ensure standards are met.
Continual Quality Improvement (CQI) is the concept that there is always room for improvement. Within a company, CQI refers to the commitment to constantly improve operations, processes, and activities to meet customer requirements efficiently, consistently, and cost-effectively.
To apply CQI within a learning environment, it is necessary to systematically review and monitor changes and progress to ensure learning outcomes are achieved, the curriculum remains current and relevant to industry, instructional delivery is effective, assessment methods are appropriate, and educational resources are sufficient and up-to-date. Data from assessments and surveys of students, alumni, employers, and other stakeholders should be analyzed to identify areas for improvement and close the feedback loop through revisions to instruction
Catalase is an important enzyme that breaks down reactive oxygen species (ROS) such as hydrogen peroxide, protecting cells from oxidative damage. The catalase test detects this enzymatic activity by observing bubble formation when bacterial cultures or colonies are mixed with hydrogen peroxide. A positive result indicates catalase production, allowing distinction between bacterial species - for example, Staphylococcus is catalase-positive while Streptococcus is negative. The procedure involves placing a small amount of bacterial growth on a slide and mixing with hydrogen peroxide, with bubble formation signifying a positive catalase test result.
The document discusses the evolution of quality management in healthcare. It describes the contributions of Walter Shewhart, William Edwards Deming, Joseph Juran, and Philip Crosby to developing concepts of quality management. It defines key terms like quality, outlines the three aspects of quality care, and lists important dimensions of quality like appropriateness, availability, and safety. Finally, it introduces the concept of value as quality of care divided by cost.
The document outlines 10 dimensions of healthcare quality: availability & appropriateness; accessibility & affordability; equity & equality; technical competence & skills; timeliness & continuity; safety; respect & caring; efficiency; effectiveness & efficacy; and amenities. It also discusses 3 perspectives of healthcare quality - from healthcare staff, health managers, and clients. The overall purpose is to make staff aware of different aspects of quality management in healthcare to promote a culture of safety, professional practice, and compliance with quality standards.
This document discusses quality in healthcare. It defines quality and outlines its importance. Quality demands attention to inputs, processes, and delivery of products and services. It also requires doing things right the first time. The document outlines the evolution of quality standards over time. It also discusses key components of a quality system, including quality policy, teamwork, problem solving tools, standardization, design and implementation of quality systems, quality costs and measurements, process control, customer integration, education and training, and quality audits and reviews.
The document summarizes the accreditation process used by the Western Association of Schools and Colleges (WASC). It discusses the three main stages of review: the Proposal/Capacity and Preparatory Review, the Educational Effectiveness Review, and the follow-up process. It also explains the focus and requirements of the Capacity/Preparatory Review and Educational Effectiveness Review, which evaluate an institution's resources and student learning outcomes.
Establishment of IQAC and Self Assessment at Program LevelPavithra M. R
This document discusses quality assurance and self-assessment in higher education. It outlines the key components of establishing a quality assurance mechanism, including institutionalizing an Internal Quality Assurance Cell (IQAC) and forming a Quality Assurance Coordination Committee. The IQAC would help promote quality culture, ensure good practices, and prepare programs and the university to meet external quality assessment requirements. Self-assessment is presented as an ongoing process for programs to monitor and improve student learning through collecting empirical data on student attainment and using it to enhance the program. Guidelines are provided for conducting self-assessment, developing a self-assessment report, undergoing external peer review, and creating an improvement plan.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
How Did WE Do? Evaluating the Student Experience CHC Connecticut
This webinar discussed evaluating student training programs at community health centers. It covered defining program evaluation and the evaluation process, which includes developing a written evaluation plan linked to the curriculum, collecting and analyzing data, and communicating results to improve the program. The webinar provided examples of evaluating different levels of a training program, from student satisfaction to behavioral changes to institutional results. Attendees were encouraged to partner with local university education experts and use a mix of qualitative and quantitative data from multiple sources and stakeholders to conduct a credible and useful evaluation of their student training program.
The document discusses various methods for measuring employee performance and conducting performance reviews. It describes establishing objectives and standards for measuring performance through task analysis and quality control. Actual performance is then measured and compared to the standards. If a mismatch is found, the head nurse is responsible for addressing it. The document also outlines structuring performance reviews, giving feedback, and setting goals.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
This document discusses key concepts in performance management for educational institutions. It defines key performance indicators and monitoring and evaluation. It explains performance appraisal processes, including establishing standards, measuring performance, providing feedback, and decision making. Performance appraisal is used for promotions, training, compensation, and communication. The document also discusses reviewing and reporting performance, including types of reports. Coaching and feedback are explained as tools to develop employee potential, with coaching focusing on future development and feedback on past performance.
The document discusses program evaluation, defining it as the systematic assessment of a program's operations and outcomes compared to explicit or implicit standards in order to contribute to the program's improvement. It notes that evaluation takes a systematic approach, considers unexpected consequences, and measures change before and after a program. The document outlines the evaluation process, standards for evaluation including utility, feasibility, accuracy and propriety, and principles such as systematic inquiry and respect for people. It discusses why programs are evaluated and when evaluation should occur.
Here are the key points an orientation for an evaluation team should cover:
- Purpose and scope of the evaluation
- Roles and responsibilities of team members
- Evaluation questions and intended uses of findings
- Important stakeholders and how they will be engaged
- Evaluation design, methodology, data collection procedures
- Analysis plan and timeline for delivering findings
- Resources and support available to the team
- Expectations for team communication and collaboration
The team should include staff with skills in research design, data collection/management, statistical analysis, and experience with the program/population being evaluated. Regular team meetings are important to track progress and address any issues.
Center for Applied Research at CPCC 2013
3. DEVELOP A
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This document discusses hospital quality assurance and continuous quality improvement. It defines quality and total quality, and explains why hospital quality assurance is important. The historical development of hospital quality assurance is reviewed from Florence Nightingale in the 1860s to the modern emphasis on total quality management and continuous quality improvement approaches. Key components for successful quality programs are described, including leadership, physician involvement, and a customer focus. Tools and approaches for quality improvement teams and implementation of organization-wide monitoring are outlined.
This document provides an overview of continuous quality improvement (CQI) principles and models. It discusses key concepts like quality, quality improvement, and quality improvement models including PDCA, FADE, PDSA, and Six Sigma. The core steps of CQI involve forming a team, defining clear aims and measures of success, understanding customer needs, testing changes using the scientific method, and continuously monitoring improvements. Commonly used CQI tools include fishbone diagrams, flowcharts, histograms, Pareto charts, and run charts. The goal of CQI is to turn thoughts into ongoing, incremental improvements through analysis and monitoring to ensure quality outputs.
Quality assurance & monitoring in opd and outreach serviceslionsleaders
This document discusses quality assurance and monitoring of outpatient and outreach services at the Alipurduar Lions Eye Hospital. It emphasizes the importance of monitoring to evaluate performance, detect issues, and ensure quality services. Key aspects of quality that should be monitored include patient wait times, follow-up rates, comfort, and clinical outcomes. For outreach camps, planning, coordination among teams, tracking participants, and collecting data are essential for quality assurance. Tools like meetings, logs, questionnaires and checklists can be used to systematically monitor services and ensure standards are met.
Continual Quality Improvement (CQI) is the concept that there is always room for improvement. Within a company, CQI refers to the commitment to constantly improve operations, processes, and activities to meet customer requirements efficiently, consistently, and cost-effectively.
To apply CQI within a learning environment, it is necessary to systematically review and monitor changes and progress to ensure learning outcomes are achieved, the curriculum remains current and relevant to industry, instructional delivery is effective, assessment methods are appropriate, and educational resources are sufficient and up-to-date. Data from assessments and surveys of students, alumni, employers, and other stakeholders should be analyzed to identify areas for improvement and close the feedback loop through revisions to instruction
Catalase is an important enzyme that breaks down reactive oxygen species (ROS) such as hydrogen peroxide, protecting cells from oxidative damage. The catalase test detects this enzymatic activity by observing bubble formation when bacterial cultures or colonies are mixed with hydrogen peroxide. A positive result indicates catalase production, allowing distinction between bacterial species - for example, Staphylococcus is catalase-positive while Streptococcus is negative. The procedure involves placing a small amount of bacterial growth on a slide and mixing with hydrogen peroxide, with bubble formation signifying a positive catalase test result.
The document discusses the evolution of quality management in healthcare. It describes the contributions of Walter Shewhart, William Edwards Deming, Joseph Juran, and Philip Crosby to developing concepts of quality management. It defines key terms like quality, outlines the three aspects of quality care, and lists important dimensions of quality like appropriateness, availability, and safety. Finally, it introduces the concept of value as quality of care divided by cost.
The document outlines 10 dimensions of healthcare quality: availability & appropriateness; accessibility & affordability; equity & equality; technical competence & skills; timeliness & continuity; safety; respect & caring; efficiency; effectiveness & efficacy; and amenities. It also discusses 3 perspectives of healthcare quality - from healthcare staff, health managers, and clients. The overall purpose is to make staff aware of different aspects of quality management in healthcare to promote a culture of safety, professional practice, and compliance with quality standards.
This document discusses quality in healthcare. It defines quality and outlines its importance. Quality demands attention to inputs, processes, and delivery of products and services. It also requires doing things right the first time. The document outlines the evolution of quality standards over time. It also discusses key components of a quality system, including quality policy, teamwork, problem solving tools, standardization, design and implementation of quality systems, quality costs and measurements, process control, customer integration, education and training, and quality audits and reviews.
The document summarizes the accreditation process used by the Western Association of Schools and Colleges (WASC). It discusses the three main stages of review: the Proposal/Capacity and Preparatory Review, the Educational Effectiveness Review, and the follow-up process. It also explains the focus and requirements of the Capacity/Preparatory Review and Educational Effectiveness Review, which evaluate an institution's resources and student learning outcomes.
Establishment of IQAC and Self Assessment at Program LevelPavithra M. R
This document discusses quality assurance and self-assessment in higher education. It outlines the key components of establishing a quality assurance mechanism, including institutionalizing an Internal Quality Assurance Cell (IQAC) and forming a Quality Assurance Coordination Committee. The IQAC would help promote quality culture, ensure good practices, and prepare programs and the university to meet external quality assessment requirements. Self-assessment is presented as an ongoing process for programs to monitor and improve student learning through collecting empirical data on student attainment and using it to enhance the program. Guidelines are provided for conducting self-assessment, developing a self-assessment report, undergoing external peer review, and creating an improvement plan.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
How Did WE Do? Evaluating the Student Experience CHC Connecticut
This webinar discussed evaluating student training programs at community health centers. It covered defining program evaluation and the evaluation process, which includes developing a written evaluation plan linked to the curriculum, collecting and analyzing data, and communicating results to improve the program. The webinar provided examples of evaluating different levels of a training program, from student satisfaction to behavioral changes to institutional results. Attendees were encouraged to partner with local university education experts and use a mix of qualitative and quantitative data from multiple sources and stakeholders to conduct a credible and useful evaluation of their student training program.
The document discusses various methods for measuring employee performance and conducting performance reviews. It describes establishing objectives and standards for measuring performance through task analysis and quality control. Actual performance is then measured and compared to the standards. If a mismatch is found, the head nurse is responsible for addressing it. The document also outlines structuring performance reviews, giving feedback, and setting goals.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
This document discusses key concepts in performance management for educational institutions. It defines key performance indicators and monitoring and evaluation. It explains performance appraisal processes, including establishing standards, measuring performance, providing feedback, and decision making. Performance appraisal is used for promotions, training, compensation, and communication. The document also discusses reviewing and reporting performance, including types of reports. Coaching and feedback are explained as tools to develop employee potential, with coaching focusing on future development and feedback on past performance.
The document discusses program evaluation, defining it as the systematic assessment of a program's operations and outcomes compared to explicit or implicit standards in order to contribute to the program's improvement. It notes that evaluation takes a systematic approach, considers unexpected consequences, and measures change before and after a program. The document outlines the evaluation process, standards for evaluation including utility, feasibility, accuracy and propriety, and principles such as systematic inquiry and respect for people. It discusses why programs are evaluated and when evaluation should occur.
Here are the key points an orientation for an evaluation team should cover:
- Purpose and scope of the evaluation
- Roles and responsibilities of team members
- Evaluation questions and intended uses of findings
- Important stakeholders and how they will be engaged
- Evaluation design, methodology, data collection procedures
- Analysis plan and timeline for delivering findings
- Resources and support available to the team
- Expectations for team communication and collaboration
The team should include staff with skills in research design, data collection/management, statistical analysis, and experience with the program/population being evaluated. Regular team meetings are important to track progress and address any issues.
Center for Applied Research at CPCC 2013
3. DEVELOP A
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This document outlines the presentation on evaluating a national health programme. It discusses key topics like monitoring versus evaluation, the history and purpose of evaluation, different types of evaluation including formative, summative and participatory evaluation. The document details the evaluation process including planning evaluations, gathering baseline data, implementing evaluations and using evaluation results. It also covers standards for effective evaluation including ensuring the utility, feasibility, propriety and accuracy of evaluations. The overall summary is that the document provides an overview of best practices for conducting program evaluations of national health initiatives.
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
This document provides guidance for residency program directors and faculty on best practices for conducting residency interviews. It discusses structuring interviews, using behavioral and situational questions, evaluating job-related content, and assessing interview responses. The document aims to help programs make more informed selection decisions and increase the likelihood of success and compatibility for applicants and programs.
A system based on continual learning: a guide to using measurement for improvement - Phil Duncan, Patient Safety Collaborative Lead, NHS Improving Quality and Ian Chappell, Improvement Manager, NHS Improving Quality
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
A Pulse of Predictive Analytics In Higher Education │ Civitas LearningCivitas Learning
Civitas Learning presents the findings of our survey conducted during the September 2014 Civitas Learning Summit, where more than 100 leaders representing 40 Pioneer Partner institutions gathered to share more on their work. The survey, distributed to all participants, resulted in 74 responses highlighting how this cross-section of higher education institutions are using advanced analytics to power student success initiatives.
Quality assurance is a system to monitor outcomes of nursing care and activities to ensure they meet established standards. It involves setting standards, assessing actual performance, planning improvements, and taking corrective actions. Quality assurance is important to improve patient care quality, decrease costs, and meet professional, legal and social responsibilities. It requires establishing criteria and evaluating care structures, processes and outcomes. Nurses play a key role by developing quality assurance programs, implementing standards, monitoring performance, and evaluating changes to continually improve nursing services.
This document discusses quality assurance and continuous quality improvement in healthcare. It defines quality assurance and continuous quality improvement, and outlines the differences between the two approaches. Quality assurance focuses on inspection and reaction, while continuous quality improvement emphasizes prevention and proactive problem solving involving all levels. The document also covers the objectives, principles, approaches, elements, standards, areas of focus, models, tools and process for quality assurance and improvement in healthcare.
Similar to Dr Wilson pre-conference plenary presentation (20)
The President's report summarized the activities of CANQATE over the past year, including webinar series on research and quality assurance topics, improvements to committee structures and communications, and a partnership with CARICOM to advance harmonization efforts. It noted challenges with conference costs and attendance but proposed alternative formats. The report also discussed securing external funding, revising the annual conference, 2017 elections, and the Ethley London awards for quality institutions.
The document summarizes the minutes from the annual general meeting of the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE). Key discussions included concerns about CANQATE's visibility, resources, and fees. The President's report addressed these issues and provided updates on CANQATE activities over the past year, including webinars held, committee structures, communications, and the Ethley London Excellence Awards. Plans were also discussed for harmonizing quality assurance across the Caribbean through collaboration with higher education institutions and external stakeholders.
The document outlines the terms of reference for the Board of Management of CANQATE, an organization for quality assurance. It details the positions on the Board including President, Vice President, Secretary, Treasurer, and others. It provides descriptions for each position, including duties, qualifications, and time commitments required.
This study examined students' expectations of their tertiary-level teachers in Trinidad and Tobago. The study found that students expect teachers to be competent in both pedagogical and discipline areas. Specifically, students expect teachers to recognize different learning styles, effectively teach concepts, conduct fair assessments, and model good teaching practices. Additionally, students reported the most important teacher characteristics as being professionalism, dedication to teaching, and caring. The study concludes that understanding student expectations is important for establishing effective professor-student relationships that promote student success.
The Caribbean Area Network for Quality Assurance in Higher Education (CANQATE) Represented on Technical Working Groups established by the Caribbean Community (CARICOM)
The document discusses internships at the University of the West Indies and factors associated with maximizing their benefits and minimizing perils. It explores internships in the context of work-based learning and references quality assurance reviews and reports from 2011-2017. The reviews recommend supporting and strengthening internships using best practices benchmarks. Clear aims and partnerships between students, institutions and employers, along with explicit assessment criteria and developmental feedback, are identified as important factors for optimizing internships.
This document provides an overview of quantitative and qualitative research methodologies. It discusses the aims of research as describing, predicting, explaining, and interpreting phenomena. Quantitative research aims to test hypotheses and establish causal relationships using measurements and statistical analysis, while qualitative research seeks to understand phenomena through methods like interviews and observation. The document also outlines the research process, provides examples of quantitative and qualitative methods, and discusses data analysis and choosing appropriate methodologies. It addresses implications and challenges of research for developing countries and communities.
This document summarizes a presentation on the role of national and regional universities in building and sustaining a quality culture. The presentation outlines that universities have a special obligation to set an example through their core values of integrity, intellectual freedom, and excellence. It discusses how universities can build capacity by partnering with others and providing technical support. The presentation also notes the importance of universities participating in research through conferences, publications, and exploring topics related to quality assurance. Developing a new paradigm is discussed in the context of quality assurance systems originating in other parts of the world needing to be transferable to less developed countries.
The Footprint Initiative was created by CANQATE to inform stakeholders about quality assurance in tertiary education. A team from CANQATE and the National Accreditation Council visited two secondary schools in Guyana to discuss the role of quality assurance with students. The students listened attentively and participated actively by asking questions about the importance of quality assurance and avoiding diploma mills. Both the presenters and students found the experience rewarding as it raised awareness of quality issues among future tertiary education students.
The 13th annual CANQATE conference took place in Guyana from October 4-7, 2016. The conference theme focused on sustaining quality assurance in tertiary education for regional development. Over 70 members attended sessions on quality assurance strategies and the annual general meeting. The 14th annual conference will be hosted in Suriname in October 2017.
More than seventy members attended the CANQATE Annual General Meeting on October 6, 2016 at the Arthur Chung Convention Centre, Georgetown Guyana. Read the President's Report presented to members...
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Dr Wilson pre-conference plenary presentation
1. STRATEGIES FOR BUILDING
A CULTURE OF
CONTINUOUS QUALITY
IMPROVEMENT (CQI) IN
INSTITUTIONS
Leon C. Wilson, PhD
Alabama State University
October 4, 2016
2. Our Workshop Plan
1. BRIEF REVIEW (THINGS YOU ALREADY KNOW)
2. ANCHOR MY THOUGHTS IN THE KNOWN
3. FOCUS ON A FEW ELEMENTS OF THE QUALITY
ASSURANCE
4. INTERACTIVE ACTIVITIES
3. CYCLE OF CONTINUOUS
IMPROVEMENT DEFINED
CQI, “A philosophical approach to quality that
contends most things can be improved. At its core, the
philosophy of CQI is lived in the belief that improving
the services we offer everyday better meets the needs
of those we serve. This assessment process enables
the university community to regularly review academic
standards and relevant outcomes facilitating
improvement of academic programs thus, the
university's status.” (Dormire, Green & Salivar, 2013, p.
3).
4. CYCLE OF CONTINUOUS
IMPROVEMENT DEFINED
CQI is an approach to quality management
that focuses on processes rather than
persons, recognizes both internal and
external customers of our services and
adheres to the value of objective data to
analyze and subsequently improve
processes (Dormire, Green & Salivar (2013,
9).
6. QUALITY:
Deming (1986), ‘”Satisfying the needs
the present and future”
Roberts (1993), “ Continually serving
customers better and more
economically, using scientific method
and team-work, focusing on removal
all forms of waste”
Juran (1989), “Fitness for use”
8. CORE ASSUMPTIONS ABOUT CQI
Dormire, Green, & Salivar (2013, p. 3).
1. Quality is defined as meeting or exceeding the
expectations of those we serve.
2. The CQI process serves as a mechanism to
strategically implement recommendations of
the university's strategic plans.
9. 3. If an organization focuses on refining
and steadying the critical mechanisms
of maintenance, the outcomes will
improve for customers.
4. Problems are usually found in
processes, not necessarily persons;
improvements can be made in outcomes
by improving the processes, not
changing the people who manage
the flawed processes.
ASSUMPTIONS CONT’D
10. ASSUMPTIONS CONT’D
5. Incremental change can provide
continual improvement in outcomes
6. Continuous improvement is most
effective when it becomes a valued
component of daily work and not an
added responsibility episodically or as
an afterthought to a process
11. Employees: Provided with required training,
resources and tools for decision making.
Suppliers: Trusted members of decision-making
teams.
DATA EXPERTS: Getting relevant data
communicating statistical summaries, and
interpretation of data for better decision
making.
OTHER CONSIDERATIONS
12. o Demonstrate program success for
accreditation or funding requests
o Minimize risk
o Support program management
o Improve efficiency / save money
o Ensure baseline staff performance
o Improve staff morale
WHY WOULD AN
INSTITUTION
WANT TO DO CQI?
13. Penn-State CQI MODEL
(1994)
PENN STATE’S IMPROVE MODEL
I - Identify and Select Process for Improvement
M - Map the Critical Process
P - Prepare Analysis of Process Performance
R - Research and Develop Possible Solutions
O - Organize and Implement Improvements
V - Verify and Document Results
E - Evaluate and Plan for Continuous
Improvement
14. 1.Identify opportunities to improve staff
care.
2.Focuses on problem-solving.
3.Has support of top management &
Board.
4.Findings from measurement are “talking
points” regarding areas targeted for
improvement.
5.CQI findings are shared within the
organization.
THE CULTURE OF QUALITY
IMPROVEMENT
15. CQI COMMITTEE PROCESS
Step 1: Identify a limited number of core
competencies that are constantly reported on.
Step 2: Designs process for routine input from
stakeholders to improve care.
Step 3: Prioritizes what will be tracked/improved.
Step 4: Collects, reviews, graphs data/measures.
Step 5: Make recommendations for
improvement.
Step 6: Evaluates process improvements.
16. With a new process, they are
provided clear instruction on
expectations.
Provided supervision around
the redesign of processes.
Formally recognized for their
ideas/input.
Are provided feedback.
18. SOME U.S. UNIVERSITIES AND
COLLEGES USING CQI
Georgia Tech, Maryland, North
Dakota, Oregon State, Penn State, Purdue, Rochester
Institute of Technology, and Wisconsin, Fox Valley
Technical College (FVTC), Boston College, the Maricopa
Community College system, and the University of
Wisconsin-Madison, Western Michigan University,
University of Minnesota, Eastern Michigan University,
University system of Georgia.
See May/June 1993 issue of the journal Change; April
1993 issue of Higher Education.
19. The University of Ulster in
Northern Ireland; the University of
Wolverhampton in Wolverhampton,
U.K.; South Bank University in London,
U.K.; and at Aston University in
Birmingham, U.K.
SOME U.K. INSTITUTIONS USING
CQI
20. Manage performance using “Total
Quality management”
Make data-driven decisions to
reduce waste (Hogg & Hogg, 1995, 35).
21. Allow an environment of joy and
pride for employees to feel
empowered to make changes.
The quality indicators of the
institution must be known.
25. Isolate elements of continuing
improvement that are pressing.
Think holistically and
synergistically about quality
improvement.
26. Align the outcomes with the various
functions of the institutions.
Have a design for improving, making
adjustments and retooling totally if
necessary.
27. Improvement cannot occur at one
level.
The Chancellor must define his broad
vision to every unit.
Once revealed, each unit can then
identify elements relevant to the
vision.
28. Though these are usually embedded
in the institutions' objectives, It is
essential to have quality indicators
clearly defined.
Having several mechanisms to
execute and evaluate effectiveness
are appropriate.
29. Diffusion of the concept must be
spread over the whole institution.
Total diffusion allows the vision of
continuous improvement to
become a framework within the
whole institution.
31. ROLE OF FACULTY AND STAFF
Faculty and Staff Involvement:
o Identify opportunities to improve
services & problems.
o Staff submit ideas or concerns.
o Staff use rules of communication.
o Staff engage in measurement of
processes or outcomes.
o There is no retribution for staff input.
32. Weaknesses at any point in the cycle will
determine the effectiveness of the quality
assurance.
Outcomes must be properly defined and
measured
.
35. MEASURABILITY
Language of the specific outcomes must lend itself to
analytic scrutiny.
Represent a benchmark to be reached
Literature on Learning Outcomes (Kennedy, Declan,
2007; Krathwohl, David, 2001).
36. REDUCIBILITY
The need to reduce the desired outcomes to the
simplest language
SIMPLICITY NOT COMPLEXITY
ENCAPSULATION (synthesis)
PROMOTION (THE LANGUAGE OF CULTURE):uniform
interpretation.
37. DIFFUSIBILITY
STRATEGIC ALLIGNMENT
INFORMS THE IMPLEMENTATION STRATEGY
DRIVES THE COLLABORATIVE PROCESS
DEFINES THE CULTURAL COHESION OF THE
COMMUNITY
ORGANIZES THE COMMUNITY
39. ATTAINABILITY
BE REALISTIC ABOUT PEER AND
ASPIRATIONAL INSTITUTIONS
RESEARCH BENCHMARKS
IDENTIFY SPECIFIC GOALS AT EACH
STAGE
PROVIDE CONTINUOUS FEEDBACK
ENSURE OBJECTIVES ARE MEASURABLE
SECURE DATA
42. INPUT AND OUTPUT RELATIONAL
CONSTITUTENCIES
INPUTS OUTPUT
LABOUR
FORCE
NEEDS
PREPARATORY
SYSTEM
SOCIETAL
NEEDS
REGULATORY
SYSTEM
INTRINSIC
VALUES
OPERATIONAL
SYSTEM
UNIVERSITY
43. COMMUNICATE
ORGANIZING AND MONITORING TEAMS
DELIBERATE STRATEGY FOR INFORMATION
PROCESSING
ENGAGING THE UNIVERSITY MECHANISM FOR
INTERNAL COMMUNICATION
EXTERNAL RELATION TEAM (WORKFORCE/ TASK
FORCE)
45. REGULATORY REQUIREMENTS
OF ACCREDITATION BODIES
UG: The National Accreditation Council of
Guyana (NAC)
UWI – Mona, Jamaica: The University Council
of Jamaica (UCJ)
UWI- Cave Hill Barbados – Barbados
Accreditation Council’s (BAC)
UWI – Open campus Barbados Accreditation
Council’s (BAC)
UWI – St Augustine T&T – Accreditation
Council of Trinidad and Tobago (ACTT)
46. • What already exists?1
• Who is responsible for
what?
2
• How do we create a
cycle of continuous
improvement?
3
REFLECTION QUESTIONS...
50. Useful Resources
Quality: Transforming Postsecondary
Education, by Ellen Earle Chaffee
and Lawrence A. Sherr (1992)
provides a good start for any
university that wants to consider
such a major transformation in
culture.
51. Useful Resources
Two titles that are beneficial in terms of
learning about changes in leadership,
changes in thinking about customers,
and general organizational change are:
Thriving on Chaos, by Tom Peters; and
Re-Engineering the Corporation, by
Hammer & Champy (1993).
52. Useful Resources
Two books by Mary Walton (1986,1990) also serve as a good
starting place. After that, Deming's Out of the Crisis (1986) is an
excellent reference. In the health care area, Curing Health Care
(by Berwick, Godfrey, and Roessner, a 1990 publication) provides
many good case studies in which the elementary statistical tools
are used. Joiner Associates' The Team Handbook (1991), with
Peter Scholtes as the major contributing author, is particularly
useful in team building exercises, and a special edition for
education is due out in 1994.
53. Resources
Abdullah, Firdaus. (2006). Measuring service quality in higher
education: HEdPERF versus SERVPERF Marketing Intelligence &
Planning, Vol. 24 No. 1, pp. 31-47
Altbach, Philip G., Reisberg, Liz, and Rumbley, Laura E. (2009). Trends
in Global Higher Education: Tracking an Academic Revolution. A
Report Prepared for the UNESCO 2009 World Conference on Higher
Education.
Billing, David. (2004). International Comparisons and Trends in
External Quality Assurance of Higher Education: Commonality or
Diversity? Higher Education, Vol. 47, No. 1, pp. 113-137
Deem, Rosemary, Ka Ho Mok, Ka Ho, and Lucas, Lisa. (2008).
Transforming Higher Education in Whose Image? Exploring the
concept of the ‘world-class’ university in Europe and Asia. Higher
Education Policy, 21, 83–97.
54. Resources
Deming, W.E. (1986). Out of the Crisis. Cambridge, MA. Massachusetts
Institute of Technology Center for Advanced Engineering Study.
De Wit, Hans, Jaramillo, Isabel Cristina, Gacel-Ávila, Jocelyne, and
Knight, Jane. (Eds.). (2005). Higher Education in Latin America: The
International Dimension. Washington DC. The World Bank.
Dormire, S., Green, D. & Salivar, G. (2013). Student Learning Outcome
Assessment Plan: Continuous Quality Improvement Florida Atlantic
University. A Report to the Team for Assurance of Student Learning and
the Associate Provost for Assessment and Instruction. The TASL Best
Practices Subcommittee, Florida Atlantic University (FAU). Accessed
September 2, 2016. https://www.fau.edu/iea/assessment/sloap13
Eaton, Judith S. (2012). An Overview of U.S. Accreditation. Washington,
DC. Council for Higher Education Accreditation.
Green, Diana (Ed.). (1994). What Is Quality in Higher Education? Bristol,
PA. SRHE and Open University Press.
55. Resources
Harvey, Lee and Williams, James. (Fifteen Years of Quality in
Higher Education (Part I). Revista Educação e Cultura
Contemporânea, v. 11, n. 25
Hoecht, Andreas. (2006). Quality Assurance in UK Higher
Education: Issues of Trust, Control, ProfessionalAutonomy
and Accountability. Higher Education, Vol. 51, No. 4, pp.
541-563.
Hogg, Robert V. & Hogg, Mary C. (1995). Continuous
Quality improvement in education. International Statistical
Review, 63 (1) 35-48.
Juran, J.M. (1989). Juran on Leadership for Quality: An
Executive Handbook. New York, NY Free Press.
56. Resources
Martin, Michaela and Stella, Anthony (2007). External quality assurance
in higher education: Making choices. Paris. UNESCO: International
Institute for Educational Planning
Mizikaci, Fatma (2006). A systematic approach to program evaluation
model for quality in higher education. Quality Assurance in Education,
Vol. 14 No. 1, . 37-53
Mishra, Sanjay. (2006). Quality assurance in higher education: An
introduction. National Assessment and Accreditation Council (NAAC).
Karnataka, India.
Nicholson. Karen. (2011). Quality Assurance in Higher Education: A
Review of the Literature
57. Resources
OECD. (2009). Higher Education to 2030 VOLUME 2: Globalisation.
Centre for Educational Research and Innovation.
Ogbodo, Charles M. and Nwaoku, Ngozika A. ( ). Quality
Assurance in Higher Education. Towards Quality in African Higher
Education. Accessed August 26, 2016.
http://webcache.googleusercontent.com/search?q=cache:sBgzKoDh
VDsJ:http://citeseerx.ist.psu.edu/viewdoc/download?
Roberts, H.V. (1993). Using Personal Checklists to Facilitate TQM.
Quality Progress, 51-56.
Rice K.G. & Taylor, D.C. (2003). Continuous-improvement strategies
in higher education: A Progress Report. Educause Center for Applied
Research, Research Bulletin, 2003, 20: 1-12.
Rust, Val D., Portnoi, Laura M. and Bagley, Sylvia S. (2010). Higher
Education, Policy, and the Global Competition Phenomenon.
58. Resources
Singh, Mala (2010). Quality Assurance in Higher Education: which pasts
to build on, what futures to contemplate? Quality in Higher Education,
16(2) pp. 189–194.
Stensaker, Bjørn and Harvey, Lee (Ed.). (2011). Accountability in higher
education: Global Perspectives on Trust and Power. International
Studies in Higher Education. New York, NY. Routledge.
John Stephenson. John. (1998). The Concept of Capability and its
Importance in Higher Education in Stephenson J. & Yorke, M. (1998).
Capability & Quality in Higher Education. Kogan Page. Accessed August
27, 2016. www.heacademy.ac.uk
Tsinidou, Maria Gerogiannis, Vassilis and Fitsilis, Panos. (2010).
Evaluation of the factors that determine quality in higher education: An
empirical study. Quality Assurance in Education. Vol. 18 No. 3,
pp. 227-244.
59. Resources Cont’d
------. (2005). Leading for Continuous Improvement.
Retrieved September 4, 2016. Innovation Insight Series,
No. 10. The Pennsylvania State University
http://www.psu.edu/president/pia/innovation/