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The cost of quality: Measuring the h...

Larson, Lois Jane.

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The cost of quality: Measuring the human resource and financial investments in quality in higher education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The cost of quality: Measuring the human resource and financial investments in quality in higher education./
作者:	Larson, Lois Jane.
面頁冊數:	146 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0429.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3121828

The cost of quality: Measuring the human resource and financial investments in quality in higher education.
Larson, Lois Jane.

The cost of quality: Measuring the human resource and financial investments in quality in higher education. - 146 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0429.

Thesis (Ed.D.)--University of Minnesota, 2004.

Higher education continues to wrestle with integrating continuous quality improvement principles as a means to measure productivity and answer the call for accountability with scarce resources. While current literature has abundant information about the implementation issues met by the early adopters of CQl, little is written about the extent to which institutions must invest resources in a quality initiative in order to sustain it. The purpose of this study was to begin to describe the investments in quality that contribute to the success in moving the initiative from implementation to integration.Subjects--Topical Terms:

543175
Education, Higher.

The cost of quality: Measuring the human resource and financial investments in quality in higher education.
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245 1 4 $a The cost of quality: Measuring the human resource and financial investments in quality in higher education.
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500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0429.
500 $a Adviser: William M. Ammentorp.
502 $a Thesis (Ed.D.)--University of Minnesota, 2004.
520 $a Higher education continues to wrestle with integrating continuous quality improvement principles as a means to measure productivity and answer the call for accountability with scarce resources. While current literature has abundant information about the implementation issues met by the early adopters of CQl, little is written about the extent to which institutions must invest resources in a quality initiative in order to sustain it. The purpose of this study was to begin to describe the investments in quality that contribute to the success in moving the initiative from implementation to integration.
520 $a This two-phase, modified case study used a mixed-model methodology that included an interview format with open-ended questioning as well as a survey-style instrument to gather numerical responses. The study developed an instrument called a Time Inventory based on the Malcolm Baldrige National Quality Award Education Criteria scoring system to capture the average amount of time spent on quality-related tasks over a one-year budget cycle. The study took place at a two-year public technical college where the CQI initiative had been active for 14 years.
520 $a Phase One of the study included an interview the college president and conversations with the CQI champion and cross-divisional quality council to determine the nature of the CQI initiative and to develop the purposive sample for Phase Two. Phase Two invited individuals to participate in focus groups to complete the Time Inventory which, subsequently, was converted into financial resources consumed by quality processes in terms of salary, benefits, and overhead.
520 $a Findings suggest that a long-standing quality focus can be fully integrated and still have a gradient of acceptance among employees and that AQIP has helped faculty embrace quality concepts. Further, the study discovered that leadership at all levels of the organization is an optimal attribute for integration and that strong, stable leadership at the top is key.
520 $a The study also discovered a discrepancy between the level of effort of faculty and administrators and the Baldrige scoring weight in the area of Organization Performance Results. The study questions the scoring system's calibration with respect to its efficacy for measuring quality processes in higher education.
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