Quality Strategies

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Contents

Introduction:....................................................................................................................................1

The Birth of Quality Strategy Principles:........................................................................................2

Different Quality Strategies in Higher Education:..........................................................................3

Experiential Learning:.................................................................................................................3

Explicit Instruction:.....................................................................................................................3

Implicit Instruction:.....................................................................................................................3

Interactive Instruction:.................................................................................................................4

Independent Study:......................................................................................................................4

Comprehend Independent Instruction:........................................................................................4

Analyse

Synthesise

Evaluate:......................................................................................................................................5

Conclusion:......................................................................................................................................6

References:......................................................................................................................................7
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Introduction

Quality Strategies include facilities in quality enhation administration, optimisation,

quality control, and evaluation to support higher education in solid teams and leadership

positions. Several firms have attempted to examine and adopt new concepts into their quality

processes in the past few years. Quality strategy creation and production necessitate significant

modifications in the business environment and organisational behaviour, which can only be

accomplished via a senior executive's contribution. The world has realised that a country's

economic quality is closely driven by the efficiency of its educational systems, reflected in the

knowledge and morality of people in society, so the world is currently implementing various

quality strategies to improve higher education.

Figure 1: Quality Strategy

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The Birth of Quality Strategy Principles

The origins of quality strategy may be traced back to the medieval guild system, with

master artisan designation denoting elevated products and operations. Frederick Winslow Taylor,

a mechanical engineer, authored The Principles of Scientific Management in 1911. Walter

Shewhart, a Western Electric engineer, introduced a statistical quality control method in 1924.

During World War II, Deming successfully implemented Shewhart's ideas for war production

(De Mast, 2004). Further, Deming and Juran's work in Japan brought in a quality revolution.

Japan's quality focus in the 1950s and 1960s enabled producers to make higher-quality items

ever at reduced prices. These quality strategies were recently brought to education, namely

health professions education.

Different Quality Strategies in Higher Education

Higher education quality is multifaceted and should encompass all of its operations,

activities, teaching and academic programs, research and scholarship, staffing, students,

buildings, facilities, equipment, community services, and academic atmosphere. There are

following different quality strategies in higher education for continuous improvement (Talaat, &

Al-Araby).

Quality Control

Quality control focuses on the organisational programs and practices utilised to meet

quality criteria. This term might indicate that every action contributing to quality improvement,

control, administration, or validation is a quality control activity. Quality control is a procedure

for preserving rather than establishing standards. Standards are maintained by a selection,
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assessment, and correction process that ensures that only the goods or services from the system

match the requirements (ASQ Learn about Quality, 2018).

Figure 2: Quality Control Approach

Quality Assurance

Quality assurance is a procedure aimed at ensuring that the quality of a product or

operation fulfils a set of criteria. There are no assumptions regarding the quality of competing

brands in quality assurance. Quality assurance is frequently thought to function as a preventative

measure. Its goal is to guarantee that a product or service is profitable.

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Figure 3: Quality Assurance Approach

Total Quality Management

Total quality management (TQM) is defined as a management technique that focuses on

long-term performance via client satisfaction. All company members engage in a TQM

endeavour by working to improve processes, goods, customers, and the environment in which

they operate.
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Figure 4: Total Quality Management Approach

Difference between QC, QA, and TQM

The difference between quality control, quality assurance and total quality management

are shown below (ASQ Learn about Quality, 2018).

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Figure 5: Distinguish Between QC, QA, TQM

Analyse Quality Assurance Instruction

QA participates in requirement analysis to guarantee that the needs established by the

University and agreed upon by the teachers and students are quantifiable. Control charts, flow

charts, Pareto diagrams, Scatter plots, effect diagrams, and other simple data analysis tools are at

the heart of the QA approach. Quality Assurance is also in command of the Plan, Do Check, Act

(PDCA) cycle (Srikanthan & Dalrymple, 2002).

Synthesise Quality Assurance Instruction

Quality assurance methods enhance involvement in the line of work, boost the number of

educational materials, establish behavioural patterns, offer additional strong encouragement,

power, awareness, teamwork, and liberty of thought, and, most interestingly, relate to future

experts' challenging skills (Schuster, Onorato, & Meltzer, 2017).

Evaluate Quality Assurance

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In compliance with the Law on Higher Education, quality assurance is achieved by

institutional self and external evaluation. The following are examples of external quality

assurance procedures for the evaluation process:

 Accreditation of study programs;

 Re-accreditation of Arabian Gulf University;

 Regular monitoring of the implementation of academic programmes;

 Accreditation of continuous educational improvement

Conclusion:

A robust quality strategy would guarantee that internally and externally, education and

training technology and procedures are in sync. Finally, quality strategy is about a network of

faculty and instructors embracing a self-reflective attitude. Relating to growing quality standards

should offer a platform for the collaborative education atmosphere's proper operation. Overall,

the quality assurance system based on the concepts of 'educational experiences' give a balanced

approach in Higher Education to the objectives of academic, service, and behavioural perfection.
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References:

De Mast, J. (2004). A methodological comparison of three strategies for quality

improvement. International Journal of Quality & Reliability Management.

https://www.emerald.com/insight/content/doi/10.1108/02656710410516989/full/html

Hughes, R. G. (2008). Tools and strategies for quality improvement and patient safety. Patient

safety and quality: An evidence-based handbook for nurses.

https://www.ncbi.nlm.nih.gov/books/NBK2682/?report=reader

Zineldin, M., Akdag, H. C., & Vasicheva, V. (2011). Assessing quality in higher education: New

criteria for evaluating students’ satisfaction. Quality in higher education, 17(2), 231-243.

https://www.tandfonline.com/doi/abs/10.1080/13538322.2011.582796

Wright, W. A. (1995). Teaching Improvement Practices: Successful Strategies for Higher

Education. Anker Publishing Co., Inc., 176 Ballville Rd., PO Box 249, Bolton, MA

01740-0249. https://eric.ed.gov/?id=ED381074

Schuster, M. A., Onorato, S. E., & Meltzer, D. O. (2017). Measuring the cost of quality

measurement: a missing link in quality strategy. Jama, 318(13), 1219-1220.

https://jamanetwork.com/journals/jama/article-abstract/2653111

Kumar, V., Jabarzadeh, Y., Jeihouni, P., & Garza-Reyes, J. A. (2020). Learning orientation and

innovation performance: the mediating role of operations strategy and supply chain

integration. Supply Chain Management: An International Journal.

https://www.emerald.com/insight/content/doi/10.1108/SCM-05-2019-0209/full/html

Srikanthan, G., & Dalrymple, J. F. (2002). Developing a holistic model for quality in higher

education. Quality in Higher Education, 8(3), 215-224.

https://www.tandfonline.com/doi/abs/10.1080/1353832022000031656
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ASQ Learn about Quality. (2018). What Are Quality Assurance and Quality Control?

control/overview/overview.html http://asq.org/learn-about-quality/quality-

assurancequality-

ASQ Learn about Quality. (2018) What is a quality management system (QMS)-ISO 9001. Other

quality management systems. http://asq.org/learn-about-quality/quality-management-

system/

Talaat, W. & Al-Araby, S. Joint Master of Health Professions Education. Developed in

collaboration between Maastricht and Suez Canal Universities.