Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.

Thesis (D.Tech.: Education)-School of Education, Durban University of Technology, 2008. x, 257 leaves / Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning.

Thesis (D.Tech.: Education)-School of Education, Durban University of Technology, 2008. x, 257 leaves / Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning. / D

Made available in DSpace on 2015-03-04T20:05:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2 / Nenhuma / Esta dissertação focaliza uma forma de operacionalizar a gestão democrática no âmbito de organizações escolares públicas de educação básica em uma gestão escolar realizada não por um indivíduo, mas por um coletivo designado “equipe diretiva”. Este trabalho analisa a gestão democrática em articulação com a qualidade da educação, considerando as “equipes diretivas” como autores e atores importantes na política educacional do município. O quadro teórico identifica os ciclos de políticas em nível global e local e suas implicações nas práticas dessas equipes. O trabalho teórico resgata textos legais sobre os conceitos de equipe diretiva, gestão democrática e qualidade e discute as políticas sob pontos de vista inter-relacionados: retoma como foram produzidas e aplicadas as regras que orientam as ações das equipes diretivas e os modos como as equipes as compreendem, se apropriam delas e as transformam. São, portanto, discutidos os vários contextos das políticas e como as equipes diretivas se colocam nesses contexto / This work focuses on a form of operationalise the democratic management in the framework of public school organizations of basic education, in a school management not carried out by an individual, but by a collective designated " directive staffing ". This work analyzes the democratic management in conjunction with the quality of education, whereas the " directive staffing " as authors and important actors in educational policy of the city. The theoretical framework identifies the cycles of policies in local and global level and its implications to the practice of such teams. Theoretical work recovers legal texts on the concepts of staffing directors, democratic management and quality and discusses the policies under views inter-related: retaking how were produced and applied the rules governing the action of teams guidelines and the ways the teams understand, incorporate and process them. Therefore, various contexts of policies and as the teams commands arise in these contexts, as actors and authors of its

A Tese tem como objetivo evidenciar práticas de integração, tecnologias avaliativas e estratégias de comparação acionadas pelo que denomino dispositivo do Compromisso. Esse dispositivo atua por meio de mecanismos de governo das instituições escolares do país para dar conta do que é produzido discursiva e praticamente como a qualidade da educação pública brasileira. A pesquisa foi feita no âmbito da política municipal de Educação Integral de Porto Alegre, instituída Programa Cidade Escola/SMED-PoA, em sua relação com as políticas nacionais de avaliação da qualidade da educação pública, como aquelas implementadas pelo Plano de Metas Compromisso Todos pela Educação, a partir do Plano de Desenvolvimento da Educação Básica/MEC, no ano de 2007 e pelo Plano Nacional de Educação/MEC com vigência para o decênio de 2014 até 2024. Foram usados como referencial teórico-metodológico estudos produzidos por Michel Foucault, os quais remetem aos conceitos de problematização, governamentalidade e dispositivo. Demonstro na Tese como o dispositivo do Compromisso se engendra à racionalidade contemporânea neoliberal de produção, avaliação e comparação de distintos saberes de sociedades, de instituições escolares e de sujeitos educacionais. No que se refere às políticas nacionais, a definição de metas percentuais e índices numéricos para avaliar, medir e monitorar a qualidade dos sistemas de ensino, das gestões escolares, das aprendizagens dos alunos, da formação de professores, monitorar a evasão escolar, a reprovação e tantos outros fazeres educacionais conduz para a produção de mecanismos de governo que promovam o alcance desses valores numéricos. A Prova e a Provinha Brasil, assim como o Ideb, constituem-se em tecnologias avaliativas que se conformam às estratégias comparativas usadas pela Secretaria de Educação de Porto Alegre para avaliar o impacto da integralização educacional neste município. Para dar conta das metas percentuais de integralização, a Secretaria, elemento constituinte da governamentalidade contemporânea, recorre a práticas de integração que objetivam minimizar conflitos institucionais que ameacem a atuação do dispositivo. Defendo na Tese que esses mecanismos de governo mobilizam a articulação dessa Secretaria com as mais diversas instituições e atores sociais e têm por finalidade produzir efeitos na educação municipal que comprovem o sucesso do sistema de ensino da Rede Municipal, a partir do alcance das metas e índices nacionais de qualidade. Ao mesmo tempo em que o sucesso do sistema de ensino de Porto Alegre vincula-se à responsabilização social, na medida em que os elementos do dispositivo assumem um compromisso político, ético e social com a qualidade da educação pública brasileira. / The Thesis aims to highlight integration practices, evaluative technologies and comparative strategies activated by what I denominate device of Commitment. This dispositif works through government mechanisms of educational institutions of the country to deal with what is discursive produced and just as the quality of Brazilian public education. The survey was made within the municipal policy of Integral Education of Porto Alegre, nominated City School Program/SMED-PoA, on its relationships with national evaluation policies of the quality of public education, such as those implemented by the Development Plan of Basic Education/MEC in 2007 and by the National Plan of Education/MEC with validity for the decennary of 2014 until 2024. As theoretical-methodological references were used studies produced by Michel Foucault, which refer to the concepts of problematization, governmentality and apparatus. In the Thesis it is shown how the dispositif of Commitment interlace with contemporary neoliberal rationality of production, evaluation and comparison of distinct knowledge of societies, educational institutions and educational subjects. With regard to national policies, definition of percentage targets and numerical indices to evaluate, measure and monitor the quality of educational systems, schools management, students learning, teachers training, monitor school dropout, school failure and many other educational doings leads to the production of governance mechanisms which promote the achievement of these numerical values. The Prova and the Provinha Brazil, as well the Ideb, are evaluative technologies that comply with the comparative strategies used by the Secretariat of Education of Porto Alegre to assess the impact of integral education on this city. In order to deal with these percentage targets of integralization, the Secretariat, constituent element of contemporary governmentality, uses integration practices that aims to minimize institutional conflicts that threaten the dispositif performance. In the thesis, I support that these government mechanisms mobilize the articulation of this Secretariat with the most diverse institutions and social actors and intend to produce effect in municipal education which prove the success of the educational system of the city, based on the achievement of national goals and indices of quality. While the success of the educational system of Porto Alegre is linked to the social responsibility, as the elements of the dispositif assume a political, ethical and social commitment to the quality of Brazilian public education.

This thesis considers “Quality in Higher Education” from different points of view. The aim isto achieve continuous quality improvement in Engineering School of Boras University as acase study. In order to improve quality, the quality criteria and definitions in higher educationare discussed. Different improvement methods that have been successfully used to improvequality in Educational systems such as PDCA (Deming wheel) and EFQM (EuropeanFoundation for Quality Management) are shortly presented. These methods are applied inBoras University Engineering School to find out the roots problems and main barriers toimprove quality, and there are some different solutions suggested to implement in order toachieve continuous quality improvement in this especial department. Although this case isfocused on Boras University, the writer believes that the same methods and assessments canbe used in any kind of educational organizations.

O presente trabalho propõe desenvolver um programa metodológico de avaliação e melhoria contínua na qualidade da pós-graduação acadêmica no curso de engenharia mecânica da Escola Politécnica da Universidade de São Paulo (EPUSP). Como caso específico do ensino superior, visando fornecer subsídios para o planejamento do mesmo, a metodologia proposta é baseada numa adaptação do uso do Quality Function Deployment (QFD) – ferramenta de processos e serviços – ao ensino. Pretende também obter valores quantitativos de satisfação, importância e desempenhos (esperados e relativos) para cada processo, e para cada requerimento do cliente. Isso permitirá demonstrar onde o programa estará agindo de forma correta ou onde é preciso melhorar, e quão longe ou perto das metas ele está. A metodologia adaptada ao ensino demonstrará a eficácia da ferramenta para outras classes de serviços, assim paralelamente o ensino será favorecido com mais um modelo eficiente de avaliação e planejamento. Os resultados obtidos na pesquisa dão opção a um retorno , direcionando o planejamento da metodologia de maneira flexível às modificações próprias do ambiente (necessidades dos clientes), sem perder de vista a contínua melhoria e visando satisfazer os requisitos do presente. O trabalho demonstrou a aplicabilidade de uma das ferramentas da engenharia em benefício dela e o ensino em geral, assim como também avaliou os desempenhos atuais e esperados da pós-graduação (PG) em engenharia mecânica da EPUSP; mostrando quais elementos do programa de PG poderiam ser classificados em bons ou deficientes, e saber se os esforços e os recursos direcionados a eles estão sendo bem aproveitados. / This current research proposes the development of methodological program of evaluations and continuous quality improvement in post graduation in mechanical engineering course of the “Escola Politécnica da Universidade de São Paulo" (EPUSP), as a specific study case of the high education, targeting to provide subsidies for its planning. The methodology proposed herein is based on an adaptive use of QFD – a service and process tool – for education. It also intends to get quantitative values of satisfaction, relevance and performance (expected and relative) for each process and for each customer demand. Hence it will be possible to demonstrate where the program is acting in an effective manner and where improvements might be wanted, and how near or far from the objectives it is. The methodology adopted for the education is going to demonstrate the efficiency of the tool for another kind of services, and the education will be favored with an efficient evaluation and planning model. The results obtained in the work gives the option to a feedback, operating the planning of the methodology in a flexible way to the own modifications of the environment (customer’s requirements), The work had shown one of the application in engineering tools in straight benefit for the engineering and, in general, the education as well. As also evaluated the present performances and expectations of the post graduation (PG) in mechanical engineering of the EPUSP, showing which elements of the PG program would be able to be classified in good or deficient and know itself the efforts and resources directed to them are being well used.

Thesis (MBA) --University of Limpopo, 2010 / Quality has always been a central concern in education. Parents are ready to pay more for the best value for their money, in order to give their children the quality education. The South African education system seems to have very sound policies, but one wonders if they are well implemented, and whether customers do in deed get what they expect (customer satisfaction) from the process. The Department of Education department introduced Integrated Quality Management System in 2003 as a strategy to be used in order to improve the quality of education and improve on the performance of educators in the country. The provincial department of education‟s attempts at implementing Integrated Quality Management System since early 2004 have not been without problems; however, more especially after the signing of the Agreement on the Occupational Specific Dispensation, there has been some uncertainty about the current status of Integrated Quality Management System. The purpose of this research is to investigate the extent to which service organisations such as public schools in Limpopo Province particularly in the Mankweng cluster deliver quality service as expected by their internal and external customers.

This Doctoral thesis has arisen from a developing interest in the synergy between leadership, culture and ethos in schools, and particularly how this is manifested in the generation of quality curriculum, effective school organization and excellent outcomes for students. It particularly explores how the leadership of the Principal can empower others to effect change. Early interest in the empowering role of leadership arose through experience at Head of Department level, extended by system contribution beyond the school. The conception of the interface between leadership, culture and ethos was cemented by appointment as Foundation Principal of a new Government high school. A passionate commitment to exploring the unique opportunities, and to attempting to resolve the very specific problems of a new school led to collaboration with other Foundation Principals. Subsequently, I undertook a review of the literature and research into the specific issues inherent in the establishment of a school. Data was collected in situ through visits to new schools, across four States in eastern Australia. This research led to positions of system leadership in new schooling, and to advocacy for a “new deal” for establishing schools. The research led to a growing portfolio of articles, two of which have been published in refereed journals. The desired outcome of the research and published papers was to document some initiatives which could be undertaken by leadership teams in schools as they sought to establish effective culture and ethos in the early years of their schools. My experience in schools identified the position of Head of Department as a critical, gatekeeping position for the cultivation or resistance of desired change in schools. Accordingly, I was part of a research study which employed a Grounded Theory methodology (Strauss and Corbin, 1990) and gathered data through telephone interviews. The research found Heads of Department typically distracted, by the sheer weight of tasks endemic to their role, from the major focus on curriculum and quality teaching and learning. Three refereed journal articles to which I contributed, one as lead author, sought to reconceptualise the role. Educational systems have shown considerable interest in this research. A focus on Heads of Department led fairly naturally to an attempt to identifying other agencies within a school which could lead to cultural change. Specifically, further research sought to identify initiatives available to the leadership team as it sought to enhance curriculum provision and student outcomes. This represented an attempt to apply the very considerable literature to develop some cutting edge initiatives, and led to further journal contributions, one of which was refereed. Other schools have shown considerable interest in these initiatives. A change of situation from the Government to the Independent schooling system provided a new practical and research challenge: how to undertake Christian education which was authentic, in the sense that it was truly educative and not indoctrinative, and was effective in transmitting Christian values. The literature in the field was not encouraging in terms of the efficacy of schools’ Christian education programs in effecting values change, or of the ethical integrity of their pedagogy. The apparent deficits in models of Christian education presented in schools, as revealed in the literature, gave rise to a number of research studies in my own school, which, as an outcome, has sought to reconceptualise the school’s approach to Christian education. This attempted reconceptualisation has been documented in a number of journal articles and publications, two co-authored and refereed, in an attempt to provide some exemplars which may be influential in other schools. The overall thesis of this dissertation is that when the Principal seeks to empower and mobilize other members of the school leadership team, including key teachers and parents, effective change can occur in the school’s culture and ethos. These changes in turn can feature a range of initiatives which substantially improve learning outcomes for students. / Doctor of Education (Ed.D)

Die Untersuchung hat zum Hauptziel einerseits, die Qualität der von den ivorischen privaten Hochschulen angebotenen Bildungsdienstleistungen zu ermitteln, und andererseits Wege vorzuschlagen, wie man eine Qualitätshochschule entwickelt. Als langfristiges Ziel sollen Staat und Träger der privaten Hochschulen in der Côte d´Ivoire auf die Notwendigkeit sowie Möglichkeiten einer Qualitätssicherung und -entwicklung in den ivorischen privaten Hochschulen aufmerksam gemacht werden. Der Staat sollte diese privaten Ausbildungseinrichtungen nicht nur als eine Lösung zu dem Problem des Defizits an Bildungseinrichtungen im tertiären Bereich betrachten, sondern sollte sich auch für deren Qualität interessieren. Die Bildungsträger ihrerseits sollten sich als Unternehmen verhalten und die Studierenden als Kunden betrachten, die bereit sind, sich an den Konkurrenten zu wenden, wenn die Qualität mangelhaft erscheint. Daher sollte der Gewinn nicht als Ziel betrachtet werden, sondern nur als ein Mittel zur Sicherung der Qualität der Bildung, die letztendlich das Ziel sein sollte.