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Ascertaining the Impact of the Business-Oriented Malcolm Baldrige National Quality Award (MBNQA) Model on Educational Institutions: From the Voices of Educational Leaders . Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 [email protected]

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Ned D. Young, Ph.D. Sinclair Community College Dayton, OH 45402 [email protected]

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Ascertaining the Impact of the Business-Oriented Malcolm Baldrige National Quality Award (MBNQA) Model on Educational Institutions:From the Voices of Educational Leaders

Ned D. Young, Ph.D.

Sinclair Community College

Dayton, OH 45402

[email protected]


Malcolm Baldrige National Quality Award (MBNQA)

  • Established 1987 by the National Institute for Standards and Technology (NIST)

  • Historically based in Quality Management

  • Developed to aid American manufacturers in competition with foreign companies

  • Provides a systemic framework for organizational management

  • Education institutions eligible to apply: 1999


The Baldrige Framework

Organizational Profile:

Environment, Relationships and Challenges

2

Strategic

Planning

5

Faculty and

Staff Focus

7

Organizational Performance

Results

1

Leadership

3

Student, Stakeholder

and Market Focus

6

Process

Management

4

Information and Analysis


Objectives of the Study

  • Determine educational institutions involved with MBNQA

  • Determine which institutions have been awarded their state’s highest level Baldrige-based award

  • Analyze the perspectives of key institutional leaders relative to the impact of the Baldrige framework on selected learning systems

  • Determine areas of the learning systems that have been impacted (positively and negatively)


Prominent Actors in Quality Management

  • Malcolm Baldrige National Quality Award

  • North Central Association of Colleges and Schools (NCA)

    • Academic Quality Initiative Program (AQIP)

  • Baldrige in Education Initiative (BiE IN)

    • National Alliance of Business (NAB)

    • American Productivity & Quality Center (APQC)

  • State and Local Baldrige-based Award Programs


Institutional Selection Criteria

  • State quality award winner

  • Highest level state award

  • Multiple educational types

  • Comparative organizational levels

  • Varying lengths of engagement


Institutions Selected

  • K1 - large K-12 district in the Southeast

  • K2 - large K-8 district in the Midwest

  • C1 - community college in the Northwest

  • C2 - community & vocational technical college in the central U.S.

  • U1 - state regional university in the central U.S.

  • U2 – state engineering and science university in the central U.S.


Sources of Data

  • 22 interviews with educational leaders

    • President/Superintendent

    • Trustee member

    • Quality coordinator responsible for application

    • Head of faculty governance group

  • State quality award application and ancillary documentation


Areas of Questioning

  • Category 6 – Process Management

    • 6.1 Educational Design and Delivery

    • 6.3 Support Processes

  • Category 7 – Organizational Process Results

    • 7.1 Student Learning Results

    • 7.2 Student and Stakeholder Focused Results

    • 7.4 Faculty and Staff Results

  • Miscellaneous Questions

    • Interviewee’s role relative to Baldrige and quality

    • How Baldrige affected an institution’s external view

    • Communicating the Baldrige to institutional members


Conclusions

  • In use by numerous educational systems

    • 150 institutions (29 states) garnered 174 awards

    • 28 awards were designated as the state’s highest

    • 83 primary/secondary districts

    • 15 technical schools

    • 23 two-year colleges

    • 29 universities

  • Totals rising over time

    • 2000 – 51 awards

    • All years prior to 1997 total of 38 awards


Conclusions (continued)

  • A system for continuous improvement (all informant categories)

  • An organization built on the principle of satisfying stakeholder requirements (all informant categories)

  • Management by fact aids accountability and decision making (all but faculty)

  • Relationship with Plan-Do-Study-Act cycle (quality leaders)


Relationship to PDSA cycle


Conclusions (continued)

  • Potential for three-level enculturation

    • Level I - administrative management & control

    • Level II - instrument for faculty member self-assessment and reflection

    • Level III – instrument for student’s own learning systems


Conclusions (continued)

  • Focus of leadership differs between education and business

    • In business, leadership has a direct impact on organizational results (i.e. administrative leaders impact performance)

    • In education, leadership directly impacts student results but the leader, in question, may very well be the faculty member, not the administrative leader


The Baldrige Framework

Organizational Profile:

Environment, Relationships and Challenges

2

Strategic

Planning

5

Faculty and

Staff Focus

7

Organizational Performance

Results

1

Leadership

3

Student, Stakeholder

and Market Focus

6

Process

Management

4

Information and Analysis


Recommendations for further research

  • Testing the model within the classroom

  • Increased sample population

  • Communication and the business model


Ned D. Young, Ph.D.Professor, Management

Sinclair Community College

444 W. Third StreetDayton, OH 45402

(937) 512-2759

[email protected]


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