Assumption 

University of Thailand
Graduate School of eLearning

TT 6003: Quality Unit 3 :

Assurance The Quality
M d l
Models
in Education

Dr. Naree Aware Achwarin

TT 6003: Quality Assurance in Education

Unit 3: The Quality Models

By
Dr. Naree Aware Achwarin
M.Ed. in Teaching and Technology
Program
College of internet Distance Education,
Assumption University of Thailand

Introduction

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 Objectives:
1. Describe and
discuss about The
quality models
2. Analyze and
synthesize
y the
models of Quality

Contents to be Discussed:
• What are Multi-
models of Quality
in Education?

Quality of Schools
• Quality is the
extent to which a
product or service
meets or exceeds
customer or client
expectations.

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 Quality of Schools
• From management
point of view,
educational setting
would be the degree
to which schools are
meeting or exceeding
state standards for
academic
achievement.

Quality of Schools
• The School will
develop a
management
system to ensure
the quality of
learning and
teaching.

Quality in Education
• Various meanings
of quality term;
therefore ,
indicators to
describe quality in
education may be
different.

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 Quality in Education
• Some may emphasize
the quality of inputs to
the systems whereas
others emphasize the
quality of processes
and outcomes.

Quality in Education
• The concepts may
involve the
characteristics
of inputs, process,
output, and multiple
constituencies of
an education
institution.

Multi-models
Multi models of
Education Quality

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 Multi-models of Education
Quality
• Based on the models
of organizational
effectiveness and
school effectiveness
summarized by
Cameron and
…(cont.)…

Multi-models of Education
Quality
• …(cont.)…Whetten
, 1983 and Cheng,
1990,1996; seven
models of
education quality
can be proposed.

Model1:
Goal and specification model
• As achievement
of stated goals
and conformance
to given
specifications

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 Model1:
Goal and specification model
• Often used in the
assessment of
education quality
of individual
institutions or
education
systems in a
country.

Model1:
• It assumes that there are clear,
enduring,
normative and well-accepted goals and
specifications as indicators and
standards for
education institutions or education
system.

Model1:
• e.g. Of quality indicators
; academic achievements,
attendance rate, drop out
rate, and personal
developments, …(cont.)…

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 Model1:
• …(cont.)…#of
graduates
enrolled in universities
or graduate schools,
professional
qualification of staff

Model 2:
The Resource- Input model
• As natural result of
achievement of quality
resources and inputs
for the institution
institution.

Model 2:
• Assumed to be the
natural result of
achievement of scarce
resources and inputs
for the institution
institution.

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 Model 2:
• Assumed to be the
natural result of
achievement of scarce
resources and inputs
for the institution
institution.

Model 2:
• The indicators may
include high quality
student intake, more
qualified staff recruited,
better facilities and
equipment,
i t better
b tt staff-
t ff
student ratio,
…(cont.)…

Model 2:
• …(cont.)… and more financial
support from the central education
authority, alumni,
parents, sponsoring body or any
outside agents.

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 Model 2:
• This model is useful if the
connections
between quality of inputs and
outputs are clear and the
resources are veryy limited for
education institutions to
Achieve stated goals.

Model 2:
• The capacity of acquiring
scarce and quality
resources represents the
potential of an
education institution that can
promise high
education quality,
particularly in a context of
great resource competition.

Model 3: The Process Model

• As smooth and
healthy internal
process and
fruitful learning
experiences.

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 Model 3:
• The process in an
education institution is
a transformational
process which
converts
i
inputst iinto
t
performance and
output.

Model 3:
• A smooth internal
institutional process
enables staff to
perform the teaching
task effectivelyy and
students to gain
fruitful learning
experiences easily.

Model 3:
• The important indicators
are; leadership,
communication channels,
participation, co-
ordination adaptability
ordination, adaptability,
…(cont.)…

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 Model 3:
• …(cont.)… planning ,
decision
making, social interactions,
social climate, teaching
methods,, classroom
management,
learning strategies, and
learning experiences.

Model 4:
The Satisfaction Model
• As the satisfaction
of strategic
constituencies.

Model 4:
• Assumes that the
satisfaction of
strategic
constituencies of an
education institution is
critical to its survival.
survival

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 Model 4:
• It determined by the extent
to which the
performance of an
educational institution can
satisfy the needs and
expectations of its powerful
constituencies.

Model 4:
• The powerful
constituencies may
include teachers,
management board
members, parents,
students, alumni, and
officers at the
education department.

Model 4:
• Education quality
may be relative
concept, depending on
the expectations of
concerned
constituencies or
parties.

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 Model 5: The Legitimacy Model
• As the achievement
of an education
institution’s
legitimate position or
reputation.
reputation

Model 5:
• Assumes that an
educational
institution needs
to be accepted and
supported
pp by
y the
community in order
to survive and
achieve
the mission.

Model 5:
• The model is
useful when the
survival and
demise of
education
institutions must be
assessed in a
changing
environment.

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 Model 5:
• The indicators are often related
to the activities and achievements
of public relations and marketing,
accountability, public image,
reputation, or status in the
it etc.
community, t

Model 5:
• Educational
institutions should
operate
educational
programs
p g which
conform to the
ethical and moral
norms of the
community in
order to gain
legitimacy.

Model 6:
The Absence of Problem Model
• Educational
Quality means the
absence of
problems and
troubles.

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 Model 6:
¾ To inspect the
educational
institution to
check whether
problem exist.
p

Model 6:
• Identifying
strategies for the
improvement of
an educational
institution can be
more precisely
done by analyzing
problems and
defects as opposed
to education quality

Model 6:
• Assumes that if there is an
absence of problems,
troubles, defects,
weakness,
difficulties,, and dysfunctions
y
in educational
institution, this institution is
of high education
quality.

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 Model 6:
• Problems and
deficiencies signal
warnings to the
administration that
some aspects
p of
education quality may
be lacking.

Model 6:
• This model is
useful when the
criteria of
education quality
are reallyy unclear
but strategies for
improvement are
needed,
particularly new
ones, …(cont.)…

Model 6:
• …(cont.)… are more concerned
with overcoming obstacles to
basic school
functioning than pursuing
excellent quality
quality.

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 Model 7: The Organizational
Learning model
• Is considered to
mean continuous
development and
improvement.
improvement

Model 7:
• The changing
educational
environment is
producing great
impacts on nearly
every aspect of
functioning in
education institutions.

Model 7:
• Assumes that
education quality is a
dynamic concept
involving continuous
improvement and
development of
members, practices,
process, and
outcomes of an
educational
institution.

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 Model 7:
• Organizations like
human being, can
be empowered to
learn and innovate
to provide quality
services (Fullan,
1993,Schmuck and
Rankel, 1985;
Senge, 1990)

Model 7:
• *This model is
similar to process
model, the
difference is this
model emphasizes
p
the importance of
learning behavior for
ensuring
quality in education.

ONESQA :
Educational Standards

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 ONESQA : Educational
Standards

• Standard 1: Quality of Graduates

• Standard 2: Research and
Innovations
• Standard 3: Academic services
• Standard 4: Art and culture
Preservation

ONESQA : Educational
Standards
• Standard 5:
Organization and
HR Development
• Standard 6:
Curriculum and
Teaching Learning
• Standard 7: Quality
Assurance System

Au QA : Key Performance
Indicator ( Center for
Excellence, Au )
• KPI 1: Vision, Mission,
and Strategic Plan
• KPI 2: Teaching and
Learning
• KPI 3: Student Activities
• KPI 4: Research
• KPI 5: Academic
Services

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 Au QA : Key Performance
Indicator ( Center for
Excellence, Au )
• KPI 6: Promotion Thai Art
and Culture
• KPI 7: Administration
• KPI 8: Finance and
Budgeting
• KPI 9: Internal Quality
Assurance

Summary

Thank you

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