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Investete n oameni!
FONDUL SOCIAL EUROPEAN
Programul Operaional Sectorial Dezvoltarea Resurselor Umane 2007 2013
Axa prioritar: Educaia i formarea profesional n sprijinul creterii economice i dezvoltrii
societii bazate pe cunoatere
Domeniul major de intervenie: Calitate n nvmntul superior
Titlul proiectului: mbuntirea Managementului Universitar
Contract nr.: POSDRU/2/1.2/S/4

Managementul calitii n nvmntul superior

Coordonatorul modulului Prof. Univ. Dr. Constantin Oprean, Universitatea Lucian Blaga din
Sibiu

Membrii echipei de elaborare a modulului:

Prof. Univ. Dr. Claudiu Vasile Kifor, Universitatea Lucian Blaga din Sibiu
Prof. Univ. Dr. Adriana Stnil, Universitatea Lucian Blaga din Sibiu
Prof. Univ. Dr. Anca Cristina Stanciu Universitatea Ovidius Constana
Prof. Univ. Dr. Emil Maxim Universitatea Tehnica Gh. Asachi, Iasi

Mentor: Elizabeth (Liz) Turner, Quality Support Ofcer, Quality Support Unit, Liverpool John
Moores University

Aprilie 2011

1 2
Cuprins Obiectivele modulului
Obiectivele modulului ...................................................................................................................... 4 Prin parcurgerea acestui modul participanii:
Cuprinsul modulului ....................................................................................................................... 4 - vor analiza diverse teorii i modele ale managementului calitii
Durata de desfurare ....................................................................................................................... 4 - vor analiza factorii care au inuen asupra calitii n general n nvmntul superior
Grup int .......................................................................................................................................... 4 - vor analiza i dezvolta modele ale calitii la nivel organizaional
- vor dezvolta un proces de mbuntire a calitii la nivel organizaional
Modalitatea de evaluare .................................................................................................................... 4
Scurt descriere a modulului ........................................................................................................... 6
Contribuia autorilor ......................................................................................................................... 6 Cuprinsul modulului
1. Conceptul de calitate i particulariti pentru nvmntul superior ........................................... 7
1. Conceptul de calitate i particulariti pentru nvmntul superior
Bibliograe ....................................................................................................................................... 13
2. Managementul calitii n nvmntul superior. Modele ale calitii n nvmntul superior
2. Managementul calitii (MC) n nvmntul superior ............................................................... 14 3. mbuntirea calitii n instituiile de nvmnt superior
2.1. Managementul calitii denire i concepte de baz .......................................................... 14 4. Studiu de caz. mbuntirea calitii ntr-o instituie de nvmnt superior
2.2. Principiile managementului calitii ...................................................................................... 16
2.2.1. Orientarea ctre client .................................................................................................... 16 Durata de desfurare
2.2.2. Leadership implicarea conducerii ............................................................................... 17
2.2.3. Implicarea personalului .................................................................................................. 18 - numr total de ore: 30
2.2.4. Abordarea pe baz de proces .......................................................................................... 18 - numr de ore tip face-to-face: 12
2.2.5. Abordarea sistemic a managementului ......................................................................... 21 - numr de ore de relaionare pe platforma de e-learning: 14
2.2.6. mbuntirea continu ................................................................................................... 21 - ore pentru evaluare nal: 4
2.2.7. Argumentarea cu date a deciziilor .................................................................................. 21
2.2.8. Promovarea unor relaii de parteneriat cu furnizorii ...................................................... 22
Grup int
2.3. Structuri de conducere i funcionare ale managementului calitii. Documentele calitii ..... 22
2. 4. Modele ale calitii n nvmntul superior ........................................................................... 30 Prorectori
2.4.1. Modelul European Foundation for Quality Management-EFQM ...................................... 30 Decani/ prodecani
2.4.2. Modelul Malcolm Baldrige ................................................................................................ 31 e de catedr
2.4.3. Modelul ARACIS de evaluarea calitii n nvmntul superior ..................................... 32 Directori cu calitatea
Bibliograe ....................................................................................................................................... 35 Personal administrativ
3. mbuntirea calitii n instituiile de nvmnt superior ........................................................ 36
3.1. Introducere. Metodologie de mbuntire a calitii n nvmntul superior .................... 36
3.2. Denirea proiectelor de mbuntire .................................................................................... 37 Modalitatea de evaluare
3.3. Msurare. Descrierea procesului care genereaz problema ................................................... 38
3.3.1. Diagrama ux ................................................................................................................. 38 n cadrul capitolelor modulului au fost prevzute o serie de exerciii; rezolvarea acestora nu reprezint
3.4. Analiza ................................................................................................................................... 40 o condiie obligatorie pentru evaluarea nal, dar poate sprijini participanii n a nelege mai bine conceptele
3.4.1. Identicarea cauzelor problemei .................................................................................... 40 prezentate i apoi n intocmirea proiectului.
Participanii vor ntocmi un proiect de mbuntire a calitii, n instituia de nvmnt su-
3.4.2. Concentrarea pe cauzele eseniale .................................................................................. 45
perior n care i desfoar activitatea, pe baza conceptelor teoretice prezentate n capitolele 1 2, precum
3.5. mbuntirea ......................................................................................................................... 47 i a metodologiei de mbuntire din capitolul 3; pentru exemplicare, s-au prezentat o serie de studii de caz,
3.5.1. Evaluarea alternativelor .................................................................................................. 48 unul dintre acestea ind descrise n capitolul 4. Se recomand consituirea de gupuri de lucru (2 4 participani)
3.5.2. Planicarea procesului de mbuntire .......................................................................... 49 care vor responsabili pentru diferite seciuni ale proiectului de mbuntire. Fiecare grup va prezenta propria
3.5.3. Schimbarea culturii ......................................................................................................... 50 seciune, evaluarea fcndu-se pe baza urmtoarelor criterii:
3.5.4. Dovedirea ecacitii ...................................................................................................... 50 - relevana studiului de caz ales i corespondena cu realitatea
3.5.5. Implementarea ................................................................................................................ 51 - aplicarea n mod corespunztor a metodologiei de mbuntire i a tehnicilor calitii
3.6. Controlul ................................................................................................................................ 51 - relevana rezultatelor i aplicabilitatea n instituia de nvmnt
3.6.1. Proiectarea elementelor de control ................................................................................. 51 - modul de prezentare
3.6.2. Perfectarea mbuntirii ................................................................................................ 52 Structura recomandat a proiectului este urmtoarea:
3.7. Multiplicarea rezultatelor i stabilirea de noi proiecte .......................................................... 52 - Prezentarea organizaiei i a contextului analizat. Se va prezenta organizaia aleas pentru studiu
precum i domeniul ales pentru mbuntire. Tipuri de probleme care se pot aborda:
Bibliograe ....................................................................................................................................... 53
atractivitatea sczut a unei specializri n rndul absolvenilor de liceu;
4. Studiu de caz. mbuntirea calitii intr-o instituie de nvmnt superior ............................. 54
absenteismul ridicat la cursuri;
rata ridicat de abandon;
procentul mic de absolveni angajai n domeniul n care au absolvit;

3 4

abandonarea / sistarea unui numr ridicat de proiecte de cercetare; - Predarea proiectelor:

alte probleme propuse de participani pn la data anunat de coordonatorii modulului, liderul grupului transmite proiectul pe
- Denirea problemei, a misiunii i echipa propus adresa de email: claudiu.kifor@ulbsibiu.ro, solicitnd conrmarea de primire
- Msurare Proiectul este realizat conform cerinelor, ind identicat contribuia ecrui membru al
Msurare i analiza datelor. Se precizeaz categoriile de date care au fost analizate pentru fun- grupului
damentarea problemei i se prezint rezultatul acestei analize; Se va preciza modalitatea de prezentare: Skype pentru aceasta se furnizeaz ID ul, re-
Analiza proceselor. Se precizeaz procedurile, regulamentele care reglementeaz desfurarea spectiv prin telefon, preciznd numerele de telefon ale membrilor grupului
activitii i care au o inuen major n producerea problemei (se recomand elaborarea diagra- Se stabilete de comun acord o dat pentru realizarea prezentrii (pentru ecare membru
melor de proces) al grupului)
- Analiza. Aici se va ntocmi diagrama cauz efect i se vor identica cauzele de baz / rdcin. Se - Prezentarea proiectului
pondereaz cauzele i se elaboreaz diagrama Pareto
Participanii vor pregtii cu cel puin 15 min nainte de termenul agreat pentru prezen-
- mbuntire. Se selecteaz primele 3 cauze, cele mai importante, i se stabilesc, pentru ecare dintre
tare, asteptnd apelul coordonatorului de modul
ele, posibile alternative care apoi se selecteaz, pe baza unor criterii stabilite de participani, identicnd
Prezentarea dureaz aproximativ 15 min
soluiile cele mai potrivite (tabelul 1 i 2).
- Evaluarea
Tabelul 1. Identicarea soluiilor Dup prezentarea tuturor seciunilor de ctre membrii grupului, coordonatorul de modul
evalueaz proiectele i prezentrile mpreun cu ceilali formatori i anun cursanii asupra
Cauze Alternativa 1 Alternativa 2 Alternativa 3
rezultatelor.
- ntocmirea certicatelor i transmiterea la cursani
Coordonatorul de modul transmite calicativele acordate cursanilor coordonatorului de
proiect (UEFISCSU) care ntocmete certicatele de atestare a competenelor
Certicatele sunt transmise participanilor
Tabelul 2. Matricea de selectare a alternativelor
Cauza:
Scurt descriere a modulului
Criteriul de selecie Alternativa 1 Alternativa 2 Alternativa 3
Obiectivul acestui modul este de a oferi participanilor o prezentare general asupra principalelor
concepte ale Managementului Calitii n instituiile de nvmnt superior. Participanii sunt familiarizai
la nceput cu conceptul de calitate i particularitile acestuia n sistemele de nvmnt superior; sunt
Punctaj obinut prezentate apoi principiile managementului calitii i modul n care acestea ar trebui s guverneze practic
Soluia: orice organizaie; sunt artate apoi modele de management al calitii (EFQM, Macolm Baldridge, ISO
9001, ARACIS) care i-au dovedit utilitatea i n cadrul instituiilor de nvmnt superior. n capitolul
- Implementare. Se descrie modul n care ar trebui s decurg procesul de implementare n instituia destinat mbuntirii continue este abordat o metodologie de mbuntire cu aplicabilitate concret
pe care o reprezint, completnd i tabelul de mai jos. pentru participanii la acest modul, i recomandarea ca aceast metodologie s e utilizat de participani
Implementarea soluiilor n rezolvarea problemelor din propriile instituii. Capitolele sunt completate cu studii de caz, exerciii,
Nr. Cauzele Soluia / Resurse Responsabil Termen Stadiul de rezolvarea acestor exerciii ind recomandat participanilor, dar nu obligatorie. Evaluarea se face pe
Crt (cu ponderea cea Aciunea necesare realizare % baza unui proiect de mbuntire pe care participanii l ntocmesc pentru instituia n care i desfoar
activitatea.
mai mare) corectiv (ecacitate)
Contribuia autorilor
Prof. Univ. Dr. Constantin OPREAN coordonarea lucrrii i cap. 3, 4
Prof. Univ. Dr. Claudiu Vasile Kifor, cap. 2,3, 4,
Ghid de bun practic privind evaluarea Prof. Univ. Dr. Adriana Stnil, Universitatea Lucian Blaga din Sibiu, 2, 3
Prof. Univ. Dr. Anca Cristina Stanciu Universitatea Ovidius Constana, cap. 1
- Alegerea temei i formarea grupului de lucru Prof. Univ. Dr. Emil Maxim Universitatea Tehnic Gh. Asachi, Iai, cap. 2
Aceste activiti se vor realiza n cadrul sesiunii de formare
Membrii grupului i vor alege un lider, care va coordona derularea proiectului
Fiecare membru al grupului va responsabil pentru anumite seciuni ale proiectului
Se vor stabili modul de comunicare, puncte critice, modalitatea de prezentare
- Realizarea proiectului
Proiectul se va realiza conform planicrii din etapa anterioar
Participanii vor comunica prin email / forum / alte mijloace
Liderul de grup va urmri realizarea obiectivelor i va stabili eventualele ntlniri (care pot
i virtuale);

5 6
1. CONCEPTUL DE CALITATE I PARTICULARITI PENTRU
NVMNTUL SUPERIOR
Prof. Univ. Dr. Anca Cristina Stanciu
Este unanim recunoscut importana nvmntului n general i a celui universitar n special
n starea prezent i viitoare a unei naiuni. Educaia reprezint un act de contiin, de calitatea cruia
depinde n bun parte nu numai bunstarea viitoare a naiunii respective ci, n acelai timp, puterea,
inuena i chiar existena ei ca entitate distinct n conguraia regional i mondial.
Dac prioritatea naional este reforma instituional, ca o prioritate de ramur rezult reforma
nvmntului i a cercetrii universitare. Reforma nvmntului reprezint o component a refor-
mei instituionale, care creeaz deschidere spre reforma economic. Rezult n acest mod oameni
formai care pot genera schimbri n spiritul reformei economice: pregtii pentru schimbare, avnd
o mentalitate adecvat i o cultur instituional i a calitii.
nvmntul superior este cel care genereaz specialitii care vor conduce ntr-un viitor apro-
piat societatea i economia romneasc integrat n Uniunea European. Realizarea unei conduite ori-
entate spre calitate constituie o constrngere major n procesul de integrare european a Romniei -
ind n acelai timp elementul vital pentru atingerea unei economii prospere (M.Juran). O importan
major o are n aceast privin componenta educaional, nu numai sub aspectul calitii prestaiei ci
n nsi integrarea nevoii de calitate n cultura naional. Mentalitatea individului trebuie s asimi-
leze convingerea c nu poate s existe bunstare fr o munc responsabil i de calitate.
Plecnd de la aceast misiune, devine evident c ntreaga activitate a universitii trebuie
orientat spre creterea competitivitii instituiei att la nivel naional ct i pe plan internaional prin:
calitatea ofertei i a rezultatelor activitii, un management performant, o politic nanciar adecvat
utilizrii raionale a resurselor i de atragere de noi resurse, ntrirea dimensiunii internaionale a
activitii, ncurajarea unei atitudini responsabile a ntregului personal.
n afar de orientarea spre performan i creterea competitivitii, care sunt cerine generice,
necesitatea introducerii managementului calitii n nvmntul universitar este determinat i de
cerine concrete i imediate cum sunt:
cerina societii privind folosirea ecient i transparent a resurselor publice i extrabuge-
tare alocate nvmntului superior;
crearea i dezvoltarea unei culturi a calitii n universitate, att n privina propriului per-
sonal, ct i n rndurile studenilor;
asigurarea pregtirii performante a absolvenilor pentru a rspunde exigenelor economiei de
pia actuale i de perspectiv din Romnia;
alinierea la standardele i practica instituiilor de nvmnt superior europene n domeniul
managementului calitii, condiie pentru ntrirea dimensiunii internaionale a universitii;
creterea ncrederii societii romneti c vor satisfcute necesitile i ateptrile ei explic-
ite i implicite privind prestaia instituiilor de nvmnt superior;
creterea ncrederii comunitii internaionale n capacitatea nvmntului superior rom-
nesc de a presta o activitate performant;
identicarea verigilor decitare i prevenirea neconformitilor ce pot aprea n prestaia
universitar;
ecientizarea activitilor n toate domeniile fundamentale de competen, de organizare i
funcionare specice unei universiti;
mbuntirea continu a calitii prestaiei universitare.
Datoria oricrei instituii din sistemul naional de nvmnt, indiferent de tip, nivel i form
de organizare a activitii, este de a asigura predarea, nvarea i cercetarea de calitate, din necesi-
tatea de a pune bazele unei culturi instituionale a calitii educaiei, pentru a contribui la dezvoltarea
personal i profesional a studenilor, la bunstarea societii.
Calitatea este considerat, n prezent, alturi de pre, unul dintre principalii factori de com-
7 8
managementului universitar, una dintre componentele cele mai semnicative care ofer indicii att
asupra unei bune organizri a universitii, ct i asupra orientrii ei spre rezultate performante i spre
excelen.
Un act didactic de calitate nseamn a asigura un nivel superior de educaie i instruire, con-
ceput pe termen mediu i lung, care n nal s asigure satisfacia clienilor. Calitatea actului didactic
depinde de mai muli factori care se intercondiioneaz reciproc, i anume: calitatea intrrilor n
sistem, calitatea formatorilor, calitatea suportului tehnic al actului didactic [3].
Dac ne raportm la deniiile clasice ale calitii, n cazul instituiilor de nvmnt su-
perior cerinele clienilor se pot exprima n termeni precum: ce ar trebui s tie i s poat face un
absolvent dintr-un anumit domeniu?. n prezent aceste cerine sunt implicite, nefcnd obiectul unui
contract. Identicarea i denirea lor nu pot apanajul exclusiv al instituiei de nvmnt supe-
rior, ci trebuie duse la bun sfrit numai mpreun cu reprezentani ai clienilor din domeniul respec-
tiv (angajatori, asociaii profesionale etc.). Cerinele se traduc n condiii (trsturi i caracteristici)
conforme unor criterii i trebuie determinate de ctre instituia de nvmnt superior mpreun cu
reprezentanii clienilor. Rezolvarea tehnic a realizrii condiiilor menionate este o problem intern
a instituiei i este legat de structura i coninutul programului de studiu (planului de nvmnt i
programelor analitice). Ea presupune identicarea disciplinelor, a coninutului acestora precum i a
procedurilor de evaluare-examinare susceptibile s conduc la satisfacerea condiiilor i implicit a
cerinei menionate. Informaiile aferente acestei faze de proiectare a programului de studiu trebuie
menionate n documente care s ateste preocuparea instituiei pentru satisfacerea cerinelor clienilor
ei.
n acest moment, de cele mai multe ori, viziunea calitate = ndeplinirea cerinelor mbrac
forma conformitii cu cerinele minimale, calitatea ind perceput ca un ltru, produsele sau ser-
viciile ind acceptate sau respinse n funcie de satisfacerea unor norme sau criterii minime [3].
n cazul instituiilor de nvmnt superior nanate de stat apare o particularitate ngrijortoare:
att costurile interne ale non-calitii, reectate printr-o utilizare inecient a resurselor alocate, ct
i cele externe (reectate prin omaj, calicarea necorespunztoare a profesorilor n nvmntul
primar i mediu, incapacitatea cercettorilor i consultanilor de a crea valoare relevant) sunt supor-
tate n ntregime de ctre societate. n acest context se impune identicarea i denirea judicioas a
cerinelor i ateptrilor pe care societatea le are la adresa instituiilor de nvmnt superior i a unui
cadru de reglementri prin care aceasta poate s se asigure c activitatea universitar este ndreptat
spre satisfacerea cerinelor i ateptrilor menionate [3].
n cazul instituiilor de nvmnt superior, circuitele de reglare ale controlului calitii pot
aplicate pentru:
- activitile legate de nvmnt: proiectarea structurii i coninutului ofertei n conformitate
cu cerinele pieei forei de munc i capabilitatea instituiei, calitatea i actualitatea informaiei
coninut n cursuri, adecvarea metodelor de predare/nvare i evaluare, derularea n condiii
corespunztoare a procesului de nvmnt etc.;
- activitile de cercetare tiinic: originalitatea i oportunitatea tematic, consistena rezulta-
telor, probitatea tiinic, etica experimentrii, modul de valoricare al rezultatelor etc.;
- organizarea intern: delegarea de autoritate i responsabilitate, eciena i transparena n
utilizarea resurselor umane i materiale, echitatea i ncurajarea performanei n politica de pro-
movare a personalului, instruirea continu a personalului etc. [3].
Procesul de nvmnt devine tot mai complex sub impactul noilor tehnologii informatice,
deplasnd accentul de la profesor ctre student. Evaluarea coninutului procesului de nvmnt de-
pinde ns de structura lui i de capacitatea funcional a acesteia. Structura generic a procesului de
nvmnt, respectiv structura care s nu depind de specicul domeniului de cunoatere, cuprinde
urmtoarele componente: dezvoltarea bazei de cunotine explicite; dezvoltarea bazei de cunotine
tacite; dezvoltarea capacitii de procesare a acestor cunotine; generarea de noi cunotine; evalu-
area tuturor acestor cunotine i abiliti.
Implementarea i dezvoltarea managementului calitii ntr-o universitate implic i crearea
9 10
petitivitate ntr-o economie de pia. Legtura existent ntre calitate i variabilele de performan
este dicil de interpretat. Aparent, exist o relaie pozitiv ntre calitate i rentabilitate, dar, n general,
nu exist legturi pozitive semnicative ntre calitate obiectiv i pre. Se pare c exist o relaie cali-
tate / costuri, care urmeaz logica gamei sortimentale (tipuri de produse) i a diferitelor ipostaze ale
manifestrii pe pia a cererii.
Conceptul general al calitii se utilizeaz n diverse domenii, printre care i cel al produciei
de mrfuri i servicii. Sensurile acestui concept sunt de natur losoc, tehnic, economic i social.
Plecnd de la sensul losoc al conceptului, formulm urmtoarea deniie: calitatea pro-
duselor i serviciilor este conferit de sinteza principalelor proprieti (caracteristici) care exprim
gradul de utilitate n satisfacerea unei nevoi.
n literatura de specialitate au aprut deniii precum [2]:
Juran calitate = grad de utilizare, aptitudine de utilizare;
Crosby calitate = conformitate cu cerinele;
ISO calitate = ansamblul de proprieti i caracteristici ale unui produs (serviciu) care i
confer acestuia proprietatea de a satisface nevoile exprimate sau implicite [7].
Coninutul tehnic, economic i social al conceptului de calitate rezult din caracterul complex
i dinamic al acestuia. Aceasta complexitate este dovedit i de multitudinea deniiilor i evoluia
acestora.
S ne oprim asupra ctorva formulri frecvent utilizate:
este un produs de calitate (rspunde ateptrilor);
este o organizaie de calitate (apt s rspund cerinelor);
este de calitate inferioar (caracteristicile nu rspund ateptrilor).
S notm c aceste cteva fraze includ de obicei doar dimensiunea performan a calitii,
de aceea, adugm uneori este un produs de calitate dar este prea scump pentru mine sau nu este
disponibil.
Precizarea raportul calitate / pre este excelent introduce noiunea de cost i de msur n
aprecierea rspunsului la ateptri.
Conceptul de calitate difer ns de aceste expresii familiare dar puin precise:
Calitatea este aptitudinea n utilizare (J. M. Juran);
Calitatea este conformitatea cu specicaiile (P. Crosby);
Calitatea este conformitatea cu nevoile (C. Hersan);
Calitatea este satisfacerea nevoilor apreciat de client sau utilizator (P. Lyonnet);
Calitatea este zero defecte, zero stocuri, zero ntrzieri, zero hrtii, zero accidente etc. P.
Crosby);
n nvmntul superior, calitatea este apreciat deopotriv prin intermediul produsului re-
zultat, apreciabil prin cunoatere i competen, dar i prin intermediul procesului educaional, care,
conform SR ISO IWA Sisteme de management al calitii. Linii Directoare pentru aplicarea ISO
9001:2000 n domeniul educaiei [9] are ca rezultat un produs educaional. Instituiile de nvmnt
superior trebuie s devin componente principale n construcia i armarea societii cunoaterii.
Un sistem de evaluare a activitii cadrelor didactice se impune tot mai mult ca o necesitate care-i d
specialistului posibilitatea de a se alinia permanent schimbrilor rapide ce intervin n domeniul su
de competen, dar i de a lua n considerare ideea unei reorientri academice. n multe cazuri poate
util sau chiar necesar s ne prsim domeniul iniial de specializare pentru un altul, mai interesant
i mai dinamic, adaptndu-ne n acest fel schimbrilor tot mai rapide datorate progresului tiinic i
tehnic.
Calitatea activitii didactice ar putea denit ca ansamblul tuturor nsuirilor i caracteristi-
cilor procesului didactic care i confer capacitatea de a satisface anumite necesiti curente i viitoare
ale clienilor (studeni, rme, societate) n ce privete formarea abilitilor i performanelor, crearea
i reevaluarea cunotinelor.
Calitatea activitii didactice (proces didactic i cercetare tiinic) este, alturi de calitatea
unei culturi organizaionale noi, bazate pe conceptul de evaluare. Cu alte cuvinte, se trece de la o
cultur a raportrii la o cultur a evalurii. ntr-o astfel de cultur organizaional, studenii sunt
actori importani n viaa universitii i opinia lor privind performana cadrelor didactice devine o
component necesar n evaluarea i mbuntirea calitii procesului de nvmnt Universitile
ar trebui s-i stabileasc un set de instrumente care s-i ofere sprijin n ndeplinirea obiectivelor pro-
puse.
Criteriile de evaluare vizeaz e rezultatele i evenimentele trecute, dintr-o perioad
determinat, e potenialul viitor .
Pentru ca rezultatele obinute s e concludente, criteriile de evaluare trebuie s e:
precis formulate n scris;
n numr limitat;
clar enunate;
msurabile i cuanticabile;
uor aplicabile;
s e stabilite la nivel naional.
Obiectivele prestabilite ale unei instituii de nvmnt superior rezult din cerinele societii
i ale pieei, sau le pot depi, jucnd un rol de generare a cererii. Ele servesc ca i valori de referin
pentru circuitele de reglare dintre nivelurile universitate-clieni externi. De aici pornind, conducerea
instituiei formuleaz obiectivele strategice ale acesteia, care vor servi ca i valori de referin pen-
tru nivelurile inferioare i prin urmare joac rolul unui parametru de reglare ntre niveluri. Pe baza
acestora, de exemplu, la nivel de planicare-proiectare se vor implementa strategiile dezvoltrii unei
oferte coerente a unei faculti (ca prol i specializri), i valori trebuie pentru nivelurile inferio-
are: elaborarea planurilor de nvmnt i a programelor analitice etc. Rezultatele respectiv mrimile
caracteristice ale nivelurilor inferioare se transmit nivelurilor superioare, nchizndu-se prin aceasta
circuitele de reglare.
Buclele controlului calitii se realizeaz att n cadrul unui nivel al instituiei (catedr,
facultate, servicii administrative etc.) ct i ntre aceste subuniti aate n cooperare sau subor-
donare (gura 1.1). Este de asemenea de subliniat faptul c buclele controlului calitii se nchid nu
numai intern, n instituia de nvmnt, ci trebuie s urmreasc rezultatele activitii universitare
i n mediul extern (absolveni i angajatorii acestora) realiznd coreciile necesare n funcie de
informaiile obinute de la acetia.
Educaia n nvmntul superior se desfoar, n condiiile autonomiei universitare, ntr-
un cadru concurenial din ce n ce mai accentuat, datorat pe de o parte creterii ofertei de instruire i
pe de alt parte, reducerii numrului de candidai. Dincolo de msurile preconizate la nivel naional
pentru optimizarea acestei situaii, trebuie s asigure absolvenilor n primul rnd competene profe-
sionale de nalt nivel. Acesta este rezultatul unor aciuni concertate, orientate ctre ndeplinirea obi-
ectivelor formulate de beneciari (absolvent i angajator), care trebuie s se deruleze ntr-un sistem
de asigurare a calitii clar structurat i ecient.
Pentru aceasta se impun o serie de aciuni privind:
a) Dezvoltarea unui cadru funcional dinamic de implementare a conceptului de autono-
mie a universitii, n principal prin denirea raporturilor universitate faculti, n sensul creterii
autonomiei reale.
b) Denirea, n condiiile autonomiei, a propriilor nivele de calitate i a tehnicilor de asig-
urare a calitii, cu accent pe obinerea rezultatelor specice n instruirea studenilor i n cercetare.
Aceasta se va face prin analiza resurselor existente, a constrngerilor interne i externe universitii,
a standardelor naionale i internaionale precum i prin prisma rezultatelor preconizate. Manage-
mentul calitii trebuie s devin, conform cu Sistemul European de Asigurare a Calitii, un instru-
ment de perfecionare continu a procesului de nvmnt, de cercetare i de conducere.
c) Ecientizarea mecanismelor de asigurare a calitii la nivel de universitate, faculti,
catedre, departamente. n evaluare, accentul se va pune pe calitatea proceselor de nvare, de predare, Obiective
pe calitatea proceselor de cercetare tiinic, pe calitatea serviciilor interne i externe.
d) Evaluarea intern periodic a calitii activitilor didactice i tiinice, la nivelul cate-
drelor, facultilor i centrelor de cercetare, bazat pe procese de rezolvare a neconformitilor;
e) Utilizarea rezultatelor evalurii n ecientizarea activitilor didactice, de cercetare i Societatea i piaa
manageriale. n acest proces, studenii, ca beneciari direci, trebuie s e activ implicai.
f) Evaluarea periodic extern (prin atestare) a activitilor didactice, tiinice i a man-
agementului instituional i prezentarea public a rezultatelor.
Conducerea universitii

Facultate, Administraie
Circuite de
reglare ntre
Catedr, Servicii niveluri

Procese

Membrii personalului

Rezultate
Circuit de reglare ntre procese
Circuit de reglare n cadrul
sau compartimente
unui proces local

Fig.1.1. Structura circuitelor de reglare a calitii ntr-o instituie de nvmnt superior[3]

Colaborarea inter-universitar la nivel european este un fapt real; pentru rezultate de

anvergur i de durat este necesar armonizarea aciunilor desfurate de statele UE cu aciunile
la nivel naional (adoptarea unei structuri a nvmntului superior n concordan cu cel european)
i la nivel instituional care s duc la rezultate concrete i viabile pe termen lung. Dezvoltarea i
integrarea n parteneriate / consorii europene pentru lansarea de proiecte de studii i de cercetare
trebuie s constituie o prioritate.

11 12

Pentru aceasta sunt necesare:
a. Compatibilizarea programelor de studii pentru o corelare mai strns cu programele europene
de nvmnt, n scopul aplicrii pe scar larg a sistemului european de credite transferabile de
studiu, al echivalrii i recunoaterii diplomelor.
b. Orientarea coninutului disciplinelor pentru a asigura studenilor / absolvenilor competenele
necesare integrrii pe piaa european a muncii i educaiei.
c. Dezvoltarea de programe de studii integrate n parteneriat / consorii cu universiti romneti
i europene (cu precdere la nivel de master i doctorat) care s conduc i la obinerea de di-
plome comune (joint degrees);
d. Promovarea programelor de studii n limbi de circulaie internaional pentru a ncuraja mo-
bilitatea studenilor i a cadrelor didactice i atragerea de studeni strini.
e. Dezvoltarea de module educaionale n parteneriate europene, prin mobiliti reciproce ale
cadrelor didactice instituiile partenere.
f. Integrarea pe scar larg i sprijinirea cadrelor didactice i a studenilor n dezvoltarea de
programe europene de educaie.
g. Dezvoltarea de parteneriate cu universiti i centre de cercetare europene pentru activiti
comune de cercetare.
h. Integrarea centrelor i a colectivelor de cercetare n reele europene de cercetare tiinic.
Politicile i strategiile de asigurare a calitii n sistemul naional de nvmnt din Romnia 4.
au ca reper permanenta corelare cu orientrile i aciunile promovate la nivel european i mondial,
n consens cu recomandrile Asociaiei Europene pentru Asigurarea Calitii n nvmntul Supe- 5.
rior, recomandri care au fost nsuite de Conferina Ministerial de la Bergen (19-20 mai 2005). n
evoluie, principalele momente ale construciei europene n plan educaional se regsesc n:
Declaraia de la Sorbona (1998): SEIS - Spaiul European al nvmntului Superior
Declaraia de la Bologna (1999): 6 obiective viznd compatibilizarea / convergena siste-
melor de nvmnt superior pna n anul 2010 - prin: sistemul de recunoatere a diplomelor,
sistemul ciclurilor Licen Master - Doctorat, sistemul de credite transferabile europene (ECTS),
promovarea mobilitilor studenilor i cadrelor didactice, promovarea cooperrii europene n
asigurarea calitii, promovarea dimensiunii europene a nvmntului superior
Reuniunea de la Lisabona (2000): n anii 2010-2020, Europa va deveni regiunea cu cea
mai competitiv economie la nivel mondial (actualmente existnd decalaje importante ntre UE
i SUA-Japonia)
Convenia de la Salamanca (2001): universitile recunosc faptul c studenii lor au nevoie i
solicit calicri pe care s le poat folosi efectiv n continuarea studiilor sau pentru a se angaja n
Europa (necesitatea unor reele de calicri compatibile descrise prin competene ca refereniale
pentru crearea i evaluarea curriculum-ului, asigurnd exibilizarea i autonomia universitar n
realizarea curriculum-ului)
Reuniunea de la Berlin (2003): denirea i implementarea unui sistem naional de asigurare
a calitii n nvmntul superior. S-a stabilit de comun acord c responsabilitatea primar
pentru asigurarea calitii n nvmntul superior aparine ecrei instituii. A fost mandatat
ENQA (European Network for Quality Assurance in Higher Education) pentru a elabora stan-
darde, ghiduri i proceduri privind rea-lizarea i funcionarea sistemelor de asigurare a calitii
n nvmntul superior
Reuniunea de la Bergen (2005): set de recomandri (cu privire la: standarde, ghiduri i
proceduri, cadrul naional / transnaional de calicare, descriptorii de ciclu, numrul minim de
credite ECTS, nvarea pe tot parcursul vietii, etc.)
- lista standardelor i ghidurilor europene privind asigurarea intern a calitii n cadrul
instituiilor de nvmnt superior;
- lista standardelor europene privind asigurarea extern a calitii nvmtului superior;
- lista standardelor europene privind ageniile de asigurare extern a calitii;
- descrierea sistemului de evaluare peer review (evaluare colegial) pentru ageniile de asigu-
rare a calitii (Contextul internaional, Evaluarea ciclic a ageniilor, Registrul ageniilor de
asigurare a calitii ce funcioneaz n Europa, Forumul Consultativ pentru Asigurarea Calitii
n nvmntul Superior);
Bibliograe
1. Olaru, M., Isaic-Maniu, A., Lefter, V., Pop, N., Popescu, S., Dragulanescu,N.,Roncea,L., Ron-
cea, C. - Tehnici i instrumente utilizate n managementul calitii, Ed. Economic, Bucureti, 2000.
2. Oprean,C-tin,Kifor,C-Managementul integrat al calitii-Sibiu, Ed.Universitii Lucian Bla-
ga,2005
3. Popescu, S., Bratianu, C. coord.- Ghidul calitii n nvmntul superior, Proiectul
CALISRO,Ed. Universitii din Bucureti, 2004
Raban,C.,Turner,L.-Quality risk management. Modernising the architecture of quality assur-
ance, Perspectives,vol.10,Nr.2,april 2006.
Todorescu,L.- Calitatea n nvmntul superior-oportunitate i importana n Buletin AGIR
nr 1-2/2009/aprilie-septembrie
6. ENQA Standards and Guidelines for Quality Assurance in the European Higher Education
Area, European Association for Quality Assurance in Higher Education, 2007
7. SR EN ISO 9000:2006-Sisteme de management al caltii-Principii fundamentale i vocabu-
lar
8. SR EN ISO 9001:2008 -Sisteme de management al calitii.Cerine.
9. SR ISO IWA 2:2006-Sisteme de management al calitii.Linii Directoare pentru aplicarea ISO
9001:2000 n domeniul educaiei
10. http://www.enqa.eu/pubs_lasso
11. http://www.cepes.ro/publications/pdf/Implementation_online.pdf
12. http://www.enqa.eu
13. http://www.eua.be/eua-news/view-item/article/884

RAPORTUL ENQA LA REUNIUNEA DE LA BERGEN (Raportul Standards and Guide-

lines for Quality Assurance in the European Higher Education Area - 41 pagini) conine, n sintez:
- introducere privind bazele (principiile, scopurile i obiectivele, etc.) standardelor i ghidurilor
de asigurare a calitii n nvmntul superior;

13 14
2. MANAGEMENTUL CALITII (MC) N NVMNTUL Tabelul 2.1. Componentele managementului calitii
SUPERIOR Planicarea calitii Controlul calitii Asigurarea calitii mbuntirea calitii
Fixarea obiectivelor Evaluarea calitii Furnizarea ncrederii Analiza situaiei existente
2.1. Managementul calitii denire i concepte de baz Identicarea clienilor reale c cerinele privind
Prof. Univ. Dr. Emil Maxim Identicarea nevoilor calitatea vor ndep-
Literatura de specialitate ne ofer mai multe deniii ale managementului calitii, ecare nuannd clienilor linite Stabilirea obiectivelor
anumite elemente ale conceptului. Specicarea Compararea calitii pentru mbuntire
Josef M. Juran consider c managementul calitii reprezint totalitatea modalitilor prin care caracte-risticilor pro- reale cu obiectivele
obinem calitate [5] . n opinia sa, managementul calitii are la baz trei procese de baz care dusului i cerinele Cutarea soluiilor
alctuiesc trilogia calitii (g. 2.1): Specicarea
- planicarea calitii; proceselor Selectarea i implementa-
- inerea sub control a calitii; Stabilirea msurilor rea soluiilor
- mbuntirea calitii. Determinarea pentru nlturarea
resurselor necesare diferenelor Analiza i evaluarea
Planificarea inerea sub
inerea sub control
control aa calitii
calitii rezultatelor
calitii (n timpul activitilor)
(n timp l acti itilor)
O alt orientare n denirea managementului calitii are n vedere funciile managementului.
40 Astfel, J. Klada [4] denete managementul calitii prin ansamblul activitilor avnd ca scop real-
izarea unor obiective prin utilizarea optim a resurselor, constnd din:
Vrf sporadic
Planicare;
Coordonare;
mbuntirea calitii

Organizare;
Costul non-calitii

Control;
Asigurarea calitii.
20 Accentul este pus pe schimbarea de abordare i pe generalizarea preocuprilor privind cali-
Nivel iniial al tatea n toate tipurile de organizaii. Oricare ar abordarea predominant n denirea conceptului,
non-calitii eseniale sunt orientrile specice, mult mai cuprinztoare dect cele specice asigurrii calitii i
predominant strategice (tabelul 2.2).
Nivel nou al
Pierderi importante
non-calitii Tabelul 2.2. Abordri actuale ale calitii
(posibiliti de mbuntire) Elemente de referin Orientri anterioare Orientri specice
0 managementului calitii managementului calitii
Timp Produse Produse fabricate Toate produsele destinate sau nu
0 Feed-back vnzrii
Procese Cele legate direct de producie Toate procesele: cercetare, proiectare,
Fig. 2.1. Trilogia Juran achiziii, producie, vnzri etc.
Clieni Persoane sau organizaii care Toi cei afectai de producia, comer-
O deniie similar adopt i standardele ISO, care consider c managementul calitii const cumpr produsele cializarea, exploatarea, scoaterea din
n ansamblul activitilor coordonate pentru a orienta i controla o organizaie n ceea ce privete uz a produselor
calitatea [8]. Acestea se realizeaz prin: planicarea calitii; controlul calitii; asigurarea calitii; Categorii de organizaii Firme productoare Toate tipurile de organizaii
mbuntirea calitii (tabelul 2.1).
Obiectivele calitii Tactice, xate la nivelul depar- n primul rnd strategice, xate de
Toate aceste activiti trebuie proiectate i realizate ntr-o nou viziune, mai cuprinztoare, cu
tamentelor medii i inferioare managerii superiori
accent pe respectarea partenerilor i a celorlalte pri interesate, pe furnizarea ncrederii n organizaie
i n capacitatea acesteia de a satisface integral cerinele. Costul noncalitii Cheltuielile legate de produsele Toate costurile care ar disprea dac
cu defecte totul ar perfect

Prin urmare, managementul calitii este managementul axat pe calitate i orientat spre asigu-
rarea succesului pe termen lung prin antrenarea tuturor membrilor organizaiei, satisfacerea clienilor
i obinerea de avantaje pentru toate prile care au interese legate de funcionarea acesteia, inclusiv,

15 16

societatea n ansamblul su.
Pentru o instituie de nvmnt superior managementul calitii devine calea principal
de cretere a performanelor i prestigiului. Acesta nu trebuie ns confundat cu asigurarea calitii
cerut de organismele specializate (ARACIS). Din pcate, n multe universiti se confund manage-
mentul calitii cu acreditarea i se fac eforturi pentru realizarea cerinelor din standarde neglijndu-se
esenialul mbuntirea continu. Majoritatea universitilor care i asum cultura instituional
a calitii ca mijloc de atingere a excelenei academice n procesele de baz (educaie i cercetare
tiinic), dar i n procesele suport, se orienteaz n managementul calitii dup standardele ISO,
punnd accent pe planicare, asigurare, control i mbuntire continu.
Planicarea calitii presupune efectuarea unor cercetri periodice pentru xarea obiectivelor
privind programele de studiu, cifrele de colarizare, obiectivele de cercetare tiinic. Identicarea
clienilor (sau mai bine spus a parilor interesate) i a nevoilor acestora necesit studii pe categorii
de clieni care s msoare att cerine ct i satisfacii. Specicarea caracteristicilor produsului pre-
supune att specicarea abilitilor i competenelor absolvenilor ct i a coninutului programelor
analitice, cursurilor etc. Derularea efectiv a activitii didactice i de cercetare presupune procese
specice a cror documentare st la baza evalurii interne i externe i constituie premisa esenial
pentru mbuntire continu.
Asigurarea calitii presupune aplicarea unor modele specice de genul celor utilizate de
ARACIS pentru obinerea autorizrii i acreditrii programelor de studiu.
Controlul calitii este n special unul managerial i presupune proceduri de evaluare a
studenilor i personalului didactic, de msurare a satisfaciilor clienilor i ale altor pri interesate.
O strategie global care deriv dintr-un principiu al managementului calitii este strategia
mbuntirii continue. Aceast strategie are n vedere faptul c un nivel ridicat al calitii produse-
lor i serviciilor nu poate obinut printr-o concentrare a eforturilor pe o perioad limitat de timp
i nu poate pstrat dac preocuprile nceteaz. De altfel, un nivel al calitii poate apreciat ca
foarte bun sau ridicat, n raport cu cerinele i nivelul de dezvoltare existente la un moment dat. Pro-
gresul tehnico-economic i social determin schimbarea cerinelor privind calicrile, abilitile i
competenele absolvenilor dar i a mijloacelor i metodelor de desfurare a proceselor de instruire.
De aici i o schimbare a opticii fa de calitate: ceea ce este considerat la un moment dat ca ind de
bun calitate peste un anumit timp poate apreciat ca necorespunztor. Aceast dinamic a cerinelor
fa de calitate impune existena unei preocupri permanente pentru perfecionarea continu a ofer-
telor.
2.2. Principiile managementului calitii
Prof. Univ. Dr. Emil Maxim
Ultimele ediii (din 2001 i 2006) ale standardului ISO 9000 stabilesc pentru un sistem de
management al calitii opt principii. care se adreseaz conducerii de vrf a organizaiei i au ca scop
s aduc satisfacii tuturor prilor interesate [10].
Pentru autorizarea provizorie i acreditarea programelor de studiu au fost elaborate standarde
specice care sunt utilizate de ctre ARACIS i ARACIP. Aceste standarde sunt axate pe asigura-
rea calitii i vizeaz: capacitatea instituional, ecacitatea educaional i managementul calitii.
Standardele presupun existena unui sistem de management al calitii n instituie i acesta trebuie s
aib la baz, ca refereniale de bune practici, standardele ISO.
2.2.1. Orientarea ctre client
Existena i funcionarea organizaiilor este condiionat de existena clienilor i de relaiile cu
acetia. n relaiile dintre organizaie i clieni, standardele pun accentul pe:
- cunoaterea i nelegerea nevoilor curente i viitoare ale clienilor;
- ndeplinirea cerinelor clienilor;
- orientare spre depirea ateptrilor clienilor.
n centrul preocuprilor managementului calitii, trebuie s se ae permanent clienii. Se
porneste de la nevoi, cerine i ateptri ale acestora i se ajunge la msurarea satisfaciilor.
Nevoi
Cerine Specicaii Produs/Serviciu Msurare
Ateptri Satisfacii
Satisfaciile vor comparate cu cerinele i ateptrile pentru a identica i apoi explica aba-
terile i pentru a stabili msurile pentru mbuntirea continu.
Clienii, vzui prin prisma managementului calitii, se mpart n dou categorii: clieni inter-
ni i clieni externi. Clienii interni sau salariaii organizaiei trebuie s e motivai, antrenai, educai
n spiritul calitii. Aceasta presupune att o instruire continu ct i aciuni de marketing social n
rndul salariailor pentru a-i convinge s fac din problema calitii att o problem individual, ct
i una de grup. O problem important pe care o are de rezolvat un ofertant de servicii educaionale
este denirea clienilor i identicarea cerinelor acestora, deoarece realizarea calitii presupune sa-
tisfacerea tuturor cerinelor.
O prim categorie de clieni sunt studenii care se a att n situaia de clieni externi, ca
beneciari i cumprtori ai serviciilor educaionale furnizate de universitate, ct i n cea de clieni
interni, ca participani direct la procesul educaional. Cerinele acestora vor viza condiii de partici-
pare i implicare n procesul de instruire dar i garantarea furnizrii unor competene cerute pe piaa
muncii i recunoscute la nivel naional i internaional. Trebuie identicai i inui sub control factorii
care inueneaz competenele absolvenilor: calitatea pregtirii anterioare a studenilor, calitatea
proceselor de instruire, implicarea studenilor, calitatea proceselor suport, resursele nanciare de care
dispun studenii i faciliti pentru accesul la astfel de resurse etc.
Angajatorii reprezint o categorie aparte de clieni care, de regul, nu pltesc direct pentru
produsul cerut dar ale cror cerine au importan deosebit pentru furnizorul de educaie. Angaja-
torii mulumii de calitatea pregtirii absolvenilor sunt cei mai buni evaluatori ai calitii procesului
educaional.
Statul este beneciar direct al calitii n educaie, n calitate de angajator, dar i beneciar
indirect i principalul nanator, chiar i pentru studenii cu tax (de regul, taxa acoper doar o parte
din cheltuielile de instruire). Statul este i principalul beneciar al rezultatelor cercetrii tiinice.
Nu trebuie neglijai ntr-un sistem de management al calitii nici clienii interni: studenii, per-
sonalul didactic i de cercetare, personalul administrativ, care au cerine specice a cror ndeplinire
condiioneaz calitatea. Crearea nevoii de calitate la salariai, a nevoii de a desfura munca lor
astfel nct s aib n nal satisfacia calitii realizate este o problem esenial a managementului
calitii, creia managementul japonez a reuit s-i gseasc cele mai bune soluii.
Pentru a cunoate cerinele i satisfaciile prilor interesate furnizorul de educaie trebuie s
realizeze periodic:
- sondaje de investigare a opiniilor beneciarilor direci i indireci privind calitatea serviciilor
educaionale;
- un raport privind calitatea serviciilor educaionale care este adus la cunotina beneciarilor
prin aare sau publicare;
- comunicarea prin mijloace specice a stadiului autorizrii sau acreditrii programelor de
studiu.
-
2.2.2. Leadership implicarea conducerii
Liderul este o persoan care n baza unor caliti formate sau nnscute exercit putere sau are
o mare inuen n cadrul unui grup social, indiferent de mrimea acestuia: echip, formaie, comu-
nitate, organizaie, stat.
Pentru o organizaie, managerul de la cel mai nalt nivel stabilete misiunea i obiectivele

17 18
strategice. Pentru a antrena ntreg personalul la realizarea obiectivelor, managerii trebuie s creeze problema tuturor nu trebuie s nsemne doar o responsabilitate global, neconcretizat. Fiecare persoan
i s menin un mediu intern adecvat: trebuie s aib propriile responsabiliti privind calitatea.
- s stabileasc, s menin i s promoveze politica i obiectivele referitoare la calitate; Necesitatea implicrii pleac de la ideea c realizarea i pstrarea calitii este, n primul rnd,
- s se asigure de concentrarea ntregii organizaii asupra cerinelor clienilor; o problem de atitudine. Implicarea presupune mai mult dect participarea, care poate nsemna simpla
- s se asigure de implementarea proceselor pentru satisfacerea cerinelor prilor interesate; prezen sau executarea unor sarcini impuse. Toi angajaii organizaiei, ncepnd cu managerii de la cel
- s se asigure c este implementat i meninut un SMC (Sistem de Management al Calitatii) mai nalt nivel, trebuie s aib atribuii clare privind calitatea i s se implice n realizarea obiectivelor
ecace i ecient, pentru realizarea obiectivelor calitii; specice.
- s se asigure de disponibilitatea resurselor necesare;
- s analizeze periodic SMC; 2.2.4. Abordarea pe baz de proces
- s decid asupra msurilor de mbuntire a SMC; Standardul ISO 9001:2008. Sisteme de management al calitii. Cerine stabilete cerinele pentru
- s stimuleze implicarea personalului. un sistem de management al calitii atunci cnd o organizaie:
Realizarea sistemului de management al calitii presupune eforturi i timp, iar managerii are nevoie s demonstreze abilitatea sa de a furniza consecvent produse care s satisfac cerinele
trebuie s fundamenteze necesitile i s aloce resursele necesare. clientului i cerinele reglementrilor aplicabile;
Dei calitatea este problema tuturor, la nivelul universitilor se constituie structuri organiza- dorete s mreasc satisfacia clientului prin aplicarea ecace a sistemului, inclusiv a proceselor
torice cu atribuii directe privind managementul calitii: Consiliul pentru Managementul Calitii, de mbuntire continu a sistemului i prin asigurarea conformitii cu cerinele clientului i a celor
numit n unele universiti Consiliul pentru Asigurarea Calitii, Comisia pentru Evaluarea i de reglementare aplicabile.
Asigurarea Calitii la nivel de instituie, Serviciul Asigurarea Calitii, Comisii pentru Asigurarea Modelul prezentat n gura 2.2. reect integrarea celor patru clauze ale standardului.
Calitii la nivelul facultilor. Aceste structuri sunt componente ale managementului universitar
conceput cu trei componente: managementul academic, managementul administrativ, managementul
calitii [7]. mbuntirea
mbunt continu aa
irea continu
Consiliul pentru Managementul (Asigurarea) calitii are rol consultativ i este format din sistemului de managementul calitii
sistemului de managementul calitii
responsabili pentru asigurarea calitii din ecare facultate i are ca principale atribuii:
- formularea politicii calitii;
- analiza concluziilor sintetice ale evalurii i diagnosticului calitii;
Responsabilitatea
- analiza i urmrirea proceselor de modernizare i nnoire a ofertei (programe de studiu, Clieni
Clieni
managementului
Clieni
Clieni
curricul, cursuri);
- analiza i avizarea sistemului de recompense pentru calitate.
Comisia pentru Evaluarea i Asigurarea Calitii din universitate este constituit conform
Legii 87/2006 pentru aprobarea ordonanei de urgen a guvernului 75/2005 privind asigurarea calitii Managementul Msurare, analiz
Msurare, analiz i
i Satisfacie
mbuntire Satisfacie
educaiei. Comisia este alctuit din 3-9 membri i coordoneaz aplicarea procedurilor i activitilor resurselor mbuntire
de evaluare i asigurare a calitii prevzute de Lege i de hotrrile Senatului; formuleaz propuneri
de mbuntire a calitii pentru activitile din universitate. Conducerea comisiei este asigurat de
rector sau, mai frecvent, de un prorector.
Ieire
Ieire
Comisia pentru Asigurarea Calitii din facultate este coordonat de responsabilul pen- Cerine
Cerine
Intrare Realizarea
Produs
produsului
tru asigurarea calitii din ecare facultate / departament / structur administrativ. Comisia are n
componen 3 membri numii de Consiliul facultii, dintre care 1-2 membri ai Biroului Consiliului,
iar al treilea ndeplinete atribuiile de secretariat i administrative. Comisia realizeaz activitile de
asigurare a calitii n facultate, monitorizeaz calitatea programelor de studii, elaboreaz anual Ra- Legend
Activitii care
careadaug
adaugvaloare
portul de evaluare intern privind calitatea educaiei i asist n facultate evalurile externe. Activit valoare
Flux informa
Flux informaional
ional
Responsabilul pentru asigurarea calitii la nivel de facultate are ca principale atribuii:
- s se asigure c procesele SMC sunt stabilite, documentate, implementate i meninute;
- fundamenteaz necesarul de resurse pentru funcionarea SMC din facultate; Fig. 2.2. Modelul ISO 9001
- propune msuri pentru mbuntirea continu.
ISO 9001:2008 ofer att o integrare pe vertical ct i una pe orizontal. n ceea ce privete integrarea
pe vertical, managementul stabilete cerinele n cadrul seciunii corespunztoare Responsabilitii Ma-
2.2.3. Implicarea personalului nagementului, resursele necesare sunt identicate i angajate n cadrul Managementului Resurselor,
Personalul de la toate nivelurile organizaiei reprezint factorul esenial pentru realizarea obi-
procesele sunt create i conduse n cadrul seciunii Realizarea produsului, iar rezultatele sunt msurate,
ectivelor privind calitatea total. Condiia ecacitii acestui factor este implicarea total prin folo-
analizate i mbuntite n cadrul seciunii corespunztoare Msurrii, Analizelor i mbuntirii.
sirea cunotinelor i abilitilor. Calitatea nu mai este astzi doar problema unor persoane cu atribuii
Analiza realizat de management nchide bucla, ciclul revenind la seciunea corespunztoare
speciale n domeniu, ci este problema tuturor. Toate persoanele din organizaie trebuie s e preo-
Responsabilitii Managementului pentru autorizarea i iniierea schimbrii. n ceea ce privete integrarea
cupate de calitatea activitii pe care o desfoar i de calitatea rezultatelor obinute. Faptul c este
pe orizontal, modelul ilustreaz faptul c prile interesate / clienii joac un rol important la intrarea n

19 20

proces, prin cerinele exprimate de acetia, procesele sunt apoi puse n practic n vederea satisfacerii Pornind de la acest cadru general putem identica pentru o instituie de nvmnt superior
acestor cerine, iar satisfacia clienilor este evaluat la ieirea din proces. Datele de ieire sunt utili- dou procese de baz: procese didactice i procese de cercetare. n cadrul ecrei subgrupe numrul
zate pentru a mbunti intrrile provenite de la prile interesate, completnd bucla orizontal. i sfera de cuprindere a proceselor difer de la o instituie de nvmnt la alta n funcie de mai muli
Se observ c standardul ISO 9001:2001 este construit pe baza conceptului lui Deming factori: dimensiunea i structura intern, ciclurile de nvmnt pentru care ofer programe didactice
Plan Do Check Act (Planicare, Execuie, Vericare, Acionare). Aceast abordare are la baz (nu toate universitile dezvolt ciclurile II i III), asigurarea cu personal didactic propriu, pregtirea
premisa c un rezultat dorit este obinut n mod mai ecient atunci cnd activitile i resursele utili- i structura personalului didactic, baza material disponibil (spaii de nvmnt i dotarea aces-
zate sunt conduse i organizate ca un proces. tora, spaii pentru activiti nedidactice), servicii oferite studenilor, asigurarea resurselor nanciare
Un proces este o succesiune de activiti corelate sau este o activitate care transform ele- (alocaii bugetare, fonduri proprii, mixt) etc.
mente de intrare n elemente de ieire. Corelarea proceselor conduce la reele de procese. Elementele I. Procese didactice:
de ieire ale unui proces pot deveni elemente de intrare pentru unul sau mai multe procese. Elemen- Proiectare i dezvoltare curriculum
tele de intrare ntr-un proces pot interne sau externe organizaiei. Un rol important n furnizarea Planicarea proceselor didactice
informaiilor privind elementele de intrare ntr-un proces l au prile interesate. Relaia cu clientul i prile interesate: determinarea cerinelor, analiza cerinelor, comuni-
Standardele ISO 9001:2008 i ISO 9000:2006 conin patru seciuni care fac referire la proce- carea cu clientul i prile interesate
sele Sistemului de Management al calitii (g. 2.2): Proiectarea i realizarea cursurilor i a altor materiale didactice (proces distinct pentru progra-
Responsabilitatea managementului mele de studiu prin nvmntul la distan )
Realizarea produsului Furnizare de servicii desfurarea proceselor didactice
Managementul resurselor Validarea procesului de furnizare de servicii evaluri interne i externe
Msurare, analiz i mbuntire Monitorizarea i msurarea proceselor didactice (indicatori referitori la mijloacele mate-
riale utilizate, metode de predare, percepia studenilor etc. Practic, universitatea trebuie s-i
Urmrind cerinele i recomandrile din standardele ISO putem identica mai multe categorii construiasc un set de indicatori pentru msurarea calitii, indicatori care s aib n vedere stan-
de procese: darde specice i cele mai bune practici n domeniu. Un sistem de indicatori este propus i de
- procese de management; ctre ARACIS- (11;9-15))
- procese de baz, numite i procese de realizare sau procese de afaceri; Monitorizarea i msurarea competentei
- procese suport; Monitorizarea i msurarea satisfaciei prilor interesate
- procese feedback. Controlul neconformitilor
n cazul universitilor, abordarea pe baz de proces n managementul calitii presupune mbuntire continu
identica-rea, descrierea i documentarea proceselor relevante, activiti n care se implic att con- II. Procese de cercetare:
ducerea universitii ct i conducerile facultilor i care presupun luarea n considerare a cerinelor Planicarea activitii de cercetare
i ateptrilor prilor interesate. n acest scop, o echip de specialiti mpreun cu responsabilii Parteneriate n activitatea de cercetare
calitii vor proiecta o structur a sistemului de management al calitii i vor stabili procesele rel- Desfurarea procesului de cercetare
evante pentru universitate i faculti, folosind diferite metode: metoda analizei diagnostic, anchete mbuntire continu
n interiorul i exteriorul organizaiei, analiza cauz-efect, metode bazate pe discuii de grup etc. ntre procesele suport ntlnite ntr-o instituie de nvmnt superior putem meniona:
Sunt necesare mai multe etape a cror amploare i succesiune difer n funcie de stadiul n care se - identicare i trasabilitate:1 vericarea documentelor la admitere, atribuire numr matricol,
a universitatea n ceea ce privete asigurarea i managementul calitii. Un cadru general pentru nregistrarea rezultatelor evalurilor, stabilirea competenelor, elaborarea documentelor de absol-
desfurarea acestor activiti este prezentat mai jos: vire, relaia cu absolvenii.
1. Diagnosticul calitii n universitate i faculti, analiza i explicarea situaiei existente n - gestionarea informaiilor;
raport cu cerinele i recomandrile ISO 9000 sau alte refereniale (Legea asigurrii calitii n - marketing;
educaie, Statutul personalului didactic, Legea nvmntului etc.). Vor avute n vedere cel - protecia i securitatea personalului (procedura de aplicare a legislaiei n vigoare);
puin: managementul; resursele materiale, umane, nanciare, informaionale; capabilitile i - instruirea personalului;
competenele universitii; structuri organizatorice i regulamente; rezultatele evalurilor externe. - gestionarea resurselor informaionale n biblioteci;
2. Identicarea cerinelor clienilor i ale altor pri interesate. - cazare i mas pentru studeni;
3. Stabilirea obiectivelor universitii i ale facultilor care se pot referi la: - mentenana infrastructurii;
creterea ecienei i ecacitii; - procese de achiziii;
creterea calitii serviciilor; - analiza efectuat de management;
creterea satisfaciei clientului; - comunicarea intern etc.
dezvoltarea universitii; n sistemul de procese proiectat se vor regsi i procesele referitoare la cele ase proceduri de
mbuntirea comunicrii n organizaie; sistem (controlul documentelor, controlul nregistrrilor, auditul intern, controlul produsului necon-
dezvoltarea parteneriatelor; form, aciuni preventive, aciuni corective)
creterea prestigiului i a notorietii. 1
Identicarea are la baz o serie de specicaii care trebuie s asigure posibilitatea individualizrii produsului (pentru un student:
4. Denirea i descrierea proceselor i a interaciunilor dintre acestea. numr matricol, nume, adres, specializare, grup etc.). Trasabilitatea reprezint posibilitatea de a reface istoricul produsului pe baza
5. Documentarea proceselor. nregistrrilor (pentru un student: liceu absolvit, date privind admiterea la facultate, examene susinute etc.).

21 22
2.2.5. Abordarea sistemic a managementului
Procesele din organizaie se a n interdependen i formeaz un sistem de procese. Iden-
ticarea, nelegerea i conducerea acestora n mod sistemic vor contribui la creterea ecacitii i
ecienei n rea-lizarea obiectivelor organizaiei.
Astfel, dac avem n vedere cele dou grupe principale de procese de baz ele se a n
strns interdependen i se condiioneaz reciproc: performana universitii este apreciat att pe
baza valorii absolvenilor ct i pe baza produciei tiinice; studenii trebuie atrai i n proiectele
de cercetare, mai ales cei din ciclurile II i III; promovarea personalului didactic are n vedere criterii
referitoare la activitatea didactic dar i la cea de cercetare etc.
2.2.6. mbuntirea continu
mbuntirea continu a performanei generale a organizaiei ar trebui s e obiectivul per-
manent al acesteia.
O instituie de nvmnt se a n permanent competiie cu alte instituii iar sfera concurenei
se lrgete odat cu creterea libertii studenilor n alegerea rii i a universitii n care s obin
competenele dorite. mbuntirea devine tot mai mult o problem strategic i trebuie s se concret-
izeze n obiective specice cum ar : creterea produciei tiinice, creterea nivelului de pregtire
al absolvenilor, creterea satisfaciei studenilor i a altor pri interesate, creterea numrului de
studeni strini, creterea procentului de promovabilitate etc.
2.2.7. Argumentarea cu date a deciziilor
Deciziile trebuie s se bazeze pe date i informaii iar sistemul de management al calitii
trebuie s conin proceduri pentru colectarea, prelucrarea i arhivarea acestora. Datele se refer la
procese, resurse, rezultate, performana sistemului. Pentru a implementa acest principiu, dup iden-
ticarea proceselor este necesar o inventariere a datelor care constituie intrri i ieiri i care sunt
relevante pentru funcionarea SMC i performana instituiei.
Tabelul 2.3. Tipuri de decizii i argumentarea cu date / informaii
Procese/activiti Informaii (date) relevante Decizii fundamentate pe baza
datelor
Admiterea n facultate Rezultate (note) n timpul liceului Rezultatul concursului
Note la probele de concurs
Cifra de colarizare pe pro- Disciplinele din program Cifra de colarizare propus
grame de studiu Personal didactic specializat pe (este necesar o procedur
disciplinele programului de fundamentare a cifrei de
Spaii de nvmnt colarizare)
Dotri
Resurse nanciare (buget)
Autorizare/acreditare
Not: Exemplul are caracter orientativ. Completarea tabelului necesit participarea mai multor persoane impli-
cate n proiectarea i actualizarea SMC
2.2.8. Promovarea unor relaii de parteneriat cu furnizorii
Organizaia i furnizorii si au interese comune pentru relaii reciproc avantajoase. mbuntirea
acestor relaii crete abilitatea de a crea valoare. Pentru o universitate sunt foarte importante relaiile
de parteneriat cu organizaiile colare din nvmntul preuniversitar de la care primete viitorii
studeni. Acetia trebuie s aib nivel de pregtire care s le permit integrarea uoar n programele
de pregtire dar i o bun orientare profesional, asigurat prin colaborarea dintre cele dou catego-
23
Aciuni similare vor desfurate pentru identicarea tuturor prilor interesate. Aceste
aciuni trebuie inventariate, nglobate n procese corelate i trebuie s contribuie la mbuntirea
imaginii i a prestigiului instituiei.
Stabilirea ateptrilor implic identicarea cerinelor, speranelor, motivaiilor i atitudinilor
diferitelor grupuri. Sunt necesare, n acest scop, metode de informare i analiz, anchete, interviuri,
o atent observare a mediului de afaceri. Necesitile i ateptrile vor transpuse n cerine i vor
comunicate n ntreaga organizaie. Pot s apar uneori contradicii ntre cerine i coninutul sau
caracteristicile ofertei, n special din cauza nelegerii greite a propriilor necesiti. Spre exemplu,
ntrebai ce ateapt de la facultate, studenii rspund de multe ori c vor o diplom i note mari. Dac
vom ntreba angajatorii ce ateapt de la absolveni, cu siguran nu se vor referi la diplom sau note
ci la competene. Intervin aici procesele de comunicare intern i cele de comunicare cu clienii i
prile interesate, care trebuie s duc la o denire clar a cerinelor i a modalitilor prin care acestea
pot satisfcute.
Pentru satisfacerea deplin a cerinelor prilor interesate se recomand ca organizaia s
proiecteze i s implementeze un sistem ecace i ecient de management al calitii. Att proiec-
tarea ct i funcionarea sistemului presupun o schimbare radical de atitudine a ntregului personal
al organizaiei i orientarea strategic.
Standardul ISO 9000:2006 precizeaz ntre atribuiile generale ale managementului de vrf
necesitatea stabilirii: viziunii, politicilor i obiectivelor strategice potrivit cu scopul organizaiei,
iar politica referitoare la calitate i obiectivele calitii sunt stabilite pentru a furniza o direcie spre
care s se ndrepte organizaia.
Politica n domeniul calitii conine principiile generale i permanente care contribuie la
funcionarea organizaiei, astfel nct aceasta s obin i s livreze calitate total beneciarilor direci
i societii n ansamblu. Aceasta trebuie s vizeze mai multe laturi: calitatea intrrilor n organizaie,
calitatea n interiorul acesteia i calitatea ieirilor. Aceasta trebuie s in seama de toate trei direciile
de asigurare i mbuntire a calitii i s xeze conduita general a organizaiei pe termen mediu i
lung i cu caracter de continuitate n domeniile respective.
Transpunerea n practic a politicii calitii la nivel de organizaie necesit elaborarea de
strategii i tactici fundamentate sub aspectul obiectivelor urmrite i al resurselor necesare.
Diversicarea strategiilor i interferena acestora cu alte forme de strategii ale organizaiei
creeaz unele diculti n procesele de analiz i fundamentare. Din aceast cauz, nu putem vorbi
de strategii pure ale calitii, ci de strategii n care problema calitii este dominant ca obiectiv sau
ca factor de inuen.
Conform standardului ISO 9000:2006, sistemul de management al calitii reprezint: an-
samblul de structuri organizatorice, responsabiliti, proceduri i resurse care au ca scop realizarea
efectiv a calitii.
Creterea competitivitii organizaiilor nu mai poate realizat astzi fr creterea calitii.
Acesta este i motivul pentru care ntreg personalul trebuie s se implice i s desfoare activiti
care s garanteze c organizaia va realiza oferte la nivelul exigenelor clienilor. Cu att mai mult,
managementul trebuie s urmreasc ndeaproape asigurarea tuturor condiiilor pentru realizarea
calitii prin implementarea n universitate a Sistemului de Management al Calitii (SMC). Acesta
este un sistem de management prin care se orienteaz i se controleaz o organizaie n ceea ce
privete calitatea. Sistemul trebuie s conving conducerea organizaiei i pe toi salariaii si n
legtur cu existena condiiilor pentru realizarea calitii cerute (asigurarea intern a calitii), pe
beneciari sau unele organisme externe n legtur cu calitatea ofertei (asigurarea extern a calitii).
Sistemul de management al calitii este axat pe organizarea ntregii activiti i asigurarea
condiiilor pentru realizarea calitii totale. Toate persoanele trebuie s e antrenate n desfurarea
activitilor, astfel nct s nu aib ce-i reproa n legtur cu calitatea acestora. Simpla contientizare
i antrenare a personalului nu sunt suciente. Efortul necesar este mai mare i presupune, mai nti,
aciuni concrete n toate domeniile activitii desfurate: asigurarea calitii corespunztoare a
resurselor umane, a calitii mijloacelor tehnice i tehnologiilor, a condiiilor corespunztoare de
25
rii de instituii. Relaii de parteneriat sunt necesare i cu furnizorii de servicii didactice care nu fac
parte din categoria personalului propriu: cadre didactice asociate, specialiti din mediul de afaceri i
din cercetare, universiti partenere. De asemenea trebuie s avem n vedere relaiile de parteneriat
cu universiti i alte instituii care furnizeaz instruire pentru personalul didactic i de cercetare al
universitii.
2.3. Structuri de conducere i funcionare ale managementului calitii.
Documentele calitii
Prof. Univ. Dr. Emil Maxim
Strategiile privind calitatea orientate spre mediul extern, pornesc de la nevoile clienilor i
ale celorlalte pri interesate, deci de la ceea ce reprezint coordonata principal a managementului
strategic.
Cunoaterea intereselor i cerinelor prilor interesate presupune parcurgerea mai multor
etape:
- identicarea prilor interesate;
- stabilirea necesitilor i ateptrilor ecrei categorii de la oferta i strategiile organizaiei;
- stabilirea aciunilor organizaiei pentru satisfacerea deplin a prilor interesate.
Identicarea presupune stabilirea caracteristicilor i descrierea lor generic, dar i divizarea
lor pe subgrupuri, segmente, pn la nivelul indivizilor, dac acetia prezint importan distinct
pentru organizaie.
Legea calitii n educaie precizeaz beneciarii educaiei, c principale pri interesate pe
care trebuie s le aib n vedere un furnizor de servicii specice, respectiv o instituie de nvmnt
sau alt tip de organizaie care desfoar activiti de formare iniial sau continu:
- beneciarii direci: studeni sau alte persoane cuprinse ntr-o form de educaie permanent;
- beneciarii indireci: angajatorii, angajaii organizaiei, familiile beneciarilor direci, soci-
etatea.
La acetia se adaug i alte pri interesate cum ar :
- partenerii din ar i din afara rii care au relaii de colaborare cu universitatea (instituii de
nvmnt superior, instituii de cercetare);
- organismele de evaluare extern a calitii (ARACIS sau alte organisme de evaluare din ar
sau din strintate);
- furnizorii de materiale, echipamente etc.;
- organizaii partenere n activitatea de cercetare sau care solicit consultan, cursuri de scurt
durat pentru personalul propriu;
- organisme de nanare extern, n special pentru activitatea de cercetare;
- liceele i elevii de liceu;
- sponsorii universitii.
Identicarea presupune aciuni specice pentru ecare categorie n parte i se realizeaz prin
procese specice: comunicare, planicare, msurare i analiz etc. Spre exemplu, n cazul entitii
student vom folosi:
- atribuirea unui numr matricol care permite individualizarea acestuia n cadrul universitii
sau la nivel naional;
- repartizarea n formaii de studiu, n funcie de opiuni i performane;
- procese de comunicare cu tutorii, conducerea universitii, personalul didactic, pentru identi-
carea unor aspecte particulare legate de aspiraii, diculti n procesul de pregtire, probleme
sociale specice etc.
Procesele n care vom gsi activiti necesare identicrii pot :
- procese de comunicare intern;
- procese referitoare la relaia cu clientul;
- identicare i trasabilitate.
24
mediu zic, organizarea pe baze tiinice a activitii, asigurarea bazei materiale pentru activitile
auxiliare etc. Este necesar, n al doilea rnd, un management axat pe calitate, management care ncepe
cu declaraia rectorului inclus n manualul calitii i continu cu aciuni specice pe ntreg uxul
activitilor, prin care se realizeaz satisfacerea cerinelor clienilor cu oferta organizaiei.
Concepia sistemic a calitii impune identicarea subsistemelor i a relaiilor dintre aces-
tea. Totodat, se acord importan egal tuturor componentelor, comparativ cu orientarea anterioar
axat preponderent pe activiti de identicare i nlturare a neconformitilor .
Coninutul sistemului calitii pune n eviden faptul c abordarea sistemic prin prisma
TQM exclude posibilitatea realizrii calitii numai prin activiti specice desfurate n cadrul
compartimentului specializat din organizatie. Realizarea calitii totale este un obiectiv esenial al
managementului, dar i al tuturor compartimentelor i, n cadrul acestora, al tuturor angajailor.
Atribuii privind calitatea ntlnim la toate nivelurile structurii organizatorice i la toate per-
soanele dintr-o organizaie. Importana i complexitatea calitii impun ns existena unor compo-
nente specializate cu atribuii axate preponderent pe problema calitii i care s asigure ndeplinirea
funciunii calitate a organizaiei.
O cerin de baz pentru un sistem de management al calitii, care era ntlnit i la sistemele
de asigurare a calitii, se refer la documentarea acestora.
Documentarea este necesar din mai multe motive:
- descrierea n documente asigur o mai bun sistematizare, evitarea omisiunilor, un grad mai
ridicat de ordine i ecien;
- asigur posibilitatea vericrii sistemului;
- este un argument vericabil pentru alte organizaii n legtur cu posibilitatea respectrii
cerinelor;
- poate servi la audituri i certicare.
Pentru a comunica n interiorul i exteriorul organizatiei intenia realizrii SMC i pentru a
asigura pe cei interesai de intenia i consecvena aciuni, se impune elaborarea unor documente
specice, n mare parte precizate n standardele internaionale privind calitatea.
Principalele documente ale sistemului de management al calitii sunt:
manualele calitii, documente care conin informaii referitoare la SMC, utile pentru realiza-
rea unor scopuri interne i externe;
planurile calitii, documente care prezint modalitile de aplicare a SMC pentru programe,
proiecte, contracte;
procedurile sistemului calitii, instruciunile de lucru, n care se precizeaz modalitile con-
crete de realizare a activitilor i proceselor pentru a rspunde cerinelor;
ghiduri, documente care stabilesc recomandri sau sugestii;
specicaiile, documente care stabilesc cerinele ce trebuie respectate;
nregistrrile calitii, documente care furnizeaz dovezi, obiective privind activitile
desfurate i rezultatele obinute.
Documentele trebuie s cuprind responsabilitile i prerogativele celor care produc,
realizeaz audituri, inspecii, sau coordoneaz activitatea de asigurare i realizare a calitii.
Manualul calitii
Manualul cuprinde politica n domeniu i descrie coninutul sistemului de management
al calitii. Un manual elaborat pentru un sistem de management al calitii proiectat conform
ISO 9000 va structurat conform propriului model al proceselor. Noua ediie a standardelor nu
precizeaz un model anume pentru structura manualului, lsnd libertate deplin organizaiei
pentru elaborarea acestuia. Pentru o instituie de nvmnt superior acest document poate elabo-
rat n mai multe variante: un manual sintetic elaborat la nivelul instituiei i manuale la nivelul
facultilor.
Pe lng aspectele privind coninutul acestui document, atenie deosebit trebuie acordat
26
utilizrii efective n procesele organizaiei. n situaia n care este elaborat doar pentru a rspunde
unor cerine formale, manualul risc s devin un document de arhiv care are legtur cu calitatea
doar prin numele su. Manualul trebuie s reecte preocuparea efectiv a conducerii n domeniul
calitii i s contientizeze salariaii n legtur cu responsabilitile ce le revin pentru realizarea
programului calitii.
La elaborarea manualului trebuie avut n vedere un standard de referin, dar nu sunt excluse
nici elemente specice care nu sunt precizate n standarde. Fiecare organizaie i elaboreaz manu-
alul calitii plecnd de la un cadru general, pe care l adapteaz condiiilor proprii.
n ceea ce privete redactarea, se recomand ca ecare pagin a manualului s aib un antet
tipizat, dup care urmeaz detalierea coninutului seciunii incluse n pagina respectiv.
Antetul de pagin poate avea forma urmtoare:
Emis de: Universitatea . . . . . . . . . . Revizia nr. . . .
Facultatea . . . . . . . . . . Data:
Manualul Calitii
Semnat de: Pagina nr.:
1 din Y . . . .
Y numrul total de pagini
Prima pagin este semnat de rector i responsabilul cu calitatea i n cadrul ei se precizeaz
condiiile n care se pot face unele modicri n manual.
Manualul va revizuit periodic, integral sau prin nlocuirea unor pagini, fapt ce va consem-
nat ntr-o caset special cu precizarea datei la care a avut loc modicarea.
A doua pagin precizeaz caracterul condenial al manualului i persoanele la care circul
(manualul ca document nu este public, avnd o arie de circulaie limitat. Multe informaii din manual
sunt publice i sunt comunicate prin utilizarea unor mijloace specice).
n pagina a treia se nscriu mbuntirile aduse n timp manualului.
Persoanele care au acces la manual
Emis de: Universitatea. . . . . . . . . . Revizia nr. . . .
Facultatea Data:
Manualul Calitii
Semnat de: Funciile persoanelor cu acces Pagina nr.:
Numele i prenumele persoanelor care 3 din Y . . . .
au acces la manual
n paginile urmtoare, este prezentat coninutul sumarul manualului.
Urmeaz pagini pentru detalierea elementelor nscrise n sumar, majoritatea avnd caracter
standar-dizat, cu posibiliti de adaptare la ecare organizaie.
Procedurile calitii
Realizarea calitii impune aplicarea unor proceduri specice pe categorii de activiti i
procese care contribuie la obinerea rezultatelor vizate i asigurarea condiiilor de folosire la bene-
ciar.
Coninutul unei proceduri poate :
27
Controlul documentelor ISO 9001:2008 (4.2.3)
Documentele cerute de sistemul de management al calitii trebuie controlate, iar procedura
denete controlul necesar pentru:
a. a aproba documentele, nainte de emitere, n ceea ce privete adecvarea acestora;
b. a analiza, a actualiza, dac este cazul, i a reaproba documentele;
c. a se asigura c sunt identicate modicrile i stadiul revizuirii curente a documentelor;
d. a se asigura c versiunile relevante ale documentelor aplicabile sunt disponibile la punctele
de utilizare;
e. a se asigura c documentele rmn lizibile i identicabile cu uurin;
f. a se asigura c documentele de provenien extern sunt identicate i distribuia lor este
controlat;
g. a preveni utilizarea neintenionat a documentelor perimate i a le aplica o identicare
adecvat dac sunt pstrate, indiferent de scop.
Documentele pot sub orice form i pe orice mediu suport adecvat nevoilor organizaiei.
Evaluarea proceselor de generare, evaluare i control al documentelor se face pe baza unor
criterii cum ar : viteza de procesare, uurina utilizrii, resursele necesare, politici i obiective .a.
O instituie de nvmnt superior lucreaz cu documente ociale, valabile pentru toate
universitile (di-plome, situaii colare, documente comerciale i administrative tipizate), pentru care
procedura trebuie s specice modalitile de ndeplinire a cerinelor d), e), f), g). Pe lng acestea
utilizeaz i documente specice sistemului informaional propriu (cataloage, adeverine, registre
matricole, ordine de nmatriculare, exmatriculare, renmatriculare, contracte de colarizare etc.), pen-
tru care procedura trebuie s aib n vedere toate cerinele din standardul aplicabil.
Controlul nregistrrilor ISO 9001:2008 (4.2.4)
Aceast procedur trebuie s deneasc modul de realizare a controlului necesar pen-
tru identicarea, depozitarea, protejarea, regsirea documentelor, durata de pstrare i eliminarea
nregistrrilor.
nregistrrile trebuie stabilite i meninute pentru a furniza dovezi ale conformitii cu cerinele
i ale ecacitii funcionrii sistemului de management al calitii. nregistrrile trebuie s rmn
lizibile, identicabile i s poat regsite cu uurin.
Audit intern ISO 9001:2008 (8.2.2)
Auditurile interne trebuie efectuate de organizaie la intervale planicate, lund n consider-
are importana proceselor, a sectoarelor auditate, rezultatele auditurilor precedente, informaii de la
prile interesate.
Auditul trebuie s stabileasc dac sistemul de management al calitii:
a. este conform cu modalitile planicate, cu cerinele din standardele aplicabile i cu cerinele
stabilite de organizaie;
b. este implementat i meninut n mod ecace.
Acesta va orientat i spre identicarea punctelor tari i a punctelor slabe ale sistemului de
management al calitii.
Controlul produsului neconform ISO 9001:2008 (8.3)
Realizarea de produse neconforme genereaz pierderi pentru organizaie i insatisfacii sau
pierderi pentru prile interesate. Procedura pentru controlul produsului neconform trebuie s dea
siguran organizaiei c astfel de produse sunt identicate i inute sub control pentru a preveni uti-
lizarea sau livrarea neintenionate.
Organizaia trebuie s trateze produsul neconform prin una sau mai multe dintre urmtoarele
metode:
a. eliminarea neconformitii detectate remanierea (procedura de refacere a activitilor
de ctre studenii care nu au ntrunit cerinele minime de promovare; refacerea lucrrilor de
29
Scop
Activitatea descris i aspectele calitative ale acestei activiti.
Domeniu de aplicare
Prezint sfera de aplicabilitate a procedurii (ntreaga organizaie, unul sau mai multe compar-
timente, anumite domenii de activitate).
Responsabiliti
Deniii i abrevieri
Se prezint deniii, abrevieri folosite n procedur sau se face trimitere la documente n care
acestea se regsesc n form standardizat.
Descrierea procedurii
Se prezint: Ce trebuie fcut
Cine face
Unde face
Cum se face
Care mijloace ajuttoare echipamente, documente
Cum se controleaz i se nregistreaz
Documente corespondente
Se menioneaz alte documente care sunt relevante pentru procedur
Documentare
Se precizeaz documentele care rezult prin aplicarea procedurii i destinaiile acestora
Distribuire
Se menioneaz persoanele sau compartimentele la care se distribuie
Modicri
Cine are responsabilitatea i autoritatea modicrii procedurii
Anexe
Schema logic a proceselor, dac este necesar
Alte anexe
Schema logic a procedurii dac este util.
Procedurile calitii pot limitate la un compartiment sau pot viza mai multe compartimente.
n ultima situaie, unul din compartimente trebuie s e investit cu responsabilitate n ceea ce privete
aplicarea procedurii.
La elaborarea procedurilor sistemului, contribuie specialitii din compartimentul de asigurare
a calitii i din compartimentele i sectoarele n care aceasta va aplicat.
Proceduri documentate
O universitate nu este obligat s aplice standardele ISO pentru acreditare, dar trebuie s aib
implementat un sistem de management al calitii, cerut i de standardele ARACIS n procesele de
autorizare provizorie i de acreditare. Pentru proiectarea acestui sistem, cele mai bune refereniale
sunt standardele ISO.
Procedurile documentate cerute de ISO 9001:2008 pentru un sistem de management al calitii
sunt:
controlul documentelor;
controlul nregistrrilor;
audit intern;
controlul produsului neconform;
aciuni preventive;
aciuni corective.
28
diplom, a tezelor de doctorat etc.);
b. autorizarea utilizrii lui, a eliberrii sau acceptrii, cu derogare dat de o autoritate relevant
sau de ctre client declasarea(spre ex., un doctorand poate naliza o etap de pregtire obinnd
un certicat, fr a mai continua pn la obinerea titlului; un student poate renuna la facultate
dup o perioad de studiu i obine o situaie colar pe care o poate utiliza n interes personal);
c. aciuni care s mpiedice aplicarea sau utilizarea intenionat iniial rebut.(exmatricularea
unui student pentru fraud, fr a mai avea dreptul s se nscrie la universitatea respectiv )
nregistrrile referitoare la natura neconformitilor i la aciunile ulterioare ntreprinse tre-
buie pstrate.
Dac neconformitatea este detectat dup livrare sau dup nceperea utilizrii, organizaia
trebuie s ntreprind aciuni corespunztoare efectelor, sau potenialelor efecte ale neconformitii.
Neconformitatea n cazul instituiei de nvmnt superior poate avea n vedere:
a. un program de studiu pentru care se pune problema restructurrii sau eliminrii;
b. un curs neconform pentru care apar aceleai probleme;
c. un proces neconform ( de predare, cazare, mas, examinare etc.);
d. un student sau absolvent neconform, identicat n urma evalurii, pentru care se stabilesc
modaliti de refacere a activitii, de exmatriculare cu posibilitatea renscrierii, de exmatriculare
denitiv (de regul pentru abateri grave de la disciplina universitar);
e. un proiect de cercetare pentru care se suspend nanarea.
Aciuni corective ISO 9001:2008 (8.5.2)
Aceste aciuni sunt adoptate dup apariia unor neconformiti n vederea prevenirii reapariiei
acestora. Procedura trebuie s deneasc cerine pentru:
a. analiza neconformitilor (inclusiv a reclamaiilor clienilor);
b. determinarea cauzelor neconformitilor;
c. evaluarea necesitii de a ntreprinde aciuni pentru a da asigurare c neconformitile nu
reapar;
d. determinarea i implementarea aciunii necesare;
e. nregistrarea rezultatelor aciunii ntreprinse;
f. analiza aciunii corective ntreprinse.
Pentru a identica neconformitile i cauzele acestora se folosesc diferite surse de informaii:
reclamaiile clienilor, rapoarte de audit intern, rapoarte de neconformitate, analiza efectuat de mana-
gement, analiza datelor, msurarea satisfaciei consumatorilor, nregistrri relevante ale sistemului de
management al calitii, personalul organizaiei, msurrile proceselor, rezultatele autoevalurilor.
Aciuni preventive ISO 9001:2008 (8.5.3)
n vederea eliminrii cauzelor neconformitilor, organizaia trebuie s stabileasc o procedur
documentat prin care s deneasc cerine pentru:
a. determinarea neconformitilor poteniale i a cauzelor acestora;
b. evaluarea aciunilor pentru a preveni apariia neconformitilor;
c. determinarea i implementarea aciunii necesare;
d. nregistrrile privind rezultatele aciunii ntreprinse;
e. analiza aciunii preventive ntreprinse.
Toate aceste aciuni sunt orientate spre identicarea factorilor care genereaz pierderi i pre-
venirea aciunii acestora.
n funcie de nevoile proprii, instituia de nvmnt superior poate elabora i alte proceduri
pentru domenii cum ar :
- funcionarea structurilor de conducere;
- organizarea activitii didactice pe cicluri de nvmnt;
- elaborarea planurilor de nvmnt;
- organizarea i desfurarea admiterii;
30
 - examinarea i notarea studenilor;
- organizarea evidenei studenilor;
neconformitile n derularea unor procese (instruciuni privind nscrierea candidailor la concursul
- organizarea i desfurarea concursurilor pentru ocuparea posturilor didactice;
de admitere, instruciuni privind desfurarea examenelor i nscrierea rezultatelor n documente i
- iniierea, aprobarea evaluarea periodic a programelor de studiu;
baze de date etc. ).
- evaluarea personalului;
- organizarea activitii de cercetare tiinic;
Ghiduri
- analiza contractelor;
O universitate lucreaz cu un numr mare de studeni i vine cu modaliti de selecie, repar-
- inerea sub control a unor activiti specice: conceperea i actualizarea curriculei; anali-
tizare pe programe de studiu, instruire, evaluare, promovare etc., specice i n mare msur diferite
za i validarea documentelor; nmatricularea i exmatricularea studenilor; actualizarea i vali-
de cele ntlnite n nvmntul preuniversitar. Pentru astfel de situaii sunt necesare ghiduri care sta-
darea programelor informatice utilizate n universitate; elaborarea materialelor de studiu pentru
bilesc recomandri, sugestii, alternative posibile etc. Aceste ghiduri conin, de regul, i specicaii,
nvmntul la distan; derularea instruirii pe platforme e-learning;
adic cerine obligatorii.
- servicii asociate;
- tehnici statistice.
2. 4. Modele ale calitii n nvmntul superior
Organizaiile trebuie s-i proiecteze procedurile n funcie de procese, astfel nct acestea s Prof. univ. dr. Claudiu Vasile KIFOR
asigure documentarea proceselor alturi de alte mijloace care pot utilizate. Prof. univ. dr. Adriana STANILA

Planul calitii 2.4.1. Modelul European Foundation for Quality Management-EFQM

n activitatea de planicare a calitii, se obin documente numite planuri ale calitii. Acestea
specic ce proceduri i resurse asociate trebuie aplicate, de ctre cine i cnd, pentru un anumit
proiect, produs, proces sau contract. Trebuie fcut distincie ntre planul calitii ca document
al SMC i planul calitii ca instrument managerial alturi de, planul resurselor umane, planul de
investiii, planul nanciar etc.
nregistrrile
O nregistrare este un document n care se specic rezultate obinute sau dovezi ale activitilor
realizate. Acestea stau la baza documentrii trasabilitii, furnizeaz informaii care dovedesc veri-
carea etc. nregistrrile trebuie s e datate i, unde este cazul, semnate de persoanele responsabile.
Aceste nregistrri se arhiveaz i se pstreaz o anumit perioad de timp servind ca elemente proba-
torii sau ca baz de date pentru analiza calitii. Putem meniona: rezultatele concursului de admitere,
deciziile de nmatriculare, cataloagele de examen, situaiile colare i foile matricole, evidena con-
tractelor de cercetare, documentele nanciar-contabile etc.
Instruciunile de lucru
Pentru execuia efectiv a activitilor prin care se realizeaz calitatea se elaboreaz
instruciuni specice care descriu n detaliu operaiile i succesiunea lor. Acestea pot :
- instruciuni de lucru;
- instruciuni de control;
- liste de vericare;
- formulare.
Scopul elaborrii instruciunilor este de a sprijini desfurarea activitilor la locurile de
munc, iar gradul lor de detaliere difer n funcie de complexitatea activitii sau etapei la care se
refer.
O instruciune trebuie s cuprind:
- titlul;
- identicarea i ediia pe ecare pagin;
- descrierea instruciunii.
- vericare i aprobare.
Instruciunile se detaliaz pe compartimente pn la nivelul locurilor de munc, ind in-
cluse, n unele situaii, n a postului.
Pentru creterea operativitii, instruciunile de lucru pot ataate procedurilor.
ntr-o universitate se lucreaz frecvent cu instruciuni de lucru pentru a evita
Modelul European al EXCELENEI este reprezentat de criteriile Premiului European pentru
Calitate (acordat anual ncepnd din 1991 i administrat de Fundaia European pentru Manage-
mentul Calitii - EFQM - European Foundation for Quality Management).
Acest model reprezint de fapt un nou SISTEM DE VALORI care comport, la toate categoriile,
9 criterii de baz dintre care, primele 5 se refer la FACTORI DETERMINANI (cum s-a obinut?)
i ultimele 4 la REZULTATE (ce s-a obinut?), cele dou grupe avnd ponderi egale, pe ansamblu [g.
2.3] i 32 subcriterii (pentru organizaii mari), respectiv 22 subcriterii (pentru ntreprinderile mici i
mijlocii). Ponderile alocate ecruia din cele 9 criterii de baz constituie obiectul unor ample studii i
dezbateri la EFQM, putnd suferi periodic unele modicri (neeseniale). Cele 9 criterii ale Premiului
European pentru Calitate formeaz o adevrat reea de CAUZE i EFECTE reprezentate printr-o
diagram care pune n eviden urmtoarea axiom: REZULTATELE EXCELENTE N PRIVINA
PERFORMANELOR, CLIENILOR, PERSO-NALULUI I SOCIETII SE OBIN PRIN
PARTENERIATE, RESURSE I PROCESE ADECVATE
Conceptele fundamentale ale Excelenei (conform modelului promovat de EFQM) [8]
sunt urmtoarele:
ORIENTAREA SPRE REZULTATE. Excelena depinde de echilibrarea i satisfacerea ne-
voilor tuturor prilor interesate n funcionarea organizaiei (salariai, clieni, furnizori, societatea
civil, acionari i alte persoane zice / juridice avnd interese nanciare n cadrul organizaiei);
CONCENTRAREA ASUPRA CLIENTULUI. Clientul este ntotdeauna arbitrul nal al
calitii produselor i serviciilor oferite de pia. De aceea, loialitatea i delizarea clientului ca i
ctigurile obinute pe pia de pe urma clienilor pot optimizate cel mai bine printr-o concen-
trare clar asupra nevoilor clienilor actuali i poteniali;
LEADERSHIP UL I CONSTANA SCOPULUI. Comportamentul liderilor unei organizaii
determin claritatea i unitatea scopului urmrit n cadrul organizaiei i creeaz un mediu n care
organizaia i salariaii si pot excela;
MANAGEMENTUL PRIN PROCESE I FAPTE. Organizaiile funcioneaz mai ecient
atunci cnd toate activitile intercorelate sunt nelese i gestionate n mod sistematic, deciziile
referitoare la operaiile curente sunt planicate iar toate mbuntirile se efectueaz exclusiv pe
baza unor informaii abile (incluznd percepiile prilor interesate n funcionarea organizaiei);
DEZVOLTAREA I IMPLICAREA PERSONALULUI. Personalul organizaiei poate com-
plet valoricat atunci cnd i acolo unde exist valori comune, o cultur a ncrederii i mputer-
nicirii n scopul ncurajrii implicrii ecruia i a tuturor;
INSTRUIREA INOVAREA AMELIORAREA CONTINU. Performanele unei organizaii

31 32

pot maximizate atunci cnd acestea se bazeaz pe un management adecvat al cunoaterii in- Ca i concepie, dup cum se poate vedea din g. 2.4, valorile i conceptele centrale sunt or-
cluznd distribuirea / utilizarea cunotinelor n cadrul organizaiei n condiiile existenei unei ganizate n apte categorii, elementele care se examineaz ind n mare parte asemntoare cu cele
culturi a instruirii, inovrii i ameliorrii continue; ale Premiului European Pentru Calitate.
DEZVOLTAREA PARTENERIATELOR. O organizaie lucreaz mai ecient atunci cnd
aceasta are i menine relaii reciproc avantajoase bazate pe ncredere, distribuirea / utilizarea Premiul - Malcolm Baldrige pentru educaie
cunotinelor i integrare cu partenerii si; Calitatea n nvmnt, calitatea actului educaional, devine tot mai mult o preocupare care
RESPONSABILITATEA PUBLIC. Interesele pe termen lung ale unei organizaii i ale implic fore i informaii dintre cele mai diverse. Deoarece calitatea, mai ales n nvmntul supe-
personalului acesteia sunt satisfcute cel mai bine atunci cnd se adopt o abordare etic i se rior, este reglementat legal, este necesar elaborarea unei metodologii de lucru care s indice i s
depesc ateptrile i chiar regulile existente n cadrul comunitii, n general. sprijine gsirea de soluii la pro-bleme de orice natur.
Criteriile de baz ale Premiului European pentru Calitate categoria organizaii mari sunt prezen- Datorit necesitii de soluionare ct mai ecient a problemelor, a fost nevoie de analiza
tate n gura 2.3. i determinarea unor valori i concepte etalon i care prin aplicare s duc la mbuntirea actului
educaional.
FACTORI DETERMINANI REZULTATE
Obiectivele premiului Malcolm Baldrige pentru educaie:
s constituie baza pentru evaluarea practicilor de mbuntire aplicate n nvmnt;
Rezultate privind
Personal personalul s ajute la mbuntirea practicilor organizaiilor punnd la dispoziie un set de cerine cheie
privind performana;
Rezultate
Politic & Rezultate privind s faciliteze comunicarea;
Leadership Procese privind
strategie clienii
performanele s promoveze relaii de parteneriat ntre organizaii;
eseniale
Parteneriate & Rezultate privind s ajute organizaiile la transmiterea unei educaii de valoare.
resurse societatea Atingerea unor niveluri tot mai performante n organizaiile din nvmnt atrage dup sine
cteva caracteristici importante:
are obiective clare de ndeplinit i mbuntit;
INOVARE I NVARE
este bazat pe fapte nglobnd aspecte msurabile;
este sistematic inclus n cicluri de planicare execuie;
Fig. 2.3. Criteriile premiului european pentru calitate se focalizeaz pe procese cheie;
cutarea ca orice probleme s se elimine nc din start;
2.4.2. Modelul Malcolm Baldrige gsirea de oportuniti pentru rezolvarea problemelor;
Malcolm Baldridge Award este o distincie de calitate n SUA, care a avut ca exemplu premiul n abordarea tuturor problemelor trebuie s existe o implicare activ din partea cursanilor
japonez Deming i care este acordat organizaiilor care fac eforturi deosebite i au succes n dome- elevi sau studeni.
niul calitii. Ea este acordat ntreprinderilor de producie, de servicii i ntreprinderilor mici. Succesul unei activiti const n cunoaterea ei ct mai n amnunt. Avnd n vedere
n momentul intrrii n vigoare a reglementrii legale privind introducerea acestui Premiu de Cali- aceste aspecte se poate trage concluzia c pentru a ajunge i a controla un nivel de performan
tate, organizaiile eligibile pentru premiu au fost doar cele aductoare de prot, dar n acelai timp trebuie ca i profesorii la rndul lor s e motivai, de gradul lor de performan depinznd i
legea prevede c eligibilitatea se extinde i la organizaii non prot (universiti, spitale, administraie evoluia cursanilor. Pentru cadrele didactice, dezvoltarea nu nseamn doar elaborarea unui set de
public etc.). instruciuni i informaii, ci i cunoaterea cursanilor, a modurilor de evaluare.
Organizaiile din nvmnt, prin natura activitii lor, trebuie s stabileasc contacte, legturi,
Strategie i planuri de aciune focalizate
comunicri, schimburi de experien, pentru ndeplinirea cu succes a programelor de nvare, i a
pe clieni i pia stabilirii de parteneriate ntre elevi, studeni, grupuri de profesori, personal, grupuri sindicale, aceste
contacte ind foarte benece tocmai datorit posibilitii de comunicare care se creeaz.
Parteneriatele dau prilejul constituirii de grupuri mixte care s conduc sau s coordoneze
2 5 diferite activiti cu caracter instructiv educaional. Posibilitatea fuzionrii unui volum mare de
Planificare Resurse umane informaie variat poate duce la simplicarea muncii, uurarea vieii, cunoaterea mai bine a mediului
1 6 n care trim.
Rezultate
Leadership Obiectivele acestor parteneriate vizeaz dezvoltarea diferitelor obiective, pe termen scurt, me-
diu sau lung, ceea ce d posibilitatea ca prin efort concentrat s se poat obine rezultate spectaculo-
3 6
Clieni i pia Managementul ase. Partenerii se vor orienta spre obiectivele parteneriatului, cerinele cheie, mijloacele comunicrii
proceselor regulate ind prghii de dezvoltare, progres i adaptare la condiiile de mediu.
Calitatea trebuie s ocupe un rol primordial n actul de nvmnt; de aceea conceperea clar,
4
Informaie i analiz
precis, concis fr ambiguiti, trebuie s aduc actul educaional la standardul cel mai nalt. Acest
lucru este posibil doar prin unitatea i claritatea obiectivelor, innd seama de necesitile individuale
Fig. 2.4. Modelul Malcolm Baldridge ale elevilor, studenilor, celor care necesit instruire.
Tot ceea ce apare nou n mediul colar trebuie rapid asimilat pentru ca orice modicare sau

33 34
descoperire s e folosit la adevrata ei valoare.
Un sistem, indiferent de ce natur ar el, trebuie s se focalizeze ntotdeauna pe ceea ce tre-
buie s se obin. n aceste condiii funcionalitatea sistemului rezid n capacitatea lui de a reecta
corect i la timp schimbrile necesare pentru buna lui funcionare.
Pentru a satisface astfel nevoia de instruire, utilizarea unui complex echilibrat de indicatori de
performan ofer un mijloc ecient de comunicare a cerinelor i monitorizare a performanei.
2.4.3. Modelul ARACIS de evaluarea calitii n nvmntul superior
Agenia Romn de Asigurare a Calitii n nvtmntul Superior (ARACIS) i desfoar de prolul su specic i de misiunea i obiectivele pentru care a optat. Conductorul instituiei de
activitatea n conformitate cu HG nr. 1257 / 2005 i a Ordonanei de urgent nr. 75 / 2005 privind
asigurarea calitii educaiei [13, 14].
Misiunea ARACIS este de a efectua evaluarea extern a calitii educaiei oferite de instituiile
de nvtmnt superior i de alte organizaii furnizoare de programe de studiu iniial i de formare
continu, specice nvtmntului superior, care opereaz n Romnia cu scopul de:
a. a atesta capacitatea organizaiilor furnizoare de educaie de a satisface asteptrile benecia-
rilor i standardele de calitate;
b. a contribui la dezvoltarea unei culturi instituionale a calitii nvmntului superior;
c. a asigura protecia beneciarilor direci i indireci de programe de studiu de nivelul
nvmntului superior prin producerea i diseminarea de informaii sistematice, coerente i
credibile, public accesibile, despre calitatea educaiei;
d. a propune Ministerului Educaiei i Cercetrii strategii i politici de permanent ameliorare a
calitii nvmntului superior, n strns corelare cu nvmntul preuniversitar.
n asigurarea calitii educaiei sunt avute n vedere trei domenii fundamentale de organizare
i funcionare a unei organizaii care dorete s devin sau este deja instituie de nvmnt superior.
Criteriile, standardele i indicatorii de performan sunt astfel formulai nct accentul s nu e pus
numai pe conformarea unei organizaii la un set predeterminat sau predenit de condiii cantitative i
calitative, ci i pe angajarea deliberat, voluntar i proactiv a instituiei pentru realizarea anumitor
performane demonstrabile prin rezultate efective.
Domeniile de asigurare a calitii, stabilite de OUG nr. 75/2005, sunt urmtoarele [13, 14]:
1. Capacitatea instituional: instituia dispune de o organizare coerent i de un sistem adecvat
de conducere i administrare, are baza material i resursele nanciare necesare unei funcionri
stabile pe termen scurt i mediu, precum i resursele umane pe care se poate baza pentru a realiza
misiunea i obiectivele propuse asumate.
2. Ecacitatea educaional se refer la organizarea proceselor de predare, nvare i cercetare
n termeni de coninut, metode i tehnici, resurse, selecie a studenilor i a personalului didactic
i de cercetare, astfel nct s obin acele rezultate n nvare sau n cercetare pe care i le-a
propus prin misiunea sa, care trebuie s e clar formulat. Seturile de criterii de evaluare care
corespund ecacitii educaionale vizeaz:
a) proiectarea obiectivelor i rezultatelor:
formularea clar i uor de neles;
adecvare la calicrile universitare vizate (licena ntr-un domeniu sau specializare, master
sau doctorat) i difereniate pe discipline i/sau programe de studiu;
asocierea riguroas cu proceduri adecvate de evaluare intern a gradului de realizare;
b) organizarea cadrului de realizare a nvrii, prin:
planuri, programe de nvmnt, metode de predare, criterii i tehnici de evaluare a studenilor;
recrutarea i dezvoltarea adecvat a personalului didactic;
resursele i facilitile de nvare disponibilizate, legate de activitatea nanciar a organizaiei;
organizarea uxurilor de predare, nvare i examinare a studenilor;
serviciile studeneti oferite, inclusiv activitile extracurriculare.
Managementul calitii se centreaz pe acele strategii, structuri, tehnici i operaii prin care
35
Fig. 2.5. Criteriile, standardele i indicatorii de performan
Bibliograe
1. Campbell, Carolyn; Rozsnyai, Christina Quality Assurance and the Developement of
Course Programmes, UNESCO/CEPES, Papers on Higher Education, Bucharest, 2001
2. ENQA Standards and Guidelines for Quality Assurance in the European Higher Education
Area, European Association for Quality Assurance in Higher Education, 2007
3. Grossman, Pam&McDonald, Morva Back to the Future: Directions for Research in Teach-
ing and Teacher Education, American Educational Research Journal; Mar 2008
4. J. Klada, La gestion intgrale de la qualit totale, Edition Qubec, Qubec, 1990
5. J. M. Juran, Supremaia prin calitate, Editura Teora, Bucureti, 2002
6. Moodie, Gavin Changing Higher Education, Minerva Springer, 2007
7. Nica, Panaite (coord.) Calitate i adaptabilitate n managementul facultilor cu prol eco-
nomic, Editura Sedcom Libris, Iai, 2002.
8. Oprean, C., Kifor, C. V., Managementul integrat al calitii, Sibiu, Editura Universitii Lu-
cian Blaga din Sibiu, ISBN 973739-0352, 2005.
9. SR EN ISO 9001:2008. Sistem de management al calitii. Cerine
10. SR EN ISO 9000:2006. Sistem de management al calitii. Principii fundamentale i vo-
cabular
11. Nicolescu, O., Verboncu, I., Management, Editura Economic, Bucureti, 1995
12. ***ARACIS, Starea Calitii n nvmntul Superior. Barometrul Calitii 2009, http://
www.aracis.ro/latest/single/view/comunicat-de-presa-5/22/
13. Metodologia de evaluare extern, standardele, standardele de referin i lista indicatorilor
de performan (aprobate prin HG 1418/2006).
14. Ordonana de urgen a Guvernului nr. 75/2005 privind asigurarea calitii educaiei.
37
instituia demonstreaz c i evalueaz performanele de asigurare i mbuntire a calitii educaiei
i dispune de sisteme de informaii care demonstreaz rezultatele obinute n nvare i cercetare.
Importana acestui domeniu const, pe de o parte, n concentrarea asupra modului n care instituia
gestioneaz asigurarea calitii tuturor activitilor sale, iar pe de alta, de a face publice informaiile
i datele care probeaz un anumit nivel al calitii.
Cele trei domenii sunt complementare, iar utilizarea lor este obligatorie, n conformitate cu
prevederile legale. n acest sens, orice instituie de nvmnt superior este invitat s ajung la sta-
diul n care dispune de mijloacele i informaiile care sunt structurate pe cele trei domenii, innd cont
nvmnt superior, prin Comisia pentru evaluarea i asigurarea calitii din instituie, este respon-
sabil de elaborarea i realizarea strategiilor privind calitatea, structurate pe cele trei domenii.
Criteriile, standardele i indicatorii de performan sunt aplicate n asigurarea calitii i n
acreditare (g. 2.5) [13]. Acestea sunt utilizate de instituiile de nvmnt superior i de ARACIS,
dup cum urmeaz: (a) reprezint baza de referin pentru managementul calitii din instituiile de
nvmnt superior; (b) ofer cadrul de construcie a bazelor de date i informaii pe care instituiile
le pot utiliza pentru monitorizarea intern i demonstrarea extern a strii asigurrii calitii aca-
demice; (c) sunt utilizate de ctre ARACIS n procesul de evaluare i asigurare extern a calitii, n
vederea acreditrii i a dezvoltrii unei culturi a calitii.
Criteriile se refer la ecare dintre cele trei domenii stabilite prin lege i reprezint aspectele
fundamentale de organizare i funcionare a unei organizaii furnizoare de educaie. Fiecrui criteriu
i corespunde un set de standarde. Rolul standardelor este de:
a orienta instituiile n autoevaluarea calitii cu scopul de a-i aprecia propriile rezultate i
performane n mod independent precum i pentru a identica domeniile n care s corecteze sau
s-i mbunteasc performanele;
a oferi un cadru pentru elaborarea rapoartelor instituionale de autoevaluare;
a oferi baza evalurii externe;
a institui un cadru comun de referin pentru asigurarea calitii i pentru acreditare.
Valorile indicatorilor de performan ai unui standard variaz de la nivelul minim acceptabil,
n funcie de care se confer statutul de autorizare, respectiv de acreditare sau se menine acest statut,
pn la un nivel de referin pe care ecare instituie l adopt n mod independent, inclusiv pe baza
comparrii sale cu alte instituii similare din ar sau din strintate. Standardul este astfel denit
nct, prin indicatorii si de performan, s corespund nivelului minim acceptabil.
36
3. MBUNTIREA CALITII N INSTITUIILE DE
NVMNT SUPERIOR
Prof. Univ. Dr. Claudiu Vasile Kifor
Prof. Univ. Dr. Constantin Oprean
Prof. Univ. Dr. Adriana Stnil
3.1. Introducere. Metodologie de mbuntire a calitii n nvmntul superior
In capitolul 2 s-au prezentat diverse abordri ale managementului calitii (Juran, Deming,
Kelada ISO 9000 etc.), care ns nu difer radical, majoritatea converg spre o punere in practica a
urmtoarelor procese principale de management:
planicarea calitii;
inerea sub control a calitii;
mbuntirea calitii.
Aceasta abordare este ilustrata semnicativ de Trilogia Juran (g. 2.1) cele trei procese ind
prezentate n strns legtur, ecare oferind o metod structurat pentru atingerea obiectivelor speci-
ce ale calitii.
In capitolele anterioare am insistat asupra unor concepte specice etapelor de planicare si ti-
nere sub control a calitii, cu exemple pentru sistemele de nvmnt superior. Am considerat nece-
sar sa abordam mbuntirea calitii intr-o seciune separata, ca urmare a complexitii problemelor
care apar in acest domeniu dar si pornind de la constarea ca puine instituii de nvmnt superior
au reuit sa implementeze efectiv proiecte de mbuntire continu. Unul dintre principalele mo-
tive este acela ca instituiile de nvmnt superior au ncercat sa preia modelele care i-au dovedit
aplicabilitatea in industrie si sa le utilizeze, fr o adaptare prealabila la particularitile sistemului de
nvmnt superior.
Exista o prere unanima in literatura de specialitate ca mbuntirea este greu de realizat daca
nu are la baza o metodologie cu etape clare, combinat cu instrumente capabile a facilita desfurarea
acestor etape [1, 2, 6, 12, 13, 14, 15].
Metodologia de mbuntire prezentata in acest capitol are la baza metodologia de mbuntire
ase sigma promovata de Institutul Juran pentru calitate [6, 13] dar este adaptata la particularitile
instituiilor de nvmnt superior si completata cu exemple din acest domeniu.
Procesul de mbuntire are ca scop reducerea sau eliminarea pierderilor care pot s apar
datorit decientelor existente sau poteniale, in diverse procese ale instituiilor de nvmnt supe-
rior.
Obiectivele de mbuntire deriva practic din obiectivele operaionale / strategice ale
organizaiei. Este ns dicil a veni cu soluii / proiecte de mbuntire care sa rezolve probleme fo-
arte complexe (cum ar de exemplu obiectivul trecerii la nivelul de instituie de nvmnt cu grad
de ncredere ridicat de la un calicativ de ncredere); in acest caz se recomanda a se mpri domeniul
pe subdomenii si pe ecare din acestea sa se demareze proiecte de mbuntire.
Dar proiectele de mbuntire pot avea ca punct de pornire o serie de probleme concrete cu
care se confrunta organizaia:
mbuntirea promovabilitii la examene;
reducerea abandonului studenilor in timpul studiului;
mbuntirea percepiei angajatorilor fata de absolveni;
atragerea unui numr mai mare de candidai la admitere;
creterea vizibilitii internaionale prin publicaii tiinice reprezentative;
mbuntirea performanelor n atragerea de fonduri nerambursabile de cercetare tiinic.
Pentru ca un proces de mbuntire s e ecient, trebuie s se desfoare conform urmtoarelor
etape:
DEFINIRE. Calitatea nu este niciodat mbuntit la modul general. mbuntirea se
realizeaz printr-o succesiune de proiecte, ncepnd cu cele mai importante probleme. Problemele
38
care trebuie abordate vor clar specicate i mbuntirea estimat denit n termeni msurabili. Se Exerciiul 3.1. Aprecierea declaraiilor referitoare la problem
stabilete o echip pentru proiectul respectiv i se aloc resursele i timpul necesar pentru ca proiectul
Citii ecare descriere de problem i decidei dac sunt corespunztoare. n caz contrar, reformulai
s reueasc.
descrierea respectiv.
MSURARE / ANALIZ. n aceast etap echipa delimiteaz procesul care produce prob-
1. Mai mult de 30% dintre studeni nu au promovat cel puin un examen
lema i descoper cauzele reale ale problemei.
2. Abandonul in primii 2 ani de studiu este mare
MBUNTIRE. Odat cauzele stabilite clar, este momentul s identicm soluiile de
3. Comunicarea la nivelul universitii este slab.
mbuntire. O mbuntire va produce rezultate mai bune, att pentru organizaie ct i pentru
4. Universitatea pierde anual 5 milioane de lei ca urmare a nendeplinirii indicatorilor din
clienii acesteia. n plus trebuie s se aib n vedere mediul cultural care poate favoriza sau nu schim-
nanarea de baza
barea.
CONTROL. Activitatea echipei de mbuntire nu se ncheie atta timp ct nu s-a stabilit
O declaraie a misiunii indic obiectivul proiectului, adic ce intenioneaz echipa s
o procedur / un regulament pentru meninerea rezultatelor. Tot efortul investit n corectarea unei
ntreprind refe-ritor la problem.
deciene poate n zadar, dac nu exist elemente de control care s funcioneze.
Not: Declaraia misiunii trebuie s conin aceeai variabil i unitate de msur ca i cea a prob-
MULTIPLICAREA REZULTATELOR. Odat ce echipa de mbuntire obine rezultate
lemei. n caz contrar, misiunea (sau obiectivul) nu corespund problemei; i chiar dac misiunea este
pozitive, exist nc dou activiti importante care trebuie realizate:
realizat, s-ar putea s nu rezolve problema.
s i sprijine pe angajaii cu probleme similare s aplice ceea ce echipa a nvat n urma proi-
ectului de mbuntire;
O declaraie a misiunii nu trebuie:
s se nominalizeze alte proiecte pentru rezolvare. La corectarea unei deciene, deseori de-
s gseasc o cauz;
scoperim altele noi care au fost ascunse poate pentru ani de zile. Acestea trebuie repartizate altor
s sugereze un remediu;
echipe pentru a rezolvate.
s stabileasc vinovaii.

3.2. Denirea proiectelor de mbuntire Exerciiul 3.2. Aprecierea misiunilor

Calitatea nu este niciodat mbuntit la modul general. mbuntirea se realiz printr-o
succesiune de proiecte, ncepnd cu cele mai importante probleme. Decienele care trebuie abordate
vor clar specicate i mbuntirea estimat denit n termeni msurabili. Se stabilete o echip
pentru proiectul respectiv i se aloc resursele i timpul necesar pentru ca proiectul s reueasc.
Un proiect de mbuntire poate denit ca o problem, identicat ntr-un anumit dome-
niu i programat pentru soluionare. Odat problema identicat i denit, se stabilete misiunea si
sunt identicate resursele pentru a o ndeprta. n cele din urm, problema necesit o rezolvare. Un
proiect de mbuntire nu este complet atta timp ct soluia nu este implementat i funcioneaz cu
ecacitate demonstrat.
Cele dou declaraii (de problema si de misiune) au rolul de a descrie:
problema ce urmeaz a rezolvat, adic ce nu se desfoar cum trebuie;
obiectivul proiectului, adic ce msuri intenioneaz echipa s ia referitor la problema
respectiv.
O declaraie referitoare la problem trebuie s e:
specic explic exact ceea ce se desfoar necorespunztor i face o distincie ntre
decien i probleme similare;
observabil descrie evidena vizibil a problemei, se bazeaz pe date concrete, vericabile;
msurabil indic scopul problemei n termeni cuanticabili rspunznd la ntrebrile:
Ct de mult?, Cte?, Ct de des? Msurarea este important din dou motive:
permite s realizm dac problema este sucient de important pentru a-i acorda
atenie;
dac proiectul ncepe s se deruleze, ofer criterii pentru evaluarea soluiilor de
mbuntire.
Dac nu exist indicatori de msurare, ei trebuie gsii, nainte ca echipa de mbuntire s
nceap identicarea cauzelor;
controlabil poate rezolvat n 6 sau 12 luni. Dac problema este prea complex, ea tre-
buie divizat n proiecte mai mici, controlabile.
Pentru problemele identicate la exerciiul 3.1 formulai misiunea de rezolvare, conform
cerinelor prezentate mai sus.
Pentru selectarea echipei care va coordona proiectele de mbuntire vor identicate
acele domenii ale universitii care sunt mai apropiate de problemele identicate. Vor urmrite
aspectele:
domeniul in care este observat problema;
locul n care pot gsite sursele sau cauzele;
vor identicate persoanele care posed cunotine, informaii n identicarea cauzelor prob-
lemei;
se vor avea n vedere structurile care pot de ajutor n implementarea soluiilor.
Odat ce au fost alese diversele domenii, se va desemna un membru pentru ecare dintre aces-
tea. Aceast persoan trebuie:
s cunoasc o anumit latur a problemei;
s dispun de timp pentru ntlnirile echipei de mbuntire i pentru responsabilitile care
i vor repartizate.
n ne, un membru al echipei trebuie s e capabil:
s neleag problema n ntregime, adic s e capabil s descrie foarte bine elementele ma-
jore ale proceselor asociate problemei i s explice modul n care diferitele componente ale pro-
cesului sunt n relaie una cu alta;
s lucreze cu compartimentele implicate pentru a implementa mbuntirile; aceasta nseamn
c pentru proiecte multi-departamentale, unii membri ai echipei trebuie s e manageri, supra-
veghetori.
3.3. Msurare. Descrierea procesului care genereaz problema
n aceast etap se descrie modul in care se realizeaz monitorizarea / msurarea proceselor
responsabile de producerea problemei, indicatorii de performan, sistemul de evaluare utilizat.
Trebuie reinut, de asemenea, c problemele apar datorita faptului ca una sau mai multe activiti in
cadrul organizaiei nu se desfoar in mod corespunztor; pentru a rezolva problema este necesara o

39 40

nelegere a procesului, identicarea acestor activiti si intervenirea in modul lor de desfurare.

Pentru a nelege modul de funcionare a proceselor / activitilor se poate utiliza descrierea In gura 3.2 se prezint un exemplu de diagrama ux pentru un proces de examinare on
narativa sau instrumente grace. Din aceste instrumente grace, diagrama ux este probabil cea mai line. Este vorba de un proces complex si, in aceste cazuri, se recomanda construirea unei diagrame
utilizata. generale, care apoi se descompune in activiti specice. In gura 3.2 se prezint diagrama generala
a procesului si se descompune suplimentar procesul de planicare a activitii didactice.
3.3.1. Diagrama ux
Diagrama ux este o reprezentare grac a succesiunii etapelor ntr-un anumit proces. Acest
instrument ne permite s examinm logica, sau lipsa de logic n succesiunea etapelor pe care le par-
PLANIFICARE Studentul este
curgem pentru obinerea unui anumit rezultat. Programul
deacord cu
DA
de examinare
Construirea unei diagrame ux permite tuturor membrilor echipei de mbuntire o nelegere programul?
a procesului ca un ntreg.
Diagrama ux poate util i n denirea scopului proiectului de mbuntire, a limitelor
acestui proiect. PREDARE
NU
Reprogramarea
Dac o diagram ux este construit corespunztor i reect procesul aa cum el se desfoar examenului

n realitate, toi membri vor avea imaginea comun, corect a acestui proces. Mai mult, echipa nu
va trebui s investeasc timp i energie pentru a observa procesul zic, ori de cte ori dorete s
analizeze anumite pro-bleme, s analizeze teorii referitoare la cauzele problemei, sau s examineze EXAMINARE
impactul soluiilor propuse. n gura 3.1 sunt prezentate diferite simboluri utilizate n diagrama ux. Studentul DA
ntlinrea
este
pentru
examinare online?
Simbolul pentru activitate este un dreptunghi care indic o etap a
procesului. n interiorul dreptunghiului se descrie succint NU
EVALUARE I
Stabilirea
MBUNTIRE contactului cu
studentul
Simbolul pentru decizie este un romb care reprezint o ramur de
decizie n proces. Decizia este formulat n interiorul simbolului de
regul sub forma unei ntrebri.
Verificarea
conexiunilor
voce/imagine
Simbolul pentru terminal indic nceputul i sfritul procesului. n
interiorul acestuia se poate nota Start sau Finish / Stop.

NU Sunt toate
Efectuarea
setrilor n regul?
Liniile de flux sunt utilizate pentru a reprezenta succesiunea necesare DA
etapelor. Sgeile indic direcia de desfurare a procesului.

Simbolul document reprezint informaia scris, relevant pentru

nceperea
proces. n interior se noteaz denumirea sau descrierea examinrii

documentului.

Simbolul baz de date reprezint informaia stocat electronic,

Fig. 3.2. Diagrama ux pentru un proces de examinare on - line
util procesului. n interiorul simbolului se noteaz denumirea sau
descrierea bazei de date. Exerciiul 3.3. Diagrama ux.
Elaborai o diagrama ux pentru:
- un proces de elaborare a curriculum ului
Conectorul este un cerc utilizat pentru a indica o continuare a
- un proces de examinare
diagramei flux. n interior se scrie o liter sau un numr. Aceeai
- un proces de predare
liter, respectiv numr, se utilizeaz pentru simbolul conector la
- procesul in care va desfurai activitatea
diagrama care continu fluxul.

Fig. 3.1. Simboluri utilizate n diagrama ux

41 42
3.4. Analiza se cere unui membru al grupului s scrie ideile pe ip chart sau tabl. Fiecare contribuie
trebuie redactat, chiar dac se repet.
3.4.1. Identicarea cauzelor problemei se trag concluziile cnd nc atmosfera este incitant.
O relaie cauz efect simpl ne spune c la originea problemei (efectului) se a cauzele. Prelucrarea ideilor
Cauzele pot cunoscute cu certitudine, se cunoate chiar msura n care o anumit cauz inueneaz se claric ideile pentru a avea sigurana c ecare le nelege;
asupra producerii problemei, sau pot intuite; n acest ultim caz ele se numesc cauze poteniale. De se grupeaz sau combin ideile similare;
exemplu, un student care primete un calicativ slab la un examen poate s spun prinilor: Profe- se dezvolt criterii pentru evaluarea ideilor;
sorul a inclus n subiecte material care nu a fost predat la clas. Prinii vor considera aceasta doar o pe baza criteriilor dezvoltate, se evalueaz ideile ntr-o manier sistematic, i se
cauz potenial care contribuie la problema calicativ slab. Prinii vor lua n considerare i alte selecteaz doar acelea asupra crora trebuie s se acioneze.
cauze posibile, cum ar : Studentul nu a citit capitolele corespunztoare din curs, sau Studentul
nu a participat la toate cursurile. n acelai mod, cnd determinm cauzele reale ale unei probleme, 3.4.1.2. Instrumentul calitii. Diagrama cauz efect.
echipa de mbuntire trebuie s speculeze cauzele posibile. A ncerca s venim cu soluii, concluzii Diagrama cauz efect este un instrument care i sprijin pe membri echipei s identice
nainte s lum n considerare cauzele posibile i s dovedim apoi care dintre acestea inueneaz i s organizeze cauzele poteniale ale unei probleme. O diagram cauz efect nu poate identica
efectiv asupra producerii problemei, poate s nsemne pierdere de timp i resurse pentru gsirea unei o cauz de baz (rdcin); ea prezint foarte simplu cauzele poteniale care pot s contribuie la
soluii care nu rezolv problema. efectul observat. Aceast reprezentare grac ne permite s ne concentrm cutarea pentru identi-
carea cauzei de baz (rdcin) i contribuie la nelegerea problemei de ctre echip.
3.4.1.1. Instrumentul calitii: Brainstorming Acest instrument al calitii are trei caracteristici importante:
Brainstormingul este un instrument util pentru generarea ideilor inovative asupra unui anu- este o reprezentare grac a factorilor care pot s contribuie la apariia fenomenului sau efect-
mit subiect. Acest instrument ne ajut s ncurajm pe ecare membru al echipei s participe i s ului care se examineaz;
contribuie cu idei n timpul ntlnirilor echipei. edinele de brainstorming trebuie s aib la baz relaiile ntre posibilii factori cauzali sunt indicate clar. Un factor cauzal poate s apar n mai
urmtoarele principii: multe pri ale diagramei;
Nu este permis critica. Nici o idee nu va judecat dac pare iraional, inutil. Este nec- relaiile sunt n general calitative i ipotetice. O diagram cauz efect este de regul o etap
esar un mediu lipsit de critici pentru o gndire inovativ. pregtitoare n dezvoltarea datelor necesare pentru stabilirea empiric a cauzalitii.
Sunt ncurajate ideile inovative, neconvenionale;
Accentul este pus pe cantitate. Scopul brainstormingului este de a genera ct mai multe idei Etapele de desfurare sunt urmtoarele:
ntr-un interval scurt de timp (25 45 de minute). Mediatorul descurajeaz gndirea analitic sau se denete efectul (problema);
critic, care are tendina de a devia uxul liber al ideilor; se denesc grupele de cauze posibile. n general se denesc patru sau cinci, uneori ase, mai rar
Participanii trebuie s dezvolte ideile colegilor de echip. O idee inovativ antreneaz apte sau opt grupe de cauze; cele mai consacrate modele pentru stabilirea grupelor de cauze sunt
deseori apariia altora. Participanii sunt ncurajai s dezvolte sau s modice ideile colegilor de 4M / 5M / 6M, iniialele reprezentnd n ordine: materials (materiale); methods (metode); men
echip, sau s produc idei noi prin asociere. (angajai); machines (maini, utilaje); mother nature (environment); measurement (msurare);
Brainstormingul poate utilizat n multe etape ale proiectelor de mbuntire, i anume: Se ncepe construirea diagramei prin denirea efectului ntr-o caset n partea dreapt i prin
la nominalizarea proiectelor, cnd nu exist informaie sucient pentru a determina care poziionarea categoriilor majore de cauze drept canale de alimentare pentru efect.
proiecte trebuie alese; se continu cu descompunerea cauzelor pn la maxim trei niveluri.
la identicarea posibilelor cauze ale problemei; util n acest proces de descompunere este i tehnica Cei 5 De ce?.
la identicarea soluiilor posibile;
la identicarea rezistenei posibile la aceste soluii. n gura 3.3 este prezentat o diagram cauz-efect care s-a construit pentru identicarea
Etapele brainstormingului sunt: cauzelor care au condus la rezultate nesatisfacatoare din punct de vedere al nanrilor atrase prin
Formularea subiectului analizei proiecte de cercetare tiinic.
Subiectul edinei de brainstorming trebuie formulat pentru a :
specic clar n legtur cu subiectul;
cuprinztor s nu exclud idei valoroase posibile;
s nu presupun un anumit mod de gndire.
Respectarea regulilor brainstormingului
nu se critic ideile;
neconvenional n gndire;
se are n vedere cantitatea ideilor n termen scurt;
se dezvolt ideile celorlali.
Desfurarea edinei de brainstorming
se prezint i discut subiectul, pentru a avea sigurana c participanii neleg scopul
acestuia;

43 44

Unul dintre marile avantaje ale diagramei cauz efect este c permite concentrarea ateniei
tuturor membrilor echipei aspra problemei specice care trebuie rezolvat, ntr-o manier sistematic,
activitatea de

structurat.
reduse din

cercetare

nainte de acceptarea unei cauze poteniale ca ind real, echipa trebuie s o testeze. Dac
stiintifica
Fonduri

nu exist date disponibile, sau acestea sunt incomplete, echipa trebuie s colecteze date referitoare la
cauzele poteniale.
Pentru a testa cauzele poteniale, o echip trebuie:
cercetare dispersate

Sistem de
informare

s decid care cauze poteniale trebuie testate;

deficitar

Neinstruit

s planice colectarea datelor;

Structuri de

s colecteze datele;
Abilitati de a
Lobby ineficient

Neinformat
propuneri

s analizeze rezultatele.
Echipa va alege pentru testare cauzele de baz (rdcin). Ele sunt localizate pe extremitile
intranet

scrie
Lipsa

ramurilor, sau sunt cauzele care nu pot detaliate suplimentar. Aceste cauze pot marcate pe
diagram, pentru o observare mai uoar. Dac datele demonstreaz c o cauz nu este relevant sau
are o pondere nesemnicativ n producerea efectului, acea cauz poate eliminat din analiz.
Exist trei modaliti de testare a cauzelor poteniale:
Personal
Comunicare greoaie

testarea doar a unei singure cauze poteniale;

testarea unui grup de cauze poteniale;
Mediu

Prea multe
administrative
cu structurile

testarea tuturor cauzelor poteniale n acelai timp.

didactice
activitati

Dup ce au fost alese cauzele poteniale care urmeaz a testate, n aceast etap se va pl-
oportunitati
Diminuare

anica modul n care trebuie colectate datele pentru a le testa. Pentru aceasta se vor avea n vedere
fonduri /

Nemotivat

urmtoarele:
competitie
Crestere

proiectarea testului;
Documentatie
laborioasa de

descrierea datelor necesare;

deciderea locului de colectare a datelor;
aplicatie

Echipamente

deciderea modului de colectare a datelor. De exemplu:

Echipamente

cercetarea nregistrrilor existente;

insuficiente

observare direct;
Nu investeste

interviuri personale;
din resurse

insuficiente

interviuri telefonice;
proprii

Echipamente
Spatii

chestionare.
perimate

Echipa trebuie s verice datele colectate, pentru a avea sigurana c sunt respectate proce-
necorespunz.
Infrastructura
de cercetare

durile specice i c exist imparialitate.

consiliere

insuficient
Nu ofera

Personal

Datele trebuie prezentate sub o form tabelar sau grac; apoi echipa trebuie s gseasc
IC6

rspuns la ntrebri de genul:

care cauze sunt conrmate de rezultate?
Salarii / Gradatii Promovari

care cauze sunt eliminate de rezultate?

Management /

care sunt noile cauze sugerate de rezultate? Echipa trebuie s e deschis n permanen
Evaluare

gsirii de noi cauze. Adesea, analiza datelor va sugera noi cauze care trebuie adugate diagramei
Posturi
Sistem

cauz-efect.
cofinanteaza
Lipsa posturi

nerelevante

Pentru a exemplica acest proces de testare a cauzelor de baz / rdcin, revenim la diagrama
cercetatori

merit

din g. 3.3 unde cauza potenial prea multe activiti didactice ar putea contribui ntr-o proporie
Nu stimuleaza

recompenseaza

Criterii

Raportari
eronate
perfomanta

Procesul de

semnicativ la problema rezultatele slabe privind proiectele de cercetare ctigate; testarea aces-
performanta
facultatilor
Nu
Bugetare
unitara /
facultati

evaluare

tei ipoteze ar putea nsemna realizarea unei diagrame de corelaie n vederea testrii corelaiei dintre
Nu se

indicatorul numr studeni / posturi ocupate i iniiativa n atragerea de proiecte de cercetare.

n tabelul 3.1 se prezint o astfel de situaie, ntocmit pe faculti i se observ c facultile
care nregistreaz o valoare ridicat a indicatorului numr studeni / posturi ocupate nregistreaz o
Fig. 3.3. Exemplu de diagram cauz-efect iniiativ sczut n atragerea de proiecte de cercetare. Acest lucru se poate observa i n diagrama de
corelaie rezultat (g. 3.4) unde se observ o corelaie negativ ntre cele 2 grupuri de date.

45 46
 Tabelul 3.1. Intenia in atragerea de fonduri de cercetare prin proiecte depuse la competiii 3.4.2.1. Diagrama Pareto
naionale Diagrama Pareto poate utilizat pentru a prezenta impactul ecrui factor asupra proble-
mei. Aceast diagram evalueaz cauzele pornind de la cele mai importante pn la cele mai puin
importante i arat impactul cumulat pentru primele dou cele mai importante, primele trei cele mai
Indicator / Facultate F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11
importante etc., permind n acest fel echipei proiectului de mbuntire s se concentreze pe facto-
Rap. nr. stud./post. rii vitali.
62 25 18 34 12 15 22 56 23 61 30
ocupate n anii 50, Dr. Juran a remarcat fenomenul universal, pe care l-a denumit principiul Pareto: n
Intenia in atragerea orice grup de factori care contribuie la un anumit efect, o mic parte din aceti factori aduc o
de fonduri de cer- contribuie major la producerea efectului [6].
cetare prin proiecte 0 13 4 0 1 8 11 5 5 0 0 De exemplu:
depuse la competiii 20% dintre studeni contribuie cu 80 % din totalul absentelor;
naionale 20% din personalul universitii atrage 80% din totalul fondurilor de cercetare;
20% din personalul universitii raporteaz 80% din articolele indexate BDI
14 ... puin peste 20% dintre universitile romneti au concentrat peste 90% din fondurile pen-
tru cercetare alocate prin concurs (ARACIS Barometrul calitii - 2009 www.aracis.ro)
Intentia in atragerea de fonduri de

12
10 Construirea diagramei Pareto se face parcurgnd urmtoarele etape:
8
a. Stabilirea elementelor care trebuie studiate.
cercetare

6 De o importan deosebit pentru construirea diagramei Pareto este identicarea corect a tu-
4 turor categoriilor implicate n problema investigat. Cteva metode de identicare a categoriilor care
au o implicare n fenomenul / problema investigat ar putea :
2 y = -0.1058x + 7.7163
brainstorming;
R = 0.1747
0 diagrama cauz - efect;
0 10 20 30 40 50 60 70 diagrama ux.
b. Colectarea datelor (dac este cazul).
Rap. nr. stud./post. ocupate c. Ordonarea datelor (se ntocmete un tabel n care se trec cauzele, numrul de cauze n ordine
descresctoare, procentul de cauze, procentul de cauze cumulat).
Fig. 3.4. Diagrama de corelaie d. Trasarea axei verticale stnga.
Procesul se poate repeta pentru a testa relevana altor cauze utiliznd diagrama de corelaie Se va avea n vedere ca valoarea maxim inclus pe axa vertical s e cel puin egal cu totalul
sau alte instrumente ale calitii. Pentru o parte din cauze s-ar recomanda ntocmirea unui chestionar cumulat al tuturor factorilor de pe axa orizontal. Se va indica de asemenea unitatea de msur i
care s e completat apoi de cadrele didactice / cercettori. valoarea unei diviziuni.
e. Trasarea axei orizontale.
3.4.2. Concentrarea pe cauzele eseniale se mparte axa ntr-un numr de diviziuni egal cu numrul de categorii avute n vedere;
Analiza problemelor scoate n eviden adesea multe cauze, dup cum s-a vzut i n capitolul se indic categoria e direct pe ax, e ntr-o legend alturat.
anterior. O parte din aceste cauze inueneaz ntr-o proporie semnicativ asupra producerii prob- f. Trasarea axei verticale dreapta.
lemei dar sunt i cauze care au o inuen mic sau chiar nesemnicativ. Acest lucru rezult n urma se marcheaz de la 0 la 100 %;
testrii cauzelor poteniale identicate cu ajutorul diagramei cauz efect. se unete valoarea total de pe axa vertical stnga cu procentul de 100 % de pe axa
Este o pierdere de timp i resurse s ncercm s rezolvm toate cauzele posibile, iar rezultatul vertical dreapta;
s-ar putea s nu justice efortul; scopul procesului de mbuntire este de a produce rezultate sem- se identic axa cu denumirea procentaj cumulat.
nicative cu resurse limitate. g. Se traseaz barele corespunztoare ecrei categorii n parte. nlimea barelor corespunde
Principiul Pareto spune c sursele, cauzele unei probleme pot divizate n dou categorii: magnitudinii ecrei categorii msurat pe axa vertical stnga.
cauze vitale - un numr mic de cauze care contribuie pentru cea mai mare parte a problemei. h. Trasarea curbei cumulative. Punctele acestei curbe corespund procentajelor cumulate de pe
cauze minore n numr foarte mare numrul mare de cauze rmase care, individual i axa vertical dreapta.
colectiv, contribuie n mic msur la producerea problemei. i. nscrierea meniunilor necesare (proces, dat, numr de date, autor).
Pentru proiectele de mbuntire se vor avea n vedere cauzele vitale i nu cele minore. Prin j. Analiza informaiilor care rezult din diagram. Se identic punctul de inexiune al gracu-
evaluarea impactului factorilor asupra unui anumit efect, diagrama Pareto scoate n eviden cele mai lui cumulat i n funcie de acest lucru se stabilesc cele cteva categorii vitale asupra crora tre-
importante cauze ale unei probleme de calitate, acelea care trebuie investigate cu atenie. buie s ne concentrm atenia.
Interpretarea analizelor Pareto. Indiferent de forma aleas, diagramele Pareto trebuie s
includ trei elemente de baz (g. 3.5):
factorii care contribuie la efectul total, evaluai din punct de vedere al contribuiei lor;

47 48

importana ecrui factor, exprimat numeric; planicarea procesului de mbuntire;

procentul cumulat al factorilor. schimbarea culturii;
dovedirea ecacitii;
implementarea.
3.5.1. Evaluarea alternativelor
150 100 Etapa de mbuntire ncepe prin stabilirea soluiei / soluiilor care va / vor ndeprta sau va /
vor reduce cel mai bine efectul cauzei / cauzelor problemei. Deoarece nu toate mbuntirile posibile
sunt la fel de eciente, echipa de mbuntire trebuie s ia n considerare o mulime de variante i s
e de acord asupra celor mai ecace i eciente.
Neconfor-
Prima sarcin a echipei este de a identica posibilele alternative; Brainstormingul se poate
dovedi un instrument foarte util n aceast etap. Odat mbuntirile poteniale identicate, membrii
miti vitale
echipei trebuie s le evalueze n raport cu impactul asupra problemei i asupra organizaiei.
2 3 Fiecare echip trebuie s cad de acord asupra criteriilor pe care le va utiliza. Cele mai multe
criterii de evaluare a alternativelor includ:
costul total. Costul implementrii unei mbuntiri nu trebuie s depeasc resursele dis-
ponibile. De obicei mbuntirile micoreaz costurile, dar pot necesare anumite investiii
Numr de neconformiti

iniiale;
Procent cumulat

Neconformiti impactul asupra problemei. Echipa de mbuntire trebuie s estimeze impactul diferitelor
minore alternative asupra problemei. Unele mbuntiri pot s rezolve mai multe probleme dect altele.
100 3 50 relaia cost / benecii. Costul i impactul total sunt considerente importante, dar costul
ecrei alternative comparativ cu impactul su asupra misiunii echipei sunt chiar mai importante.
O mbuntire cu un raport beneciu / cost pe care nu ni-l putem permite este de neacceptat.
rezistena / impactul la schimbare. Schimbrile tehnologice i operaionale creeaz de obi-
cei transformri culturale la nivel de organizaie, iar aceste schimbri pot genera rezisten. Oa-
menii sunt de regul reticeni la experienele noi. La evaluarea alternativelor, echipa trebuie s ia
50
n considerare impactul ecrei mbuntiri propuse asupra celor care vor afectai de aceast
40
mbuntire. Rezistena posibil nu este un motiv sucient de eliminare a unei mbuntiri, dar
trebuie s e cntrit n raport cu ali factori. Dac toi ceilali factori sunt egali, varianta care va
30 produce probabil cea mai mic rezisten este de preferat.
timpul de implementare. Echipele de mbuntire vor trebui s evalueze timpul necesar
20 2
pentru implementarea mbuntirii i s l raporteze la urgena gsirii unei soluii. Cu ct este mai
mare urgena, cu att este mai important elementul timp.
10 incertitudinea n legtur cu ecacitatea. Chiar dac o mbuntire propus are un raport
0 favorabil benecii / costuri, s-a putea s nu e o soluie bun. De exemplu, o mbuntire s-ar
G J M Q B D C A O R N L I E H K F P
1 putea s necesite o tehnica de predare netestat (cum ar Problem Based Learning, Work Based
Tip neconformiti Learning etc.) sau schimbri organizaionale importante. Chiar dac costurile sunt relativ sczute,
s-ar putea ca incertitudinea beneciilor s e prea ridicat;
Fig. 3.5. Diagrama Pareto mediu. Nici o mbuntire propus nu trebuie s pun n pericol sntatea i sigurana
comunitii sau a angajailor. Impactul soluiei propuse trebuie s e cel puin neutru, dac se
Diagrama Pareto prezint rezultatele analizei unei probleme prin divizarea factorilor poteniali poate pozitiv.
care contribuie la apariia problemei n categorii, determinnd impactul ecrui factor asupra proble- Dup evaluarea diferitelor alternative de mbuntire, echipa convine asupra aceleia care
mei, i apoi adugnd progresiv ecare factor, pornind de la cel cu impactul cel mai mare pn la cel promite cel mai mult. Uneori, o echip poate s combine anumite caracteristici ale alternativelor pro-
cu impactul cel mai redus. Aceti factori care contribuie la apariia problemei sunt cauzele. Echipa va puse, alegnd punctele tari ale ecreia.
lua n considerare doar acele cauze care aduc o contribuie major la apariia problemei. Aceast matrice poate utilizat pentru evaluarea alternativelor n raport cu anumite criterii
de evaluare. Se poate utiliza notaia:
3.5. mbuntirea 3 - impact foarte favorabil;
Odat ce echipa de mbuntire a identicat cauza / cauzele rdcin ale problemei, este 2 - impact mediu favorabil;
pregtit s identice soluiile / mbuntirile. Etapa de mbuntirea se va desfura parcurgnd impact slab favorabil.
urmtoarelor activiti: Matricea poate utilizat n diferite moduri i anume:
evaluarea alternativelor; ecare membru al echipei poate completa o matrice; la nal se va calcula media tuturor punc-

49 50
 tajelor obinute; stabilirea procedurilor i a altor schimbri necesare. nainte de implementarea soluiei,
echipa poate s discute ecare criteriu i s ajung la un consens asupra evalurilor pentru echipa trebuie s descrie explicit procedurile necesare pentru adoptarea remediului propus. Echi-
ecare mbuntire propus. pa trebuie s descrie de asemenea ce schimbri sunt necesare n politicile organizaionale, proce-
Un model de matrice de selectare a alternativelor este prezentat n tabelul 3. . durile, sistemele, instruciunile de lucru, relaiile ntre compartimentele existente;
abelul 3. . Matrice de selectare a alternativelor evaluarea cerinelor re eritoare la resursele umane. Succesul oricrei mbuntiri depinde
riteriul oluia 1 oluia oluia 3 de persoanele care vor implementa schimbrile necesare. Este posibil s e necesare instruiri ale
Costul total personalului, aceste instruiri urmnd a decise n funcie de resursele de instruire necesare.
De exemplu, s presupunem din etapa anterioar a rezultat ca soluie de mbuntirea imple-
Impactul asupra problemei
mentarea unui nou sistem informatic pentru reducerea erorilor din cataloage / registre matricole / foi
Relaia cost / beneciu
matricole. Proiectarea mbuntirilor ar putea presupune:
Rezistena / impactul la schimbare - asigurarea c mbuntirea permite realizarea obiectivelor proiectului - conform celor
imp de implementare prezentate mai sus;
Incertitudine i ecacitate - determinarea resurselor necesare pentru instruire / implementare resurse umane (infor-
Sntate i siguran matician - 2 luni, laborani, - 2 sptmni, secretare 3 zile; cadre didactice zi); resurse ma-
Punctaj obinut teriale: reea calculatoare cu soft are aferent; timp pentru proiectare / implementare instruire
etc.
- stabilirea procedurilor. Se vor dezvolta proceduri / tutoriale pentru diverse categorii de
utilizatori.
Exerciiul 3. . Evaluarea soluiilor
O echip care studiaz oportunitile de mbuntire ntr-o instituie de nvmnt a descoperit c
una dintre cauzele de baz (rdcin) pentru ntrzierile n obinerea materialelor educaionale nec- 3.5.3. chimbarea culturii
esare era reprezentat de faptul c cele mai multe cereri necesitau cel puin patru semnturi pentru Prin natura lor, eforturile de mbuntire conduc la schimbri organizaionale. Efectul
aprobare. Uneori, materialele pot s atepte zile ntregi pentru una din aceste semnturi. Fiecare intenionat al schimbrii este de a oferi ceva mai bun clienilor interni i externi un produs sau ser-
aprobare are o anumit justicare: una veric modul cum aprovizionarea este n concordan cu viciu mai bun, un proces de lucru mai ecient, pierderi reduse etc. Efectul real, chiar dac din punct
programa analitic, iar celelalte trei certic c aprovizionarea se face n concordan cu bugetul de vedere tehnologic pare atrgtor, are o consecin social. Orice schimbare poate vzut de cei
departamentului / facultii / universitii. Aceste aprobri sunt necesare pentru toate achiziiile mai afectai ca o ameninare i, pn cnd ameninarea nu este neutralizat, aceasta va dicil de realizat.
mari de lei. Din toate cererile, au fost mai mici de 3 lei, iar au avut o valoare mai Rezistena la schimbare a celor afectai, cum ar cadre didactice, personal auxiliar, tehnicieni n
mic de ei.l laboratoare este denit ca rezisten cultural .
Pentru a elimina aceste cauze de baz (rdcin) au fost propuse mai multe mbuntiri. rei dintre Rezistena cultural este o consecin natural a schimbrii, n special orice schimbare brusc
acestea sunt: modic obiceiurile, tradiiile, statutul sau practicile stabilite. Nimnui nu i convine s i se spun c
stabilirea unui lociitor pentru ecare dintre cele trei persoane care sunt mputernicite s modul de lucru actual nu mai este acceptat, n special dac practica respectiv dureaz de muli ani.
semneze. Secretarele vor nainta cererile la persoana responsabil sau la lociitorul acesteia. Se Rezistena cultural la o astfel de schimbare se va produce chiar i printre aceia care vor benecia de
va impune un termen de maxim dou zile pentru ecare semntur; pe urma schimbrii propuse i chiar cred n ea.
se va schimba baremul valorii pentru cererile care necesit semnturi la lei; Este indicat de aceea s e prevzute perioade de incubare pentru ca mbuntirile s e
se elimin trei dintre semnturi. Singura semntur necesar va a persoanei cu respon- puse n aplicare.
sabilitate managerial pentru existena bugetului aferent achiziiei. Exemple:
Utiliznd matricea din tabelul . s se evalueze aceste trei mbuntiri. Se vor utiliza noua metod necesit ca angajaii s nvee noi proceduri i calicri. Aceasta reduce valoarea
att informaiile oferite, dar i orice alte informaii provenite din experiena personal sau care pot acelora considerai experi n metodele anterioare de lucru;
sprijini luarea unei decizii. Nu respingei nici una dintre soluii, doar pentru c nu v este pe plac. angajailor li se cere s munceasc n echip cu ali angajai cu care nu au muncit nainte;
Evaluai logic ecare variant n funcie de criterii. angajailor li se cere s i modice programul de lucru.
Pentru planicarea schimbrii trebuie s se aib n vedere:
identicarea tuturor surselor probabile de rezisten;
evaluarea piedicilor i sprijinului pentru schimbare;
3.5. . lanicarea procesului de mbuntire identicarea contramsurilor necesare pentru a depi barierele.
Odat ce echipa a selectat o soluie de mbuntire, se planic procesul de mbuntire prin n tabelul 3.2 se prezint sursele de rezisten ce pot aprea la implementarea unui proiect si
realizarea urmtoarelor activiti: piedicile pe care acetia le pot pune n implementarea proiectului dar i contramsurile pe care echipa
asigurarea c mbuntirea permite realizarea obiectivelor proiectului. Este posibil ca de mbuntire le poate identica
echipa s trebuiasc s analizeze obiectivele proiectului pentru a verica dac mbuntirea va
conduce la obinerea rezultatelor dorite i c toi membrii echipei sunt de acord n aceast privin;
determinarea resurselor necesare. Echipa trebuie s determine, ct mai corect posibil,
resursele necesare pentru implementarea mbuntirilor propuse. Aceste resurse includ: oameni,
bani, timp, materiale;

51 5

abelul 3.2. ransformri culturale necesare
ursa de rezistenta iedici ontramsuri
Prezentarea studiului de fezabili-
Director economic Cost ridicat
tate / impac
ef catedr Nencredere
Instruire
Mentalitate nvechit
Cadre didactice Contientizare asupra beneciilor
Refuz introducere
3.5. . ovedirea ecacitii
nainte ca o mbuntire s e adoptat, trebuie s-i e dovedit ecacitatea n condiii
operaionale. Exist mai multe metode de dovedire a ecacitii unei mbuntiri poteniale, care pot
utilizate individual sau combinate.
estul pilot este adesea cea mai bun modalitate de a demonstra c o mbuntire i atinge
scopul, deoarece ofer oportunitatea de vericare a soluiei n condiii reale de operare. Un al doilea
avantaj al testului pilot este c utilizeaz mbuntirea la o scar limitat, aa c decienele pot
recunoscute nainte de implementarea schimbrii organizaionale.
imularea este necesar de obicei cnd una din celelalte opiuni este prea scump sau exist
un risc prea mare n raport cu eecul posibil. Simularea nu este condus n mediul real de operare, dei
se vor face eforturi ca aplicaia s e ct mai aproape de realitate. Aceia care vor implementa n cele
din urm mbuntirea, trebuie s e implicai n planicarea i interpretarea rezultatelor.
3.5.5. mplementarea
Implementarea necesit introducerea schimbrii n rndul celor care urmeaz s o aplice. Unii
dintre aceti angajai au fost membri ai echipei de mbuntire i sunt astfel familiarizai cu soluia
propus. Alii vor avea nevoie de mai multe informaii i timp pentru pregtire dou cerine critice
pentru succesul soluiei de mbuntire.
Implementarea unei schimbri trebuie s includ de asemenea:
un plan clar;
descrierea schimbrii;
explicaie, indicnd motivele pentru care schimbarea este necesar;
implicarea celor afectai n diverse moduri de planicare i pregtirea pentru schimbare.
Schimbarea poate s necesite de asemenea:
proceduri scrise;
instruire;
noi echipamente, materiale etc.
modicri de personal;
modicri ale responsabilitilor pentru anumite poziii.
Membrii echipei de mbuntire trebuie s colaboreze cu personalul implicat pentru a avea
sigurana c planurile sunt puse n aplicare i c toate resursele sunt disponibile nainte ca orice
schimbare s e demarat. Cu ct este schimbarea mai complex, cu att va mai mare nevoia de
pregtire i planicare.
n funcie de natura schimbrii, este posibil ca echipa de mbuntire s solicite suport i /
sau resurse din alte compartimente ale organizaiei sau al top-managementului nainte de implemen-
tarea la scar larg.
3.6. Controlul
Prin proiectarea i implementarea de elemente de control, echipa de mbuntire se asigur
c ameliorrile sunt puse n practic i meninute. Controlul nseamn msurarea performanei reale,
compararea sa n raport cu performana dorit, i acionarea asupra decalajelor. Controlul previne
reapariia problemelor i menine realizrile obinute prin mbuntire. Echipa i va nsui i va
aplica instrumente ale calitii pentru a dezvolta i implementa noi elemente de control. Dac noile
elemente de control nu vor adoptate, este probabil ca toate eforturile de mbuntire s e pierdute
cnd problema reapare. Pentru meninerea acestor rezultate, echipa de mbuntire trebuie s imple-
menteze proiecteze elemente de control ecace i s perfecteze mbuntirile.
3. .1. roiectarea elementelor de control
Pentru a avea sigurana c mbuntirea este meninut, echipa trebuie s dezvolte un control
ecient al calitii. Controlul calitii se desfoar pe o bucl feed-back, iar pentru a construi aceast
bucl, echipa va trebui:
s ofere mijloacele de msurare a rezultatelor procesului mbuntit;
s stabileasc standarde de control pentru ecare msur;
s determine modul n care performana real va comparat cu cea a standardului de referina;
s proiecteze aciuni pentru a reglementa performana, dac aceasta nu respect standardul.
Mijloacele de msur care se vor dezvolta n aceast etap pot utilizate i mai trziu, pentru
controlul proceselor.
Dei este important s se msoare rezultatele nale, msurrile n interiorul procesului sunt
cele mai utile pentru identicarea surselor poteniale cu deciene. Este ntotdeauna mai uor s eli-
mini o decien, sau s o descoperi la o faz incipient, dect s remediezi dup ce deciena s-a
produs. Diagrama din gura 3. ne ajut s identicm zonele n care mijloacele de msur interne
vor cele mai utile.
urare
tandarde
ore punde omparare
cu
tandardele
Nu core punde
Re larea
proce ului
Fig. 3. . Bucl feedback
Pentru a realiza aceast comparare, se vor realiza urmtoarele activiti:
se compar rezultatul performanei obinute cu obiectivul de calitate (standard, specicaie,
procedur etc.);
se interpreteaz diferena observat i se determin dac exist sau nu conforman n raport
cu standardul / specicaia / procedura etc.;
se decide asupra aciunilor care trebuie luate;
se simuleaz aciunile corective, de obicei o ajustare a procesului pentru a-i reduce domeniul
de variaie.
Dac rezultatele procesului nu respect standardele, este necesar s se stabileasc un plan de
aciune. Pentru aceasta este util s se completeze o diagram de control.
O diagram de control rezum un plan de aciune pentru un proces care nu este sub control.
Aceasta include de obicei:
variabile de control (ce se msoar);
cum se msoar;

53 5
 unde i cnd se msoar; Blaga Sibiu, 2 .
standardul utilizat; . ifor, C., Oprean, C Ingineria calitii. Ed. Universitii Lucian Blaga Sibiu, 2 2.
cine analizeaz; . Oprean, C., ifor, C. ., Managementul integrat al calitii, Sibiu, Editura Universitii Lu-
cine acioneaz; cian Blaga din Sibiu, ISBN 3 3 - 3 2, 2 .
ce se va ntreprinde. . Oprean, C., ifor, C. ., Managementul Calitii, Sibiu, Editura Universitii Lucian Blaga
din Sibiu, ISBN 3 3 , 2 2.
.Snee, R. D., oerl, R., Six sigma be ond the factor oor. Pearson Prentice all, 2 .
3. . . er ectarea mbuntirii . ruscott, W. Six Sigma: Continual Improvement for Business. Butter orth einemann, Bur-
Cnd o echip de mbuntire perfecteaz mbuntirea, aceasta este att de abil , nct lington, 2 3.
probabilitatea de eec este minim. Iat cteva tactici care pot ajuta o echip s realizeze aceasta: 2. he uran Institute. he Six Sigma Basic raining it. Mc ra - ill, Ne ork, 2 2.
proiectarea sistemelor care s reduc probabilitatea de apariie a erorii; 3. ouston D., Rethinking ualit and improvement in higher education, ualit Assurance in
meninerea buclelor feedback ct se poate de scurte; Education, 2 .
utilizarea n special a controlului activ n detrimentul celui pasiv. . ualit Management in higher education. Self evaluation for ualit improvement. M In-
Odat mbuntirea implementat, angajaii care deservesc procesul pot fr ndoial s iden- spectorate of Education, Livingston, 2
tice modaliti de perfectare a mbuntirii.

3.7. Multiplicarea rezultatelor i stabilirea de noi proiecte

Rezultatele proiectului sunt maximizate prin intermediul MUL IPLICRII un proces
pentru alte compartimente ale organizaiei pentru aplicarea mbuntirilor dezvoltate de echipa de
mbuntire, dar modicate n mod corespunztor pentru a utilizate ntr-o locaie diferit, atunci
cnd este cazul. ot n aceast etap se identic i noi proiecte ce pot demarate.
Aceste activiti dau sigurana c o mbuntire ecace pentru o problem este aplicat pen-
tru probleme similare i c organizaia continu s fac mbuntiri pentru a oferi calitate parilor mare sau mai mica asupra bunului mers al acesteia; si asupra costurilor: este acceptata ideea ca aproxi-
interesate.
Dac o cauz rdcin a fost identicat i remediat satisfctor, leciile nvate pot apli- nvmnt superior ne confruntam des cu probleme; uneori le ignoram pur si simplu, in alte cazuri
cate problemelor similare.
n decursul unui proiect de mbuntire, este foarte probabil ca echipa s ntlneasc noi pro-
bleme care trebuie abordate. Pe msur ce acestea sunt descoperite, echipa trebuie s informeze man-
agementul sau pe cei responsabili de aceste probleme, i s recomande noi proiecte de mbuntire
dac este cazul.
Aceast etap are mai multe justicri;
la denirea scopului proiectului, echipa de mbuntire are n vedere doar cauzele vitale i
exclude o mare parte din cele identicate. Uneori o parte din aceste cauze neglijate trebuie s
e reconsiderate i s devin baza unui nou proiect;
pe msur ce echipa descoper o cauz rdcin a unei probleme, alte deciene asociate, dar
insucient documentate pot descoperite.
ibliograe
. Bendell, ., What is six sigma ualit World, 2 .
2. Brusee, W., Statistics for six sigma. Mc ra ill, 2 .
3. Chen, C., Roth ., he big book of six sigma. Mc ra ill, 2 .
. eorge M.,Ro lands D., astle B.What is Lean Six Sigma .Mc ra - ill, Ne ork, 2 .
. ifor, C. ., Oprean, C. A Business Process Reengineering frame ork based on a generic
ISO :2 process model. Proceedings of the 2 th Congress of the Romanian American
Academ of Science and Art, Montreal, Canada, 2 , pag. 3 3 , Published b Politechnic
International Press, Montreal, Canada, ISBN: 2 3 ,2 . pur si simplu, orarul foarte ncrcat, facilitile de predare, lipsa laboratoarelor etc.
. ifor, C., Oprean, C Ingineria calitii. mbuntirea ase sigma, Ed. Universitii Lucian
. E . E
E E E
Introducere si scop
Problemele, neconformitile, exista in orice organizaie si in ueneaz, ntr-o proporie mai
mativ 2 din cifra de afaceri a unei organizaii reprezint noncalitate . Si in cadrul instituiilor de
le consideram a normale , inerente, adesea ncercam s le i rezolvm; cteodat reuim (sau aa
consideram noi depinde de ce obiective ne-am propus), alteori renunam cnd constatam cat de
mult se complica lucrurile . Cu certitudine, foarte rar suntem dispui a investi resurse (timp, oameni
etc.) pentru a rezolva efectiv problemele.
Scopul acestui studiu de caz este de a prezenta un proiect de rezolvare a problemelor pe baza
metodologiei descrise in capitolul 3. Este vorba de o problema reala cu care se confrunta organizaia
respectiva, legata de promovabilitate redusa; de aici, etapele si soluiile propuse sunt ctive.
Situaia actuala
Facultatea A este una dintre facultile reprezentative din universitatea B. In ultimii 30 de ani
absolvenii acestei faculti au fost angajai in organizaii de prestigiu din ntreaga lume si se remarca
o satisfacie a angajatorilor referitor la nivelul de competenta pe care acetia l-au dobndit in decursul
anilor de studiu.
Totui, in ultimii ani remarcam o degradare a ceea ce am putea numi competentele studenilor.
Remarcam mai exact ca tot mai muli student au diculti in a promova 1, 2 sau 3 examene / semes-
tru, ceea ce produce o nemulumire profunda att din partea cadrelor didactice cit mai ales din partea
conducerii facultii / universitii.
Cine este vinovat pentru aceasta situaie? STUDENTUL? Adic pregtirea tot mai slaba dup
absolvirea liceului, lipsa de motivaie, faptul ca mare parte din acetia sunt angajai? Sau oare CA-
DRELE DIDACTICE? Faptul ca acestea au multe ore, nu si-au actualizat de mult timp cursurile, nu
i adapteaz cursul la cerinele industriei si ale studenilor. Sau oare SISTEMUL EDUCAIONAL
Sunt ntrebri pe care le punem cnd ne confruntam cu astfel de probleme in ideea de a
gsi cauzele problemei pentru ca apoi sa venim cu soluii. Dar am identicat, intr-adevr toate cau-

55 5

zele problemei? Suntem dispui sa mergem pn la rdcina si sa nu ne mulumim doar cu cauze

foarte generale gen STUDENT, PROFESOR, PROCEDURI etc.? Dup ce am identicat toate cauzele
putem s indicam care dintre aceste cauze sunt mai importante si contribuie, n proporie covritoare,
asupra problemei? Si apoi, pentru aceste cauze sa venim cu soluii posibile, iar dintre aceste soluii
sa le alegem pe acelea care asigura practic rezolvarea problemei in raport cu cerinele formulate. Si,
nu in ultimul rnd, sa m dispui sa implementam aceste soluii si, eventual, sa le extindem si la alte
departamente.
Din pcate, de cele mai multe ori problema ne este / pare cunoscuta, suntem foarte familiarizai
cu modul de manifestare. Cunoatem de asemenea si cauzele si chiar avem tendina sa le excludem pe
cele care nu ne convin sau care ne afecteaz in mod direct. Si urmeaz soluia la aceste cauze mai
mult sau mai puin reale. Soluia care, de cele mai multe ori, nu da rezultate (asta in cazul in care am
reuit s depim si etapa de implementare).
Iat de ce consideram ca a aciona intr-un astfel de mod arbitrar, haotic nu are cum sa
produc rezultate. Daca dorim rezultate, atunci rezolvarea problemei trebuie s e fcuta printr-un
proiect de mbuntire care ncepe cu denirea problemei i se nalizeaz n momentul n care soluia
este implementata i i dovedete ecacitatea (a se vedea capitolul 3). O sa ncercam sa prezentam un
astfel de proiect pentru problema identicata mai sus.

Proiectul de mbuntire
DEFINIREA PROBLEMEI SI A MISIUNII SI STABILIREA ECHIPEI
Problema: Mai mult de 30% dintre studenii facultii au cel puin un examen nepromovat
Misiunea: Reducerea procentului de studeni care nu au promovat cel puin un examen cu
10% in decursul anului universitar 2009 2010.

Selectarea echipei:
- prodecan manager proiect;
- e de catedra;
- studeni

MSURARE SI ANALIZA
Odat denita problema, echipa de mbuntire trebuie sa identice cauzele care contribuie
la apariia problemei.
In cazul nostru, s-a format un focus grup din 6 persoane alctuit din studeni si cadre didactice
care, intr-o prima etapa, au identicat grupele de cauze si apoi le-au detaliat pn la nivel de cauze de
baza / rdcina (g. 4.1).

Fig. 4.1. Diagrama cauza efect

57 58
 Avem acum o imagine asupra cauzelor care contribuie la apariia problemei. Este vorba de
cau e poteniale i nu tim daca i n ce msura in ueneaz asupra producerii efectului. Analiza va
continua cu luarea in considerare a cauzelor de baza / rdcina; o cauza gen tudent este mult prea
generala si nerelevanta in procesul de rezolvare a problemei. Cauzele vor nc o data analizate, se
vor elimina cauzele care se accept de ctre membrii grupului care au o in uen nesemnicativ
asupra problemei i se stabilete n ce mod va decurge culegerea i prelucrarea datelor pentru a iden-
tica, n termeni cantitativi, ponderea ecrei cauze n producerea problemei (efectului). n acest caz
o chestionare a celor implicai (studeni, cadre didactice) ar probabil cea mai buna metoda. E ALUARE I MBUNTIRE
Dup prelucrarea datelor (tabelul 4.1) se poate realiza diagrama Pareto cu in uenta princi- Analiza continu cu identicarea soluiilor la cele mai importante cauze (tabelul 4.2). Se
palelor cauze asupra problemei analizate (g. 4.2) sugereaz apoi s se deneasc criteriile de evaluare ale posibilelor soluii la ecare cauz, apoi s se
evalueze soluiile n raport cu aceste criterii (tabelul 4.3).
Tabelul 4.1. Prelucrarea datelor
au e rec enta Tabelul 4.2. Identicarea posibilelor alternative
Lipsa interactivitii 2 Cauze Alternativa 1 Alternativa 2 Alternativa 3
Lipsa de motivaie 1 Lipsa de interactivitate
Prea multe ore de predare Lipsa de motivaie
Programa colar Prea multe ore de predare
Orar prea ncrcat 3
Utilizarea greit a procedurilor 2

Tabelul 4.3. Matrice de selectare a soluiei

au a: Lipsa de interactivitate
riteriul Alternativa 1 Alternativa 2 Alternativa 3

Punctaj obinut

Procesul trebuie sa continue cu implementarea efectiva a soluiilor, meninerea sub control si

eventual multiplicarea rezultatelor i n alte departamente.
n vederea implementrii se sugereaz elaborarea i punerea n aplicare a unui plan de aciune,
conform modelului din tabelul 4.4.

Tabelul 4.4. Implementarea aciunilor de mbuntire

Nr. Crt Cauzele Stadiul de
Fig. 4.2. Diagrama Pareto Aciune Resurse
(cu ponderea cea Responsabil Termen realizare %
corectiv necesare
mai mare) (ecacitate)

Proiectul se consider a nalizat cnd soluiile funcioneaz, produc rezultat i, eventual

sunt extinse i la alte departamente.

Prima sesiune de formare n managenent universitar (pilotare), Imagini din cadrul sesiunii de formare n managenent universitar (pilotare),
Centrul de Competen n Management Universitar Centrul de Competen n Management Universitar
coordonat de Universitatea Lucian Blaga din Sibiu, 2-3 martie 2010 coordonat de Universitatea Lucian Blaga din Sibiu, 1-2 noiembrie 2010
odul ana ementul calitii n n m ntul u erior odul ana ementul calitii n n m ntul u erior
oordonator modul Pro uni dr on tantin rean oordonator modul Pro uni dr on tantin rean

Pro uni dr on tantin rean

Pro uni dr laudiu i or

ru de lucru ormat din er oane cu uncii mana e

riale n i temul de n m nt u erior a arin nd
uni er itilor din rao lu a oca lba ulia
radea aia are ibiu

Pro uni dr laudiu i or

ru de lucru ormat din er oane cu uncii mana eriale n

i temul de n m nt u erior a arin nd uni er itilor
din ucureti ibiu Piteti r o ite
 Imagini din cadrul sesiunii de formare n managenent universitar (pilotare),
Centrul de Competen n Management Universitar
coordonat de Universitatea Lucian Blaga din Sibiu, 14-1 februarie 2011

odul ana ementul calitii n n m ntul u erior

oordonator modul Pro uni dr on tantin rean

Investing in people!
EUROPEAN SOCIAL FUND
Human Resources Development Operational Programme 2007 2013
Priority axe: Education and training for supporting the economic growth and the development of
knowledge based society
Area of intervention: Quality in Higher Education
Project title: Improving Academic Management
Contract no. : POSDRU/2/1.2/S/4

Quality Management in Higher Education

Module coordinator Prof. Constantin Oprean Ph. D., University Lucian Blaga of Sibiu
ru de lucru ormat din er oane cu uncii mana eriale n
i temul de n m nt u erior a arin nd uni er itilor
Module development team:
din ai radea eia biu i Piteti Prof. Claudiu Vasile Kifor Ph. D, University Lucian Blaga of Sibiu
Prof. Adriana Stnil Ph. D., University Lucian Blaga of Sibiu
Prof. Anca Cristina Stanciu Ph. D., University Ovidius Constana
Prof. Emil Maxim Ph. D., University Alexandru Ioan Cuza Iasi

Pro uni dr laudiu i or Mentor: Elizabeth (Liz) Turner, Quality Support Officer, Quality Support Unit, Liverpool John
Moores University

April 2011

Contents Module Objectives

Module Objectives ............................................................................................................................... 3 By attending this module the participants:
Module Summary ................................................................................................................................. 3  Will analyze different theories and models of quality management
Implementation period ......................................................................................................................... 3  Will analyze factors that influence quality in general in higher education
Target group ......................................................................................................................................... 3  Will analyze and develop models of quality at an organizational level
Assessment methods ............................................................................................................................ 3  Will develop a quality improvement process at organizational level
Module brief description: ..................................................................................................................... 5
Authors contribution ............................................................................................................................ 5 Module Summary
References .......................................................................................................................................... 12 1. Quality concept and features for higher education
2. QUALITY MANAGEMENT (QM) IN HIGHER EDUCATION ................................................ 13 2. Quality management in higher education. Models of quality in higher education
2.1. QM definition and basic concepts ........................................................................................ 13 3. Quality improvement in higher education institutions
2.2. Principles of quality management ........................................................................................... 15 4. Case study. Improving the quality of a higher education institution
2.2.1. Customer orientation ........................................................................................................ 15
2.2.2. Leadership management involvment ............................................................................ 16 Implementation period
2.2.3. Staff involvement ............................................................................................................. 17  Total hours: 30
2.2.4. Approach based on process .............................................................................................. 18  Number of hours face-to-face: 12
2.2.5. Systemic approach to management .................................................................................. 21  Number of hours for e-learning platform interaction: 14
2.2.6. Continuous improvement ................................................................................................. 21  Hours for final evaluation: 4
2.2.7. Decisions based on data ................................................................................................... 21
2.2.8. Promoting partnership relations with suppliers................................................................ 21
2.3. Leadership and operation structures of quality management. Quality Documents ............ 22 Target group
2.4 Quality models in higher education ......................................................................................... 30  Vice-rectors
2.4.1 European Foundation for Quality Management Model-EFQM ........................................ 30  Deans/Vice-Deans
2.4.2 The Malcolm Baldrige American Quality Award ............................................................. 31  Heads of department
2.4.3. ARACIS model of quality assessment in higher education ............................................. 33  Quality directors / responsible
References .......................................................................................................................................... 36  Administrative staff
3. QUALITY IMPROVEMENT IN HIGHER EDUCATION INSTITUTIONS .............................. 37 Assessment methods
3.1. Introduction. Methodology to improve higher education quality ........................................... 37 In the chapters of the module a series of exercises were provided; solving them is not a
3.2 Defining the improvement projects .......................................................................................... 38 prerequisite for the final assessment, but it can help the participants to better understand the
3.3. Measurement. Description of the process which generates the problem ................................ 39 concepts presented and to realize the project.
3.3.1. Flow charts ....................................................................................................................... 40 The participants will prepare a project for quality improvement in the higher education
3.4 The analysis .............................................................................................................................. 41 institution in which they operate, based on theoretical concepts presented in Chapters 1 and 2 and
3.4.1 Identifying causes of problem ........................................................................................... 41 improvement methodology in Chapter 3; as an example a case study was presented in Chapter 4. It
3.4.2. Focusing on key causes .................................................................................................... 46 is recommended to establish work groups (3 to 5 participants) who will be responsible for different
3.5 Improvement ............................................................................................................................ 48 sections of the draft improvement. Each group will present its project in front of other participants;
3.5.1. Alternatives evaluation..................................................................................................... 49 the assessment is based on the following criteria:
3.5.2 Improvements planning ..................................................................................................... 50  relevance of the chosen case study and it`s correspondence with reality
3.5.3. Culture change ................................................................................................................. 51  proper appliance of quality methods and techniques
3.5.4. Proving effectiveness ....................................................................................................... 52
 results relevance and their applicability in the educational institution;
3.5.5. Implementation ................................................................................................................ 52
 presentation
3.6. Control..................................................................................................................................... 52
Recommended structure of the project:
3.6.1. Designing control instruments ......................................................................................... 52
- Presentation of the organization and of the analyzed context. The university chosen for case
3.6.2. Perfecting the improvement ............................................................................................. 53
study will be presented, as well as the area chosen for improvement. Types of problems which
3.7. Results reproduction and new projects establishment ............................................................ 54
can be approached:
References .......................................................................................................................................... 54
4. CASE STUDY. QUALITY IMPROVEMENT IN A HIGHER EDUCATION INSTITUTION. 55  low attractiveness for a specialization among high school graduates;
 high absenteeism at courses;
 high rate of abandonment;
 small percentage of graduates employed in areas where they graduated;
 abandonment / interruption of a large number of research projects;
 other issues proposed by participants;

2 3
 - Defining the problem, the mission and the proposed team;  Each group member will be responsible for a certain section of the draft
- Measurement  There will be established : means of communication, critical points and presentation
 Data measurement and analysis. It specifies the categories of data that were analyzed methods
to substantiate the problem and shows the results of this analysis -The project realization
 Process analysis. Specifying the procedures, the regulations governing the activity  The project will be completed as planned in the previous stage
and that have a major influence in producing the problem (we recommend the  Participants will communicate through email/forum/other means
development of process diagrams)  The group leader will follow the objectives realization and establish possible further
- Analysis - This will prepare the cause and effect diagram and will identify the root causes. The meetings (which can also be virtual)
causes will be weighted and a Pareto chart elaborated. -Project submission
- Improvement. The first 3 most important causes will be selected and for each one will be  Until the date announced by the module coordinators, the project leader has to
established possible alternatives. The alternatives are selected based on certain criteria set by the forward the results to this email address: claudiu.kifor@ulbsibiu.ro, requesting
participants, the aim being to identify the most suitable solutions. confirmation of receipt
 The project must meet the requirements and the contribution of each group member
must be indicated.
Identifying solutions  The presentation method will be specified: Skype - for this one an ID will be
Causes 1st Alternative 2nd Alternative 3rd Alternative provided - or by telephone, indicating the phone numbers of the members
 The members will agree on a date for the presentation (for each group member)
-Project presentation
 Participants need to be ready at least 15 minutes before the agreed time of the
presentation and will wait for the call of the module coordinator
 A presentation lasts approximately 15 minutes
-Evaluation
Matrix for alternatives selection  After all sections have been presented by group members, the module coordinator
Cause 1: ... together with the other trainers will evaluate the projects and presentations and will
Criteria for selection 1st Alternative 2nd Alternative 3rd Alternative communicate the results to the students.
-Creating and sending certificates to students
 The module coordinator forwards the results of the students to the project
coordinator (UEFISCSU), who prepares the certificates
Obtained score:  Certificates are sent to participants
Solution: Module brief description:
This modules objective is to provide the participants with an overview of the main quality
management concepts in higher education institutions. In the beginning, the participants are
- Implementation. It describes how the implementation process should work in the institution familiarized with the concept of quality and its peculiarities in higher education systems, then they
that is considered, by filling the table below. are presented with the principles of quality management and how they should govern virtually any
Solution implementation organization, and are shown models of quality management (EFQM, Malcolm Baldridge, ISO 9001,
Causes ARACIS) which have proven their utility in the higher education institutions. In the chapter
(with Solution/ Implementing concerning continuous improvement a practical improvement methodology is approached, along
Necessary Due with the recommendation that this methodology should be used by the participants in solving
No. highest Corrective Responsible progress %
resources date problems of their own institutions. The chapters are supplemented with case studies, exercises;
relevance) action (effectiveness)
solving these exercises is recommended for the participants, but not mandatory. The assessment
will be done based on an improvement project that participants will realize, considering the
institution where they perform their activities.
Authors contribution
Prof. Constantin OPREAN Ph. D. University Lucian Blaga of Sibiu, coordination of the
module and chapters 3 and 4
Good practice guide on Evaluation Prof. Claudiu Vasile Kifor Ph. D., University Lucian Blaga of Sibiu, chapters 2, 3, 4
-Selection of the theme and formation of the work group Prof. Adriana Stnil Ph. D, University Lucian Blaga of Sibiu, chapters 3 and 4
 These activities will be realised during the training session Prof. Anca Cristina Stanciu Ph. D., University Ovidius Constana, chapter 1
 Group members will elect a leader who will coordinate the project Prof. Emil Maxim Ph. D., UniversityAlexandru Ioan Cuza, Iasi, chapter 2.

4 5

1. QUALITY CONCEPT AND PARTICULARITIES FOR HIGHER
EDUCATION
Prof. Anca Cristina Stanciu Ph. D.
The importance of education in general and of higher education in particular in the present
and future state of a nation is widely recognized. Education is an act of conscience, on the quality of
which depends largely not only the future welfare of that nation, but at the same time, the power,
influence and even its existence as a distinct entity in regional and world configuration.
If the national priority is institutional reform, then a branch priority is constituted by the
reform of education and academic research. Education is a component of institutional reform which
creates an opening to the economic reform. Hence, the result will be trained people who can
generate changes in the spirit of economic reform: ready for change, having a proper mindset and
an institutional and quality culture.
Higher education is the one that generates the experts who will lead in the near future
Romanian society and economy integrated in the European Union. Forming a quality-oriented
behaviour is a major constraint in Romania's European integration process and it is also "vital for
generally, there isn`t a significant positive link between quality and price objective. There seems to
be a relationship quality / costs, which follows the logic of product mix (product types) and various
aspects that the event market demands.
General concept of quality is used in various areas, including the production of goods and
services. Meanings of this concept are philosophical, technical, economic and social in nature.
Starting from the philosophical meaning of the concept, we can formulate the following
definition: products and services quality is given by the synthesis of the main properties
(characteristics) that expresses the degree of utility in meeting the needs.
Definitions in speciality literature [2]:
Juran - quality = suitability for use;
Crosby quality = conformity with requirements;
ISO - quality = set of properties and characteristics of a product (service) which have the
property to satisfy the needs expressed or implied [7].
Content of technical, economic and social quality concept results from its dynamic and
complex character. This complexity is proven by the many definitions and trends:
Let`s focus on some commonly used formulations:
achieving a prosperous economy" (M. Juran). A major importance in this context has the LWLVDTXDOLW\SURGXFWPHHWVWKHH[SHFWDWLRQV
educational component, not only as far as the quality of performance is concerned, but also for the LWLVDTXDOLW\RUJDQL]DWLRQFDSDEOHWRPHHWUHTXLUHPHQWV
integration of the need for quality in the national culture. The individual mentality must assimilate
the belief that there can be no prosperity without a responsible and quality work.
Starting from this mission, it appears that the entire activity of the university should be
directed towards increasing the competitiveness of the institution both nationally and internationally
through: quality of offer and of the activitys results, a performant management, a financial policy
adequate for rational use of resources and attraction of new resources, strengthening the
international dimension of its activity, encouraging a responsible attitude of all staff.
In addition to performance orientation and competitiveness, which are generic requirements, the
need to introduce quality management in higher education is also determined by concrete and
immediate requirements such as:
 societies requirement of efficient and transparent use of public resources allocated to higher
education;
 creating and developing a quality culture in the university, both for its own staff and also
among students;
 ensure efficient preparation of graduates to meet current market economy demands and
perspectives of Romania;
 alignment to standards and practice of European higher education institutions in quality
management, condition for strengthening the international dimension of the university;
 increase confidence that the Romanian society will meet the needs and expectations of its
explicit and implicit benefit of higher education institutions;
 increase the international community confidence in the ability of Romanian higher
education to provide an efficient activity;
 identify weak links and prevent non-conformities that may arise in academic performance;
 effective work across all key areas of competence, organizing and functioning based on a
university-specific;
 continuous quality improvement of university performance.
The duty of any institution in the national education system, regardless of type, level and
form of organization, is to provide teaching, learning and research quality, the need to build an
institutional quality culture education, to help personal and professional development of students,
the welfare of society.
Quality is considered in present, along with price, one of the main factors of
competitiveness in a market economy. Relationship between quality and performance variables is
difficult to interpret. Apparently there is a positive relationship between quality and cost, but
6 7
KDVSRRUTXDOLW\GRHVQCWGHOLYHUWKHIHDWXUHV
These few sentences usually include only the size of "quality performance", that`s why
sometimes we add: it is a quality product but too expensive for me or not available.
The following explanation: quality / price ratio is excellent" introduces the concept of
reward and measure in assessing the response to expectations.
The quality concept differs in regard with those expressions familiar but less precise:
 Quality is the ability to use "(J.M. Juran);
 Quality is conformity with specifications "(P. Crosby);
 Quality is conformity to requirements "(C. Hersan);
 Quality is determined by customer needs or user "(P. Lyonnet);
 Quality is zero defects, zero inventories, zero delay, scratch paper, etc. zero accidents. "P.
Crosby);
In higher education, quality is appreciated both by the resulting product as measured by
knowledge and competence, but also through the educational process, which, according with 65
,62,:$4XDOLW\PDQDJHPHQWV\VWHPV*XLGHOLQHVIRUDSSOLFDWLRQRI,62LQHGXFDWLRQ
[9] has as result an educational product. Higher education institutions should become main
components in the construction and affirmation of knowledge society. An evaluation system for
teachers activities becomes a necessity which gives the specialist the opportunity to be
permanently adapted to the fast changes occurring in its field of competence, but also to consider
the idea of an academic shift. In many cases it may be useful or even necessary to leave our original
field of specialization for another, more interesting and dynamic, thereby adapting to increasingly
fast change due to scientific and technical progress.
Quality of teaching could be defined as the ensemble of all characteristics of the learning
and teaching process which give it the ability to satisfy certain current and future needs of interested
parties (students, companies, society) in the training and performance skills, knowledge creation
and reassessment.
Quality of teaching (teaching and research) is, together with the quality of university
management, one of the most significant components that provide clues as to the proper
organization of the university and on its orientation towards results and performance to excellence.
A quality teaching activity is the one which ensures a superior level of education and
training, on medium and long term, that ultimately ensures customer satisfaction. Quality of
teaching depends on many factors which are interrelated, namely: quality of entries in the system,
quality of trainers, technical support of quality teaching [3].
 If we relate to the classical definitions of quality, in higher education institution the
customer requirements may be expressed in terms such as: "What should a graduate know and do in
a particular area?" Currently these requirements are implicit, not being subject to a
contract. Identifying and defining them cannot only be the responsibility of higher education
institution, but also be accomplished only with the implication of representatives of interested
parties in that area (employers, professional associations etc.). The requirements are translated into
conditions (features and characteristics) and must conform to criteria determined by the higher
education institution with customer representatives. Solving the technical conditions listed is an
internal problem of the institution and it is related to the structure and content of the study programs
(curricula and syllabuses). It includes identifying the subjects, their content and assessment
procedures - examination that may lead to meeting the required conditions and implicit
requirements referred to. Information related to the design phase of the study program required
needs to be mentioned in the documents certifying the concern of the institution to meet its
For the results to be conclusive, the assessment criteria must be:
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7KH SUHGHWHUPLQHG REMHFWLYHV RI D KLJKHU HGXFDWLRQLQVWLWXWLRQUHVXOWIURPWKHGHPDQGVRI
VRFLHW\ DQG PDUNHW RU PD\ H[FHHG WKHVH SOD\LQJ D UROH LQ JHQHUDWLQJ GHPDQG7KH\ VHUYH DV
UHIHUHQFHYDOXHVIRUDGMXVWLQJFLUFXLWVEHWZHHQWKHOHYHOVXQLYHUVLW\IRUHLJQFXVWRPHUV)URPKHUH
RQWKHLQVWLWXWLRQVPDQDJHPHQWIRUPXODWHVLWVVWUDWHJLFREMHFWLYHVZKLFKZLOOVHUYHDVEHQFKPDUNV
IRUWKHORZHUOHYHOVDQGWKHUHIRUHDFWVDVUHJXODWLRQSDUDPHWHUEHWZHHQWKHOHYHOV2QWKLVEDVLV
IRU H[DPSOH RQ WKH SODQQLQJGHVLJQ OHYHO ZLOO EH LPSOHPHQWHG VWUDWHJLHV WR GHYHORS D FRKHUHQW
customer expectations. RIIHU RI D IDFXOW\ DV SURILOH DQG VSHFLDOL]DWLRQ DQG YDOXHV must IRU WKH ORZHU OHYHOV WKH
At this time, often the vision "quality = meeting requirements" takes the form of GHYHORSPHQW RI FXUULFXOD DQG V\OODEXVHV HWF 7KH UHVXOWV UHVSHFWLYHO\ WKH FKDUDFWHULVWLF VL]HV RI
"compliance with minimum requirements, quality being seen as a filter, products or services being ORZHUOHYHOVZLOOEHWUDQVPLWWHGWRWKHKLJKHUOHYHOVWKHUHE\FORVLQJWKHDGMXVWPHQWFLUFXLWV
accepted or rejected based on satisfying minimum standards or criteria. [3] 7KH TXDOLW\ FRQWURO ORRSV LV UHDOLVHG ERWK DW D FHUWDLQ OHYHO RI WKH LQVWLWXWLRQ GHSDUWPHQW
In higher education institutions funded by the government there is a worrying feature: both IDFXOW\DGPLQLVWUDWLYHVHUYLFHVHWFDQGDOVREHWZHHQWKHVHVXEXQLWVLQFRRSHUDWLRQRUGHSHQGHQF\
the internal costs of non-quality, which are reflected by an inefficient use of resources allocated, )LJXUH  ,W LV DOVR QRWHG WKDW TXDOLW\ FRQWURO ORRSV DUH FORVHG QRW RQO\ LQWHUQDOO\ LQ WKH
and the external ones (reflected by unemployment, inadequate qualification of teachers in primary LQVWLWXWLRQ RI HGXFDWLRQ EXW PXVW IROORZ WKH UHVXOWV RI WKH XQLYHUVLW\ LQ WKH H[WHUQDO HQYLURQPHQW
education and the environment, the inability of researchers and consultants to create a relevant
value) are paid entirely by the society. In this context there must be identified and defined the
judicious requirements and expectations that the society has related with the higher education
institution and a framework of rules by which it can ensure that academic work is directed to
satisfying the requirements and expectations outlined [3].
In the case of higher education institutions, quality control adjustments circuits can be
applied for:
JUDGXDWHV DQG WKHLU HPSOR\HUV E\ PDNLQJ QHFHVVDU\ DGMXVWPHQWV EDVHG RQ LQIRUPDWLRQ REWDLQHG
IURPWKHP
(GXFDWLRQ LQ KLJKHU HGXFDWLRQ LV FRQGXFWHG LQ WHUPV RI XQLYHUVLW\ DXWRQRP\ LQ D
FRPSHWLWLYHIUDPHZRUNZKLFKLVEHFRPLQJPRUHSURQRXQFHGGXHWRWKHLQFUHDVHGRIIHURIWUDLQLQJ
RQ RQH KDQG DQG RQ WKH RWKHU GXH WR WKH UHGXFWLRQ LQ WKH QXPEHU RI FDQGLGDWHV %H\RQG WKH
PHDVXUHVSODQQHGDWQDWLRQDOOHYHOWRRSWLPL]HWKH VLWXDWLRQWKHUHPXVWHQVXUHWKHJUDGXDWHVZLWK
KLJKOHYHO SURIHVVLRQDO VNLOOV 7KLV LV WKH UHVXOW RI FRQMXJDWHG DFWLRQV DLPHG WR DFKLHYLQJ WKH
- Activities related to education: design structure and content of the offer in accordance with REMHFWLYHV IRUPXODWHG E\ WKH EHQHILFLDULHV JUDGXDWH DQG HPSOR\HU ZKLFK PXVW WDNH SODFH LQ D
labour market requirements and capability of the institution, quality and timeliness of information TXDOLW\DVVXUDQFHV\VWHPFOHDUO\VWUXFWXUHGDQGHIIHFWLYH
contained in the courses, adequacy of teaching/learning and assessment methods and evaluation, 7RDFFRPSOLVKWKLVDVHULHVRIDFWLRQVDUH
conduct in appropriate circumstances of the educational process etc. D 'HYHORS DQ RSHUDWLRQDO IUDPHZRUN IRU LPSOHPHQWLQJ WKH G\QDPLF FRQFHSW RI XQLYHUVLW\V
- Scientific research: originality and thematic opportunity, consistency of the results, scientific DXWRQRP\ PDLQO\ E\ GHILQLQJ WKH UHODWLRQVKLSV XQLYHUVLW\  IDFXOWLHV to increase real
probity, ethics of experimentation, the results of recovery mode, etc..; DXWRQRP\
- Internal organization: the delegation of authority and accountability, efficiency and
transparency in the use of human and material resources, equity and encouraging performance as
the promotion of personnel, training for staff, etc.. [3]
Educational process becomes more complex under the impact of new information
technologies and it shifts the emphasis from teacher to the student. Evaluation of the educational
process content, depends on its structure and it`s functional capacity. Overall structure of the
E 'HILQH WKH FRQGLWLRQV RI DXWRQRP\ WKHLU RZQ OHYHOV RI TXDOLW\ DQG TXDOLW\ DVVXUDQFH
WHFKQLTXHV IRFXVLQJ RQ REWDLQLQJ VSHFLILF UHVXOWV LQ VWXGHQWV WUDLQLQJ DQG UHVHDUFK7KLV
ZLOO EH GRQH WKURXJK WKH DQDO\VLV RI H[LVWLQJ UHVRXUFHV LQWHUQDO DQG H[WHUQDO FRQVWUDLQWV
QDWLRQDODQGLQWHUQDWLRQDOVWDQGDUGVDQGLQWHUPVRIDQWLFLSDWHGUHVXOWV4XDOLW\PDQDJHPHQW
PXVWEHFRPHDFFRUGLQJWRWKH(XURSHDQ4XDOLW\$VVXUDQFH6\VWHPDWRRO IRU FRQWLQXRXV
LPSURYHPHQWRIWHDFKLQJUHVHDUFKDQGPDQDJHPHQW
educational process is independent of specific domain knowledge and contains the following F (IILFLHQWPHFKDQLVPVIRUTXDOLW\DVVXUDQFHLQXQLYHUVLWLHVIDFXOWLHVGHSDUWPHQWVGLYLVLRQV
components: development of explicit knowledge, tacit knowledge development, development of ,QHYDOXDWLRQWKHHPSKDVLVZLOOEHRQTXDOLW\RIOHDUQLQJSURFHVVHVRIWHDFKLQJRIVFLHQWLILF
processing capacity of such knowledge, generate new knowledge, assessment of all such knowledge UHVHDUFKSURFHVVHVRILQWHUQDODQGH[WHUQDOVHUYLFHV
and skills. G 3HULRGLF LQWHUQDO HYDOXDWLRQ RI WKH TXDOLW\ RI WHDFKLQJ DQG VFLHQWLILF DFWLYLWLHV DW WKH
Development and implementation of quality management in a university involves creating GHSDUWPHQWV IDFXOWLHV DQG UHVHDUFK FHQWUHV OHYHOV EDVHG RQ VROYLQJ SURFHVVHV RI
an organizational culture based on the concept of assessment. In other words it will be a movement QRQFRQIRUPLWLHV
from a culture of reporting to a culture of evaluation. In such an organizational culture, students are H 8VLQJDVVHVVPHQWVUHVXOWVWRLQFUHDVHWKHHIILFLHQF\RIGLGDFWLFDOUHVHDUFKDQGPDQDJHULDO
important players in university life and their view on teachers performance is a necessary DFWLYLWLHV,QWKLVSURFHVVVWXGHQWVDVGLUHFWEHQHILFLDULHVPXVWEHDFWLYHO\LQYROYHG
component in evaluating and improving the quality of education. Universities should establish a set I 3HULRGLF H[WHUQDO HYDOXDWLRQ WKURXJK FHUWLILFDWLRQ RI HGXFDWLRQDO DFWLYLWLHV VFLHQWLILF
of tools that would assist in achieving objectives. DFWLYLWLHVLQVWLWXWLRQDOPDQDJHPHQWDQGSXEOLFSUHVHQWDWLRQRIUHVXOWV
Evaluation criteria focus on, either the results and past events of a period or on future
potential.

8 9

This requires:
Objectives a) Matching study programs for a closer correlation with European education programs, for the
purpose of wide-scale appliance of the European credit transfer system of equivalence and
recognition of diplomas.
Society and market
b) Guide-lining the disciplines content to ensure that students / graduates obtain the necessary
skills to integrate on the European labour and education market.
c) Developing integrated study programs in partnership / consortiums with Romanian and
European universities (especially at Masters and PhD level), that may also lead to obtaining
joint degrees;
University management d) Promoting study programs in international languages in order to encourage mobility of
students and teachers and to attract foreign students;
e) Developing educational modules and partnerships through mutual mobility of teachers in
partner institutions;
f) Widespread integration and support for teachers and students in the development of
Faculty, Administration
European educational programs;
Adjustment g) Developing partnerships with European universities and research centres for joint research
activities;
between levels
h) Integrating the centres and research teams in European research networks.
circuits Quality assurance policies and strategies in the national education system in Romania have
Departments, services as a permanent landmark the constant correlation with the guidelines and actions promoted at
European and global level, in line with the recommendations of the European Association for
Quality Assurance in Higher Education, recommendations that were endorsed by the Ministerial
Conference in Bergen (19-20 May 2005). The main achievements of the construction of European
educational plan can be found in:
Processes Statement from Sorbonne (1998): SEIS European Higher Education Area
Statement from Bologna (1999): 6 targets for compatibility / convergence of higher
education systems by 2010 - through: the diplomas recognition system, the system of Bachelor -
Master PhD cycles, the European credit transfer system (ECTS), promoting mobility of students
and teachers, promoting European cooperation in quality assurance, promoting European dimension
Staff of higher education.
Lisbon Meeting (2000): "During 2010-2020, Europe will becomethe region with the most
competitive economy in the world "(currently there are important differences between the EU and
5HVXOWV US-Japan)
Adjustment circuit between Salamanca Convention (2001): universities recognize that their students need and require
Circuit adjustment in a skills that can be used effectively for continuing the study or to employ in Europe; (the need for
processes or departments
local process qualifications compatible networks is described by the referential skills in order to create and
evaluate the curriculum, providing university autonomy and flexibility in implementing the
curriculum).
Berlin Meeting (2003): defining and implementing a national quality assurance system in
higher education. It was agreed that "the primary responsibility for quality assurance in higher
education belongs to each institution." ENQA was mandated (European Network for Quality
Assurance in Higher Education) to develop standards, guidelines and procedures for
Fig.1.1 Structure of a quality adjustment circuits in a higher education institution [3] implementation and operation of quality assurance in higher education.
Bergen Reunion (2005): set of recommendations (regarding: standards, guidelines and
procedures, the national / transnational qualification, cycle descriptors, minimum number of ECTS
Inter-university collaboration at European level is a reality, for broad and lasting results it is credits, lifelong learning, etc.
necessary to harmonize the actions of the EU states with the actions from national level (adopting a ENQA Report BERGEN MEETING, (The Report "Standards and Guidelines for Quality
higher education structure in line with the European one) and institutional level, that will lead to Assurance in the European Higher Education Area" - 41 pages) contains, in summary:
tangible and sustainable long term results. The development and the integration in partnerships / - introduction to the basic (principles, goals and objectives, etc.) standards and guidelines for
European consortia for launching study and research projects should be a priority. quality assurance in higher education;

10 11
 - list of European standards and guidelines for internal quality assurance in higher education 2. QUALITY MANAGEMENT (QM) IN HIGHER EDUCATION
institutions;
2.1. QM definition and basic concepts
- list of European standards for external quality assurance of higher education;
Prof. Emil Maxim Ph. D.
- list of European standards for external quality assurance agencies;
Literature provides us with many definitions of Quality Management, each highlighting certain
- description of Peer Review system for quality assurance agencies (international context,
elements of the concept.
cyclical rating of agencies, the Register of quality assurance agencies operating in Europe,
Josef M. Juran considers that quality management is all the means by which we obtain quality
Consultative Forum for Quality Assurance in Higher Education);
[5]. In his opinion quality management is based on 3 key processes which constitute the quality
trilogy (fig. 2.1):
- quality planning;
- quality control;
References - quality improvement.
1. Olaru, M., Isaic-Maniu, A., Lefter, V., Pop, N., Popescu, S., Dragulanescu,N.,Roncea,L., Roncea,
C. - Tehnici i instrumente utilizate in managementul calitii, Ed. Economic, Bucureti, 2000.
2.Oprean, C-tin, Kifor, C - Managementul integrat al calitatii-Sibiu, Ed.Universitatii Lucian Quality Quality control
Blaga,2005.
planning (During activity)
3.Popescu, S., Bratianu, C. coord. - Ghidul calitatii in invatamantul superior, Proiectul CALISRO, Ed.
Universitatii din Bucuresti, 2004.
4.Raban, C., Turner, L. - Quality risk management. Modernising the architecture of quality assurance, 40
Perspectives,vol.10,Nr.2,april 2006.
Occasional peak
5.Todorescu,L.- Calitatea in invatamantul superior-oportunitate si importanta,in Buletin AGIR nr 1-
2/2009/aprilie-septembrie

Improvement of quality
6.ENQA Standards and Guidelines for Quality Assurance in the European Higher Education Area,

Cost of poor quality

European Association for Quality Assurance in Higher Education, 2007
7.SR EN ISO 9000:2006-Sisteme de management al caltatii-Principii fundamentale si vocabular
8.SR EN ISO 9001:2008 -Sisteme de management al calitatii.Cerinte. 20
9.SR ISO IWA 2:2006-Sisteme de management al calitatii.Linii Directoare pentru aplicarea Initial level of
ISO9001:2000 in domeniul educatiei non-quality New level of
10.http://www.enqa.eu/pubs_lasso
non-quality
11.http://www.cepes.ro/publications/pdf/Implementation_online.pdf Important losses
12.http://www.enqa.eu (posibilities for improvement)
13.http://www.eua.be/eua-news/view-item/article/884
0
Time
0 Feed-back

Fig. 2.1. Juran Trilogy

A similar definition is adopted by the ISO standards which consider quality management as
all coordinated activities to direct and control an organization in terms of quality [8]. This is
achieved through: quality planning, quality control, quality assurance, quality improvement (table
2.1).
All these activities must be designed and constructed in a comprehensive new vision,
focusing on compliance with partners and other stakeholders to provide confidence in the
organization and its ability to meet all requirements.

12 13

Table 2.1. Components of quality management For a higher education institution, quality management becomes the main way to increase
Quality planning Quality control Quality assurance Quality improvement performance and prestige. This should not be confused with quality assurance required by
Objective setting Evaluation of real Providing Analysis of existing specialized bodies (ARACIS). Unfortunately, in many universities, quality management and
Customer quality confidence that situation accreditation is considered one and the same, and efforts are made to achieve the requirements of
identification quality requirements standards, but the most important aspect gets neglected - continuous improvement. Most
Identifying customer Comparison of real will be met Establishing objectives universities who take institutional quality culture as a mean of achieving academic excellence in
needs quality with for improvement basic processes (education and scientific research), but also in support processes, are guided by the
objectives and ISO standards in quality management, focusing on planning, quality assurance, inspection and
Specification of demands Search for solutions continuous improvement.
product Quality planning entails periodic surveys for determining the objectives of study programs,
characteristics Selecting and school figures and scientific research objectives. Identifying customers (or rather the stakeholders)
Establishing implementing solutions and their needs require studies by customer categories to measure the requirements and satisfaction.
Process specification measures to Specifying the product characteristics would include specifying the skills and competencies of
eliminate differences Analysis and evaluation graduates and the content of curriculum, courses, etc. The effective control of teaching and research
Determination of of results activities involve specific processes. The documentation for these processes provides the basis for
resources needed internal and external evaluation and constitutes the essential prerequisite for continuous
improvement.
Another guideline in defining quality management is by considering management functions. Quality assurance involves applying specific models like those used by ARACIS to achieve
Thus, J. Klada [4] defines quality management as all activities aimed at achieving goals by optimal recognition and accreditation of study programs.
use of resources, consisting of: Quality control is especially a managerial one and involves assessment procedures for
planning; students and teachers, measuring customer and other stakeholders satisfaction.
coordination; A comprehensive strategy that derives from a principle of quality management is continuous
organization; improvement. This strategy envisages that a high level of quality products and services cant be
control; obtained by concentrating efforts on a limited time and cannot be maintained if the concerns cease.
quality assurance. Moreover, a level of quality can be assessed as "very good" or high, compared with the requirements
Changing the approach and the widespread concern for quality is emphasised in all types of and the development existing at a time. Technical, economical and social progress determines a
organizations. Whatever the prevailing approach in defining the concept is, the specific orientations change in requirements of graduates but also in the means and methods of conducting training
are essential, much broader than the ones specific to quality assurance and predominantly strategic processes. Hence a change of perspective towards quality: what is considered at a time as being of
(Table 2.2). good quality can be reconsidered after a while as inappropriate. This dynamic of requirements
towards quality requires a permanent concern for continuous improvement of offers.
Table 2.2. New approach on quality
Reference Guidelines previous to Guidelines specific to quality 2.2. Principles of quality management
elements quality management management Prof. Emil Maxim Ph. D.
Products Products manufactured All products for sale or not Last editions (2001 and 2006) of the standard ISO 9000 state that for a system of quality
Processes Processes related directly to All processes: research, design, management there are eight principles addressed to the top management of an organization with the
production procurement, production, sales, etc. goal of bringing satisfaction to all stakeholders [9].
Customers Persons or organizations All those affected by production, sale, For provisional authorization and accreditation of study programs specific standards were
buying products exploitation and removal from use of the developed that are used by ARACIS and ARACIP. These standards are focused on quality
products assurance and concern: institutional capacity, effectiveness and quality management education.
Types of Production companies All types of organizations Standards require a system of quality management in the institution and must be based, as
organizations referential of good practices, on ISO standards.
Quality objective Tactic, established at low and Strategic, established by top management 2.2.1. Customer orientation
medium department levels The existence and operation of an organization is subject to their customers and relations with
Cost of Costs related to poor products All costs that would disappear if everything them. In the relationship between organization and customers, the standards focus on:
non-quality would be perfect - knowledge and understanding of current and future needs of customers
- customer requirements
Therefore, quality management is a type of management focused on quality and aimed at - guidance to overcome customer expectations.
ensuring long term success by involving all members of the organization, providing customer The focus of quality management should always be on customers. It starts from the needs,
satisfaction and achieving benefits for all parties which have an interest in its operation, including requirements and their expectations and goes all the way to measurement of satisfaction
society as a whole.

14 15

Needs
Requirements Specifications Product Service Measurement
xpectations of satisfaction
Satisfaction will be compared with the requirements and expectations to identify and then
explain the irregularities and to establish measures for continuous improvement.
Customers, seen in the light of quality management, are divided into two categories:
internal customers and external customers. Internal customers or employees of organizations
must be motivated, trained, educated in the spirit of quality. This would include continuous training
and social marketing activities among employees to convince them to make the issue of quality an
individual and a group problem. An important issue that one has to solve as a supplier of
educational services is to define the customer and to identify his requirements as achieving quality
means satisfying all requirements.
A first class customers are students who are both in a position as external customers, as
beneficiaries and (some time) buyers of educational services provided by the university and as
internal customers, as direct participants in the educational process. Their requirements will cover
the conditions of participation and involvement in the training process but also guarantee the supply
of skills required by the labor market, and recognized nationally and internationally. Factors
affecting graduates skills should be identified and controlled: the quality of earlier preparation of
students, the quality of the training process, student involvement, quality of support processes,
financial resources available for students and facilities to access such resources, etc..
mployers are a special category of customers who typically do not pay directly for the
required product but whose requirements are critical to the education provider. mployers satisfied
with the quality of the graduates are the best evaluators of the quality of education.
e go ernment is a direct beneficiary of quality education, as employer, but also indirectly as
it is the main supplier of funds, even for students who pay a fee (usually the fee covers only part of the
costs of training). The government is the main beneficiary of scientific research results.
Internal customers should not be overlooked in a quality management system. They are
students but also teachers and research staff, administrative staff, who have specific requirements
which condition the quality of their performance. Creating a need for quality for employees, the
need to conduct their work so that they achieve the satisfaction of quality is a key issue of quality
management that would seem apanese management has been able to find the best solutions to.
To know the requirements and satisfaction of stakeholders, education providers must regularly
undertake:
- surveys to investigate the views of direct and indirect beneficiaries of quality educational
services;
- a report on the quality of educational services which is brought to the knowledge of
beneficiaries by posting or publishing;
- communication by specific means of the state of authorization or accreditation of their study
programs.
2.2.2. ea ers i mana ement in o ment
The leader is a person who, on the basis of abilities formed or innate, exercises great
influence in a social group, regardless of its size: team, formation, community, organization, state.
For an organization, managers at the highest level establish mission and strategic objectives.
To train all staff to achieve objectives, managers must create and maintain an appropriate internal
environment:
establish, maintain and promote the quality policy and objectives;
ensure the whole organization is focused on customer requirements;
1 1
2.2. . roa ase on ro ess
Standard ISO 9001:200 Quality Management System. stablishes the requirements of a
quality management system when an organization:
o needs to demonstrate its ability to consistently provide products that meet
customer requirements and applicable regulatory requirements
o wants to increase customer satisfaction through effective application of the
system, including the processes for continual improvement of the system and by
ensuring compliance with customer requirements and the applicable regulatory
requirements
The model shown in Figure 2.2 reflects the integration of the four clauses of the standard
Fig. 2.2. The quality management system based on process (ISO 9001
ISO 9001:200 provides both vertical and horizontal integration. Regarding vertical
integration, management sets the requirements in the Management Responsibility section, resources
are identified and engaged in the Resource Management section, processes are created and operated
under the Product Creation section, and results are measured, analyzed and improved in the
Measurement, Analysis, Improvement section.
The analysis realized by management closes the loop, the cycle returns to Management
Responsibility for authorization and initiation of change. With regard to horizontal integration, the
model illustrates that stakeholders customers play an important role in the entry process, the
requirements expressed by these processes are then implemented to meet these requirements, and
customer satisfaction is measured at the end of the process. Output data is used to improve input
from stakeholders, complementing the horizontal loop.
1 1
ensure the implementation of processes to meet stakeholders demands;
ensure that a QMS (Quality Management System) is implemented and maintained
effectively and efficiently to achieve quality objectives;
ensure the availability of necessary resources;
regularly review the QMS;
decide on measures to improve the QMS;
encourage staff involvement.
Achieving quality management system requires effort and time, and managers should base
needs and allocate necessary resources.
Although quality is everyones issue, at university level there are organizational structures
with direct responsibilities for quality management: uality anagement ouncil, called in some
universities ouncil for uality ssurance, ommittee for aluation an ssurance of uality at
the institution level, er ice of uality ssurance, ommittee for uality ssurance at faculty
level. These are part of university management structures designed with three components:
academic management, administrative management, quality management [ ].
Quality Management ouncil is an advisory body which consists of members responsible
for quality from each faculty and has as main tasks:
elaborate quality policies;
analysis of synthetic conclusions after quality evaluation and diagnostics;
analysis and monitoring processes of modernization and renewal of the offer (study
programs, curriculum, courses);
analysis and certification for quality awards system
ommittee for Evaluation and ssurance of Quality of the university is established by
Law 2006 for the approval of overnment mergency Ordinance 200 on quality assurance
in education. The Commission consists of -9 members and coordinates the application of
procedures and evaluation activities and quality assurance stipulated by law and by decisions of the
Senate, proposing to improve the quality of university activities. The management committee shall
be chaired by the rector or, more frequently, by a vice-rector.
ommittee for Quality ssurance of the faculty is coordinated by the responsible for
quality assurance from each faculty department administrative structure. The commission is
composed of members appointed by the faculty, of which 1 or 2 members of the Council Office,
and the third meets secretarial and administrative duties. The commission carries out quality
assurance in the university, monitors the quality of educational programs, develops annually t e
report of internal e aluation on the quality of faculty education and assists in external evaluations.
he person responsi le for quality assurance at the university has as main tasks
to ensure that QMS processes are established, documented, implemented and maintained;
to establish resources for the operation of QMS in faculty;
to propose measures for continuous improvement.
2.2. . ta in o ement
Staff at all levels of the organization is the key factor for achieving total quality. The
condition for the effectiveness of this factor is full involvement using knowledge and skills. Quality
today is not only the issue of persons with special responsibility in this area, but everyones
problem. All people in the organization must be concerned with the quality of the activity they
perform and the quality of their results. The fact that this is everyones problem should not mean
just a global responsibility. That is to say everyone should not only mean a global responsibility,
which goes unfulfilled. ach person should have their own responsibilities towards quality.
The need for involvement starts from the idea that achieving and maintaining quality is
primarily a matter of attitude. Involvement requires more than participation, which could mean the
mere presence or performance of duties imposed. All employees of the organization, from managers
of the highest level must have clear responsibilities for quality and to be involved in addressing
specific benchmarks.
It is noted that ISO 9001:2001 is built on the concept of eming-Plan- o-Check-Act
(Planning, xecution, erification, rive). This approach is based on the premise that a desired
result is achieved more effectively when activities and resources are used managed and organised as
a process.
A process is a sequence of related activities or an activity that transforms input elements
into output elements. Linking processes leads to networks of processes. Output elements of a
process can become the input for one or more processes. Input elements in a process may be
internal or external to an organization. An important role in providing information regarding the
input elements within a process is held by the stakeholders.
Standards ISO 9001:200 and ISO 900 :2001 contain four sections which relate to the
processes of the Quality Management System (Fig. 2.2):
o Management responsibility
o Product realization
o Resource management
o Measurement, analysis and improvement
Following the recommendations and requirements of ISO standards we can identify several
types of processes:
- management processes
- asic processes calle ma ing of process or usiness processes
- support processes
- fee ac processes.
In the case of universities, process-based approach in quality management involves the
identification, description and documentation of relevant processes, activities that involve both the
management of the university and faculty leaders and which involve taking into consideration the
requirements and expectations of stakeholders. To this end, a team of specialists together with
people responsible for quality will design a structure of the quality management system and set the
relevant processes for universities and faculties using different methods: method of diagnostic
analysis, investigations inside and outside the organization, cause-effect method, methods based on
group discussions, etc.. We need many stages, which differ in breadth and succession, depending on
the state in which the university is in terms of quality assurance and quality management. A general
framework for carrying out these activities is presented below
1. iagnosis of quality in universities and faculties, analysis and explanation of the situation in
relation to the requirements and recommendations of ISO 9000 or other referential (Law on
quality assurance in education, Teaching Staff, ducation Law, etc..). There will be
considered at least: management, material resources, human resources, financial resources,
information resources, capabilities and expertise of the university, organizational structures
and regulations, results of external evaluations.
2. .Identifying customer requirements and other stakeholders
. tt n n t n t n t
 increased efficiency and effectiveness;
 increased service quality;
 increased customer satisfaction;
 university development;
 improving communication in the organization;
 developing partnerships;
 raise the profile and reputation
. efinition and description of processes and interactions between them
. Process documentation.
Using this framework we can identify for an institution of higher education two basic
processes: teaching processes, and research processes. Within each subgroup the number and scope
of processes varies from one educational institution to another depending on many factors: size and In the process system designed there will also be reflected the six system procedures for the
internal structure, cycles for providing educational programs (not all universities develop cycles II processes (control, monitoring records, internal audits, control of non conform product, preventive
and III), ensuring the proper teaching staff, training and staff structure, teaching spaces properly action, corrective action).
equipped, spaces for non-teaching activities, student services, providing financial resources (budget 2.2. . stemi a roa to mana ement
allocations, own funds, mixed), etc.. The processes within the organization are interdependent and form a system of processes.
Identifying, understanding and their management in a systemic way contributes to increased
. Educational processes effectiveness and efficiency in achieving the organizations objectives.
 Curriculum designing and developing Thus, if we consider the two main groups of these basic processes they are closely
 Planning of educational processes interdependent and mutually conditioning: university performance is assessed on the basis of both
 Relationship with customers and stakeholders: requirements identification, requirements graduates and on scientific production, students should be attracted in research projects, especially
analysis, client and stakeholders communication those in cycles II and III, promotion of staff is considering criteria relating to teaching activities but
 esign and implementation of courses and other educational materials (separate process also to research activities, etc..
for programs of study by distance learning)
 elivery of services - conducting educational processes 2.2. . Continuous im ro ement
 The validation process for the provision of services - internal and external reviews Continuous improvement of the overall performance of the organization should be its
 Identification and traceability: verification of documents on admission, serial number permanent objective.
designation, recording the results of assessments, establishes competencies, preparation An educational institution is in constant competition with other institutions and field
of the graduation documents and the relationship with alumni. competition widens with increasing students freedom in selecting the country and the university in
which to obtain the desired competences. Improvement is increasingly becoming a strategic issue
 Monitoring and measurement of educational processes
and must be translated into specific objectives such as increasing scientific production, increasing
 Monitoring and measurement of competence
the preparedness of graduates, increasing student and other stakeholders satisfaction, increasing the
 Monitoring and measurement of stakeholder satisfaction number of students, increasing the percentage of graduate students etc.
 Control of nonconformities
2.2. . e isions ase on ata
 Continuous improvement ecisions must be based on data and information and the quality management system
should contain procedures for collecting, processing and archiving them. ata refers to the
. Research processes. processes, resources, results and performance of the system. To implement this principle, after the
 Planning research identification process there should be an inventory of data inputs and outputs which are relevant to
 Partnerships in research the operation and performance of QMS institution.
 Research process realization
 Continuous improvement Table 2. . Types of decisions and arguments with data information
Processes activities Relevant information data Decisions ased on data
t t n nt n t n n tt t n n nt n
1 Admission to the Results during high school Admission contest results
- Identification and traceability : verification of admission documents, attribution of serial
university rades at admission contest
number, registration of assessment results, determining responsibilities, preparation of
graduation documents, relationship with alumni. Number of students per The subjects of the program Number of students proposed for
- Information management; study program Teachers specialized on the tuition
- Marketing; disciplines within the program
- Protection and security; ducational facilities
- Staff training; Features
- Management of information resources in libraries; Financial resources (budget)
- Accommodation and meals for students; Authorization Accreditation
Note: The example is indicative. Filling the table requires participation of several people involved in
- Maintenance of infrastructure; designing and updating QMS
- Procurement processes; 2.2. . romotin artners i re ations it su iers
- Management analysis;
- Internal communication, etc The organization and its suppliers have common interests for mutually beneficial relations.
Improving these relationships increases the ability to create value. ery important for a university is
a partnership with high schools from which it receives future students. They must have the training
level to allow easy integration in training programs as well as good career guidance, provided by
1
Identification is based on a series of specifications which have to ensure the individuality of the product (for a student: the cooperation between the two categories of institutions. Partnership relations are necessary to be
registration number, name, address, specialty, group, etc.). Traceability is the ability to restore the history of the established with educational service suppliers who are not part of staff: associated teachers, experts
from business and research, partner universities. We also need to consider the relations of
product from the records (for a student: graduated high school, college admission data, exams, etc.)

partnership with universities and other institutions that provide training for the teaching and
research staff of the university.
2. . ea ers i an o eration stru tures o ua it mana ement. ua it
o uments
Prof. niv. Dr. Emil Maxim
Quality strategies oriented towards external environment, start from the needs of customers and
other stakeholders, so basically the main coordinate of strategic management.
nowing the interests and requirements of stakeholders requires completion of several steps:
Identification of stakeholders;
etermining the needs and expectations of each category;
stablishing measures to fully comply with the needs of organizational stakeholders.
Identification involves the establishment and generic description of their characteristics, but
also their division in subgroups, segments, up to the individuals, if they represent separate
importance to the organization.
The law of quality in education specifies the recipients of education, as major stakeholders
that need to consider a specific service provider, an educational institution or other organization
engaged in initial or continuing training:
direct beneficiaries: students and others contained in a form of learning
indirect beneficiaries: employers, employees of the organization, the families of direct
beneficiaries, society.
These are joined by other stakeholders such as:
partners in the country and abroad that collaborate with the university (higher education
institutions, research institutions)
external quality assessment bodies (ARACIS or other assessment bodies in the country or
abroad);
suppliers of materials, equipment etc..;
partner organizations in research or seeking advice, or short courses for its staff;
external funding bodies, especially for research;
high schools and high school students;
university sponsors.
Identification involves specific actions for each category and is accomplished through
specific processes: communication, planning, measurement and analysis, etc.. For example, in case
of a student entity we will use:
- assigning a serial number that allows his her individualization in the university or at a
national level;
- distribution in study profiles, depending on their options and performance;
- processes of communication with tutors, university management, teaching staff to identify
particular issues related to aspirations, difficulties in preparation, specific social problems,
etc..
Processes in which we find activities necessary for identification can be:
- Internal communication processes;
- Client relationship processes;
- Identification and traceability;
Similar actions will be undertaken to identify all stakeholders. These actions must be
inventoried, embedded in linked processes and should contribute to improve the image and prestige
of the institution.
etting e pectations involves identifying needs, hopes, motivations and attitudes of different
groups. The following are needed for this purpose, information and analysis methods, surveys,
interviews, a careful observation of the business environment. Needs and expectations will be
translated into requirements and will be communicated throughout the organization. Sometimes
there may occur contradictions between requirements and the content and features of supply, in
particular due to misunderstanding of needs. For example, when asked what they expect from
faculty, students often respond that they want a diploma and high marks. If we ask what employers
expect from graduates certainly they will not refer to grades or diploma but to the degree of skills.
Here internal communication processes and communication with customers and stakeholders must
be involved so that they lead to a clear definition of requirements and procedures by which they can
be satisfied.
To fully meet the requirements of stakeholders, organizations should design and implement an
effective and efficient quality management system. Both the design and operation of the system
requires a radical change of attitude for staff of the organization and strategic guidance.
ISO 9000:2006 specifies that one of the responsibilities of top management is the need to
establish: "vision, strategic objectives and policies suited to the organization" and "the quality
policy and quality objectives are established to provide direction towards which the organization
can proceed.
Quality policy includes general and permanent principles that contribute to the functioning of
the organization, so that it can obtain and deliver total quality direct to beneficiaries and society as a
whole. This should concern many sides: the quality of entries in the organization, quality within it
and output quality. It must take into account all three directions and improve quality assurance and
medium and long term general management of the organization and continuity in those areas.
The implementation of quality policy requires organizational strategies and tactics grounded
in terms of objectives and resources required.
Diversification of strategies and their interference with other strategies of the organization
creates some difficulties in the process of analysis and substantiation. Therefore, we cant speak of
"pure strategy" of quality, but strategies in which the question of quality is a dominant or a
mitigating factor.
According to ISO 9000:2006, the quality management system is: "the overall organizational
structure, responsibilities, procedures and resources aimed at achieving effective quality.
Increased competitiveness of organizations today cannot be achieved without increasing
quality. This is the reason why the entire staff should be involved and should undertake activities to
ensure that the organization will make offers capable of satisfying the customers requirements.
Furthermore, management should closely monitor all the conditions for achieving quality assurance
through the implementation of the "Quality Management System (QMS). This is a management
system through which "is guided and controlled an organization in terms of quality. The system
should convince: management and all its employees about the existence of conditions for achieving
the required quality (internal quality assurance), the beneficiaries or some external bodies about the
quality of supply (external quality assurance).
The quality management system is focused on organizing all activities and ensuring conditions
for achieving total quality. All persons must be involved in unfolding activities so as not to have what
to reproach in connection with their quality. Simple awareness and staff training are insufficient. The
effort required is greater and requires first concrete action in all areas of work undertaken: ensuring
adequate quality of human resources, quality of technical means and technologies, appropriate
environmental conditions, scientifically organized business, ensuring the material base service
activities, etc.. It is necessary, secondly, that management focuses on quality, management that starts
with the statement of the rector included in the Quality Manual and continues with specific actions
throughout the flow of activities, through which the organizations offer satisfies customer
requirements.
The systemic concept of quality requires the identification of subsystems and their
relationships. Also, there will be granted equal importance to all components, compared with previous
guidance, focused primarily on identifying and reshuffling activities and on detecting defects during
manufacturing.

23
 The content of the quality system reveals that the systemic approach in terms of achieving
quality TQM excludes the possibility of achieving quality only by specific activities conducted in the
department of quality of an organization. Achieving total quality management is a key objective, but The header of page can have the following form:
of all departments and, within them, of all employees.
esponsibilities regarding quality are at all levels of organizational structure and for all Issued by: niversity . . . . . . . . . . Inspection nr. . . .
individuals in an organization. The importance and complexity of quality require the existence of Faculty . . . . . . . . . . Date:
specialized components with tasks focused mainly on the issue of quality and ensuring fulfilment of 4XDOLW\0DQXDO
"quality function in the organization. Signed by: age nr.:
A prerequisite for a quality management system, which was also seen in the quality assurance of . . . .
systems, refers to their documentation.
Documentation is necessary for several reasons: The first page is signed by the rector and the person in charge of quality and within it there
description in the documents provides a better systematization, a higher degree of order are specified the conditions under which they can make some changes manually.
and efficiency and avoids omissions The manual will be revised periodically, whole or by replacement of pages, which will be
ensures the possibility of verifying the system recorded in a special box indicating the date on which the change took place.
is a verifiable claim to other organizations about the possibility of respecting The second page of the manual states its confidentiality and people who have access to it.
requirements On the third page are improvements made to the manual over time.
may serve to audits and certification.
To communicate inside and outside the organization the intention to achieve the QMS and to eople who have access to the manual
ensure those interested in the intention and the consistency of the action, specific documents must be Issued by: niversity. . . . . . . . . . Inspection nr. .. .
developed, largely set in international standards of quality. Facultaty Date:
The main documents of the quality management system are: 4XDOLW\0DQXDO
o quality manuals, documents containing information on the QMS, useful in order to Signed by: osition of persons with access age nr.:
achieve internal and e ternal purposes irst and last names of the persons of . . . .
o quality plans, documents showing how to implement the QMS products, projects and who have access to the manual
contracts
o quality system procedures, work instructions, which specify concrete ways of
achieving the activities and processes to meet requirements In the following pages there is presented the summarised version of the manual.
o guides, documents setting out recommendations or suggestions The following pages are used for detailing the items shown in the summary most of them
o specifications, documents establishing requirements to be met are standardized in nature, with opportunities to adapt to each organization.
o quality records, documents providing evidence, targets and activity performance
The documents should include the responsibilities and prerogatives of those who produce, Quality procedures
carry out audits, inspections and coordinate activities and implementation of quality assurance. Achieving quality requires the application of specific procedures by type of activities and
processes that contribute to the realisation of the product and ensure the conditions of use for the
recipient. The content of a procedure may be:
Quality Manual
The manual contains the policy and describes the content of the quality management system.
A manual prepared for a quality management system designed in accordance with ISO 9000 will be
structured according to its own model of processes. New edition of the standards do not specify a
particular model for the structure of the manual, allowing full freedom to develop its organization.
For an institution of higher education this document may be produced in several variants: a
synthetic manual developed at the institutional level and a manual developed at faculty level.
In addition to issues concerning the content of this document, attention must be paid for
actual use in organization processes. here it is developed only to meet formal requirements, the
manual is likely to become an archival document that relates to quality just by its name. The manual
should reflect the actual concern of management for quality and to make employees aware about
their responsibilities to achieve program quality.
In preparing the manual, there should be a reference standard considered, but we should not
exclude any specific elements that are not specified in standards. ach organization develops its
quality manual to starting from a general framework which is adapted to their conditions.
In what concerns editing it is recommended that each page of the manual to have a typed
header, followed by details of the section included in that page.

2 2

e  ensure that documents remain legible and easily identifiable

urpose f  ensure that documents of e ternal origin are identified and their distribution is
The work described and qualitative aspects of this work. controlled
Scope
g  prevent unintended use of obsolete documents and applying them a proper identification
resents the scope of the procedure (the entire organization, one or more compartments, certain
fields).
if they are kept for any purpose.
esponsibilities Documents can be in any form and in any medium a suitable support for the needs of the
efinitions and abbreviations organization.
It presents definitions, abbreviations used in the procedure or refers to documents in which they Assessment of process generation, evaluation and control of documents is based on criteria
are found in a standardized form. such as processing speed, ease of use, resources, policies and objectives, etc.
escription of procedure In an institution of higher education working with official documents, valid for all
The presentation: hat to do universities (diploma, school situations, commercial and administrative documents), the procedures
ho does should specify how to meet the requirements d), e), f), g). In addition they use their own
here to do information system and specific documents (catalogues, certificates, registers transcripts, orders
hat aids equipment, documents are needed registration, expulsion, re registration, school contracts, etc.) for which the procedure should take
ow to monitor and record
into consideration the requirements of applicable standards.
orresponding documents
It mentions other documents relevant to the case
ocumentation ontrol of records S . .
It specifies documents resulting from the procedure and their destinations This procedure should define the required control for identification, storage, protection,
istribution retrieval of documents, during storage and disposal of records.
It mentions the people or departments that they are distributed to ntries must be established and maintained to provide evidence of compliance with the
hanges requirements and the effective functioning of the quality management system. ecords shall remain
ho has responsibility and authority to amend the procedure legible, identifiable and easy to find.
ttachments
ogic scheme of processes if necessary nternal udit S . .
Other annexes Internal audits should be conducted by the organization at planned intervals, taking into account
ogical scheme of the procedure if it is useful.
the importance of processes, sectors audited, the results of previous audits, information from interested
parties.
Quality procedures may be limited to one department or may cover several sections. In the The audit should determine whether the quality management system:
latter case, one of the compartments must be invested with responsibility for applying the a) conforms to planned arrangements, the requirements of applicable standards and
procedure. requirements set by the organization
In developing the system procedures, help specialists from the quality assurance b) is implemented and maintained effectively.
departments and sectors in which it will be applied. It will be oriented towards identifying strengths and weaknesses in quality management.

Documented procedures The control of products conformity S .

A university is not required to apply for ISO accreditation, but it must have a quality ealization of non conforming products generates losses for the organization and
management system implemented, required by A A IS in the provisional authorization and dissatisfactions or losses for stakeholders. The procedure for controlling non compliant products
accreditation process. To design this system the best referees are ISO standards. must provide the organization with assurance that such products are identified and controlled to
Documented procedures required by ISO 900 :200 for quality management system are: prevent unintended use or delivery.
o document control The organization must treat non compliant products by one or more of the following
o control of records methods:
o an internal audit a) the elimination of the non compliance detected reshuffle
o control of non conform product b) authorizing the use of, the discharge or acceptance, with a derogation given by the
o preventive action proper authority or by the customer downgrading
o corrective action. c) actions to prevent the application or the original intended use scrap.
ontrol of records S . . ecords relating to the nature of nonconformities and subsequent actions taken must be
Documents required for the quality management system must be controlled and the retained.
procedure defines the needed controls for: If non oc mpliance is detected after delivery or after starting use, the organization must take
a  approval of documents prior to issue, in terms of their suitability action according to the effects or potential effects of non oc mpliance.
b  review, update, if necessary, and re approve documents Non compliance for higher education institution may consider:
c  ensure that changes are identified and the current revision status of documents a) program of study for which the question of restructuring or disposal is raised
d  ensure that relevant versions of applicable documents are available at points of use b) a non compliant lecture for which the same problems occur

2 2
 c) an inconsistent process (teaching, accommodation, board, examination, etc.) Quality Plan
d) a non compliant student or graduate, identified in the evaluation, for who the possibility These plans specify "what procedures and associated resources must be applied by whom
of an activity rendering, including potential expulsion with a chance of re entering, and when, for a specific project, product, process or contract . There is a distinction between the
permanent expulsion (usually for serious violations of academic discipline) are quality plan as a QMS document and the quality plan as a management tool with the production
established plan, human resources plan, investment plan, financial plan etc..
e) a research project for which funding is suspended.
Records
orrective actions S . . A record is a document stating results achieved or evidence of activities performed. These
These actions are taken after the occurrence of nonconformities to prevent their are the basis for the documentation of traceability, provide information proving checkout,
repetition. The procedure must define requirements for: etc. ntries must be dated and, where appropriate, signed by those responsible. These records are
a) analysis of nonconformities (including customer complaints) archived and kept, in time serving as evidence or as a database for quality analysis. e can
b) determining the causes mention: results of the admission contest, registration decisions, catalogues exam, school statements
c) assessing the need for action to give assurance that nonconformities do not recur and records, research contracts records, financial accounting documents, etc.
d) determining and implementing action needed
e) recording results of action taken Work Instructions
f) analysis of corrective action taken. For effective implementation of activities which make quality happen, there must be
To identify non conformities and their causes different sources of information are used: developed specific guidelines that describe in detail the operations and their sequence. These may
customer complaints, internal audit reports, reports of non compliance, management analysis report, be:
data analysis, measurement of consumer satisfaction, the relevant records of the quality orking instructions
management system, personnel organization, process measurement, results of self evaluations. ontrol instructions
hecklist
reventive action S . . Forms.
In order to eliminate the causes of nonconformities, the organization should establish a The goal is to help develop instructions to support employment activities. Their degree of
documented procedure by which to define requirements for: detail varies depending on the complexity of the activity or phase covered.
a) determining potential nonconformities and their causes An instruction must include:
b) assessing the measures to prevent nonconformities Title
c) determining and implementing action needed Identification and edition on each page
d) records the results of action taken Described instruction.
e) analysis of preventive action taken. erification and approval.
All these actions are aimed at identifying factors that generate losses and prevent their Instructions are detailed on departments to the level of employee, in some cases being
effects. included in job descriptions.
Depending on their needs, the higher education institution may develop other procedures for To increase the operability, work instructions can be attached to the procedures.
areas such as: In a university the work is often regulated by instructions to avoid nonconformities in the
Operating management structures running of the process (instructions on the registration of candidates at admission, instructions
Organizing the teaching in cycles regarding examinations and on the registration of results in documents and data bases etc.)
Development of curricula
valuating students Guides
Organizing the student records A university is working with a large number of students and comes with selection methods,
Teaching promotions sharing the programs of study, training, appraisal, promotion, etc., specific and largely different
Initiating, approving and periodically assessing the study programs from those encountered in higher education. For such situations guidelines that establish
valuating of the staff recommendations, suggestions, etc. or even possible alternatives are necessary. These guides
Organizing scientific research usually contain specifications, implying mandatory requirements.
ontracts analysis
ontrolling the specific activities: designing and updating curricula, analysis and
validation of documents, registration and expulsion for students, updating and validating
software used in university, development of study materials for distance learning,
conduct training on e learning platforms
elated services
Statistical techniques.
Organizations must design procedures based on processes so that they provide
documentation for them along with other means that may be used.

2 2

. Quality models in higher education  B I S ONSIBI IT . ong term interests of an organization and of its
Prof. Claudiu Vasile Kifor Ph.D. personnel are best satisfied when there is an ethical approach to these interests and
Prof. Adriana Stanila Ph.D. when they exceed expectations of and even existing rules inside the community.
2.4.1 European Foundation for Quality Management Model-EFQM The Basic Criteria for the European Quality Prize Large Organizations are presented
The European EXCELLENCE model is represented by the criteria of the European in fig. 2.
Prize for Quality (granted since 99 and administered by the uropean Quality Management
Foundation FQM). DETERMINANTS RESULT
This pattern represents actually a new S ST M OF A S There are 9 fundamental
criteria ht e first five of them refer to D T MININ FA TO S (how were they obtained ) and esult re
the last four regard the S TS (what was obtained ). The two groups have equal counter ersonnel personnel
weights. There are also 2 sub criteria (for large enterprises) and 22 sub criteria respectively (for Leadership
small and medium enterprises). The counter weights allocated to each of the 9 basic criteria are olicy rocesses esult re Result
subject to heated debates at the FQM and may suffer several (insignificant) modifications strategy customers essential
throughout time. The 9 criteria of the uropean Quality rize create a network of A S S and
FF TS represented by a diagram highlighting the following axiom: NT S TS performances
artnership esult re
A DIN FO MAN , I NTS, SONN AND O ANI ATION A
resource society
OBTAIN D B A TH SHI S, SO S AND AD Q AT O SS SS
Fundamental Excellence concepts (according to the EFQM model). The FQM admits
that there are several potential approaches world wide regarding excellence. The concepts
mentioned below are not exhaustive, and their hierarchy is not relevant 0 . INNO ATION AND D ATION
 O I NTATION TO A DS S TS. xcellence depends balancing and meeting
the requirements of all parties which are involved in the good functioning of the
organization (employees, clients, suppliers, society, share holders and other parties Fig. 2. . uropean rize for Quality riteria
which are stake holders in the organization)
 FO SIN ON TH I NT. The client is always the final referee of product 2.4.2 The Malcolm Baldrige American Quality Award
quality. That is why customer loyalty and profit can be better optimized by a precise Malcolm Baldrige Award is a quality distinction in SA, which has as example the
focusing on the needs of customers both current and potential. apanese Deming Award and which is given to companies that make great efforts and are successful
 AD SHI AND OS ONSIST N . The behavior of leaders in the in the field of quality. It is awarded to manufacturing companies, service providers and small
organizations determines the clarity and the unity of the purpose which guides the enterprises.
enterprise and creates an environment in which the organization and employees alike hen legal regulations concerning the introduction of this Quality Award come into force,
may have outstanding results. the eligible organizations for this prize were just the ones bringing revenue, but at the same time the
 MANA M NT B FA TS AND O SS SS. Organizations function more law states that the eligibility may be extended to non profit organizations (universities, hospitals,
effectively when all interrelated activities are understood and managed in a public administration).
systematically and when all decisions regarding current operations are made only in Theoretically, as it can be seen in figure .2, the values and the central concepts are organized in
the presence of viable and valid information (including opinions of interested parties seven categories, the elements that are examined are similar to the ones in the uropean Award for
in the functioning of the organization). Quality.
 SONN D O M NT AND IN O M NT. The personnel of the
organization may be fully used when and where there are commonly shared values, a
culture of trust and strength, in view of encouraging individual and collective
involvement.
 T AININ INNO ATION ONTIN O S IM O M NT. The
performances of an organization may be maximized when they are based on proper
knowledge management including the dissemination use of knowledge and know
how in the organization, in an environment where a culture on training, innovation
and continuous improvement is present.
 A TN SHI D O M NT. An organization works more efficiently when it
develops win win partnerships based on trust, dissemination use of knowledge
with its partners.

3 3
  it is based on facts covering measurable aspects
 it is systematically included in scheduled execution cycles
 it focuses on key processes
Customers and market focused  searching for any problems and eliminating them even from the start
strategy and action plans  finding opportunities and solving problems.
In approaching the problems there must be an active involvement from both pupils and
students.
The success of an activity means knowing its every detail. onsidering these aspects we can
draw the conclusion that in order to reach and control that level of performance, teachers as well
2 5
must be motivated, the evolution of the students depending on their level of performance. or
Strategic plan Human resources teachers, development does not only mean elaborating a set of instructions and information, but
also getting to know the students, the ways of evolution.
The educational organizations, by the nature of their activities, must establish contacts,
1 6 connections, communication, foreign exchanges in order to successfully fulfil the educational
Leadership Results programs and to establish a partnership among pupils, students, groups of teachers, staff, union
groups, these contacts being useful precisely due to the possibility of communication created.
artnerships offer the opportunity to form mixed groups which can lead and coordinate
different activities with an instructive educational character. The possibility of merging a large
3 6 volume of diverse information can simplify work, make life easier and will make one better know
Customers and Process
market management
the environment.
The objectives of this partnership aim to develop different short, medium or long term goals
which offer the possibility through sustained effort to obtain spectacular results. The partners will
orientate towards the partnerships objectives, the key demands, the means of communication being
4 development levers, progress and environment adaptation.
Information and analysis Quality must occupy a primary role in the educational act, that is why a clear, precise,
concise, without ambiguities conception must bring the educational act to the highest standard. This
situation may be possible only with the unity and clarity of the objectives, taking in consideration
Fig. .2. Malcolm Baldridge Model the individual necessities of the students, pupils, those who need instruction.
verything that comes new in the educational environment must quickly be assimilated so
The Malcolm Baldrige Education Award that any change or discovery to be used at its true value.
The quality of the educational process becomes more and more a concern involving the most A system, irrespective of its nature, must always focus on what it must obtain. Therefore, in
diverse forces and information. Since quality, especially for the higher education is legally settled, these conditions, the functionality of the system lays on its capacity to think over correctly and on
there is still the need to elaborate a working methodology to show and support a way to find time the changes in order to work better.
solutions to any kind of problems. In order to satisfy the need for education, the usage of a balanced complex of performance
Because of the need to find a more efficient way to solve the problems, it was imperative to indicators offers an efficient way of communicating the demands and supervising the performance.
identify and analyze some values and standard concepts which after implementation should lead to 2.4.3. ARACIS model of quality assessment in higher education
the improvement of the educational act. omanian Agency for Quality Assurance in Higher ducation (A A IS) operates in
accordance with the overnment Decision no. 2 200 and the mergency Ordinance no.
200 regarding the quality of education , .
The Objectives of the Malcolm Baldrige Education Award A A IS mission is to conduct external evaluation of the quality of education offered by the
 to represent the groundwork for the evaluation of the improvement practices applied higher education institutions and other organizations providing study programs and initial training
in education specific to higher education operating in omania in order to:
 to help develop the practices of the companies assuring a set of key demands a) to certify the capacity of the education providers to meet the beneficiaries expectations and
regarding the performance the quality standards
 to enhance performance b) to help develop an institutional culture of quality in higher education
 to promote partnership relations between organizations c) to ensure the protection of direct and indirect beneficiaries of the study programs of higher
 to help organizations pass down a quality education. education by producing and disseminating consistent and credible systematic information,
eaching higher and higher levels in the education organizations leads to some important publicly available, regarding the quality of education
characteristics:
 it has clear objectives to fulfil and enhance

32 33

d) to propose to the Ministry of ducation and esearch strategies and policies for sustainable monitor the internal and external demonstration of the state of academic quality assurance, (c) are
improvement of quality in higher education, in close correlation with the under higher used by A A IS in the evaluation process and external quality assurance in the accreditation and
education. the development of a culture of quality.
In assuring the quality of education there are covered three key areas regarding the The criteria refer to each of the three areas established by law and represent the fundamental
functioning and organization of an organization that wants to become or is already a higher aspects of organization and functioning of an organization providing education. ach criterion
education institution. The criteria, the standards and the performance indicators formulated in such corresponds to a set of standards. The role of standards is:
a way that the emphasis should be put not only on the compliance of an organization to a WRJXLGHWKHLQVWLWXWLRQVLQVHOIDVVHVVLQJWKHquality in order to independently acknowledge
predetermined or predefined set of quantitative and qualitative conditions, but also on the their results and performances and to identify areas in which to correct or improve their
deliberate, voluntary and proactive engagement of the institution for obtaining some performances performances
proved by actual results. WRSURYLGHDIUDPHZRUNIRULQVWLWXWLRQDOVHOIHYDOXDWLRQUHSRUWV
Areas of quality assurance, established by Ordinance no. 200 , are the following , WRSURYLGHDQH[WHUQDO evaluation framework
: WRHVWDEOLVKDFRPPRQUHIHUHQFHIUDPHZRUN for quality assurance and accreditation.
.,QVWLWXWLRQDOFDSDFLW\: the institution has a coherent organization and an adequate system The values of the standard performance indicators range from the minimum acceptable
of management and administration, has the material and financial resources necessary to function level, according to which the authorization (accreditation) status is received or maintained, up to a
on short or mid term, and human resources on which it can rely in order to achieve the engaged reference level that each institution independently adopts it, including based on its comparison with
mission and the proposed objectives. other similar institutions in the country or abroad. The standard is defined so that, by its
2. (GXFDWLRQDO HIILFLHQF\ refers to the organization of teaching, learning and research in performance indicators, to correspond to the minimum acceptable level.
terms of content, methods and techniques, resources, selection of students and teaching and research
staff, so to get those intended results in learning or research by its mission, which must be clearly
stated. The evaluation criteria that corresponds the educational effectiveness endorse the following:
a) Designing the objectives and the results:
&OHDUDQGXQGHUVWDQGDEOHIRUPXODWLRQ
6XLWDELOLW\WRWKHWDUJHWHGDFDGemic qualifications (license in DILHOGRUVSHFLDOL]DWLRQ06F
or hD) and stratification of the subjects and RUSURJUDPVRIVWXG\
 5LJRURXV FRPELQDWLRQ ZLWK LQWHUQDO HYDOXDWLon procedures appropriate to the level of
DFKLHYHPHQW
b) Organizing framework learning plan through:
 3ODQV FXUULFXOD WHDFKLQJ PHWKRGV DVVHVVPHQW criteria and evaluation techniques of the
VWXGHQWV
5HFUXLWPHQWDQGSURSHULPSURYHPHQWRIWHDFKHUV
 $YDLODEOH OHDUQLQJ UHVRXUFHV DQG IDFLOLWLHV UHODWHG WR WKH ILQDQFLDO DFWLYLWLHV RI WKH
RUJDQL]DWLRQ
2UJDQL]DWLRQRIWKHWHDFKLQJOHDUQLQJDQGH[DPLQDWLRQIORZVRIWKHVWXGHQWV
2IIHUHGVWXGHQWVHUYLFHVLQFOXGLng extracurricular activities.
3. Quality management focuses on those strategies, structures, techniques and operations
through which the institution demonstrates that it evaluates the performance of quality assurance of
education and it dispose of information systems that have demonstrates results in learning and
research. The importance of this field is, on one hand, the focus on how the institution manages the
quality of all its activities and on the other, to publish the information and data that proves a certain Fig 2. riteria, standards and indicators of performance
level of quality.
The three areas are complementary and their use is mandatory in accordance with the legal
provisions. In this respect, any higher education institution is invited to reach the state which will
enable it the means and information that is structured on three areas, taking into account the profile
or the specific mission and objectives that were chosen. The manager of the higher education
LQVWLWXWLRQ E\ WKH &RPPLWWHH RQ 4XDOLW\ $VVXUDQFe of the institution, is responsible for the
development and implementation of strategies for quality, structured on the in discussion three
areas.
The criteria, the standards and performance indicators are applied in quality assurance and
accreditation (fig 2. ) . These are used by higher educaWLRQ LQVWLWXWLRQV DQG $5$&,6 DV LW
follows: (a) is represents the reference for quality management in higher education institutions, (b)
provides the construction framework of databases and information that the institutions can use to

3 3
 3. QUALITY IMPROVEMENT IN HIGHER EDUCATION
References INSTITUTIONS
. ampbell, arolyn ozsnyai, hristina Quality Assurance and the Developement of ourse Prof. Claudiu Vasile Kifor Ph.D.
rogrammes, N S O S, apers on Higher ducation, Bucharest, 200 Prof. Constantin Oprean Ph.D.
2. NQA Standards and uidelines for Quality Assurance in the uropean Higher ducation Prof. Adriana Stnil Ph.D.
Area, uropean Association for Quality Assurance in Higher ducation, 200
. rossman, am McDonald, Morva Back to the Future: Directions for esearch in
. . ntroduction. Methodology to improve higher education quality
Teaching and Teacher ducation, American ducational esearch ournal Mar 200
In chapter 2 have been presented different approaches to quality management ( uran,
. . lada, a gestion int grale de la qualit totale, dition Qu bec, Qu bec, 990
Deming, elada ISO 9000 etc.), which does not differ significantly, mostly converging towards
. . M. uran, Supremaia prin calitate, ditura Teora, Bucureti, 2002
putting into practice the following main management processes:
6. Moodie, avin hanging Higher ducation, Minerva Springer, 200
 Quality planning
. Nica, anaite (coord.) alitate i adaptabilitate n managementul facultilor cu profil
economic, ditura Sedcom ibris, Iai, 2002.  Quality control
. Oprean, ., ifor, . ., Managementul integrat al calitii, Sibiu, ditura niversitii  Quality improvement
ucian Blaga din Sibiu, ISBN 9 90 2, 200 . This approach is significantly illustrated uran Trilogy (Fig. 2. ) where three processes are
9. S N ISO 900 :200 . Sistem de management al calitatii. erinte presented in conjunction, each offering a structured method for achieving quality goals.
0. S N ISO 9000:2006. Sistem de management al calitatii. rincipii fundamentale i In the previous chapters we have insisted on specific stages of quality concepts for planning
vocabular and control, with examples for higher education systems.
. Nicolescu, O., erboncu, I., Management, ditura conomica, Bucureti, 99 e considered necessary to approach quality improvement in a separate section, due to the
2. A A IS, Starea alitii n nvm ntul Superior. Barometrul alitii 2009, complexity of problems arising in this area but also starting from, the finding that few higher
http: www.aracis.ro latest single view comunicat de presa 22 education institutions have failed to implement effectively continuous improvement projects.
Metodologia
. de evaluare extern, standardele, standardele de referin i lista indicatorilor One of the main reasons is that higher education institutions have tried to take models that
de performan (aprobate prin H 2006). have proved their applicability in the industry and use them without prior adaptation to the
Ordonanta
. de urgenta a uvernului nr. 200 privind asigurarea calitatii educatiei. particularities of the higher education system.
There is a unanimous opinion in the literature that improvement is difficult if it is not based
on a methodology with clear steps, combined with tools capable of facilitating the deployment of
these stages , 2, 6, 2, , , .
Improvement methodology presented in this chapter is based on six sigma improvement
methodology promoted by the uran Institute for Quality 6, but adapted to the specific
institutions of higher education and completed with examples from the field.
The improvement process aims to reduce or eliminate losses that may occur due to actual or
potential deficiencies in various processes of higher education institutions.
Improvement goals practically derive from strategic operational objectives of the organization.
It is difficult to come up with solutions improvement projects that solve complex problems
(such as for example the objective of passing to a high confidence educational institution from a
trusted mark) in this case it is advisable to divide the domain into sub domains and each of them to
start improvement projects.
But improvement projects may have as starting point a series of concrete problems facing
the organization:
LPSURYLQJWKHUDWHRIH[DPJUDGXDWHV
UHGXFLQJVWXGHQWGURSRXWGXULQJWKHVWXG\
LPSURYLQJWKHSHUFHSWLRQRIHPSOR\HUVWRZDUGVJUDGXDWHV
DWWUDFWLQJDJUHDWHUQXPEHURIFDQGLGDWHVIRUDGPLVVLRQ
LQFUHDVLQJWKHLQWHUQDWLRQDOYLVLELOLW\by scientific representative publications.
LPSURYLQJSHUIRUPDQFHLQDWWUDFWLQJgrants for scientific research.
For an improvement process of to be effective, it must be conducted according to the
following steps:
D FINITION. Quality is never improved in a general matter. Improvement is achieved
through a succession of projects, starting with the most important problems. Issues to be addressed
will be clearly specified and estimated improvement defined in measurable terms. A team is

3 3

established for the project and the necessary resources and time are allocated for the project to
succeed.
M AS M NT ANA SIS. At this stage the team defines the process that causes the
issue and discovers the real causes of the problem.
IM O M NT. Once cases clearly established, it is time to identify solutions for
improvement. An improvement will produce better results for both the organization and its
customers. In addition there must be considered the cultural environment that may favour or not
changing.
ONT O . The work of the improvement team does not end as long as a procedure a
regulation is not established to maintain results. All the effort invested in correcting a deficiency
may be in vain if there are no control elements that are functioning.
M TI IN S TS. Once the improvement team gets positive results, there are two
important activities to be performed:
Exercise 3.1. Assessing the statements referring to the problem
ead each description of the problem and decide if they are appropriate. Otherwise, rephrase
that description.
. More than 0 of students didnt pass at least one exam
2. Abandonment in the first two years of study is high
. ommunication at the university level is low.
. niversity loses five million lei annually due to not fulfilment of the indicators basic
financing.
A mission statement indicates the objective of the project, meaning what the team intends to
take on the problem.
Note 0LVVLRQ VWDWHPHQW PXVW FRQWDLQ WKH VDPH YDULDEOH DQG PHDVXUHPHQW XQLW DV WKH
 to support employees with similar problems to apply what the team learned from the
improvement project
 to nominate other projects for settlement. At the correction of deficiencies, often we
discover new ones that have been hidden for years. These should be distributed to other
teams to be resolved.
. efining the improvement projects
Quality is never improved in general. Improvement is achieved through a succession of
projects, starting with the most important problems. The deficiencies to be addressed will be clearly
specified and estimated improvement defined in measurable terms. A team is established for the
project and the necessary resources and time are allocated for the project to succeed.
An improvement project can be defined as a problem identified in a given area and
scheduled for settlement. Once the problem identified and defined, the mission is established and
resources to remove it are identified. Finally, the problem requires a solution. An improvement
project is not complete as long as the solution is not implemented and operating with demonstrated
efficacy.
The two statements (the problem and mission) are meant to describe:
 the problem to be solved, meaning that is not conducted properly
 objective of the project, meaning that the team intends to take action on the matter.
A statement on the issue must be:
 specific explains exactly what is performing poorly and makes a distinction between
failure and similar problems
 observable describes the visible evidence of the problem is based on factual, verifiable
data
 measurable indicates the goal of the problem in quantifiable terms for answering the
questions: "How much ", "How many ", "How often " Measurement is important for two
reasons:
 permits to realize if the issue is sufficiently important to pay attention
 if the project begins to unfold, provides criteria for evaluating improvement solutions. If
there are no measurement indicators, they must found, before the improvement team
starts to identify the causes
 controllable can be solved in 6 or 2 months if the problem is too complex, it should be
divided into smaller manageable projects.
3 3
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HYHQLIWKHPLVVLRQLVDFFRPSOLVKHGLWPLJKWQRWVROYHWKHSUREOHP
A mission statement should not:
 find a cause
 suggest a remedy
 establish guilt.
Exercise 3.2. Evaluating the missions
For the problems identified in ex . formulate the resolving mission, as required above.
In order to select the team which will coordinate improvement projects there will be
identified those areas of the university which are closer to the identified problems. Issues that will
be pursued:
 the field in which the problem is observed
 the place where the sources or causes to be found
 there will be identified those who possess the knowledge, the information in identifying the
causes of the problem
 there will be considered the structures that may be helpful in implementing solutions.
Once the various fields were chosen, one member will be appointed each of these fields.
This person must:
 know a particular aspect of the problem
 have time for the improvement team meetings and the responsibilities that will be shared.
Finally, one team member must be able to:
 fully understand the problem, meaning to be able to describe very well the major elements
of the processes associated with the problem and explain how different components of the
process are related to each other
 work with departments concerned to implement improvements, this means that for multi
departmental projects, some team members to be managers, supervisors.
. . Measurement. escription of the process which generates the problem
At this stage it describes how to carry out the monitoring measuring processes
"responsible" for the production of the problem, performance indicators, and the evaluation system
used. Note also that the problems occur because one or more activities within the organization are
not performing properly, it is necessary to address an understanding of the process, identifying
those activities and their mode of operation supervening time. To understand the operation of
processes activities there can be used narrative descriptions or graphical tools. From these
graphical tools, the flow chart is probably the most used.
3.3.1. Flow charts
The flow chart is a graphical representation of the sequence of steps in a certain process.
This tool allows us to examine the logic, or lack of logical sequence of steps you take to achieve a
certain result. Building a flow chart allows all team members to improve understanding of the
process as a whole.
The flow chart may be useful in defining the scope of the improvement project, the limits of
this project. If a flow chart is constructed properly and reflects the process as it takes place in
reality, all members will have common image, correct the process. Furthermore, the team will not
have to invest time and energy to observe physical, often wants to analyze problems, to explore
theories about the causes of the problem, or examine the impact of proposed solutions. In Figure .
are different symbols used in flow chart.

The symbol for activity is a rectangle that indicates a step of the

process. Inside the rectangle the activity is briefly described.

The symbol for decision is a diamond, which represents a decision

branch in the process. The decision is usually formulated inside the
b li h f f i

The symbol for terminal indicates the beginning and end of the
process. Inside it can be recorded "Start" or "Finish" "Stop".

The flow lines are used to represent the sequence of steps. The
arrows indicate the direction of progress of the process.

The document symbol represents written information, relevant to

the process. Inside is recorded the name or description of the
d
The symbol database represents electronically stored information,
useful to the process. Inside is recorded the name or description of
The connector is a circle used to indicate a continuation of the flow
chart. Inside is written a letter or number. The same letter or number
is used for the connector symbol for the diagram that continues the
flow.
Fig. . . Symbols used in the flow chart
Figure .2 shows an example flow diagram for a review process on line. It is a complex
process and, in these cases, we recommend building a general chart, which then breaks down into
specific activities. Figure .2 presents a general diagram of the process and decomposition process
of planning further teaching.
Fig. .2. rocess flow diagram for an examination on line
Exercise 3.1. Flow diagram.
Develop a flow chart for:
- A process of curriculum development site
- A review process
- A process of teaching
- The process in which you operate
. The analysis
3.4.1 Identifying causes of problem
A simple cause effect relationship tells us that the origin of the problem (effect) is the
causes. The causes can be known with certainty, even so far as is known that a certain influence on
the occurrence of the problem, or can be intuited, in the latter case they are called potential causes.
For example, a student who receives a low rating on a test can tell his parents: Teacher included in
the topics a material that was not taught in class. arents will find it only a potential issue that

contributes to the problem of low grade. The parents will also consider other possible causes, such . . .2. Quality instrument. ause effect diagram.
as: "The student did not read the chapters explaining the material", or "The student was not present Cause - effect diagram is a tool which supports team members to identify and organize
at all courses . Similarly, when we determine the real causes of problems, improve team must potential causes of a problem. A cause effect diagram cannot identify a basic cause (root), it
exploit the potential causes. Trying to come up with solutions, conclusions before considering simply presents the potential causes that can contribute to the observed effect. This graphical
possible causes and then to prove which of them actually affect the production of the problem, representation allows us to focus our search to identify the basic cause (root) and help the team
could mean loss of time and resources for finding a solution which solves the problem. understand the problem.
This quality tool has three important features:
. . . Quality
. Tool: Brainstorming  LW LV D JUDSKLFDO UHSUHVHQWDWLRQ RI WKH IDFWRUs that can contribute to the emergence of the
Brainstorming is a useful tool for generating innovative ideas on a particular topic. This phenomenon or the effect that is examined
tool helps us to encourage each team member to participate and contribute with ideas during team  UHODWLRQVKLSV EHWZHHQ SRWHQWLDO causal factors are clearly shown. A causal factor may occur in
meetings. Brainstorming sessions should be based on the following principles: several parts of the chart
- No criticism allowed. No idea will be judged if it seems irrational, unnecessary. A free  WKH UHODWLRQVKLSV DUH JHQHUDOO\ qualitative and hypothetical. A chart cause effect is usually a
criticism environment is necessary for innovative thinking. preparatory step in the development of empirical data needed to establish causality.
- Innovative, unconventional, impressive ideas are encouraged
- The emphasis is on quantity. The purpose of brainstorming is to generate as many ideas in Deployment phases are:
a short period of time (2 minutes). The ombudsman discourages analytical or critical thinking,  the effect is defined (the problem)
which tends to divert the free flow of ideas.  possible causes groups are defined. enerally are defined four or five, sometimes six, rarely
- Participants should develop ideas from team colleagues. A creative idea often causes the seven or eight groups of cases, the established models to determine groups of causes are M
appearance of others. articipants are encouraged to develop or modify ideas of team colleagues, or M 6M, the initials representing the order: materials, methods men, machines, Mother
to produce new ideas through association. Nature, measurement
Brainstorming can be used in many stages of improvement projects, namely: it begins by building the effect diagram in a box to the right and the positioning of the major
 at the nomination of projects when there isnt sufficient information to determine which categories of cases as "food channel" for "effect"
projects should be chosen  it continues with cause decomposition by up to three levels
 at the identification of possible causes of the problem  in the process of decomposition there is also the technique "The hy "
 at the identification of possible remedies Figure . presents a cause and effect diagram which was constructed to identify the causes
 at the identification of possible resistance to such remedies. that led to unsatisfactory results in terms of funding attracted by scientific research projects.
Brainstorming stages are:
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The subject of the brainstorming session must be formulated in order to be:
- specific clearly about the subject
- comprehensive not to exclude possible valuable ideas
- not to impose a certain way of thinking
&RPSOLDQFHZLWKUXOHVEUDLQVWRUPLQJ
- not critical ideas
- be unconventional in thought
- one takes into account the amount of ideas in short time
- develops the ideas of others
&RQGXFWDEUDLQVWRUPLQJVHVVLRQ
- the subject is presented and discussed, to make sure participants understand the purpose
- requires a group member to write ideas on flip chart or blackboard.
ach contribution must be written, even if it repeats.
- The conclusions are drawn when the atmosphere is still exciting
3URFHVVLQJWKHLGHDV
- clarifying ideas to make sure that everyone understands
- Similar ideas are grouped or combined
- develop criteria for evaluating ideas
- based on the criteria developed, the ideas are evaluated in a systematic manner, and only
those on which action must be taken are selected.

2 3
 One great advantage of the cause effect diagram it is the one that allows all the team

Low results in
members to focus on the specific problem which has to be solved in a systematic and structured

atraction for
manner.
Before accepting a potential cause as being real, the must test it. If data are not available or

funding
are incomplete, the team must collect data regarding potential causes.

R&D
To test the potential causes the team must:
 decide which potential causes must be tested

information
Dispersed research
 plan data collection

system

Untrained
Poor
 collect data
Inefficient >

Not informed
 analyze the results
structures

proposals
The team will choose to test the basic causes (root cause). These are located on the ends of

Ability to
intranet the branches, or there are causes that cannot be detailed further. These causes might be marked on

write
Lack of

the diagram for an easier observation. If the data indicates that a cause it is not relevant or has an
insignificant share in producing the effect, that cause can be removed from the analysis.
There are ways to test the potential causes:
 testing a single potential cause

Personel
Enviroment

communication with

 testing a group of potential causes

the administrative

 testing all the potential causes simultaneously

Too many
After the potential causes were chosen to be tested, will be planned how the collection data

activities
teaching
must be done and test them.
Decrease of

oportunities

Not motivated
Geavy
founding /

This will consider the following:

 Design the test
 Describe the necessary data
competition
documentation

 Deciding the location of data collection

Raise of
application

 Deciding how to collect data. For example:

Laborios

o xisting records research

Equipments
o Direct observation
Insufficient
equipment

o ersonal interviews
Doesn't invest

o Telephone interviews
Insufficient
resources

o Questionnaires
in own

spaces

The team must verify the data collected, to be sure that the specific procedures are followed
equipment

and there is fairness. Data should be presented in a tabular or graphical form, then the team must
Perimate
Does not offer

Financial
indicator

Inappropriate

infrastructure

find answer to questions like:

counceling

Insuficient

research

hich causes are confirmed by the results

personell


 hich causes are eliminated by the results
 hich are the new causes suggested by the obtained results The team must be
Promotions

permanently open in finding new causes. Often analysis will suggest new causes to be
added in cause effect diagram.
Evaluation
Management /

To illustrate this process of testing the basic causes roots, we return to the diagram in Fig. .
Positions
Irelevant Criteria

where potential cause "too many teaching activities" could contribute in a significant proportion to
System

Lack of researh
No co-finance

the problem poor results of won research projects" testing this hypothesis would mean achieving a
Salaries

correlation chart to test the correlation between the indicator "number of students positions filled
positions

Performance is

and initiative in attracting research projects.

stimulate the
performence

not rewarded

reports
Wrong
Evaluation

Table . presents such a situation prepared on faculties, where faculties who show a higher
Doesn't

process

value of the indicator "number of students occupied posts, records a low initiative in attracting
research projects.

Fig. . . ause and effect diagram

Table . . The intent on attracting research funds from projects submitted at national . .2. .areto diagram
competitions areto diagram can be used to present the impact of each factor over the problem. This chart
Indicator / Faculty F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 assesses causes from most important to the least important and shows the cumulative impact for the
Rel. number of first two most important, the first three most important etc..., thus allowing improvement project
students / occupied team to concentrate on vital factors.
posts 62 25 18 34 12 15 22 56 23 61 30 In the 0s, Dr. uran noted the universal phenomenon, which he called the areto principle:
The intent on in any group of factors contributing to a certain effect, a small proportion of these factors make a
attracting research major contribution to the production of the effect 6 .
funds from projects For example:
submitted at national  20 of students contribute to 0 of the total absences
competitions 0 0 0 0  20 of university staff attracts 0 of total research funds
 20 of university staff reported 0 of BIS indexed articles
 ... less than 20 of omanian universities have concentrated over 90 of
allocated research funding through competition (quality A A IS Barometer
d

2009 www.aracis.ro).
The construction of the Pareto chart can made by following these next stages:

a. The establishment of the elements that must be studied.
Of particular importance for the construction of the areto chart is the correct identification


of all categories involved in the investigated problem. Several methods of identifying the categories
that have an involvement in the investigated phenomenon problem could be:
 Brainstorming
  ause and effect chart
Z  Flow chart.

b. ollection of data(if needed)
c. The ordering of data (a table is edited in which deficiencies are filled in, the number of
Z  deficiencies in descending order, the percentage of deficiencies, the of percentage
cumulated deficiencies).
d. Drawing the left vertical axis. It will be considered so that the maximum amount listed
Fig. . . orrelation diagram on the vertical axis to be least equal to the cumulative total of all factors on the
The process can be repeated to test the relevance of other factors using correlation diagram horizontal axis. The unit and the value of a division it will be also indicated.
or other instruments of quality. For some reasons it is recommended preparing a questionnaire to be e. Drawing the horizontal axis:
completed then by the teachers researchers.
 the axis is divided into a number of divisions equal to the number of categories considered
 the category is indicated directly on axis, either in a caption next to it.
3.4.2. Focusing on key causes f. Drawing the right vertical axis
The problems analysis often highlights many causes, as seen in the previous chapter. Some
 the axis is marked from 0 to 00
of these causes affect a significant proportion of the problem production but there are also causes
 the total value is joined on the left vertical axis the 00 value of the right vertical axis
which have a small or even insignificant influence. This aspect results from the testing of the
potential identified causes through the cause effect chart.  the axis with the name "cumulative percentage is identified.
It is a waste of time and resources trying to solve all possible causes, the result could not g. The adequate bars are plotted for each category separately. The height of the bars
justify the effort the purpose of the improvement process is to produce significant results with corresponds to the magnitude of each measured category on the left vertical axis.
limited resources. h. Drawing the cumulative curve. The points of this curve correspond to the cumulative
areto rinciple says that the sources, causes of problems can be divided into two percentage points on the right vertical axis.
categories: i. isting the necessary mentions (process, time, number of data, copyright).
j. The analysis of data resulting from the chart. The point of inflection of the cumulative
 Vital causes asmall number of causes contributing to most of the problem
graph is identified and depending on it several vital categories on which to focus our
 Large number of minor causes the large number of remaining causes which,
attention are established.
individually and collectively, contribute in a small proportion to the problem
Interpretation of the Pareto analysis. hatever the chosen form, areto charts should
production.
include three basic elements (Fig. . ):
For the improvement projects the vital causes there will be considered and not the minor
. the factors contributing to the total effect, evaluated in terms of their contribution
ones. By assessing the impact of factors on a given effect, areto chart highlights the most
2. the importance of each factor, expressed numerically
important causes of a quality problem, those that should be thoroughly investigated.
. cumulative percentage of factors.
 3.5.1. Alternatives evaluation
0 00 Improvement phase begins by setting the improvement method who will remove reduce best
the caused effect problem causes. Since all the possible improvements are not equally with good,
improvement team must consider a lot of room for improvement and to agree on the most effective
and efficient ones.
The first task of the team is to identify alternatives. Brainstorming can be a valuable tool in
ital this step. ith the potential improvements identified, team members must assess the impact of the
Nonconformities problem and concerning the organization.
ach team must agree on the criteria they use. Most evaluation criteria of alternatives
2
include:
 Total cost. The cost of an improvement implementation must not exceed available

umulative percent
resources. sually improvements decrease costs, but some initial investment may be
Number of nonconformities

necessary.
 Impact on the problem. Improvement team have to assess the impact of various
Minor alternatives to the problem. Some improvements can solve more problems than others.
00 Nonconformities 0
 Cost/benefit relation. ost and total impact are such important considerations, but the cost
of each alternative compared to its impact on the team mission is even more important. An
upgrade to a cost benefit, which we cannot afford is unacceptable.
 Resistance / impact of the change. Technological and operational changes often create
cultural and organizational modifications which may generate resistance. eople are usually
reluctant about any new experience. In alternatives evaluation, the team must consider the
0 impact of each proposed improvement on those who will be affected by. esistance cannot
be a sufficient reason to eliminate an improvement, but must be weighed against the other
0 factors. All other factors are being equal, whichever will produce the least resistance is
probably preferable.
0  Implementation time. Improvement teams will need to evaluate the time required for
improvement implementation and to relate with the urgency of finding a solution. The
20 2 higher the urgency, the most important element is time. Time it s more important, as the
urgency is greater.
0  Uncertainty and efficiency. ven if a proposed improvement has a favourable report
0 benefit costs, it may not be a good solution. For example, one improvement might require an
M Q B D A O N I H F
untested technology or major organizational changes. ven if costs are relatively low, the
Type nonconformities in form uncertainty of benefits could be too high
Fig. . areto diagram  Environment. Any proposed improvement must not endanger the health and safety of the
areto chart presents the results of analysis of a problem by dividing the potential factors clients, community or employees. The impact of the proposed solution must be at least
contributing to the emergence of problem in categories, determining the impact of each factor on neutral, if it can be positive.
the problem, and then progressively adding each factor starting from the one with the largest impact After evaluating various improvement alternatives, team agrees on that one which promises
to the one with the lowest impact. These factors are contributing to the appearance of the problem most. Sometimes a team may combine some features of the proposed alternatives, choosing the
are the causes. The team will consider only those witch make a major contribution to the emergence strengths of each.
of the problem. This matrix can be used to evaluate alternatives in relation to certain evaluation criteria. ou
can use the notation:
. mprovement  very positive impact
Once the improvement team has identified the cause root causes of the problem, it is ready  2 moderate favourable impact
to identify the solutions improvements. This phase will take place, covering the following  ow favourable impact
activities: The matrix can be used in different ways, namely:
 alternatives evaluation  each team member may complete a matrix, in the end the average of all obtained
 improvements design scores will be calculated
 cultural change  the team can discuss each criterion and to reach a consensus on assessments for each
 effectiveness proven proposed improvement.
 implementation A matrix model for selecting the alternatives is presented in Table . .

 assessing the requirements for human resources the success of any improvement
Table . . Matrix for alternatives selection depends on the people who will implement the necessary changes. It may be necessary staff
training, these trainings will be decided according to the necessary training resources.
Criteria Solution 1 Solution 2 Solution 3 For example, suppose the result as an earlier stage of improving the implementation of a
Total cost new computerized system to reduce errors in catalogues academic records transcripts. Design
The impact on the problem improvements could involve:
ost benefit relation  nsuring that improvement allows the achievement of the objectives of the project as
esistance impact of the presented above
change  Determining the resources required for training implementation: human resources
Implementation time (computer 2 months, laboratory, two weeks, secretaries days, teachers one day)
ncertainty and efficiency material resources: network 0 computers with related software, for design implementation
Health and safety training, etc..
Obtained score  stablishing procedures. ill develop procedures tutorials for different categories of users.
3.5.3. Culture change
By their nature, efforts to improve lead to organizational changes. Intended effect of change
Exercise 3.1. Solution evaluation is to offer something better to the internal and external customers a better product or service, more
A team studying opportunities for improvement in an educational institution discovered efficient work process, low losses etc. The real effect, even if technologically seems attractive, has a
that one of the basic causes (root) for delays in obtaining the necessary educational materials was social consequence. Any change can be seen by those affected as a threat and until the threat is
represented by the fact that most applications required at least four signatures for approval. neutralized, the change will be difficult. Objection to change of those affected, such as teachers,
Sometimes, materials can wait for days for one of these signatures. ach approval has some auxiliary personnel, or laboratory technicians in is defined as "cultural resistance".
justification: one checks how the supply is consistent with the syllabus and the other three certify ultural resistance is a natural consequence of the change, especially any sudden change
that the supply is consistent with the department college university budget. altering customs, traditions, statute or established practice. No one suits to be told that the current
These approvals are required for all purchases of more than 00 lei. For all requests, 0 way of working is not acceptable, especially if the practice takes many years. ultural resistance to
were less than 00 lei, and 9 had less than ,000 lei. such change will occur even among those who will benefit from the change proposed and really
To remove the basic causes (root) have been proposed several improvements. Three of believe in it. It is advisable therefore to be provided an "incubation period" for improvements to be
them are: implemented.
 stablishment of a deputy for each of the three persons who are authorized to sign. xamples:
Secretaries will submit applications to the responsible person or its deputy. It will impose a  The new method requires employees to learn new procedures and skills. This reduces the
maximum period of two days for each signature value of those considered experts in previous methods of work
 will change the value scale for applications that require signatures to ,000 lei  employees are required to work in teams with other employees with whom have not worked
 Three of the signatures are disposed. The only signature required is the one of the person before
with managerial responsibility for the existence of the budget for acquisition.  employees are required to change their work program
sing the matrix in table . to evaluate these three improvements. It will be used the lanning the change must consider:
provided information, and also all the other informations from personal experience which can  identify all possible resistance sources
support a decision. Do not reject any of the alternatives, just because you are not pleased. valuate  evaluate impediments and support for change
each option according to logical criteria.  identify countermeasures to overcome barriers.
Table .2 presents the sources of resistance that may arise in implementing a project and the
3.5.2 Improvements planning difficulties which they can put in project implementation but also countermeasures that the
Once improvement team selected an improvement, the process of improvement is planned improvement team can identify.
by following these activities: Table .2. Necessary cultural transformation
 insuring that the improvement allows the achievement of project objectives. It is
likely that the team may need to consider the objectives of the project, to verify that the Resistance source Obstructions Countermeasures
improvement will lead to desired results and that all team members agree on this point resentation of the feasibility study
Financial Director High cost
 determining the needed resources. Team must determine, as accurately as possible, impact
the resources necessary to implement the proposed improvements. These resources include Disbelief
people, money, time, materials Outdated mentality ducation
Head of department
 establishing the procedures and other necessary changes. Before solution Introduction refusal Awareness of the benefits
implementation, the team must set clear procedures for adoption of the proposed
remedy. The team must also describe what changes are required in organizational policies,
procedures, systems, work instructions, existing relations between compartments
3.5.4. Proving effectiveness  provide measurement instruments for the outcomes of improvement process
Before the improvement to be adopted, effectiveness must be proven in operational  establish standards control for each measure
conditions. There are several methods for proving the effectiveness of potential improvements that  determine how real performance will be compared with the standard
can be used individually or combined.  design actions to regulate the performance, if it doesn t meet the standard.
Pilot test - is often the best way to demonstrate that an improvement achieves its goal, Measurement instruments which will be developed at this stage can be used later for process
because it offers the opportunity to check the solution in real operating conditions. A second control. Although it is important to measure the final results, measurements within the process are
advantage of the pilot test is that it uses improvement on a limited scale, so deficiencies can be most the most useful for identifying the potential sources with disabilities. It s always easier to
recognized before the implementation of organizational change. remove a deficiency, or to discover it in an early stage than to correct the occurred deficiency after.
Simulation is usually necessary when one of the other options are too expensive or there is In the Figure . , the diagram helps us identify those areas where the internal means of
a too greater risk in relation to possible failure. Simulation isn t conducted in real operating measurement will be most useful.
environment, although many efforts will be made for this application to be as close to reality. Those
who will ultimately implement improvement must be involved in the planning and interpretation of
results. Measurement
Standard
3.5.5. Implementation 

Implementation requires the introduction of change among those who are to apply. Some of
these employees were members of the improvement team and are thus familiar with the remedy It does
omparison
proposed. Others will need more information and time for training two critical requirements for correspond
with the
successful remedy. standards
Implementing a change should also include:
$FOHDUSODQ
Doesn t correspond
GHVFULSWLRQRIWKHFKDQJH
H[SODQDWLRQLQGLFDWLQJZK\WKHFKDQJHLVQHFHVVDU\
rocess regulation
LQYROYHPHQWRIWKRVHDIIHFWHGLQYDULRXV ways to plan and prepare for change.
hange may also require:
ZULWWHQSURFHGXUHV
WUDLQLQJ
QHZHTXLSPHQWPDWHULDOVHWF Fig. . . Feedback loop
SHUVRQQHOFKDQJHV
FKDQJHVLQUHVSRQVLELOLWies for certain positions. To do this comparison will be carried out following activities:
Improvement team members must work together with the involved personnel to make sure  performance result will be compared with the quality objective (standard, specification,
the plans are implemented and that all resources are available before any changes are to be procedure, etc)
launched.  the observed difference is rendered and determined whether correspondence exists or not
As the change is more complex, the need for preparation and planning will be greater. in relation with the standard specification procedure.
ending on the change s nature, improvement team may need to obtain support and or  deciding on actions to be taken
resources from other sectors of the organization or the top management before the widespread  simulate the corrective actions, usually as an process adjustment to reduce variation field
implementation. If outcomes don t meet standards, it is necessary to establish an action plan. In this matter it
is useful to fill a control chart.
A control chart summarizes an action plan for a process that is not under control. This
3.6. Control usually includes:
By designing and implementing controls, improve team shall ensure that improvements are
implemented and maintained. ontrol means measuring actual performance and comparing it  ariable control (as measured)
against the desired performance, and action on the gaps. The control prevents recurrence of the  How to measure
problems, and maintains the achievements obtained by improving.  here and when it is measured
The team will own and apply quality tools in order to develop and implement new controls.  sed standard
If new controls are not adopted, it is likely that improvement efforts are lost when the problem  ho analyzes
recurs.  ho act
To maintain these results, the improvement team must design and implement, design  hat will undertake
elements of effective control and perfecting the improvement. 3.6.2. Perfecting the improvement
3.6.1. Designing control instruments hen an improvement team perfects the improvement, it is so "reliable" that the probability
To ensure that improvement is maintained, the team must develop an effective quality of failure is minimal. Here are some tactics that can help a team to accomplish this:
control. Quality control is conducted on a feedback loop but to build the loop, the team should:  designing systems to reduce error occurrence probability

2 3

 maintenance of feedback loops as short as they can be. 4. CASE STUDY. QUALITY IMPROVEMENT IN A HIGHER
 use of particularly active control at the expense of liability.
Once the improvement is implemented, the employees serving process can certainly identify
EDUCATION INSTITUTION.
ways of completing the improvements.
ntroduction and purpose
roblems, nonconformities exist in any organization and influence in a greater or lesser
. . esults reproduction and new projects establishment extent on its proper course, and its costs: it is accepted that approximately 20 of the turnover of an
roject results are maximized through OD TION, a process for other departments organization is "non quality." And higher education institutions often confront us with problems,
of the organization to implement the improvements developed by the improvement team, but sometimes simply ignore them, in other cases we consider to be "normal" inherent, and often tried
appropriately modified for use in a different location, if needed. In this stage also are identified new to solve, sometimes succeeding (or so we consider depends what goals we set) and sometimes
projects that can be started. give you notice the "how much it complicates things."
These activities make sure that an effective improvement is applied to a problem, but also is Also in higher education institutions we often confront with problems, sometimes we simply
applied to similar problems which means that the organization continues to make improvements to ignore them, in other cases we consider them to be "normal, inherent, and often we tried to solve
provide them, sometimes succeeding (or so we consider depends what goals we set) and sometimes give
If the root cause was identified and satisfactory remedied, the lessons learned can be applied you notice the "how much it complicating things."
to similar problems. ertainly we are rarely willing to invest resources (time, people, etc.) to effectively solve
During an improvement project, it is more likely that the team meets new problems, which problems. The purpose of this case study is to present a project based on problem solving
must be approached. As these are discovered, the team must inform the management or those methodology in chapter . The organization it is facing a real problem, linked to reduced
responsible for these problems, and recommend new improvement projects if necessary. promovability, thence stages and proposed solutions are fictitious.
This step has several justifications:
 In defining project scope, improvement team is considering only vital causes and excludes urrent situation
most of those identified. Sometimes some of these "neglected" causes should be reviewed School A is a representative faculty of the university B. In the last 0 years the university
and became a base for a new project graduates were employed in prestigious organizations around the world, remarking an employers
 as the team discover the root cause of a problem, also can be found other associated satisfaction on the level of proficiency they acquire during the years of study.
deficiencies, but poorly documented. However, in recent years we have seen a breakdown of what we might call "skills students. oint
out exactly as more and more students are having difficulties in promoting , 2 or exams
References semester, which produce a deep dissatisfaction from both teachers and especially from the
management faculty university.
. Bendell, T., hat is si sigma Quality orld, 200 . hose fault is Is the student ess prepared when entering at the faculty, less motivated
2. Brusee, ., Statistics for si sigma. Mc raw Hill, 200 . during faculty, lack of motivation, is the fact that most of them are employees Are the teachers
. hen, ., oth H., The big book of si sigma. Mc raw Hill, 200 . The fact that they have to many teaching hours they have not updated the courses for a long time,
. eorge M., owlands D., astle B. hat is ean Si Sigma .Mc raw Hill, New ork, 200 . they do not respond to the requirements of industry and students. Is the educational system which
. ifor, . ., Oprean, . usiness rocess eengineering framework based on a generic S simply has a busy schedule, teaching facilities, lack of laboratories, etc.
process model. roceedings of the 2 th ongress of the omanian American These are questions that we ask when we are facing such problems in the idea of finding the
Academy of Science and Art, Montreal, anada, 200 , pag. 90 9 , ublished by olitechnic causes of the problem and then to come up with solutions. But did we found, indeed all the causes
International ress, Montreal, anada, ISBN: 2 009 , 200 . of the problem e are willing to go to the "root" and to appreciate only very general reasons like
6. ifor, ., Oprean, ngineria calitii. mbuntirea ase sigma, d. niversitii ucian students, teachers, procedures, etc..
Blaga Sibiu, 2006. Having identified all cases we indicate which of these cases are important and contribute the
. ifor, ., Oprean, ngineria calitii. d. niversitii ucian Blaga Sibiu, 2002. overwhelming proportion of the problem And then, for these cases to come up with possible
. Oprean, ., ifor, . ., Managementul integrat al calitii, Sibiu, ditura niversitii ucian solutions, and we choose between these solutions to those who provide practical problem solving in
Blaga din Sibiu, ISBN 9 90 2, 200 . relation to requirements.
9. Oprean, ., ifor, . ., Managementul alitii, Sibiu, ditura niversitii ucian Blaga din And last but not least, to be willing to implement these solutions and eventually to expand it
Sibiu, ISBN 9 6 0 6, 2002. to other departments.
0.Snee, . D., Hoerl, ., Si sigma beyond the factory floor. earson rentice Hall, 200 . nfortunately, often the issue is seems familiar, we are very familiar with the show Also
Truscott,
. .Si Sigma ontinual mprovement for usiness. Butterworth Heinemann, when we know the causes we even tend to exclude those who we agree or not affect us directly.
Burlington, 200 . And is the solution to these "causes" more or less real. The solution, most often do not yield results
2.The uran Institute. The Si Sigma asic Training it. Mc raw Hill, New ork, 2002. (in this case we managed to overcome and implementation stage).
Houston
. D., ethinking quality and improvement in higher education, Quality Assurance in That is why we believe that acting in such "arbitrary, chaotic" manner has no way of
ducation, 200 . producing results. If you want results, then solving the problem must be made through an
Quality
. Management in higher education. Self evaluation for quality improvement. HM improvement project that begins with problem definition and ends when the solution is
Inspectorate of ducation, ivingston, 2006.
implemented and proves its effectiveness (see hapter ). I tried to present such a problem and
project.

mprovement project
OB M AND MISSION D FINITION. T AM STAB ISHM NT
Problem: More than 0 of the faculty students have failed at least one exam.
Mission: educing the percentage of students who have not passed at least an exam with
0 during the academic year 2009 20 0.
Team selection:
vice dean project manager
hc ief of department
tsudents
M AS M NT AND ANA SIS
Once defined the problem, improvement team must identify the causes that contribute to the
problem appearance. In our case, a focus group of six persons formed by students and teachers
which identified at this stage groups of causes and then detail them up to the basic cause root (fig.
. ).

Fig. . . ause effect diagram

Table . . Solution selection matrix

e have now an insight into the causes which are contributing to the problem. These are Cause: Lack of interactivity
potential causes and we don t know whether and how it influences producing the effect. The Criteria Alternative Alternative 2 Alternative
analysis will continue taking in consideration the root causes because the students gender is too
general and irrelevant in the process of solving the problem. All the causes will be analyzed once Obtained score:
again, and will be eliminate those ones which are accepted by the group members who have an
insignificant influence on the problem and determine how data collection and processing will go to The process must continue to implement effective solutions, to maintain control and
identify, in quantitative terms, the share of each case in problem production (the effect). In this case eventually multiplication of the results in other departments.
a questionnaire of those involved (students, teachers) would probably be the best method. In order to implement it is suggested to elaborate and place into practice an action plan,
After the data processing it is realized, (table . ) areto diagram can be achieved with the according with the model from table . .
influence of the main causes of the problem studied (Figure .2).
Table . . Data processing
Cause No. of answers Table . . Implementation of improvement actions
No interactivity 2
ack of motivation auses ompletion
Nr. orrective Necessary erson in
Too many teaching hours (with the Deadline stage
rt action resources charge
urricula highest share) (efficiency)
Too many hours
rong use of procedures 2

The project is considered to be completed when the solutions work, produce results and may
be extended to other departments.

Fig. .2. areto Diagram

EVALUATION AND IMPROVEMENT

The analysis continues with identifying solutions to the most important causes (table .2).
Then it is suggested to define criteria for evaluation of possible solutions to each cause, then to
evaluate solutions against these criteria (table . ).
Table .2. Indentify possible alternative
Cause Alternative Alternative 2 Alternative
ack of interactivity
ack of motivation
To many teaching hours
 The 1st training session in university management (pilot session),
The Competence Center in University Management
coordinated by Lucian Blaga University from Sibiu, 2-3 martie 2010
Quality Management in Higher Education Module
Professor Ph. D. Constantin Oprean, coordinator of the module

Prof. Ph. D. Constantin Oprean

Working group - persons having managing positions in

higher education system belonging universities from:
%UDRY&OXM1DSRFD$OED,XOLD2UDGHD%DLD0DUH6LELX

Prof. Ph. D. Claudiu Chifor

Images from training session in university management (pilot session), Images from training session in university management (pilot session),
The Competence Center in University Management The Competence Center in University Management
coordinated by Lucian Blaga University from Sibiu, 1-2 noiembrie 2010 coordinated by Lucian Blaga University from Sibiu, 14-15 februarie 2011

Quality Management in Higher Education Module Quality Management in Higher Education Module
Professor Ph. D. Constantin Oprean, coordinator of the module Professor Ph. D. Constantin Oprean, coordinator of the module

Prof. univ. dr. Claudiu Chifor

Working group - persons having managing positions in

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Prof. univ. dr. Claudiu Chifor

Working group - persons having managing positions in

higher education system belonging universities from:
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