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Sallis, E.; Hingley, P.College Quality Assurance Assurances. Mendip PapersC20.

Further Education Staff Coll., Blagdon (England).91

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The Further Education Staff College, Coombe Lodge,Blagdon, Bristol BS16 6RG, England (MP-020, 5.50pounds).Reports - Descriptive (141)

MF01/PC01 Plus Postage.*College Outcomes Assessment; Colleges; CulturalInfluences; *Educational Assessment; *EducationalQuality; Educational Resources; Foreign Countries;Higher Education; Management Systems; *ProgramDevelopment; Program Implementation; *SystemsApproach; UniversitiesUnited Kingdom

This paper discusses the increasing interest inquality assurance in British education including its measurement andmanagement through the introduction of a quality assurance system.The reasons and benefits of beginning a quality assurance system arediscussed, and questions of what constitutes quality, whether it isquality in fact (specification adherence), or quality in perception(consumer viewpoint), are considered. Three quality assurance systemsare examined: British Standards 5750 Quality Systems Total QualityManagement; and a system of the Staff College's devising. Alsoexamined are two issues surrounding the Implementation of o qualityassurance system, namely, the type of college culture that exists,and the resources which the college is prepared to commit to qualityassurance. Finally, the report outlines the stages for introducing aquality assurance system in the college setting. Stage 1 discussesthe appraasal and diagnosis process and provides a checklist toassist the college in assessing its existing quality culture. Thesecond stage examines the measurement of managerial commitment, andstage 3 focuses on costing considerations and analysis. The lastthree stages cover establishing a plan of action; involving everyonein the quality process; and review and evaluation. Contains 11references and a 20-atem bibliography. (GLR)

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The views expressed in this Mendip Paper are those of thecontributor(s). They should not be taken to represent the policy ofThe Staff College.

About the authors

About the authors

Edward Sallis is Associate Principal at Bnmel Clege of Technology, Bristol. He has taught full-time in six colleges. specialising in recent years in the human relations aspects of management andissues of organisational change. Edward is the author of a number of papers on quality issues,including The National Quality Survey published as a Mendip Paper by The Staff College in 1990.His current research interests include the translation of TQM philosophy into the further educationsetting.

Dr Peter Hingley is Reader in Management at the Bristol Business School, Bristol Polytechnic. Hehas carried out a considerable amount of research and consultancy into quality issues in a range ofpublic sector organisations, including local government, social services, and the N.H.S. Peter isparticularly interested in the problems of organisational change, professional leadership and staffappraisal. He has a number of publications in these areas, including The Change Makers (1986).Stress in Nurse Management (1988), and Assessment centres: a guide for health authorities(1990).

Published by The Staff CollegeCoombe Lodge, Blagdon, Bristol BS18 6RGTelephone (0761) 62503Fax 0761 63104 or 63140 (Publications Section)

Designed and edited at The Staff College by Pippa Toogood and Susan Leather,Publications Department, and produced by the Reprographics Department

OD The Staff College 1991

All rights are reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any means, electronic, electrical,chemical, optical, photocopying, recording or otherwise, without the priorpermission of the copyright owner.

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College qualityta4

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(1) E Sallis & P Hingley

Contents

1 Quality issues

4 Quality assurancesystems

10 Some issues inimplementing qualityassurance

13 Introducing qualityassurance

14 Conclusions

15 References

16 Appendix 1:bibliography

Quality issues

The background

Quality is one of the major issues for furthereducation (FE) in the 1990s. There are manyreasons for the recent upsurge of interest in qualityissues. The most imporiant arise out of the changesbrought about by the 1988 Education Reform Act(ERA). The Act places considerable emphasis onmonitoring colleges' outputs. The performanceindicators specified in the report of The JointEfficiency Study (Managing colleges efficiently.DES/WO 1987), and mirrored in the colleges'schemes of delegation, provide rudimentarymeasures of the efficiency of institutions.Performance indicators are generally crude, and,while useful for broad monitoring, do not addressquestions about the effectiveness of the learningprocess. They only provide pmxies as to thesuccessful management and operation of a college.Many colleges are looking forways of going beyondperformance indicators, and are developing systemsfor both demonstrating and improving the qualityof their provision.

The new freedom granted to colleges by ERA ismatched by requirements forgreater accotmtability.Colleges need to show that they can consistentlyoffer particular levels and quality of service.Training and Enterprise Councils (TECs) and theScottish Local Enterprise Companies (LECs) arebeginnin to specify that colleges should installquality assurance systems as a means ofdemonstrating accountability. The recent WhitePaper (DES/DoE/WO, 1991) announced that thenew FE Funding Council will expect colleges tohave quality assurance (QA) systems in place.

Mendip Papers Fr

Colleges also face greater competition both fromwithin and from outside public sector furthereducation. Competition can be an important spur toimprove the quality of service. Focusing on theneeds of the customer, which is at the heart ofquality assurance, is the most effective means offacing competition.

The need to be accountable and the demands ofcompetition have put a premium on the quality ofthe pmvision for the colleges' customers and clients.Colleges are now in the business of convincingexternal agencies and their customers that they areable to deliver consistently high standards. Thechange in the status of colleges in April 1993 willhighlight this need. The closure of colleges whichare not up to standard may be a pan of this newreality.

This emphasis on the importance of quality isreflected in the published findings of the NationalQuality Survey (Sallis. I990a) in which 66 percentof the 260 colleges who responded said thedevelopment of a quality assurance system was ahigh priority for them.

The choice of quality systems and approaches is noteasy to make, and has considerable implications forthe management of the college. It is important forcolleges to introduce systems which match theirculture and resources. If this is achieved then theimplementation is more likely to be ' right first time'.This is important if the concept of quality assuranceis to have credibility with staff.

One interesting outcome of the National QualitySurvey is the large number of requests the authorshave received for advice and guidance on qualityissues, particularly on issues concerned with theimplementation of quality systems. This paperattempts to provide that advice. Quality assurancein further education is a large and multifacetedissue. It is also an area which is in its infancy. Anumber of the conclusions in this paper arenecessarily tentative. They have been drawn fromindustrial quality models and from some of thelimited experience which fu rther education collegeshave in this field.

The motivation for introducing aquality system

It is important to be clear why a college would wantto introduce a quality assurance system. The

motivation will vary between colleges. Some willwant to satisfy the tequirements ofexternal agencies;others will be concerned to improve theirmarketing;whilst another group will give priority to theimprovement of student services and the delivery ofthe curriculum. The teasons for introducing aquality system can be summed up as follows;

the college itself wants to improve the qualityof its service (the professional imperative);

the college's customers deserve it (the moralimperative);

other colleges have introduced one (thecompetitive imperative);

the college has to TECs and LECs airdemanding it (the survival imperative).

An interesting finding in the survey was the natureof the motivation behind developing quality systems.The external pressures from local educationauthorities (LEAs) and TECs/LECs were less of aninfluence than the desire of colleges themselves toimprove the quality of their pmv ision. Most collegeshave recognised the importance of offering aguaranteed level of service which meets the needsof their customers and clients.

As well as being clear about the original motivationbehind the introduction of a quality assurancesystem, colleges also need to be certain of thebenefits they expect from it. The National Surveysuggests that there are a number of main benefitswhich colleges expect to flow from its introduction.These include:

improved managerial performance;

improved marketing opportunities;

impmvements to the college'sadministrative systems and procedures;

improved savice and clients' satisfaction;

a change in dr culture of the college;

improvements to teaching and learning; and

improved staff motivation and morale.

These benefits are not mutually exclusive, and allare legitimate. However, the approach taken toquality will depend to a great extent on the expectedoutcomes from implementing quality assurance.The attempt to create a total quality culture willrequire a different approach and philosophy than.say. an ambition to improve the college'sadm ini strati ve systems.

7] Mendip Papersf;

Definitions and perceptions of quality

Quality can be both an absolute and a relativeconcept. As an absolute it is similar in nature totruth and beauty. It is an ideal with which there canbe no compromise. This absolute definition impliesthat things which exhibit quality are of the higheststandard. The standard is set by objective criteria.The absolute definition sees Rolls Royce cars as'quality products', but not Ford Escorts. RollsRoyce cars have 'quality' because they are made tothe highest specifications. Such high and absolutestandards arc usually based on aesthetics as well aspractical criteria. 'Quality products' are not onlyprecision engineered, but are things of beauty.Hand in hand with such 'quality' usually goesscarcity and a high price tag.

Quality assurance definitions of quali ty are differentbecause they are relative in nature. Quality productsneed not be expensive or exclusive. They may bebeautiful, but not necessarily so. They can bemundane, everyday, and throwaway canopeners,tins of soft drink and ballpoint pens. They achievequality by being 'fit for purpose', in the BritishStandards Insti tuti on 's (B SI) definition, and becausethey meet their specification in a consistent fashion.So long as a product consistently meets its maker'sclaims for it, and consumers are prepared to buy it.then a product has quality. In this definition bothFord Escons and Rolls Royces are quality products.They both exhibit quality as long as they consistentlyconform to their manufacturers' specifications andstandards.

In this telative definition a distinction has to bedrawn between quality and standards. Quality isthat which consistently conforms to a particularspecification or standard, but it is not itself a standard.A standard is a pre-defined and measurablespecification. It is perfectly possible for a productto be of high standani but poor quality. This is thecase when there is a high level of specification buta lack of consistency in producing products to thatspecification. The obverse is also possible. Ifcustomers want a low level of specification at a lowprice, but one that can be consistently delivered,then that is also quality.

The total quality management definition of meetingcustmner requirements is a broader, but still arelative definition. The difference is that thewhit:star of quality is now the customer not theproducer. This is an important distinction and onethat requites further discussion. It reflects thediffemnce between `quality in fact' and 'quality inperception'.

'Quality in fact' is based on the producer's orsupplier's specification. It is about being able tomeet consistently the standard which the producerhas set for itself. 'Quality in fact' is the basis of thequality systems devised in accordance with theBritish Standards Institution's 5750 standard. Theproblem with 'quality in fact' is that consumersmay have a different perception of the quality of theproduct from the producer. In the last analysis it isthe consumer who is the arbitratorofquality, becausewithout customers there is no business.

'Quality in perception', on the other hand, looks atquality from the consumer's viewpoint. Itencompasses 'quality in fact' (consumets wantproducts which meet specifications), but this byitself is not a sufficient definition of quality. Qualityproducts have to appeal to consumers. Consumersatisfaction provtdes the evidence of quality.

The importance of this distinction for furthereducation is that colleges need to be careful thatthey base their quality standardsupon an analysis ofcustomer wants and needs and not just upon theirown definitions.

There is an argument that in a service industry likeeducation the definition of quality should go beyondmerely meeting customer requirements and shouldbe about 'delighting customers'. It is, of course,difficult to measure 'delight'. However, the pointof this definition is to emphasise the strong customerfocus which a college needs to develop if it is toprovide a total quality service.

Mendip Papers

Figure 1: The flight path to quality

Total quality management

Quality assurance systems

The choice of a system

There are essentially three systems of qualityassurance for a college to choose between:

BS 5750 Quality Systems (BSI 1987 and1990);

Total Quality Management (TQM);

a system of the college's own devising.

Colleges are taking a variety of routes to assurequality. Some have embarked on the 'total quality'route. Others are devising their own systems. Athird group are building systems to enable them toregister with the British Standards Institution as anorganisation with a registered Quality SystemBS 5750.

In addition to the systems 1 isted above, the Training,Enterprise and Education Directorate of theDepartment of Employment (formerly the TrainingAgency) has set up a new scheme which will beoperated through the TECs/LECs. Ibis is the'Investors in People scheme'. It is a kite markedquality assurance system for the training anddevelopment of people in organisations. 'Investors

in People' provides a national scheme, with scopefor local variation, for the effective investment inhuman resources. It could form part of a morecomprehensive QA system or it can stand alone.Colleges may wish to consider this standard as partof their QA system.

The British Standard

93 of the colleges who responded to the NationalQuality Survey said that they are following the BS5750 route. Another 71 colleges answered that theyare considering the possibility. The British StandardsInstitution has had interest from hundreds ofcolleges, and expects half a dozen colleges to bcseeking BS 5750 registnuion in 1991, with perhainanother 40 doing so in 1992. Typically, in industryit takes 18 months to undertake the necessary workfor BS 5750 registration, although as both BSI andfurther education are new to the standard it mayinitially take colleges longer.

The available choices of QA systems are notmutually incompatible. A number of colleges arecombining or intending to combine a college-devisedsystem for teaching and learning with BS 5750 fortheir short course units. 27 colleges in the Surveysaid that they are blending a TQM approach withBS 5750.

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Certain aims may naturally lead a college to aparticular solution in its choice of a quality system.For example, BS 5750 may appear ideal to a collegewhich aims to improve its administrative systemsor its managerial effectiveness. The emphasis ontraceability, paper-based systems and procedures.and the system of external auditing fits well with acollege which is seekhig to improve accountabilityor managerial effectiveness. It also provides apotentially powerful marketing tool. The registrationlogo (of either BSI, Yardsley OT Uoyds Registerdepending on who registration is obtained with) isclaimed by many to provide a competitiie edge. Itcould also place a college in a monopoly providerposition if BS 5750 is insisted upon by the college'slocal TEC or LEC. Companies who are themselvesBS 5750 registered may insist that all theirsuppliers,including training suppliers, are also registered.The fact that BS 5750 is identical with the Europeanstandard EN 29000 and the international qualitystand ani ISO 9000 is an additional bonus for collegespursuing international contracts.

BS 5750 places a considerable discipline on thoseintending to use it. Putting a system in place is noteasy or straightfitrward. It involves a considerableinvestment of college resources and staff time.Everybody in the institution needs to understand itsimplications, to work the systems and follow theprocedures which have been put in place.

BS 5750 only sets the standard for the system, notthe standards which the college should be achieving.The college, together with its customers, is thearbitrator of standards. BS 5750 assures that thereare systems in place to deliver those self-imposedstandards. Some critics argue that because collegesset their own standards some could deliberately setlow standards. However, this is noteven a theoreticalpossibility because one of the elements in BS 5750is contract review, and it is unlikely that customersand potential customers will demand anything buthigh standards from a college. What BS 5750 doesnot guarantee is consistency of standards betweencolleges.

It is important to note that BS 5750 is concernedwith the consistency of the product rather thansystematic quality improvement. It is argued that acollege could obtain BS 5750 and cease to makefurther significant quality improvements, but wouldbe able to maintain its BS 5750 registration. Againthis is probably unlikely, because BS 5750 requiresan organisation to have an effective system ofreview and evaluation, and to monitor its

pedomsance. The outcomes of these processes willalmost certainly lead to the establishment of animprovement culture.

The assurance of the system =Wards is carried outboth by internal and third pany taiditing. and for thelatter the college pays an audit fee. The externalaudit establishes the initial registration. Iforganisations cannot maintain their systems thenregisumion is withdrawn. A number of accreditationbodies canundertake the audit. Accreditation bodiesare Itgistered with the Department of Traci:. .,..4ndIndustiy (DTI) as being fit to undertake s.Those bodies which could audit colleges are BSIQuality Assurance, Lloyds Register QualityAssurance, and Yardsley Quality Assurance.Organisadons whose quality systems meet the BS5750 specification achieve registered finn statuswith the un, and can use the accreditation bodies'quality systems logo for marketing and publicitypurposes.

BS 5750 is new to education and training. TheBritish Standards Institution has only recentlyissuedguidance on applying the standard to colleges. Thestandard was originally written for manufacturingindustry and needs consideraNe translation for theeducational context. The applicability of BS 5750has aroused strong feelings. There is a view that arigidly applied BS 5750 system could be counter-productive in an organisation with a professionaland well-educated workforce. The concern iswhether the extra workload and tim need to workstrictly to systems and procedures, albeit internallygenerated, could damage staff morale and even theimpetus for change within colleges. It is argued thatit could undennine both creativity and the spirit ofentrepreneurialism which are the sources of strengthin FE colleges.

BS 5750 was originally designed formanufacturingindustries who were designing, producingand testingphysical products. One of its underlyingconcepts isthat a quality system must be able to assure theproduction of products of consistent quality. Thispresents a methodological problem in education,where the 'products', however defined, cannot beproduced to a measurably consistent standardregardless of the efficacy of the quality system.

Originally, BSI insisted that the student (or thevalue added to the student) was the product of theptucess. However, under pressure from those whoargued that the student is not the ploduct but thecustomer, it has subsequently agreed that the

9Mendip Papers

programme of atlases and/or the learning pmeessalso qualify as pmducts. But whichever productdefinition is adopted, it is still not possibleconsistently to reduce an educational 'product' inthe way that a physical product can be produced.The problem is that in education, in common withother service industries, the ii.teraction between thecustomer ane the supplier aims the quality ofsemice being provided. Custumers have animportant tole in determining the quality of theservice they receive.

In education, the customer has a direct tole in thepmduction of the quality of the educational product.All teachers know that no two classes are identical,because of the individuals who comprise the classand the nature of the interactions in the classroom.It is simply not possible to deliver a consistent andconsistently uniform learning experience. Themotivation and attitudes ofleamers are an importantaspect of the quality of the education they receive.

A college quality system needs to confront thisdifficult problem. Quality policies andimplementation strategies need to recognise theeffect which student/staff interactions have on theconsistency of service delivery. For this reasonmany people have argued that colleges might dobetter to leave BS 5750 alone and wait for thepublication of a service industry standard. A servicestandard is in preparation by the InternationalOrganisation for Standanli sation (ISO) as ISO 900412. It may offer a more sympathetic approach to theproblem of service quality consistency. Time scalesare clearly important, but the issue of the product orthe outcomes from the learning process will need tobe clearly addressed in a college's quality policystatement, if it is following the British Standardaccreditation route. A practical way of addressingthis problem is not to focus directly on the leamingprocess but on the things which surround and supportit. Such an approach would be to specify the levelof entitlement which a student might expect fromthe college. The college will then build systemswhich provide a reasonably consistent level ofentitlement.. If the entitlements are closely definedthey will have an important direct influence on thelearning process, without the need to look forconsistency in the student/teacher interactions whichtake place during that process.

BS 5750 has its supporters in education, and anumber of colleges are working hard on itsimplementation. Supporters of the BSI approach

contend that well-devised systems, created by thestaff that wolk them, enhance professionalism andare entirely consistent with the educational aims oftheir colleges. They argue that BS 5750 saves timein the long run and makes tht: institution moreefficient. At this stage in its development it is tooearly to evaluate BS 5750's impact on and relevanceto further education. However, this caveat appliesequally to all quality system models.

TQM a journey not a destination

For colleges who see quality as an all-embracingholistic concept, with a strong customer focus, thenthe idea of total quality management may have agreater appeal than BS 5750. However, BS 5750should not be written off by colleges looking to takea total quality approach. The two are notincompatible. Quality expert John Oakland (1989)argues that BS 5750 can be a useful lead into TOM.Another approach is to see the efficacy of systemsand procedures as one element of total quality andto use BS 5750 for that aspect of the quality system.A college can make as much of BS 5750 as it wants.

TQM can be introduced without using the BritishStandard. Like BS 5750 there is as yet no cleardefinition as to exactly what TQM means in aneducational setting. However, many of the conceptsapplied to TQM in an industrial setting may equallyapply to education. 83 of the colleges who respondedto the National Quality Survey questionnaire saidthat they were taking the TQM mute.

The fundamentals of TQM are that:

leadership and commitment to quality mustcome from the top;

the commitment to quality must beorganisation wide;

a total quality culture needs to be created;

thedefinitionofquality ismeeting customerrequirements;

the standard is 'right first time%

prevention not detection assures quality;

the organisation's focus is the customer,

customers are both internal and external;

quality systems must be vehicles for theempowerment of staff, not for contnollingthem;

6 Mendip Papers

all employees need considerable training inquality issues;

all staff are responsible for quality withintheir operational sphere;

teamwork is an essential ingredient of theprocess of assuring quality;

quality improvements should be rewarded(incentives, bonuses etc.);

quality improvements must be measurableand measured;

customernceds and wants must be solicited.

There is a need to translate a number of theseconcepts into an educational setting. Pethaps themost pivotal is the concept of the customer-supplierchain. This simple idea is the basis of the culture ofTQM. It revolves around the idea that everybody isthe supplier and the customer of everyone else.Customers are internal as well as external to it.They can be located lower down as wellas hi ghe r upthe hierarchy. Every individual in the organisationhas to perform their task to the best of their abilitywhilst conforming to their customer standards.Customers have the right to complain about thelevel of service they receive. A secretary can expectto read the boss' handwriting, and the boss can

expeci enor free typing. The job of checking thetyping is the secretary's. The secretary's boss isresponsible for explaining the standard and providingthe necessary training to ensure zero defects.Students have a right to be able to read the teacher'swork on the chalkboard or from the overheadprojector and to have their wet* matted on time.Teachers have an expectation that students aremotivated to learn, do the wort they are set andhand it in on time.

The customer-supplier chain, like any other, is onlyas strong as its weakest link. It has to be maintainedby a management commined to making it work andto investing in people and their training.

Once the concept of the customer-supplier chainhas been grasped, it has enormous implications forthe culture of the organisation and the relationshipswithin it. The first casualty is the traditional notionof organisational status. The role of senior andmiddle management in a TQM culture is to supportand empower the teaching staff and students, not tocontrol them. This can most graphically be illustratedby a comparison of the traditional hierarchicalorganisational chart with its TQM counterpart (seeFigures 2 and 3).

Figure 2: The traditional organisational chart

senior management

middle managers middle managers

teachers teachers teachers teachers support staff

students students students students students students students

1 1Mendip Papers

Figure 3: The TQM organisational focus (the upside down organisation)

students students students students students students students

teachers teachers teachers teachers support staff

middle managers middle managers

senior management

The upside down organisational focus does notaffect the structure of authority in the college. Nordoes it diminish the essential leadership rule ofsenior management. It aims instead to emphasisethat colleges must be customer-driven organisations.Coupled with this is the key role of teaching andsupport staff, who directly interact with and providestudents with learning and support services.

An important aspect of the role of management in aTQM culture is the support and empowerment offront-line staff. Managenent must also ensure thatthe systems and procedures of the organisationwork effectively, and that staff are trained in theiroperation and implications. Typically, managers innon-TQM organisations spend 30 per cent of theirtime in dealing with systems failure, complaintsand with 'firefighting'. As TQM saves that time,managers have more time to plan ahead and developnew ideas.

Teamwork has to be interwoven into the notion ofclistomer-supplierchains. It is not just course teamswhich need to be considered here, but teamworkacross the institution. This is not just becausecourse teams may be an outdated term in an agewhere the curriculum is being increasinglymodularised and the idea of a course is increasinglydifficult to de fme. It is rather because TQM requireseveryone in an organisation to be a team member.

TQM is underpinned by a notion that everyone isresponsible for quality. It follows that teamworkmust permeate the whole institution. Teams mustbe in place and be nurtured at all levels in theorganisation support staff, middle and seniormanagers, and teaching staff. Teamwork must cutacmss some of the caste boundaries in a college.Teams consisting of academic and support staffmeeting regularly to discuss areas of concern tostudents have not been usual features of college life.Teams can only exist if they are supported, nurturedand valued, and resourced. If staff are to meetregularly, time has to be found for key groups tomeet. Proper training in team leading and teambuilding is also an important element in this process.

The other concept linked to the customer-supplierchain which needs translation, is the quality standardof TQM -- 'right first time every time'. This is aneasily understandable notion in a manufacturingenvironment It sets the standard of producingl 00 per cent of output to the required specification.Even in a manufacturing environment this notionhas its difficulties, because in a total quality culture'right firsuime' appliesequally to aftc r-sales service,enquiries and reception, and internal and externalcustomers.

In a college, the translation will depend in pan onthe definition of the product of a college. I f students

8 Mendip Papers

are chosen as the product, the obvious translation isthat all students will achieve their agreed aims fromtheir college programme. This has a range ofimplications, including the compledon of an actionplan foreach student, having a system formonitoringprogress, and taking corrective action if goals arenot being met. It also involves having a system inplace to ensure that individuals' action plans will beimplemented. This pmcess is familiar to everyteacher. The difference here is the need tosystematically measure and record progress, tomonitor formally and to take corrective action.Measurement and monitoring are essendal aspectsin total quality and a range of specialist quantitativemethods1 known as Statistical Pmcess Control(SPC), has grown up to provide the essentialmonitoring techniques. In education these will needto be developed and defined.

Where the student is the product, 'right first time'should mean that each and every student will makea success of their programme. This notion willcause enonnous difficulties for colleges preparingstudents for external norm-referenced examinations.Whether 100 per cent examination passes areaspi rational targets or realistic goals will have to bea question for debate in the college.

If the course or programme is the product, ratherthan the student, then 'right first time' has otherimplications. 100 per cent pass rates will not be thestandard. Instead programmes will need to conformto very precise course specifications. It could proveuseful to employ the idea of student entitlements,and to draw up specifications and procedures toensure that these are delivered.

TQM is a long-term process. Typically, TQMprogrammes take five to seven years to implement.Unlike BS 5750 there is no objective externalstandard nor any third party assessment The maindifference is that B S 5750 is about systems, whereasTQM is broader in its application and is essentiallya management philosophy. The aim of TQM is toestablish a continuous improvement culture. TQMis not a standard to be reached. Rather it is a meansof building quality into the culture of theorganisation.

TQM is a journey not a destination. In order toundertake that journey, colleges will need to declarethemselves 'total quality institutions'. This willtake a considerable act of will, because it willcommit the college to a process which takes time,

resources and considerable effort. It will put thecollege under the microscope and open hip scnniny.Many colleges will find it difficult to live up to thechallenges they have set themselves, and will beprey to sceptics and cynics. Nevertheless, TQMinvolves making a declaration that this is the directiona college wishes to follow.

Very few further education colleges have taken theTQM route, and (like B S 5750) it is largely untriedmethodology. What adherents of both BS 5750 andTQM have in common is the view that modelsderived from industrial, and largely manufacturing,environments are translatable into an educationalsetting They deny the view that education is aunique activity. However, both methodologiesrequire translation and modification. Despite therecent interest in quality assurance from colleges, agreat deal of fundamental work is still required onthe translation of quality assurance methodologiesinto terms which will have an impact on the studentexperience.

The usual approach to TQM implementation isthrough a long series of small, continuousimprovement projects based upon existing bestpractice in the organisation. The projects stan withan analysis of-current ptoblems and finding solutionsto them. In this way initial projects make theirgreatest impact.

TQM is wide open to failure. The long time period,the expense, and the lack of external assessmentmake it very vulnerable to a regression into past(and probably more comfortable) modes ofoperation. FAlucation is a creature of fashion andmany people have become cynical about the plethoraof initiatives in recent years. TQM, if it is tosucceed, must not be seen as just another initiative.It needs to be assimilated into the fabric of diecollege if it is to have a lasting impact. It is generallyrecognised that the main cause of failure is whensenior management do not give TQM their fullcommitment. Above all, TQM is a top-down,management-led development. If seniormanagement are not committed, TQM cannotsucceed. Commitment in this context is not thesame as support. Senior managers must set theexample and provide the necessary leadership.Properly implemented and supported TQM needsto become a permanent part of the organisationalculture. Total quality then becomes theorganisation's culture.

1,3Mendip Papers 9

College-devised quality systems

Both 'TQM and BS 5750 may be too complex forcolleges who want to use quality assurance as a meansof improving aspects of the delivery of the curriculum.Both TQM and BS 5750 are expensive. From theNaticaial QuOity Swvey it was clearthat many collegessaw neither approach as applicable to education.

For some colleges, improving the effectiveness of thecourse team by devising their own systems ofprofessional evaluation may appear a mote desirablealternative. Of course, many institutions argue thatwork on quality is nothing new. It is something thathas been going on in colleges foryears. The differenceis the emphasis now being placed cm systematicapproaches to quality improvement and the need todemonstrate the existence of quality systems.

Colleges who decide to devise their own qualityassurance systems have plenty of resources to drawon. The Training Enterprise and Education Directorateof the Department of Employment (TEED) has fundeda number of projects in this area in recent years. Theevaluation projects ofAvon, Bedford and Bitminghamare those that have received national prominence,although many LEAs have also devised their ownschemes. Most of these have similar features includingenhancing the role of the come team to make it theevaluator of quality, and using customer satisfactionquestionnaims as the main method of monitoring thesuccess of programmes. For many colleges theseprojects or college-devised derivatives offer a practicaland affordable solution to tackling quality. They havethe benefit over TQM aad BS 5750 of being devisedby educationalists, for education. The processes andthinking behind the projects are in many casesextremely sophisticated. 'They can, of course , providethe lead into BS 5750 and TQM. Many of the ideascontained in these quality projects fit well into a TQMframework, although by themselves they generallyfall shon of being total quality projects

One of the most interesting attempts at an approachwhich fits well with the total quality mode is that ofMiller, Inniss and Dower, devised fonhe then TrainingAgency. 'My argue that, because of the particularand complex nature of the educational process, noexact analogy from contexts outside funhereducationcan be exactly appropriate. Education requires itsown quality service model. Their *Strategic QualityModel' takes as its starting point the esseraialinteraction between learners and the college. Fromthis standpoint they argue that the learner' s experience

needs tobe explored hum withia lsofilleretal gut fromstudent entitlements 'what can the learner expectfrom us and ourinstituticm?' 1 eleamer'sexpedenceis highlighted at four critical stages of their collegeexperience pre-amy, entry, during the course, andthe exit fmm the course. Foreach stage a set of qualitycharacteristics is identified, towther with the realisticstandanis which the college intends to deliver withinits cunent level of sesames. A quality measum isassigned to each standard so that the effectiveness ofthe delivery of each characteristic can be evaluated.lie other interesting aspect of this model is that adifferent appmach to quality is provided for each ofduee management levels within the college. Thecourse team is identified as quality controlless, middlemanagement as quality assurers, and the seniormanagers have the role oftaking tle strategicoveMew.

What the Miller et al model lacks, in common withothereducationally devised systems, is any method ofthird party accreditation, although they share thischaracteristic with TQM models. This will not manesif the college's clients are prepared to accept them.Their advantage is that they are based on educationalexperience and do not face the problems oftransposingindustrial models to an FE setting.

Some issues in implementing qualityassurance

Once a college is clear about why it is pursuing qualityassurance, it needs to consider whether it can copewith the demands of its chosen system. The choice ofa system is not entirely a matter of fancy. There is adifference between wanting to introduce a qualityassurance system and being able to do so. Qualityassurance is an expensive and time consuming affair,with many pitfalls for the unwary. The costs are up-front and heavy in the short-term, while the benefits,which are potentially considerable, are mainly long-term. Colleges need to consider what they want toachieve, but also what they are able to do, and whatthey can afford. The key variables here are the natureof the existing college cultum, and the resourceswhich the college is prepared to commit to qualityassurance.

The existing culture and the levels of rooming forquality will, to a lame extent, determine the nature ofthe system which can be implemented. The innovation/motoring matrix represents an attempt to simplifythe choices available to colleges (see Figure 4).

o 1 Mendip Payers4

Figure A: Innovation/resoureing matrix

Level ofresourcing

BS 5750qualitysystems

Totalquality

management

Continuationof the

status quo

Collegedevisedsystem

Low -4 Innovative culture )0- High

As with all diagrammatic representations the matrixhas its limitations, but it does bring into focus therealities of implementing quality assurance. It isbased upon the hypothesis that, firstly, qualityimprovement needs to be adequately msourced.This may be taken as axiomatic, but nevertheless,before quality assurance can succeed, there are up-front costs which have to be borne. The main reasongiven in the National Quality Survey by colleges fornot introducing quality assurance was the lack ofavailable resources for this activ'ty. Withoutspending money on quality not much can beachieved. The resources necessary will vary fromcollege to college, but typically monies will need tobe committed to undertaking a quality project,enhancing the physical environment, providing newand improved services, employing/secondingproject co-ordinators, and staff development andtraining both for academic and support staff.

The second hypothesis underlying the matrixconcerns the nature of the college's culture and itsability to innovate. A college with an innovativeculture will find it easier to embrace quality assurancethan one where innovation and change is seen as athreat or a chore. The culture of the college caninhibit or assist a college in its drive for quality.

The matrix demonstrates some of the choicesavailable to colleges. Importantly, it demonstratesthat resources by themselves are a necessary but nota sufficient condition to move towards a TQMapproach, even if the college thought this to bedesirable. The point of the matrix is to show that theTQM solution requires the prior existence of aquality-orientated culture and a high level ofTeS0111re

input because the level of !nnovation required forthe inuoduction of TQM is greater than for BS5750. However, BS 5750 can be used as a milestoneon the mad to TQM, or as the goal to be reached inintroducing a total quality system.

The existing level of innovation in a college inrelation to quality can be analysed by reference tothe following table (Table 1). A college with aninnovative quality culture is one where many of thebuilding blocks for quality are already in place. Theimportance of a stmng supportive culture to qualityimprovement cannot be overemphasised.

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Table 1: An innovativ, Ature?

Innovation

Change is the norm.Change is a continuous processwhich is welcomed.

Clear mission and values.

Collegiate organisation.Organic stmcture.

Cross-boundary connections.Lateral as well as vertical communications

Open and free flow of information.

Pride in the organisation.

High levels of energy.

Conflict accepted, internalised and used toto stimulate debate.

Numerous rewards for quality.

Leadership seen as the managers' role.

Less innovation

Change is resisted.Change is seen as a 'one-off'.The aim is stability.

Fragmented or idiosyncratic values.

Bureaucratic, hierarchical orcompartmentalised organisation.

Vertical communications.One-way and top down communications

Constrained and directed informationflows.

Uncertainty about what theorganisation stands for.

Low levels of energy.

Conflict avoided or suppressed.

Rewards absent or scarce.

Administration seen as the managers'function.

In an innovative quality culture, staff see theimprovement of the quality of the service as theirresponsibility, and are willing to take pan in thequality development programrnc. It might also,typically, be one where the insti tudon had undertakencorporate and strategic planning and is clear aboutits mission and value system.

Strategic planning has a key role in an innovativeculture because by undertaking it the college willhave identified existing and potential institutionalblockages. Additionally, if strategic planning hasbeen carried out in an open and panicipative fashionit will have facilitated attitudinal acceptance ofmany of the ideas required for the implementationof a quality programme.

A well developed quality culture exhibits a numberof other features, including a well organised courseapproval and validation mechanism, and it willhave addressed the issue of monitoring andcurriculum evaluation. Teamwork will be animport= organisational auribute. it will have thecommitment of senior management, and leadershipfrom the top. Above all, there must be an enthusiasmwithin Ow organisation for quality improvement.As quality is not a destination but a process themove to a quality culture may demand a fundamentalchange of basic philosophy in the college.

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Introducing quality assurance

Stage 1 : appraisal and diagnosis

Colleges have different levels of sophisticationwhen it comes to introducing quality assurance, andit is important to be clearjust what these are. Usingan instmment such as the quality checklist belowwill tell the college how far it is down the qualityassurance marl. The checklist has been devised toassist a college in assessing its existing qualityculture. A college with an existing qualityimprovement culture will have moved significantlyin the direction of addressing most or all of theseissues.

The quality checklist

Why?The drivingfome

Who?Leadership

pressure/driving force for QAappreciated,vontrnission established,need for QA recognised,benefits of QA calculated.

management =mined,management style detennined,quality co-oniinator(s) appointed.

When? iimescales specified,The suategy prepared.opportunity

From whatbase?Thebackground

How?The proem

eugomerfstudent cuitlemenm

aPPraised,the need to change accepted,research biro QA =ducted,cross-college initiatives initiated.

choice of systermlapproachesdecided,quality plan produce4staff a:imminent secured,teamwork arouraged,quality philosophy conummicated,training needs identified,improvement projects planned,standards agreed,benchmarks egablished,quality tools designated,

procedoes a systans catalogued,quay cogs measured,validation =dualisms inuoduced,moms assigned,staff recognition accoded,quality rewarded,motoring paxedures selected,evaluation mechanisms defined,customer satisfaction messed,feedback and methods of correctiveactimotganised.

The implication from the checklist is that if acollege has a relatively unsophisticated culture inquality tams then the initial management strategyshould be to introduce systems and procedures inthe areas where the college is weakest.

Stage 2: the commitment ofmanagement

Senior managers have to understand and becommitted to the principles of quality assurance ifit is to be effective. QA requires a change in bothmanagement style and practice. Seniormanagementmust take the lead in this change if the rest of theorganisation is to follow. Management training isa key element in this change.

The three key elements to the successfulimplementation of quality assurance am:

a commitment from senior managementfor the quality assurance programme tosucceed;

an organisational culture in whichinnovation and change is an accepted factof life; and

a sufficient level of resource investment inthe implementation of the qualityprogramme.

Stage 3: costing quality

During the diagnosis process some indication of thecosts of quality need to be identified. This is not aneasy exercise in a college, but it should be possibleto provide some rough pointers. A college needs toknow how it is doing, not how it thinks it is doing.The 'cost of quality' exercise is impartant becauseit concentrates on the things that are going wrongand which have to be put right.

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The cost of quality (or more correctly, the cost ofquality failure) can be established from a range ofperformance indicators such as wastage rates, failurerates, pmgression rates, and an analysis of customerand client satisfaction. Some analysis.thmegh casestudies, of the time spent by teachers aixl managersputting right things that have gone wrong, dealingwith complaints, checking other peoples' work andfinding out the correct procedures for carrying outnautine tasks, will yield useful data on the costs ofquality. It is important to look at these indicatorsfrom a negative viewpoint. Too often a 90 per centpass rate is the cause for congratulation.Concentrating on the 10 per cent who failed posesa range of difficult questions about why thishappened and whether the systems and proceduresworked as well as they might, and whether a newapproach could prevent such a level of failure in thefuture. What this process is not about is blame.While performance data, for this exercise, shouldbe analysed from a negative standpoint, a whollypositive approach should be taken to finding creativesolutions to improving matters.

From an analysis of the costs of quality, it should bepossible to identify areas whem improvements aremost required. The importance of the cost ofquality exercise is the focus on evidence of qualityfailure rather than on conjecture.

Stage 4 : planning for quality

Quality will not happen merely by an attitude shift.It nzquires a plan of action to make it happen. Thisagain is a key role of management in the process.The plan needs to be preceded by a commitment toquality in the organisation's mission statement andin the accompanying statement of aims andobjectives. Once the direction is defined in the

',era plan, it needs to be translated so thatdepartmental managers can involve their own staffin the process. It is important at this stage that allmanagers in the organisation own the qualityimprovement process.

To ensure that there is organisation-widecommitment to quality improvement, a number ofquestions need to be asked and answered, including:

Are we cunently doing the right things?

lf we are doing the right things, are we doingthem right?

What are the key arms for making qualityimprovements?

Are ourplans adequate formaking ea:qualityimprovanents?

Are our training plans adequate to make thequality impmvements we have plamied?

Have we the means to take coffective actionwhen things go wrong?

Stage 5: everybody is involved inquality

The issue of training is a key to involving everyonein the quality process. Linked with managementsupport, it is the most important means of deliveringquality.

The aim of this stage of the programme is foreveryone in the organisation to recognise their rolein quality. They must see themselves as the managersof their part of the process if they are to haveownership of the programme.

Stage 6: review, evaluation, and theway forward

Review and evaluation are critical phases in aquality programme. It is important to have feedbackon the success of the quality programme. Allemployees should be involved. Internal auditing isa key feature of this piocess. Customer perceptionsneed to be sampled and appraised as internalevaluation is not by itself sufficient to gauge thelevel of success.

Once it is recognised that quality goals are beingmet, new ones need to be fomiulated. Qualitystandanis need to be revised upwards. To make thishappen the commitment of senior managementmust not waiver. Action plans as the way forwardtake on a particular significance.

Conclusions

In conclusion it needs to be stressed that qualityassurance is about good management practice. It isa systematic approach to doing the right things, inthe right way, and getting them right. It is aboutmaking certain there are systems in place so that theorganisation continues to deliver the right thingsevery time to meet the customers' requirements.

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Quality assurance is the process of achieving clientsatisfaction and continually improving theeffectiveness of colleges. It can only be achievedand sustained by well motivated and skilled staffwho cam out their work not just to employas andcustomer specifications, but also to their own highprofessional standards.

References

British Standards institution (Parts 1-31987, Part4 1990) ES 57501ISO 9000 Quality systems. BSI

British Standards Institution (1990) Guidance notesfor the application of BS 5750 part 2/ISO 9002/EN 29002 to education and training. Sixth draft.BSI

Department of Education and Science/Welsh Office(1987) Managing colleges efficiently. Report ofa study of efficiency in non-advanced furthereducation for the government institutions andthe local authority associations. HMSO

Department of Education and Science/Departmentof Employment/Welsh Office (1991) Education

and training for the 21st century. Cm 1536Volume L Cm 1536 Volume U. HMSO

Department of Trade and Industry (1990) Totalquality management. DTI

Miller, J and Dower, A (1989) Improving qualityin fUrther education: a guide for teachers incourse teams. Consultants at Work

Miller, J and Inniss, S (1990) Managing qualityimprovement in further education: a guide formiddle managers. Consultants at Work

Miller, J and Inniss, S (1990) Strategic qualitymanagement - a working paper. Consultants atWorkaraining Agency

Oakland. J S (1989) Total quality management.Butterwonh/Heinemann

Sallis, E (1990a) The National Quality Survey.Mendip Paper MP009 Blagdon, The Staff College

Sallis, E (1990b) Corporate planning in an FEcollege. Educational management andadministratiim Vol 18 No 2 pp 30-34

9Mendip Papers pTi

Appendix 1: bibliography

Books general

Atkinson, Philip E (1990) Creating culturechange: the key to successful total qualitymanagement. IFS Publications

Philip Atkinson tackles the key element ofintroducing TQM in this book how tocreate the right culture for total quality. Hisbook provides a good introduction to thephilosophy and practice of total quality fromthe viewpoint of an experienced consultant.In his firSt chapter he points out that in thebest Japanese companies TQM is not a bolt-on or something special: 'To them TQM isno more than business as usual!' That isclearly the challenge to anyone introducingtotal quality.

Crosby, Philip B (1979) Quality is free. MentorBooks

One of the key ideas is Crosby's qualitymaturity index. He details the stages anorganisation must go through i f it is to pursuethe path to quality. These stages he identifiesas uncertainty, awakening, enlightenment,wisdom and certainty. Crosby's is aninspiring, easy read. It is full of anecdotesand case studies. For Crosby, quality is freebecause a quality company is also efficientand effective. Quality improvements payfor themselves.

Department of Trade and Industry (1990) Totalquality management. DTI.

This useful introductory guide is written byProfessor John Oakland of BradfordUniversity. It covers the main concepts ofTQM.

Oakland, John S (1989) Total qualitymanagement. Butterworth/Heineman

John Oakland is considered to be the Britishquality 'guru'. His book explains the basicconcepts of TQM, and the practical stepsnecessary to implement it. These include

laying down a quality policy, organisationalrequirements, the role of the quality manager,TQM tools, statistical process control, andquality circles and quality teams. It includesa discussion ofthe relationship between TQMand IS09003113S5750. Oakland seesinternational and national quality standardsas a useful and complementary first step onthe path to TQM. The book provides guidanceon how to ensure the survival of TQM.

PA Consulting Group (1985/86) How to take partin the quality revolution: a management guide.

A helpful introductory and practical guide toTQM written from the standpoint ofcommercial organisations. Available fromthe PA Consulting Group, QualityManagement, Bowater House East, 68Knightsbridge, London SW1X 7LJ.

Peters, Tom (1987) Thriving on chaos. Pan

Subtitled 'Prescriptions for a world turnedupside down' (paperback version), Peters'book calls for nothing less than a managerialrevolution for companies to remain globallycompetitive. The book argues that thebusiness winners of the future are those thatcan deal proactively with chaos, and can seechaos as a source of market advantage, andnot a preblem to be 7ot round. The book hasa very strong chapter on quality in whichPeters maintains that quality must always bedefined in terms of customer perceptions.The quality revolution means 'eating,sleeping and breathing quality. Quality mustbe a management obsession'.

Stebbing. Lionel (1989 2nd edition) Qualityassurance: the route to efficiency andcompetitiveness. Ellis Harwood

Another useful practical guide to QA wrinenby a quality management consultant A nutsand bolts book, it will be useful for peoplepursuing BS 5750.

16 Mendip Papers

2 0

Books and reports relating to QA incolleges

Avon Evaluation Strategies Project (1989) Coursereview profile: general model.

This is one of the most used of the TrainingAgency funded evaluation projects. Theproject's QAV model evaluates the access totlx course, its quality, and its validity, througha series of questionnaires. The quesrionnairesare designed for use by the course team.Available from Avon Evaluation Strategies,Further Education Development Centre,Stiles Acre, Lawrence Weston, Bristol BS11OQA.

Bedfordshire Quality Project (1989) Anevaluation pack for course teams. Developingquality control and quality assurance systems infurther education colleges. Bedfordshire LEA

The Bedfordshire project views the courseteam as the primary custodians of qualityand gives them the responsibility formaintaining standard& A useful evaluationpack has been produced by the course team.

Collins, David, Cockburn, Margaret, andMac Robert, lain (1990) The applicability of BS5750 to college operations. First year report.Sandwell College of Further and Higher Education

This is a report of the first year of operationof the Quality Assurance project at SandwellCollege which is designed to obtain BS5750. The authors conclude that BS 5750can be applied to colleges in a meaningfulway, and if the standard is sensitivelyinterpreted can be an aid to producing aframework for systematic qualitydevelopment. They did not find that any ofthe procedures required to achieve thestandard conflicted with good educationalpractice, and it is fully compatible with therequirements of external funding andexamining and validating bodies. They pointout that introducing BS 5750 does requireextensive staff development. Finally, theyargue that working towards BS 5750 hasimproved communications within the collegeand has not conflicted with staff conditionsof service.

Further Education Unit (1989) Towards aneducational audit. FEU

Although an specifically written as a qualityassurance manual Towards an educationalaudit provides a very useful model forassuring quality. The original intention ofthe project was to provide an aid for FEmanagers to carry out effective performanceevaluation. It provides helpful guides andchecklists for institutional self-auditing andevaluation.

Miller, John and Dower, Allison (1989) Improvingquality in fiirther education: a guide for teachersin course teams. Consultants at Wolk

Miller, John and Inniss. Sonia (1990) Managingquality improvement in further education: aguide for middle managers. Consultants at Work

Miller John and Inniss. Sonia (1990) Strategicquality management: a working paper.Consultants at WorkMaining Agency

A series of three essential booklets cm makingquality improvements in colleges. Theauthors argue that there are different qualityobligations at three levels witnin theorganisations the course team, middlemanagement, and strategic management. Theauthors' approach is based around studententitlements. Available from Consultants atWork, PO Box 19, High Street, Ware, Hens.,SG12 OLE

These are useful guides to defining qualitycharacteristics, and relating them to measuresand standards at both the course team andmiddle managementlevels. The Miller modeldefines quality at a number of critical pointsin the students' college career pre-entry.entry, during the course, and at exit andseeks to aid colleges to define the associatedquality characteristics.

Open College (1990) The management ofquality. (2 volumes A systematic approach,and Skills and techniques.)

This is a practical guide to developing quali tysystems ineducationortraining organisationsdeveloped by the Open College togetherwith the Training Agency. The volumesinclude guidance on building the necessarytechniques and pmcedures for institutions

21 Menclip Papers [TT]

looking to install a BS 5750 quality system.However, colleges who are looking to take asystems approach will find it of value even ifBS 5750 is not on their agenda.

Sallis, Edward (1990) The National QualitySurvey. Mendip Paper MP009 Blagdon, The StaffCollege

This report detailsthe findings ofthe NationalQuality Survey carried out in the summer of1990. The survey sought to establish theextent of the quality initiatives beingundertaken by colleges in the UK.

Training Enterprise and Education Division of theDepartment of Employment (1990) Themanagement or quality: BS 5750 and beyond.HMSO

This is a rewrite of a previous publicationfrom the then TA Total qualitymanagement and BS 5750: the linksexplained. These publications arise out ofthe TEED's interest in promoting TQM andB S 5750 in fu rthereducati on. The publicationdevotes more space to the practicalities ofBS 5750 implementation than did theprevious publication. It also outlines theTEED's own approach in its South WestRegional Office, called 'Putting CustomersFirst'. A useful introduction to both TQMand BS 5750. Available fmm The TrainingQuality Branch, Training Enterprise andEducation Directorate, EmploymentDepanment Group, Porterbook House, cioMoorfoot, Sheffield, S1 4PQ.

Articles

Stimer, Paul (1991) The skills magnet. Pickup inprogress. Spring, pp12-13

An interesting short article showing howAfan college has co-operated with Bosch indelivering total quality managementprogrammes for the company's newoperations in South Wales. Has a useful slanton how a major manufacturer approachestotal quality training.

Gold, Karen (1991) Customer satisfic41. Pickup inprogress. Spring, pp 16-21

A useful journalistic review of some of thecurrent initiatives and developments inquality and quality assurance in FE. Itprovides anumber of useful short case =diesand examples of how colleges are tacklingquality issues.

Sallis, Edward (1990) Corporate planning in an FEcollege. Educational management andadministration Vol 18 No 2 pp 30-34

This article provides a step by step accountof how to apply the techniques of corporateplanning to the development of a collegemission and strategy.

Sallis, Edward (1990) The evaluation of quality infurther education. Education today Vol 40 No 2pp 50-53

The article argues that in a period ofdemographic change with the newaccountability imposed upon them by theEducation Reform Act, colleges will onlyprosper if they can provide quality trainingand education to their clients. In order toachieve quality, colleges need to have clearideas of the standards they expect, and requiredocumented procedures to guarantee theirachievement.

Whale, Eli zabeth and Ribbins, Peter (1990) Qualitydevelopment in education: a case of supported sel f-evaluation in Birmingham. Educational reviewVol 42 No 2

This article details Birmingham 's experienceof supported self-evaluation as an approachto monitoring and evaluation and qualitydevelopment. The idea has been to replacethe traditional model of external inspectionsupplemented by occasional institutionalreviewsthe inspectorial approach witha systematic quality model basit upon self-evaluation within colleges suprarted by anLEA co-ordinator. The paper shows howthese ideas can be exported into the schoolssector.

18 Mendip Papers 09

About the Mendip Papers

The Mendip Papers are a new series of bookletswritten specially for managers in further and highereducation. As managers and governors take on newresponsibilities and different roles they face newchallenges, whether in the areas of resource andfinancial management or in the pursuit of quality,the recruitment of students and the development ofnew curricula. The Mendip Papers pmvide adviceon these issues and many more besides.

Some of the papers provide guidance on issues ofthe moment. Others offer analysis, providingsummaries ofkey recent research studies, pmv idinginsights into the ways in which the fields of post-school education and training are changing. TheMendip Papers include some written specially forthe series, together with revised and upgradedversions of some of the most popular papers in thewell-established Staff College Information Bark

Mendip Papers provide up-to-date infonnation onimportant current issues in vocational educationand training, and summaries ofkey research studies,along with informed and sometimes controversialperspectives on these issues. Managers need themto keep abreast of eunent developments and to dealwith key problems and challenges. Staffdevelopment officers and trainers will fmd theminvaluable as a basis for in-college managementtraining and staff development activities.

The list of Mendip Papers is growing steadily. Ifyou have a particular piece of research in further,higher or adult education, or have undertaken aninnovative management initiative which would beof interest to other managers, please contact theseries editor, Lynton Gray at The Staff College witha view to publishing your work and disseminatingit throughout the pst-school education system.

Titles in the series

Further education and vocational education and training

MP 001MP 022MP 023

Resources

MP 002MP 003MP 004MP 017

MP 021

MP 024

The importance of further education T G MellingPrison education in England and Wales P RipleyCollege principals' responses to the'White Paper' collected & collated by D Cook £3.00

£4.50£2.50

Paying for further educationContracting with PCFC institutionsManagement staff ratios and unit costsCost centres and college budgetspost-ERAAccommodation planning- one polytechnic's experienceComputerised timetabling - some ofthe options

Organisational theory

MP 005

MP 006MP 007MP 008

MP 015

Responding to change: the need forflexible college structures and practicesSocialisation into organisationsOrganisational cultureThe perception of threat al id the realityof decline in organisationsStructures - fact and fiction

Quality and pelformance

MP 009MP 010

MP 012

MP 020

The National Quality SurveyPerformance indicators and adulteducationPerformance review: current practicesand prospectsCollege quality assurance systems

Legislation and governance

MP 014

MP 016

MP018MP 025

New governing bodies in maintainedFE: size and compositionEducation reform legislation in the UK:a summaryEffective meetingsFE funding and delegation scheme -an exegesis

R J Kedney & M C FletcherR J Kedney & M C FletcherR I Kedney

P Crisp. A Nightingale & H Street

M Murphy

R Barrett

C M TurnerC M TurnerC M Turner

C M TurnerC M Turner

E Sallis

Pablo Foster

T G MellingE Sallis & P Hingley

.1 A Graystone

J A Graystone.1 A Graystone

D Atkinson

£3.50£3.00£3.00

£4.00

£5.00

£4.50

£2.50£2.50£4.50

£3.50£5.00

£4.50

£4.50

£2.50£5.50

£5.00

£4.00£3.00

£4.00

Human resources

MP 013 The role of the new vice-principal C Megson £3.50

Miscellaneous

MP 011 Essential acmnyms in further, higherand adult education S A Graystone £2.50

MP 019 Solving the problem of mathematics Sir Roy Harding CBE £2.50

(Further titles are being added continually, to cover the whole spectrum of further and higher education)