Since 1999, the University of Ferrara (UniFe) has been engaged in implementing changes to im-prove the quality of its educational programmes and compete in the national and international envi-ronment. As part of this, a number of managerial tools have been implemented during the last dec-ade. A special “quality project” has been launched, aimed at increasing the quality of education, improving transparency towards internal and external stakeholders, and defining the right context for quality accreditation of the university’s programmes. A quality assessment group (QAG) has been established for each educational programme, to monitor the level of quality according to de-fined parameters and a special evaluation model. A data warehouse has been implemented to col-lect the required data for assessments. The introduction of education programme managers and the definition of their competences, responsibilities and reporting structures, all represented change in redefining the education process. This experience has led the entire university to switch from the managerial functional model to the process model, to identify both quality and efficiency at all levels. Furthermore, it has allowed the transition from the self-referential organisational culture, to one based on the deep consciousness of the central role of students.
Quality of educational programs: organizational changes and institutional challenges at the University of Ferrara (UniFe)
VAGNONI, Emidia;PERITI, Enrico;RUGGIERO, Valeria
2008
Abstract
Since 1999, the University of Ferrara (UniFe) has been engaged in implementing changes to im-prove the quality of its educational programmes and compete in the national and international envi-ronment. As part of this, a number of managerial tools have been implemented during the last dec-ade. A special “quality project” has been launched, aimed at increasing the quality of education, improving transparency towards internal and external stakeholders, and defining the right context for quality accreditation of the university’s programmes. A quality assessment group (QAG) has been established for each educational programme, to monitor the level of quality according to de-fined parameters and a special evaluation model. A data warehouse has been implemented to col-lect the required data for assessments. The introduction of education programme managers and the definition of their competences, responsibilities and reporting structures, all represented change in redefining the education process. This experience has led the entire university to switch from the managerial functional model to the process model, to identify both quality and efficiency at all levels. Furthermore, it has allowed the transition from the self-referential organisational culture, to one based on the deep consciousness of the central role of students.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
