|Author(s)||Mario Tucci, Luca Cellesi|
Quality management in higher education had a large diffusion in all Europe in last 10 years. Mostly after Bologna Declaration (1999), quality assurance became a crucial element of each country’s university structure, proposed in every document and every resolution of the UE member states governments and their educational ministries, with the consequent great development of many assessment schemas, and adaptation of ISO 9000, EFQM excellence model or even other international models inspired to these. In Italy the best established model for quality in higher education is the self assessment CRUI (Italian Universities Rector Conference) model, introduced firstly in 2001 as Campus and CampusOne projects and in the following years reviewed. This model considers a 5 dimension evaluation scheme (including management system, requirements and objectives, resources, teaching process, results analysis and improvement), to completely describe a higher education organisation. About two years ago, Florence University, following its Governing Council resolution to adopt goals and strategies emerged from European and International Knowledge Society scenario, started a process to obtain the CRUI model compliance certification of all degree courses to satisfy internal and external requirements (i.e. national or local authorities constraints related to special funds assignment). After two years, 88 degree courses, including first level degrees (3 years), 5-year specialised degrees, Masters and post-graduate schools, have been certified and now it’s time for a preliminary results analysis. During the certification process, a Self Assessment Report (RAV) was prepared by each Self Assessment Course Group (GAV): in this document the courses were described in detail according to the evaluation model’s 5 dimensions. In this paper, although data analysis is still going on, after a model fundamental characteristics brief description, investigation is conducted on those reports in order to better understand how courses have faced some specific elements, for example: the importance of a clear quality policy and correlated objectives definition, unavoidable starting point for every quality management system implementation; the consistent stakeholders careful individuation, necessary for an effective implementation; an accurate graduate’s roles specification, coherent with course mission and so on. For each element the paper tries to point out differences and analogies, critical issues but even revealed good practices together with their reasons.
|Categories||Quality of HE » 2006 1st EQAF|