Impact of quality management systems in the performance of educational centers: educational policies and management processes

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dc.contributor.authorDíez Ruiz, Fernando
dc.contributor.authorVilla Sánchez, Aurelio
dc.contributor.authorLópez Vélez, Ana Luisa
dc.contributor.authorIraurgi Castillo, Ioseba
dc.date.accessioned2025-06-10T09:45:21Z
dc.date.available2025-06-10T09:45:21Z
dc.date.issued2020-04
dc.date.updated2025-06-10T09:45:21Z
dc.description.abstractIn this paper, the findings of an I + D + i research are presented. In this study, an analysis was conducted to assess 14 educational centers where in one of two distinct quality systems had been implemented: the EFQM (European Foundation Quality Management) and el Proyecto de Calidad Integrado (PCI)—the Integrated Quality Project—promoted by the Horrêum Foundation (Álvarez and Santos, 2003; Villa and Marauri, 2004). The EFQM was first used by businesses before being recently transferred to the academics. It comprised nine factors that were translated in an educational context: leadership, policy and strategy, people, alliances and resources, processes, impact on people, impact on clients, impact on society, and key impacts of an organization. The first five factors examine the way activities are carried out and improved, and the final four focus on the impact, i.e., the effect of the organization's activities. Improvement is achieved through learning and innovation. The PCI (Muñoz and Sarasúa, 2005) has its educational origins in the Effective School Improvement model. Seven factors are analyzed (Sarasola et al., 2003; Villa et al., 2004): institutional approach, organizational structures, relationships and living together, counseling and tutoring, curriculum, family and the community (Martínez and Galíndez, 2003), and management and services. The study looks at the impact that the two aforementioned quality systems (EFQM and PCI) have had on educational centers. The term “impact” is understood as the changes experienced both inside and outside an educational center. It must be sustainable overtime, considering the changes and effects achieved, as evidence of improvement. The quantitative analysis focuses on two dimensions. The first addresses three key factors of educational policy: educational planning, communication, and support and rewards for teachers. The second comprises three factors linked to management processes in educational institutions: organizational climate, teaching and learning processes, and relationships with the community.en
dc.identifier.citationDíez, Villa, López Vélez, A. L., & Iraurgi. (2020). Impact of quality management systems in the performance of educational centers: educational policies and management processes [Review of Impact of quality management systems in the performance of educational centers: educational policies and management processes]. Heliyon, 6(4). Elsevier Ltd. https://doi.org/10.1016/J.HELIYON.2020.E03824
dc.identifier.doi10.1016/J.HELIYON.2020.E03824
dc.identifier.issn2405-8440
dc.identifier.urihttps://hdl.handle.net/20.500.14454/2989
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2020 The Author(s)
dc.subject.otherEducation
dc.subject.otherAssessment methods
dc.subject.otherEducational quality
dc.subject.otherEFQM Excellence Model
dc.subject.otherQuality management systems
dc.subject.otherQuality models
dc.titleImpact of quality management systems in the performance of educational centers: educational policies and management processesen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.issue4
oaire.citation.titleHeliyon
oaire.citation.volume6
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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