3) Practical Applications of Quality Assurance and Continuous Improvement
Dr. Makuku detailed the Plan-Do-Check-Act (PDCA) cycle, also known as the Deming Cycle, as a four-step management method used for ongoing enhancement in quality management processes. Each phase—planning, doing, checking, and acting—was emphasized as crucial for driving continuous quality improvement initiatives through monitoring and evaluation. This enables the identification of
flaws, gaps and hurdles Participants were encouraged to apply this cycle to various quality improvement projects and processes within their institutions. By integrating the PDCA cycle methodology into their quality management practices, institutions/organizations can enhance operational efficiency, effectiveness, and overall performance.
Dr. Makuku also addressed the importance of changing mindsets as a key driver for development. She highlighted the transformative power of altering habitual ways of thinking, asserting that change is essential for growth and progress. The distinction between a fixed mindset, characterized by rigidity and resistance to change, and a growth mindset, marked by openness and resilience, was well illustrated. Embracing a growth mindset was portrayed as pivotal for personal and organizational development and transformation.
4) Policies & The Quality Assurance Policy: The Practical Implications
The final day focused on aligning quality assurance policies with higher education as well as national policies. Dr. Makuku emphasized the importance of clarity and adherence to national laws when formulating institutional policies. She underscored the need for quality assurance policies to guide organizational actions, financial decision-making, and stakeholder communication, making them vital for achieving excellence in higher education institutions.
Through highly interactive sessions, the challenges faced by public higher education institutions in implementing quality assurance initiatives were identified by the delegates, including inadequate structures, systems, and policies, as well as a lack of effective coordination and direction in quality enhancement activities. Dr. Makuku advocated for a holistic approach to quality assurance that links it with issues of regulations, translation, and transformation, rather than viewing it solely as a standalone policy instrument. To address these challenges, she proposed aligning best practices in quality management with education for sustainable development, highlighting the need for higher education institutions to transform themselves and contribute to societal advancement through quality education. Various QA tools, such as assessment tools, policy documents, monitoring tools, and data collection instruments, were discussed to ensure comprehensive quality assurance practices.
In light of living in a technology driven world with technological advancements taking place at unprecedented rates, it was only right for the GQAA to also empower the delegates with knowledge around the use of technology to enhance quality and to ensure quality, efficiency and effectiveness in operations. Miss Tariro took the delegates through sessions on the productive use of the various emerging artificial intelligence (AI) tools and she also covered the use of technology in data collection and monitoring and evaluation as it pertains to quality and quality assurance.
In the final session, participants drew and presented their action plans for total quality management in their institutions. These plans outlined specific activities and strategies to ensure quality in higher education, reinforcing the symposium’s goal of fostering a culture of quality in academic institutions.
