From work by Prof Myra Hodgkinson, Nottingham Trent University, and Dr Mike Kelly, Leeds Metropolitan University Business School. Retrieve the original work

There is limited evidence for the processes employed across the sector for identifying improvements needed in terms of quality practices; though these include:

• School-wide quality steering group

• Adoption of the EFQM excellence model

• Multi-paradigmatic approach to organisational self-assessment (technical/rational and professional creativity).

The paper proposes that a multi-paradigmatic approach is most appropriate for the business school context.

How each of the three processes can be embedded to form good practice:

School-wide quality steering group

• Raise awareness of the issues and possible solutions through carefully structured workshops and meetings.

• Dissolve the barriers between academic, administrative and support staff through discussion and sharing of information and through joint ownership of problems and solutions.

• Listen to staff from all levels of the organisation.

• Report and take pride in achievements and successes.

• Deans and Heads of Departments should demonstrate their commitment to the quality process by regular attendance at seminars and by providing briefings on changes in the external environment.

• Have a review process that is prospective in orientation and feasible. Look for ways of removing constraints to quality enhancement.

• Gradualism is likely to be more effective in the long term.

• Know what you, as a School, value and work towards it.

EFQM excellence model

• Does the university have an approach with a clear rationale?

• Is it a well-defined process?

• Does it meet student and staff needs?

• Is it in line with and supportive of university policies?

• Is it well linked to other processes or approaches

• Are the above points deployed in a structured way?

• Is the way that (x) operates regularly assessed reviewed and measured for effectiveness?

• Is best practice identified and shared across the university in order to improve?

• Are the results measurement and learning used to identify, prioritise, plan and implement improvements?

Multi-paradigmatic approach

The technical-rational approach and the process based on it are identified by the university. This process includes:

• The review period managed by Registry

• Specific committees are responsible for the review process at different stages

• Membership of the committees is stipulated

• There are formal arrangements which are understood by all.

For embedding the professional creativity approach there needs to be a basis of mutual agreement with senior staff followed by an opportunity for all staff to comment and to modify the system with comparability in the process and guidelines mutually agreed.