Quality in Action: Closing the Loop

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Autor/inn/en	Nair, Chenicheri Sid; Pawley, David; Mertova, Patricie
Titel	Quality in Action: Closing the Loop
Quelle	In: Quality Assurance in Education: An International Perspective, 18 (2010) 2, S.144-155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684881011035358
Schlagwörter	Foreign Countries; Educational Quality; Surveys; College Administration; Organizational Development; Staff Development; Employee Attitudes; Research Utilization; Feedback (Response); Higher Education; Questionnaires; Human Resources; Job Satisfaction; Quality of Working Life; Australia + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Survey; Umfrage; Befragung; College administrators; Hochschulverwaltung; Organisationsentwicklung; Personnel development; Personalentwicklung; Arbeitnehmerinteresse; Forschungsumsetzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Humankapital; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsqualität; Australien
Abstract	Purpose: This paper aims to report on how an Administrative Division at a research-intensive Australian university utilised feedback data from the Learning and Growth Survey, to initiate changes. Design/methodology/approach: This paper refers to the actions taken by the Administrative Division to the results obtained from the Learning and Growth Survey. The questionnaire items are based on the "Balanced Scorecard" system outlined by Kaplan and Norton in 1996. It consists of a number of items identified as integral to effective growth and learning strategies for staff-development. The questionnaire seeks staff perceptions of the individual items and how their needs are met in the current University management practices. Findings: The results of this survey indicate that employees were willing to provide practical feedback on a range of dimensions, which they felt would assist improvement of their development and growth opportunities. Further, this paper demonstrates that in any exercise which involves collecting information on staff perceptions, staff not only expect that the data would be utilized constructively, but also that the institution would also make practical changes based on their feedback and that they would be informed about these changes. Practical implications: This survey revealed that some of the feedback obtained from participants had limitations as to what actions could be taken within the Administrative Division because of the ramifications for institutional budgets. However, issues related to improvement of the learning and growth environment were possible to address through practical changes within the bounds of the Division's budget. Further, when conducting similar surveys among university staff, it is essential that anonymity of the participants is ensured. It is also vital that the purposes, outcomes, proposed actions and progress in implementation of these actions are well communicated to all the staff. Originality/value: A growing number of tertiary institutions have recently started conducting surveys among their staff concerning the staff satisfaction with their work in the organisation(s). Despite this growing number of employee surveys, there is a lack of academic literature available describing how such surveys are conducted and the issues that institutions face when designing, implementing and evaluating these surveys. From the available information, it was also unclear what aspects of employee experience these surveys cover and whether they focus on staff learning and development. Therefore, this paper attempts to make a step in that direction by describing an employee survey regularly conducted among staff within administrative units at a large Australian University. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10