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T R I S

A method for Quality Improvement in Higher Educationb

Guido Cuyvers

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Content

What is TRIS? The basics The system Matrix Phases Processes

How to use TRIS?

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1 What is TRIS ?

A co operation between institutions for Higher Education ( in Flanders & Netherland)

Development of a tool for the application of EFQM in education

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2 The basics

Radar PDCA Deployment Results

Phases To offer criteria

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2 The system

1 MatrixFor every criterion and sub-criterion:

Description of typical aspects of a department in every phase

The elements or RADAR are included Example Scoring:

To go to an further stage, all elements of the former stages must be scored positively

Criterion: can you provide evidence?

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Example: Leaderschip

subcriterion 1 Vision.. p1

The management has an implicit vision about the future of the organisation

The vision describes the internal organisation p2

The vision concerns the short term strategy The management has formulated the vision in documents The co operators are involved in the development of the

vision p3

The realisation of the vision is directed to the middle long term

The vision includes all aspects of the organisation……..

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Results

For every criterion the indicators that are relevant are discussed.

Than: every indicator ( achievement and perception) is evaluated: Do we have data? Trends? Comparison with the objectives? …..

Example: student results

Perception: burden, complaints, participation, study guidance, infrastructure….

Prestatie: number of complaints, number of students who partivipate in boards…..

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2 Phases

Activity orientedProcess oriented

System oriented Chain oriented

Total quality management

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• Course centered – not student centered

• No management – no strategy

• Independent activities

• Occasional improvement activities

• Short term approach

• Individual approach

•No measurement

1 EnablersPhase 1: Activity oriented

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•Agreement and cooperation

•Attention for the educational process – other processes less

•Guidelines and procedures

•Policy cycle becomes visible

•Teamwork

Phase 2: Process oriented

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•Efficient organisation

•Policy aimed at medium term

•Coherence and tuning of processes

•Integrated curriculum

•Feed back, evaluation

•All internal stakeholders are involved

Phase 3: System oriented

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Systematic en periodical evaluation Analysis and adjustment Continuous improvement and innovation Comparisons with other organizations Extern processes (workfield) Also external stakeholders involved

Phase 4: Chain oriented

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•TQM approach

•All key processes are mastered

•Society is involved

•Organisation is leading

Phase 5: Total Quality

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2 Results

•Objective data = Achievement indicators

Input, uitput, number of student per teacher,

Statistics , measurement…

•Subjective data = Perception indicators

Satisfaction of stakeholders (students, workfield,...) motivation of students

Inquiry, SWOT

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•Data resulting from

- Statistics

- Enquêtes

- Evidence

Phase 1: Facts

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•Comparison of data from previous years

• More data

• Higher quality of data

Phase 2: Trends

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Indicators are compared with the objectives

Phase 3: Internal Indicators

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•Data are compared with those of other departments or other institutions

Phase 4: Benchmarking

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•Data are compared with those of the best in class

•Score is better than mean

Phase 5: Excellence

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3 Management of Processes

- Education

Educational supporting processes

Educational development

Evalution Study coaching Analysis

Lecturer activity Educational view

Student activity Educational pogram

Field practice Training branches

Learning environments Internationalization

Planning Assessment

Educational application

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- Research – Social Service- Arts

ViewProgramAcquiring and contractingRealizationReporting and publicationEvaluationParterships and internationalization

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4 The use of TRIS

Selfevaluation and continuous quality improvement (internal quality management)

Preparation for visitation (external quality management)

Preparation for accreditation

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The scoring

Per branche or point of interest Read the formulations in the cells Determine the degree in wich your

organization complies wit eaxh feature

The soring is individually doneThen there is a consensus meeting Discussion of results – trying to come to

consensus

Discussion on priorities

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Questionnaire For services

Not many personnel Not much time

Stages Not yet started (only ideas, no practice) Some progress (co incidental improvement) Clear progress (subject gets attention – systematic

adjustment ) Fully realised ( extra ordinary approach – no further

improvement possible)

scoring individually discussion of subject of improvement – choice of priorities