Díez F, Villa A, López A L, Iraurgi I
Department of Innovation and Educational Organization, University of Deusto, Spain.
University of Deusto, Spain.
Heliyon. 2020 Apr 27;6(4):e03824. doi: 10.1016/j.heliyon.2020.e03824. eCollection 2020 Apr.
In 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.
本文展示了一项研发与创新研究的结果。在这项研究中，我们对14个教育中心进行了分析，这些教育中心实施了两种不同质量体系中的一种：欧洲质量管理基金会（EFQM）和由霍雷乌姆基金会推动的综合质量项目（PCI）（阿尔瓦雷斯和桑托斯，2003年；比利亚和马劳里，2004年）。EFQM最初由企业使用，最近才被引入学术界。它包含九个在教育背景下转化的因素：领导力、政策与战略、人员、联盟与资源、流程、对人员的影响、对客户的影响、对社会的影响以及组织的关键影响。前五个因素考察活动开展和改进的方式，后四个因素关注影响，即组织活动的效果。改进是通过学习和创新实现的。PCI（穆尼奥斯和萨拉苏阿，2005年）起源于有效的学校改进模式。分析了七个因素（萨拉索拉等人，2003年；比利亚等人，2004年）：制度方法、组织结构、人际关系与共处、辅导与指导、课程、家庭与社区（马丁内斯和加林德斯，2003年）以及管理与服务。该研究考察了上述两种质量体系（EFQM和PCI）对教育中心的影响。“影响”一词被理解为教育中心内部和外部所经历的变化。考虑到所取得的变化和效果，它必须长期可持续，作为改进的证据。定量分析集中在两个维度上。第一个维度涉及教育政策的三个关键因素：教育规划、沟通以及对教师的支持与奖励。第二个维度包括与教育机构管理过程相关的三个因素：组织氛围、教学与学习过程以及与社区的关系。
