Bazaluk Oleg, Pavlychenko Artem, Yavorska Olena, Nesterova Olha, Tsopa Vitaliy, Cheberiachko Serhii, Deryugin Oleg, Lozynskyi Vasyl
Belt and Road Initiative Center for Chinese-European Studies (BRICCES), Guangdong University of Petrochemical Technology, Maoming, 525000, China.
Department of Ecology and Technologies of Environmental Protection, Dnipro University of Technology, Dnipro, 49005, Ukraine.
Sci Rep. 2024 Feb 17;14(1):3977. doi: 10.1038/s41598-024-53455-9.
The purpose of this paper is to improve the risk management process in the quality management system of higher education, taking into account the hazardous factors that increase the probability of occurrence and severity of consequences of undesirable events, as well as favorable factors that reduce the probability of occurrence and severity of consequences of hazardous events. The basis of risk management in the quality management systems of higher education institutions is the "Bowtie" method, which involves six main steps of identifying inconsistency, determining the impact of hazardous and favorable factors according to the impact group, ranking hazardous and favorable factors, calculating risk, substantiating precautionary measures and checking calculations. To rank hazardous and favorable factors, the authors used the "Decision Making Trial and Evaluation" method (hereinafter-DE-MATEL), which is based on paired comparison and decision-making tools based on graph theory. An improved process is proposed for risk assessment, which differs from the known ones by the presence of the identification of the cause-and-effect relationship "hazard (inconsistency)-hazardous event-consequences", identification of hazardous and favorable factors of the internal and external environment that affect the probability and/or the degree of severity of a hazardous event-the appearance of an inconsistency, which is carried out after the inconsistency has been determined; determination of causal hazardous and favorable factors by an acceptable method. Registers of inconsistencies (hazards), hazardous and favorable factors have been developed and proposed based on the requirements for accreditation of educational programs and the international standard ISO 9001:2015, which will allow, based on a risk-oriented approach, to provide a basis for setting the goals of a higher education institution under martial law in order to guarantee effective implementation of the mission and strategy. They are proposed for decision-making in the quality management systems of educational organizations on the substantiation of precautionary or corrective measures based on ranking the risks from identified inconsistencies, which are determined taking into account the impact of the entire set of identified significant hazardous and favorable factors. The value of this paper is to improve the quality risk management process in educational organizations, taking into account the impact of hazardous and favorable factors, and to develop an appropriate step-by-step algorithm of actions and a risk assessment form.
本文旨在改进高等教育质量管理体系中的风险管理流程，同时考虑到会增加不良事件发生概率和后果严重性的危险因素，以及会降低危险事件发生概率和后果严重性的有利因素。高等教育机构质量管理体系中风险管理的基础是“蝴蝶结”方法，该方法包括识别不一致性、根据影响类别确定危险和有利因素的影响、对危险和有利因素进行排序、计算风险、论证预防措施以及检查计算结果这六个主要步骤。为了对危险和有利因素进行排序，作者使用了“决策试验与评价实验室”方法（以下简称DE-MATEL），该方法基于成对比较和基于图论的决策工具。本文提出了一种改进的风险评估流程，它与已知流程的不同之处在于，存在对“危害（不一致性）-危险事件-后果”因果关系的识别、对影响危险事件发生概率和/或严重程度（即不一致性出现）的内部和外部环境中的危险和有利因素的识别，这是在确定不一致性之后进行的；通过可接受的方法确定因果危险和有利因素。基于教育项目认证要求和国际标准ISO 9001:2015，开发并提出了不一致性（危害）、危险和有利因素的登记册，这将基于风险导向方法，为战时状态下高等教育机构设定目标提供依据，以确保使命和战略的有效实施。这些登记册被提议用于教育组织质量管理体系中的决策，以便根据对已识别不一致性的风险排序来论证预防或纠正措施，而这些不一致性是在考虑所有已识别的重大危险和有利因素的影响后确定的。本文的价值在于改进教育组织中的质量风险管理流程，同时考虑危险和有利因素的影响，并开发适当的分步行动算法和风险评估表。
