Institution Building and Quality Education
Master ProgrammeDevelopment fo
School Leade
Professor Gyöngyvér Hervainé Szabó PhD dr. habil
Head of Department of Applied Social Studies
Vice-Rector for Development and Quality Managemen
Institution building and quality
education
Common value development through education by service science
Students
Teachers
Students needs
Social resources: status
Family relationship
Educational relationships
Groupes reltionship by
programmes
Relationship
with
professional institutions,
Cultural resources: basic
knowledge,
learning
abilities, thinking,
Prospects for future, peer
models,
personal
life
history, family expectations,
spatial
resources
for
learning
Physical resources: senso
motoric abilities, emotions,
energies, communication
abilities.
Allocation
and
authority
ability
Students
operational
resources
Teachers
operation
al
resources
Goals, Life roles
Life projects, Life narrratives
Results of
education
Institution building and quality
education
Social resources: social
networks,
professional,
economic status, level of
education
and
professionalism,
professional relationships,
Family resources
Allocation
and
authority
ability
Cultural
resources:
specialised
knowledge,
didactic ability and culture,
library,
departmental
culture, physical resources
for teaching
Physical
resources:
emotional
intelligence,
voice, energie, emotions,
communication ability
KJU education service coproduction model : value and quality
KJU in educational processes
• Information giving
• Educational Programme development
• Student and learning administration
• Education and personal development
• Mesuring and Evaluation Progress
Student in educationa processes
• Asking information, understanding own
needs
• Understanding education programmes
ands specification for jobs
• Personal portfolio, plans for semesters,
• Learning (contact ours, tasks, practice
• Exams, projects other tasks
Interactions, processes, values
Values and quality in educational processes
• Results of education as value dvelopment,
growing prestige for programme
• Growing prestige for teachers
• Growing value of diplomes
• Jobs for graduated students
• Growing percent of inhabitants with
diplomes in local areas
• Growing attractive capability of localities
Value and effectiveness in learning processes
• Effectiveness of learning as growing prestige
with value creating
• Growing prestige for students
• Growing number of diplomes
• Growing number of competitive jobs, and good
salaries for students
• Firms became interested in human capital
development, in inner trainings
• Growing social economical value of firms
Institution building and quality
education
Main question: How we can develop schools into high performance
organisations , comparable to excellent business organisations?
KJUAS pedagogical model: profession centric teacher education
The concept of
MA teacher in quality development, or
MA teacher in institution development
had a more complex task.
The core concept of the programme
have to be around
teacher as professional personality for school development.
29th October 2012.
Aarau
Institution building and quality
education
Dublin descriptors vocabulary
The word ‘professional’ is used in the descriptors in its broadest sense, relating to
those attributes relevant to undertaking work or a vocation and that involves the
application of some aspects of advanced learning.
The word ‘competence’ is used in the descriptors in its broadest sense, allowing for
gradation of abilities or skills. It is not used in the narrower sense identified
solely on the basis of a ‘yes/no’ assessment.
The word ‘research’ is used to cover a wide variety of activities, with the context
often related to a field of study; the term is used here to represent a careful
study or investigation based on a systematic understanding and critical
awareness of knowledge. The word is used in an inclusive way to accommodate
the range of activities that support original and innovative work in the whole
range of academic, professional and technological fields, including the
humanities, and traditional, performing, and other creative arts. It is not used in
any limited or restricted sense, or relating solely to a traditional 'scientific
method'.
Institution building and quality
education
Comparing competencies and capabilities
Theme
Competencies
Capabilities ( abilities, competencies and
knowledge)
Economics, social justice and quality theories
Disciplines Work sociology
Management
Focused
Autonomy for doing job
Personal development through different
development cycles, work sycles, freedom for
decisions, capability for participation
Context
Narrow
Goals and tasks are focused for
one organisation, where the
individual is employed
Individual abilities for using
possibilities and resources to gain
goals developed by organisations
and leaders
Large, embedded into context by timely and
spatially organised personal and professional
life of individual
Definition
Capability factors: freedoms for individual
decisions, personal performance, capability
for realisation goals for pupils, capability for
relaxed, open and emotionally right oppinion
giving
Institution building and quality
education
Main challenges in programme development
1. We had an official competency description system – it is similar to ISO
quality system management course, and EFQM self-evaluation programme.
The model was a mix of ISO 9001 and EFQM model, and elements of so called
Comenius 2000 model, a TQM based model for schools – like a postgraduate
programme, practice oriented
2. European Qualifications Framework for Life Long learning, and Dublin
descriptors:
highly specialised knowledge, some of which is at the forefront of
knowledge
in a field of work or study, as the basis for original thinking
and/or research, critical awareness of knowledge issues in a field and at
the interface between different fields, specialised problem-solving skills
required in research and/or innovation in order to develop new knowledge
and procedures and to integrate knowledge from different fields
manage and transform work or study contexts that are complex, unpredictable
and require new strategic approaches take responsibility for contributing
to professional knowledge and practice and/or for reviewing the strategic
performance of teams
Institution building and quality
education
Competencies in Ma in quality development teachers- specialised
leadersip capabilities
Understanding Quality matters in EU; quality philosophies, quality management
systems, models (TQM, minőségfilozófiák, minőségirányítási rendszerek,
modellek (ISO, TQM, EFQM, ), special educational system models developed
in Hungary and other countries
Institutional evaluation, self evaluations in European countries and Hungary
Human factors in case of quality development capabilities: role of changes in
human life and life of organisations Quality development tools and
techniques, data collecting and analysing, development measurement tools,
databases…
Quality development as part of strategic development: institutional quality
programmes, development programmes, edcational programmes projects in
educational organisations. Partnership analyses, needs and satisfaction
analyses, using theirs results in quality development, organisational
processes.
Special features of quality management in different type of elementary, grammar
and vocational institutions, institutions for special purposes.
Special competencies concerning practices : cooperation, team work, goal
setting, planning, program and project management.
Quality education didactic in schools: understanding international trends in
educational quality management, challanges in case of public education.
Institution building and quality
education
Dublin Descriptors for Master Level – a more capabilty oriented
approach
Knowledge and understanding: a systematic understanding of
their field of study concerning leadership and quality
management and mastery of the methods of research*
associated with quality.
Applying knowledge and understanding: problem solving
abilities [applied] in schools or other education service
environments within broader (or multidisciplinary) social and
local contexts ..
Making judgements: capable of critical analysis, evaluation and
synthesis of new and complex ideas concerning school
development
Communication: master level in case of school leadership to
specialist and non-specialist audiences, teachers, students,
parents.
Learning skills : study in a new manner that largely self-directed
and autonomous..
Institution building and quality
education
Structure MA Programme Teacher in Quality Development
Ist modul: Knowledge Society and Strategy
1. Basic
Strategic planning and
leadership in 21st
century
Quality strategy
Contact
24
Strategic planning project
seminar
Strategic Planning in
school seminar
5
exam
6
6
Institution building and quality
education
5
2nd modul: Approaches to Quality
2. Subject Quality development
Contact
Introduction to theory of Social
24
Quality
Exam
Quality development:excellence
6
models
3. Subject
Bábosik
Comparative approaches to
20
educational quality
Project seminar
Quality models in European
Public Policy and Public
5
administration
Quality systems for public
exam
education, vocational education
5
and adult education in Europe
Quality in higher education
5
Urban and rural inequalities and
quality education
5
Institution building and quality
education
5
5
5
5
3rd modul: Quality literacy ,knowledge, expert learning, innovation and analyse
4. Subject
Contacts
Practice
Quality methods, tecniques, models
24
Using quality techniques in education
Quantitative and qualitative methods
Action research in education
5. Subject
6
5
6
practice
5
5
5
Quality education didactics: social life
competencies and quality
Professional quality development
teacher
Motivation and learning: classroom
management a quality approach
Helping student learning
6. Subject
Organisational culture and Innovation
Quality development and supervision
7. Subject
Performance management in Schools
Schools and competitiveness
Higher education competitiveness
20
Practice
5
5
5
5
Szabó Péter
20
10
Hercz Mária
Institution building and quality
education
5
Practice
5
5
24
6
6
Practice
5
4th modul: participative processes of quality development: internship modul
9. Subject
Contacts
Self-evaluation : applying for
quality awards
5
15
5
Quality results evaluations:
evaluation of institutional quality
culture
15
Group practice
60
Prepearing for group practice
10
Gyakorlati jegy
Individual Practice: student
portfolio
Thesises
Institution building and quality
education
5
Response to didactic principles – development of cognitive
resources for students
1. Introductory course
Appreciative inquiry
2. Master in teacher for quality development
Personal Balanced Score Card
3. For teachers of Applied Studies Department
Personal Balanced Score Card
5. Department Management Philosophy
Business Score Card and service science approach
Institution building and quality
education
Using Appreciative Inquiry in MA teacher in Quality Management
Principle 1. The words can develop worlds – self- fullfilement strategies
Stratégy 1.Opening positive roots from student personality, strengths
individually, groups, for development
Principle 2. Positive self image can develop positive activity, moving to
positive strengths, empowerment of students
Stratégy 2. 1. We have to think the future of students, what He or She wants to
gain individually or in groups
Principle 3. Quality of relationships is key to success, effective teamwork,
real and open communication creativity and innovation, leadership tasks
for students
Stratégy 3. Sharing experiences, stories for developing quality based
relationships, empathy, mutuality, honour, originality and secure
athmosphere
Principle 4. Opening deep and closed possibilities in persons, new
perspectives and alternatives for them
Stratégy 4. Deepening relationship among actors of education: understanding
theirs perspectives on the basis of diversity and common goals
Institution building and quality
education
Appreciative Inquiry as a coaching technique in forming students
learning
• Explore the
best
performances
• Thinking about
what can be
Discovery
To think
the
dreams
Forming
our fate
Planning
the
dreams
• Understanding
consequency
for
doing or delaying
activities
Institution building and quality
education
• To think about
activities
needed for
dreams
5 D model using
appreciative inquiry
Institution building and quality
education
Business Score Card
Institution building and quality
education
Using Personal Business Core Card for development capability of
students for leadership roles
Personal BSC
Organisational BSC
Personal Mission,
Organisational Mission
Personal Vision
Organisational Vision
Personal Roles
Organisational Values
Personal Critical Success Factors
Organisational Critical Success
Factors
Personal Goals and Tasks
Organisational Goals and Tasks
Personal Performance
Measurements and Indicators
Organisational performance
Measures and Indicators
Personal Development Actions
Organisational Developments
Actions
Institution building and quality
education
PBSC for capability of students for leadership roles
• Self image, self
knowledge
• Behavior
embedded in
everyday
activity
• Self reflections
• Personal
intentions,
identity, ideals,
values
• Personal drivers
Personal
ambitions
Individual
learning
Personal
ambitions
Individual
learning
Common
ambition
Collective
learning
Common
ambition
Collective
learning
• Organisational
roles and
identity
• Common
intentions,
values
• Common
image,
knowledge,
collective
behavior
Motivation, selfmanagement, pleasure, added value, win-win position, inner
engagement, ethical behavior, less stress and work out sindrome
Institution building and quality
education
Coproduction value development : Personal Business Score Card for
teachers
Financial perspectives
• Good status and life role orientation model
• Gaining leadership statuses
• Alternative incomes for teachers
• Better income possibilities
Understanding
students needs
• Needs assessment with AI and PBSC
• Development high value subject content
• Measuring student performance
• Measuring students results and satisfaction
Understanding
educational
processes
perspective
• Competencies for researching subjects, research
and foreign language competencies
• Knowledge of profession
• Didactic and student performance measurement
competencies
• Competencies for administrative and emotional life
management: AI, BSC, PBSC, Strategy map
• Understing contexts for curriculum, institutional
goals
• Innovations, innovative teams in education, new
Learning processes
motivations
perspective
• Training of teachers, professional relations
• Individual, group and network management
Institution building and quality
education
Summary: development competency and capabilities of students and
university teachers using business and quality methods
1. Student in MA education: Appreciative inquiry
2. Understanding school development: Balance Score Card
3. Ma in quality development teacher:
Personal Balanced Score Card
4. Training for teachers: AI as training for coaching
Personal Balanced Score Card for teachers, to fulfill roles
5. Department management:
BSC and Service Science approach in co-production of
values in education
Institution building and quality
education
Main expectations from the programmes
Students: mostly 35 – 57 years olds people
motivation personal aims: to get or fulfill leadeship roles, new leaders, to
influence others without formal power
personal carrier aims: to get a new degree, to get a new salary
personal development aims: new capabilities, new communication style,
business style document development
personal development aims.: new research capability development
Collective aims: how to help theirs school from closing, or get for it new
role
University teachers:
to rise knowledge level in quality literacy
help to understand expectation of founders, local authorities, quest for
quality
drive to develop teachers capabilities as „social engineers” for a better
society and better school, to understand a new role of teachers in society
Institution building and quality
education
Problems and conflicts in approaches
Students: were waiting education for practice knowledge
Teachers: were waiting people with good communication capabilities
First shocks: public school teachers were weak in academic writings, one
third of them was very weak in computer literacy
Methods: sound coaching in academic writing – an essay was given back
3-4 times to rewrite
Teachers were very creative in using school document, it was difficult to
make a decision whose job the document was
Teachers were good in team tasks, and this helped them to fulfill students
role in situation
Institution building and quality
education
Results: close to 100 students were awarded with diploma MA
teacher in Quality Development in 5 year
Students:
20 % of students was declaring high satisfaction with programme
75 % of students was very satisfied
5 % of students was mostly satisfied.
Former students became regularly attenders at quality conferences
We could develop experts and regular conference speakers
They became active persons in education policy formation
Teachers:
The programme made university teachers very enthusiastic
It was a new model for renewing hgigher education didactics
They could get a national fame together with other 2 programmes
It was influenced for other departments culture, too.
Institution building and quality
education
Thank You for Your attention!
Institution building and quality
education