Abstract
Purpose of paper: Today the search for quality is present in all public and private activities. Public managers are required to make maximum use of their budgets. It is necessary “to do more with less”. The institutions of higher education (IHE) are no exception to this general requirement. The IHE are immersed in internal and external processes to achieve the highest quality in their services. The evaluation of IHE should be a common practice. This in turn requires a proven methodology, ensuring the highest quality of the services offered. Therefore, the participation of IHE in curricula and assessment projects, allows awareness of weaknesses and threats, and turns them into strengths and opportunities. The aim of this article is to point out the relevance of these issues for the IHE.
Design, methodology and approach: This will involve a theoretical approach to the concept of quality in general, to subsequently deepen the implementation and outcome of quality systems in the IHE. In addition, the great potential of this important tool in the management of public resources will be designated, as well as the main limitations encountered. This study is complemented by determining the applicability of quality systems in the IHE in Spain, through a study of the main initiatives undertaken at these institutions, completing the work with a series of conclusions based on what is stated in the preceding paragraphs.
Findings: The approach of this article will allow analysis and reflection, both from a theoretical and practical perspective of what quality should be in the IHE, conducting a comprehensive review of the most recent economic literature on these issues. At the same time, some of the most important results of the introduction of quality procedures in IHE will be presented.
Theoretical and practical implications: This article aims at defining the actions that are being carried out in the IHE and their potential benefits, both for educational institution users and funders of this public service. It should not be ignored that IHE must manage their resources in the best possible way and this happens, inevitably, to ensure quality in all the processes that are carried out. Efficiency is a maxim that must be met and therefore the mechanisms that guarantee quality must be present on the day-to-day basis of the IHE. This is even more important when significant budgetary restrictions are evident. Those institutions that manage their resources better and maximise their results from a given level of resources are examples of reference for the rest of IHE.
Research implications: The implications of this article are of interest, both from a theoretical and practical perspective, since the results are widely used in the reality of the Spanish University. The results will help determine to what extent the IHE in Spain are on the road to ensuring the highest quality of the services offered. The IHE should take into account the contents of this article in order to improve their internal action plans. Without a doubt, this will result in improved academic, research and transfer results, but at the same time, ensuring more and better resources in the financing of these institutions.
Originality and value: In addition, this article will indicate the degree of adaptation of the IHE in Spain to the growing demand for quality by educational administrations, ensuring added value and originality to the objective of this publication.
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Notes
- 1.
- 2.
This appreciation also appears in Dodds, Monroe, and Grewal (1991).
- 3.
This approach is also contained in Babin, Darden, and Griffin (1994).
- 4.
In recent years, the European Education System has tried to introduce quality indicators at all levels, changing a much more abstract concept of quality to something more measurable and concrete, by using quantitative and qualitative methods.
- 5.
The potential impacts of the accreditation process changes include qualifications, institutional policies and improvements in the process of strategic assessment and greater integration between educational demand and supply.
- 6.
Both the LOU and the LOM-LOU establish the need for accreditation of centres of higher education, based on the model of the European Foundation for Quality Management (EFQM).
- 7.
Quality accreditation is the process that allows to create and promote a quality education, convert the evaluation of institutions of higher education into something common, in order to improve accountability and strengthen the internal and external analysis for strategic decision-making.
- 8.
The EAHE establish that the supervision of the quality of institutions of higher education must be competition of each national (or regional) agency. In Europe, the reference is the European Association for Quality Assurance in Higher Education (ENQA).
- 9.
This is precisely one of the recommendations of the World Conference on higher education in 2009, where it is designated that the public (and private) sector are obliged to ensure a quality higher education, and must create this national accreditation bodies that allow the achievement of this objective.
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Vaquero-García, A., Ferreiro-Seoane, F.J., Rueda-Armengot, C. (2015). Quality in the Spanish University System: Challenges and Opportunities. In: Peris-Ortiz, M., Álvarez-García, J., Rueda-Armengot, C. (eds) Achieving Competitive Advantage through Quality Management. Springer, Cham. https://doi.org/10.1007/978-3-319-17251-4_13
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