Noi politici în domeniul învățământului superior și cercetării [600485]

Alina Narcisa CRIȘAN

PHD THESIS

RESEARCHES AND CONTRIBUTIONS REGARDING THE
IMPROVEMENT OF THE TEACHING -LEARNING –
EVALUATION PROCESSES ALONG THE EDUCATIONAL
CYCLE

Scientific advisor,
Prof. dr. eng. SORIN POPESCU

Commission for PhD thesis evaluation:

PRESIDENT: – Prof.dr.e ng. Petru Berce – Dean of Faculty of Machine Building,
Technical University of Cluj Napoca;
MEMB ERS: – Prof.dr. eng. Sorin Popescu – scientific advisor, Faculty of Machine
Building, Technical University of Cluj Napoca;
– Prof.dr.e ng. Numan Durakbasa – reviewer, Technical University of
Vienna;
– Prof.dr. Viorel Nicolescu – reviewer, University of Bucharest, Faculty of
Psihology and Educational Sciences;
– Prof.dr.e ng. Stelian Brad – reviewer, Faculty of Machine Building,
Technical University of Cluj Napoca;

2011

CHAPTER I: INTRODUC TION

1. Prerequisites and motivation for research
Modern human society undergoes an unprecedented dynamic on all levels and is
experiencing a transition from an industrialized society to a knowledge -based society (post –
industrial). From this assumption, the Lisbon Strategy’ (2001) main aim for the short term
development of the European Union (2001 -2010) was to become the most competitive and
dynamic knowledge -based economy. This phenomenon has direct repercussions on
education providers and especially on higher education as universities are the main sources
of creation and dissemination of knowledge and the main provi der of highly qualified labour
force.
The integration of graduates in the labour market by offering valid qualifications in
agreement with the EU requirements by valuing the competences earned in the years of
study represents the appraisal of academic act ivities. As a consequence, universities must
reshape and adapt their educational offer according to national social -economical
development predictions (on medium and long term) and by considering the competence
and knowledge requirements on the market.
The Ph.D. thesis “ Research and contributions regarding the improvement of quality of
teaching -learning -evaluation processes in the stages of an educational cycle ” is part of
current preoccupations concerning the quality of education as a necessity, both on a
national level, as well as a European and international level.
Nowadays, most measures initiated in what educational quality is concerned in
general, and academic education in particular, focus mainly on issues related to the
administrative entity in an institution and ignore the essential aspect of any type of
educat ion that gives added value: the teaching -learning process. This paper aims at the
improvement of quality in academic education in a precise and sustainable manner by
providing theoretical and practical contributions regarding the design and implementation of
the educational process centred on competence development.
Through this research project we present a holistic approach to the quality of the
academic product – knowledge – starting with the quality of study programs and of the
courses offered, and goi ng into detail to specific teaching -learning -evaluation sequences.
Assuming that anything well made has been previously given some thought , the quality of
any educational measure starts from the prediction phase and from the design phase.
This paper’ goal is to develop a curricular design model in an interdisciplinary manner
by combining knowledge and competence from two different areas – educational sciences
and quality management (by the use of advanced specific tools, techniques and methods).
The debate of this research subject as a Ph.D. thesis is a natural consequence of the
candidate’s preoccupations in the field: a teaching practitioner, working both in the
academic environment and in the preacademic one as well, member of the Department of
Instructio n of Faculty Members of the Technical University in Cluj -Napoca (UTCN),
researcher in educational sciences.

2. Relevance of research
In the following , we sintetically underline the special importance given to the quality
subject in higher education; Chapt er 2 will comprise a detailed debate of the subject:
Synthesis of current situation of higher education and its quality.
Thus, some approaches regarding the performance of universities are already known
internationally as rankings and classifications: Academic Ranking of World Universities
(Shanghai Ranking ), QS World University Rankings or Times Higher Education World
University Rankings . In just a few years from their creation, these models that are
somewhat similar in approach to excellence models (e.g. EFQM or MBNQA) for companies in
the quality domain, global evaluation methods appeared for academic performance also
have the potential to become in the near future promotion factors of change in univerisites.
Nationally, the changes in 2005 imposed by Ordonance no. 75 concerning educational
quality assurance, respectively the establishment of the Romanian Agency for Quality
Assurance in Higher education (ARACIS), have lead to the set up of the institutional base
necessary for the evaluation of Romani an universities and their study programs from a
qualitative perspective. Subsequently, the drastic changes brought by Law no. 1/2011 –
National Education Law and future regulations are also very important. In this respect, we
only mention the classificatio n process of universities based on their performance, the new
code of postgraduate studies or the student status, elaborated for the first time in Romania,
all legislative tools with a major impact on the quality of higher education, claiming the
necessity of modern and innovative approaches in the field.
3. Role of researh
The major effect of the research undertaken by the Ph.D. candidate envisions three
interconected dimensions:
a. ‘University’ dimension
Competition in an higher educat institution is given among other factors by the quality
of study programs.
As a promoter of knowledge and main provider of highly qualified labour force, the
university is called to contribute to the welfare of society by e quipping individuals with that
package of knowledge, skills and competences that allows them to integrate in the labour
force market in the area of specialization they chose, and especially to create those tools
that will enable them to adapt continuously to the requests of a society in continuous
change.
In this respect, the research contributes to the increase of university competitiveness
with a structured approach to designing customized academic study programs (taking into
consideration the expressed k nowledge requests) and to the elaboration of a complex
design three -phase model based on the usage of advanced quality management
instruments, techniques and methods.
b. ‘Society and economic environment’ dimension
By identifying real needs of knowledge obs erved in the labour market and by
developing them through the designed study program, equipped graduates are expected to
be provided , graduates that will contribute to the welfare of the economic environment and
society (based on knowledge) in general, by transfer of knowledge and consequently,
productivity .

c. ‘Graduate’ dimension
In what this dimension is concerned, the research is trying to develop those graduate
competences that will enable them to be usefully and productivelly inserted in the modern
society, namely the assurance of his own personal welfare.
4. General objective o f research
The action undertaken by the candidate has been channelled towards the
identification and analysis of real knowledge/competence needs expressed by clients and
interested parties, and the promotion through the study program of valid qualificatio ns on
the labour market, in agreement with the National Qualification Framework (NQF) and the
European Qualification Framework (EQF) ; the case study envisioned the Master program
Quality Management and Engineering in the Technical University on Cluj -Napoca. In order to
achieve this, the development of a theoretical three -phase universally -acknowledged model
of curricular design in high er education has been necessary, starting from the study
program, the course and the basic teaching activities.
5. Specific objectives of research and instruments used
After taking on the challenge, the work plan of the research has focused towards the
following objectives:
– Identification of need and opportunity of quality assurance in the design process of
study programs in general, and in engineering in particular;
– Initiation of a design process for study programs which will offer qualifications
according to EQF and NQF (labour force mobility in a global society);
– Identification of clients and interested parties of the study program;
– Identification of real competence needs expressed on the labour market ;
– Identification of implicit and explicit learning nee ds of students, related to a
particular study program ;
– Making of an inventory of determinant factors of the quality of study programs as
they are defined by interested parties ;
– Identification of innovation opportunities in engineering study programs by usi ng
the Quality Function Deployment (QFD) method ;
– Identification of possible dysfunctionalities/failures and identification of possible
ways to resolve them in the study program, from the design phase by using the Failure
Modes and Effects Analysis (FMEA) method ;
– Highlighting the importance of using advanced quality management techniques and
methods in curricular design;
– Approach the main university processes in terms of the client -provider relationship
(by complying with the principles of quality) ;
– Usage of advanced techniques and methods from quality management in the
enhancement of teaching -learning -evaluation strategies (use of QFD method in various
stages of the presented model, from designing a study program to specific teaching -learning
sequences, r isk analysis by usage of FMEA method both in the planning stage, as well as in
the development stage of the study program, etc.);

– Elaboration of conclusions, proposals and recommendations for specialists in the
educational domain in order to value informat ion regarding the usage of advanced tools,
techniques and methods of quality management in the continuous optimization and
improvement of teaching -learning -evaluation processes in higher technical education.
6. Research hypothesis
As in any similar situation, for a successful development of the research, the following
symplifing hypotheses and potential limitations of the issued conclusions have been taken
into consideration:
– If the study programs are designed in agreement with the expressed requirements
on the labour force market, then the insertion degree of graduates in their area of
specialization also increases.
– If client and interested party requirements and expectations (voice of customer) are
considered in the curricular desi gn, then the academic product (study program, course, etc.)
is a competitive one .
– If quality management specific instruments, techniques and methods are used in
curricular design, the efficiency and efficacy of study programs also increase.
– The more innov ation paths are identified in the educational process, the more the
improvement posibility of its quality is enhanced.

CHAPTER 2 : SUMMARY OF THE ACTUAL STATE REGARDING HIGHER
EDUCATION AND ITS QUALITY
• The chapter has as its starting point the issue of higher education and the challenges
that come form the contemporary world and have to be answered. The most important of
these is globalization, which by its effects, has an impact on higher education, as the main
responsable for producing and transmitt ing updated information, the training of skilled labor
and its integration on the market. A related phenomenon of globalization is the
phenomenon of massification , appeared as a result of promoting the idea that moders
society is and must be a knowledge so ciety . Consequently, economic development is
achived by developing a knowledge society through education and training emphasis. This
leads to the reconsideration of the social function of higher education, which gradually loses
its status of education for the elites, in favor of open education, for the masses.
• Massification rises the question of maintaining the quality of academic processes and
products, preserving and promoting high standards in order to increase competitiveness in
the market of education al services.
• Another challenge which education is facing is given by the informational explosion ,
the exponential increase in the volume of knowledge and unpreceded development of
science and technology which is reflected especially on the curriculum, how to design,
organize and deliver the curriculum.
• The information explosion phenomenon also involves a greater focus on permanent
education (lifelong learning) as an imperative of knowledge – based society, and the
university tends to also include among its components this form of education.
• Also this chapter deals with teh issue of quality assurance in education in general,
and higher education in particular, which appears as a necessity due to mutations occurring
at society’s level.
• In the present context, the university takes the role of an organization providing
services to society, one that competes with other providers of educational services and is
forced to operate under the laws of free market specific to a postmodern society, the law of
demand and s upply and the economic efficiency embodied in profit. Quality becomes a sine
qua non for the university as a whole, in relation to its processes and products.
• Also in this chapter we looked at the global and European framework for quality in
higher education and I presented brief refference documents regarding the European
Union’s policy in this regard.
• In susection National framework regarding quality in higher education we
performed a scan of teh current state of quality in higher education in Roma nia pointing out
key moments, and responsable bodies and institutions and we brought into attention some
documents revealing the approach initiated.
• Finally we summarized some of the tendedcys regarding higher education and its
quality in accordance with the Joint Communiqué of the Commission, Council and European
Parliament no. 208 of May 2006 and the European Union Council Resolution 16096/2007
•
•
•
•

• CHAPTER 3: QUALITY AT THE INSTITUTION, CURRICULUM AND THE TEACHING –
LEARNING PROCESS LEVEL

The third chapter begins by presenting some specific issues regarding quality in higher
education.
In the current context of the knowledge based society, education has become a
„product” with market value, leading universities, as providers of high quality education , to
redefine their own programs, to review the quality of the services offered and to take steps
in order to messure the satisfaction of both customers and stakeholders;the academic
institution had to accept that long – term success is influenced by the q uality of services and
taht this attribute (qaulity) makes the difference between universities.
Also in this chapter, it was tried to explain the term quality and all the concepts
asociated with it regarding the higher education, so the specific of the ac ademic product
was brought to discussion, and also the clients and the stakeholders, focusing on the
student and the vision of him being a customer of the university.
Next, there were summarized the models for quality assurance sustems, operated at
Europ ean and national level.
Regarding the quality of education products , its extent will be determined by the
results of their conduct. Growing need to demonstrate performance inside and outside the
academic community, university relatioship with socio – economic environment are key
factors underlying the current approaches of the qua;ity of the higher education programs
offer. The subchapter dedicated to this topic, also deal with issues relating to assesment and
self – study programs.
The quality of the teaching – learning process involves a student – centred approach
in respect to both of the student’s qualities as being an internal and also an external
customer.
Student – centered education is one of the main lines of actions foreshadowed by the
Bologna Process in European higher education reform . It can not be conceived without the
involvement of the following factors: university students, teachers and last but not least the
educational institution.
The quality of the teaching process, in a narrow sens e, is given by the degree to which
it determines the quantitative and qualitative changes in knowledge, skills, abilities and
students’competences expressed through changes in their behavour.
In extension, the quality of the teaching process, in conjunctio n with the learning
process is given the extent to which graduates of a training program effectivley integrate
into the labor market, contribute to personal and society well – being and have the ability to
continuously adapt to ongoing challeneges imposed by the current global context.
Weimer (2002), in the paper „Learner -Centered Teaching” identified five dimmensions
that are required to be subject to change or could be implemented in order to talk about
teaching and student – centred learning.
Generally these reffer to: the teaching content and its functions, the role of the
teacher, the responsability for learning, the evaluation process and its purpose, namely the
issue of student involvement in the teaching, learning and control processes.

CHAPTER 4: ACTUAL STATE OF KNOWLEDGE REGARDING CURRICULAR DESIGN
In order to ensure normative legitimacy to the model that we propose in Chapter 5,
we tried to offer a theoretical frame of reference for curriculum design, required in order to
sustain the logic of our own development.
In the same context we have examined some of the current approaches and trends in
design in education and we reviewed several design models compatible to our personal
approach.

CHAPTER 5 : A DESIGN MODEL OF A CUSTOMIZED STUDY PROGRAM

The developed model of curricular design proposes a holistic approach, detailed on
three levels: macro, intermediary and micro (the study program, courses, the specific
learning sequence), in an interdisciplinary manner, by combining knowle dge and
competencies from different domains: educational science, management, quality
management (by using instruments, techniques and specific advanced methods). Each sub –
algorithm corresponding to each level supposes the respect of several stages (steps) , which
have methods, techniques and specific instruments, approached in a particular manner.
The model is intended to be a general – valid one, applicable to high education
(bachelor and masters), regardless of specialization.
The proposed model is base d on a well -known approach to curricular design at a
macro level, with reference to the requests of ARACIS (Romanian Agency for Quality
Assurance in Higher Education) but it also introduces new steps by using a mix of methods
and techniques associated to e ach stage. This approach goes in depth, until it reaches the
level of specific learning sequences, respectively the design of didactic strategies.

5.1 Design of a study program

At the level of the study program, as university product, the proposed algorithm
supposes several steps, which will be presented below, by emphasizing personal
contributions:

Moment zero (releaser)

This moment supposes pointing out some problems or nece ssities regarding a new
project, by one of the interested part ies, and initiating a program of systematic
identification of needs, having the purpose of rigorously defining the problem, and
generating the necessary information for the project drafting phas e.
We mention the fact that the interested part ies, wh ich can be the initiator of the
educational project, are not necessarily the designer or the person which implements the
predicted study program.

STEP I : Establishing the team and the responsibilities

This step represents the moment in which the team responsible with the design and
the development of attributions and the implementation of the study program is formed. If
possible, the team should have experienced members with proven competence in the

domain, and it should be heterogeneous from the point of view of expertise area of its
members.

Figure 5.2 Organizing the team involved in the study program design

With the purpose of enhancing the efficiency and efficacy, the existence of a
responsib ilities matrix is mandatory.

Task

Team Identifying the
clients and the
interested
parties Establishing
the results Analyzing the
necessity and
the
opportunity of
study program
design Analyzing
the risks
for each
phase Identifying and
making
priorities of the
desires and
expectations of
clients Describing the
study program
by its
competences …
Coordinator R, V, I R R, V, I, S R, V, I I, V, S
Secretary I I I I
Facilitator I I R R
Member X R R R
Member Y R R R
Member Z I R R
Educational
psychology teacher I C R
Employer X C C C
Employer Y C C C
Employer Z C C C
Student X C C C
Student Y C C C
Student Z C C C
…
R= responsible C= consultant I =informed V= verifies S = signs
Fig. 5.3. The responsibility matrix

STEP 2: Analyzing the necessity and the opportunity of the study program design

This step implies the collection and the analysis of data, which is relevant for the
starting of the design and developing process of the study pr ogram.

Table 5.1. Check – list: indicators of the necessity to design/redesign a study program
a. Extern Yes No More information
needed The method of data
collection
1. The existent program complies with
the need of knowledge of students, on
long and short term
Feedback from students   
Feedback from the employers   
2. The graduates find easily a workplace,   

or they are admitted to other forms of
education
3. The study program complies with the
standards of accreditation (if
applicable)   
4. The education plan is actualized and it
is adapted to the need for change in
the domain   
b. Intern Yes No More information
needed The method of data
collection
5. The wear rate is acceptable   
6. The number of enrolled students is
stable or growing   
7. The quality of students is stable or
growing   
9. The faculty agrees the content and the
unfolding of the existent program   
10
. The feedback from students is
satisfactory   
11
. The students are clearly informed
about the results they are expected to
have   
12
. The students are evaluated in
comparison with the results prefigured   
13
. The evaluation tests and instruments
evidence the students’ competences   
14
. Each student benefits of current and
recovery teaching and learning
activities, necessary for accomplishing
the objectives   

STEP 3: Identifying the clients and the interested parties of the study program (to
whom the study program is addressed)
This step will identify the main categories of clients and interested parties of the study
program, and their requests that will count in the development of the study program. This
identification is realized by using several methods: brainstorming, mind ma p or the tree
diagram.
For this study, we used the mind -map method.

Figure 5.4. Mind map: the clients and the interested parties of study programs

STEP 4: Establishing general outcomes of the study program

The general outcomes of the study program make reference to the results of learning
that are materialized in specific and transversal knowledge and competences of students at
the moment of graduation, compared to the qualifications and the possible jobs that will be
obtained by the program beneficiaries.
In general, the outcomes are derived from the total of training results, and they are
associated with three elements:
 General competences (transversal) that all graduates should have;
 Main specific competences (core competences) for each subject matter,
compulsory for all students;
 Specific competences for each subject matter, on a scale from minimum to
maximum, associated with the individual interest of the student;

STEP 5 : Strategic analysis of phase risks

Each pr oject can be the object of unforeseen situations, risks that could distort the
way things should be. A careful planning including risk management can be benefic related
to any level of curricular projection.
This step implies the analysis of risks afferen t to the design and development of the
study program, with the benefits it could bring, by using the SWOT analysis or the FMEA
method.

Figure 5.6. SWOT analysis regarding the design of a study program

Figure 5.7. FMEA (partial)

STEP 6: Identifying and prioritizing the requests and expectations of interested
parties involved in the study program

This step will identify the requests and the expectations of interested parties having a
major role in the design, development and the implementation of the study program.
In this way, there will be questionnaires applied to students and teachers,
respec tively a focus -group with representatives of the labo ur market (potential employers)
will be organized. The employers could be asked to fill in gemba slips.
The requests and the expectancies will be analyzed and prioritized with the help of
AHP method; th en, they will be “translated” in processes necessary for the study program,
with the help of VOCT method.

Figure 5.8 . An example of a hierarchical system of the requests of interested part ies
regarding the teachers

Figure 5.9. An example of transforming the requests in program specifications

STEP 7 : Finalizing the working team and the responsibilities for each member

In this step, after identifying the requests and expectations of interested part ies, the
structure of the team is finalized, by introducing new members (for example, a teacher who
creates and teaches a course, who was not initially foreseen, but who’s presence is
necessary to satisfy a certain need of knowledge), or by renouncing at those who do not
bring value to the team.

STEP 8: Describing the study program by professional and transversal competences

The description of the program can be made by complying with the CNCSIS
(Romanian National Council for Scientific Research in Higher Education) requests (CNCSIS
matrix), respe ctively EQF (European qualifications framework – EQF).

STEP 9: Identifying the study subject matters by correlating competences and content
areas (courses), respectively establishing the share of these areas
The identified competences are correlated with the content areas and with the subject
matters which lead to the development of the respective competences.

The content areas represent the main curricular fields or interdisciplinary zones in the
study plan, related to the logic of the domain and to the s et of competences that are to be
formed. The content areas have the role of guiding the subsequent development of study
matters.
For this step, we propose the use of QFD method (Quality Function Deployment).

Figure 6.11. An example of unfolding the comp etences in types of discipline s

STEP 10 : Identifying the need to create new courses and to revise the existent ones

This step establishes the new courses that should be created in order to satisfy
competence requirements , based on the competence matrix analysis. For this, we prop osed
the use of verifying lists in order to identify the necessity of designing a new course, or
revising an existent one, and analyzing the factors that influence the success of a new
project.

Table 5.5. Identifying the need to create new courses or to revise an existent one

New course Yes No More
information
needed Methods for data collection
1. Fulfills needs that have not been mentioned by other
courses    Analysis of curricular documents
2. It will allow the elimination of some courses, or it will
reduce the duplication    Analysis of curricular documents
3. It will introduce a new content, necessary for the
development of identified competences    Analysis of curricular documents
4. It will harmonize with the general philosophy of the
study program, regarding the teaching – learning
process, etc Interview, analysis of curricular
documents, etc

STEP 11: Identifying and analyzing the constraints/ restrictions

This step is realized by analyzing the documents inured (the legislation afferent to the
domain): Education Law, European Qualification Frame (EQF), CNCIS, ARACIS requests.
A possible method of identifying and solving the constraints is shortly presented in the
table below:

Table 5.7. A possible modality of identifying and solving the constraints

Constraint Type/Category Source Possible solutions
1
. Professional competences and
their level, teacher degree,
experience;
Human resources ARACIS requests
National legislation
Intern regulation
Employers requests Initiation of personnel
selection
Implication in training
programs
2
. Number of semesters, number of
hours / week and their repartition
on didactic activities (course,
seminary, laboratory courses,
projects) Temporal National legislation
ARACIS requests
EU legislation Education plan
Etc.

STEP 12: Elaborating several possible scenarios of the education plan

The education plan of the university study program is elaborated in accordance with
national and university legislative regulations.
Taking into consideration the study program as a new product of the university, we
propose for this particular phase the use of morphological analysis, as a method of
generating new designing ideas for conceiving new products.

Table 5.8. Morphological matrix of a study program: possible scenario

STEP 13: Analyzing these configurations and selecting the final version

After establishing the applicable scenarios, th e team members will prioritize them
according to some criteria established by mutual agreement, and a coordinator will approve

them. This process can be realized with the help of PUGH method or of the matrix diagram,
having in the end the final version.
In this case, we used as a prioritizing method, for exemplification, the matrix diagram.

5.2. The design at the level of university course

The difference between the design levels is purely formal because the steps overlap in
some areas in what macro and intermediate level design is concerned, especially from the
time unwinding aspect.

STEP 1: Identification of determinant factors for a successful design of a course

In order to identify factors which contribute to the success of designing processes of a
course, we suggest the usage of brainstorming together with Isikawa diagram (cause -effect).

Figure 5.17. Cause -effect diagram: determ inant factors for the succes of a course
design

STEP 2: Establishing fundamental teaching -learning philosophy

Establishing the teaching -learning philosophy represents the starting point in the
design of a course because the way the teacher relates to the student and to learning is
crucial for the entire design process.
In this case, we refer to the educational ap proach centred on the student, specific to
current pedagogy ( student centred learning ) and the teacher centred approach, perceived in
a classical, traditional manner. Each of these approaches has positive and negative aspects,
and this is why we suggest an analysi s using the force -field analysis method .

Figure 5.18. Force -field analysis: approach centred on student versus approach
centred on professor
STEP 3 : Establishing course goals and objectives according to general outcomes of
the study program
Tabel 5.11. Matrix 4W1H applied to the establishing of course objectives
WHO?
Who should take
this course? WHAT?
What should the
students know at
the end of the
course? WHEN?
When should they
study the content?
For how long (how
long should the
course be)? WHY?
Why should students
choose the course? HOW?
How will the
objectives be
accomplished?
– Students,
indidivualised by
faculty, respectively
specialization and
year of study. – Course
objectives
expressing the
predicted
outcomes of
learning.
– Year of study;
– Semester;
– Order/placing of
course in
comparison to other
courses;
– Course duration:
semester, university
year. – Predicted
knowledge and
competence;
– Specialization; – Teaching
activities (courses,
seminars,
laboratories,
projects, etc.) and
teaching -learning
processes.
– Ensuring available
ressources
(material, human,
informational).

STEP 4: Establishing content and course sequences

The next step is the detailed development of course content, process with several
stages included during which methods like brainstorming, affinity diagram and QFD can be
used.
In order to arrange the topics/subjects of the course in a natural and logical
progression, we suggest the usage of an arrow diagram which indicates different ways to go
over a course, followed by the selection of the optimal one (this decision can be influenced
by imposed constraints, like ressource availability).

Tabel 5.10. Diagram of topic/subject ordering in a course

Fig. 5.21. Arrow
diagram: possible ways of
ordering course subjects

Figure 5.22. Correlation of course objectives with content units

As one can observe in drawing 5.22., for the correlation of course objectives with
content units, the QFD method has been used.
For setting periods of formative evaluations (made during the semester) we have used
the Gantt diagram.

STEP 5 : Developing the evaluation strategy of learning outcomes

During this stage, an advantage/disadvantage analysis process has been institued for
the types of summative evaluation, as a collecting, measuring and assessment process of
student outcomes.

NORMATIVE EVALUATION
ADVANTAGES LIMITS
– determines the relative position of the student,
namely how the student compares himself to the
others.
– allows to identify the position of each class
compared to the standards established
institutionally or nationally.
– creates the possibility to measure progress.
– is mostly used in the selection activities.
– the information obtained is too general to
organize the formation process ;
– prestablished standards are often inconvenient for
a particular student (a class) .

CRITERIAL EVALUATION
ADVANTAGES LIMITS
– it measures individual performances of students
in comparison to a specific educational objective.
– it focuses the performance level of only one
student, others’ achievements are irrelevant.
– it is flexible and adaptable to different curricular
typologi es,
– the possibility to measure specific capacities on
several levels;
– it offers the possibilities to identify acceptable
levels of formation of capacities. – the lack of information concerning the relative
position of students in class;
– focus on the lev el of performance of only one
student.
Figure 5.24. Advantages and limitations of normative and citerial evaluation

For the development of the evaluation framework of learning outcomes, we suggest
the initiation of an analysis derived from the PEST method (political environment analisys –
P, economic environment analisys – E, social environment analisys – S, technological

environment analisys – T), namely the STEPLE analisys, which includes legislative analisys (L)
and ethical analisys (E).

Tabel 5.11 . STEPLE analysis

Social environment
analysis (S) Technological
environment
analysis (T) Economical
environment
analysis (E) Political
environment
analysis (P) Legislative analysis
(L)
Ethical analysis (E)

Number of
students;
Initial instruction of
subjects;
Teaching staff
competency;
Evaluation team:
availability,
compatibility. Equipment and
supply ,
Technological
support for
evaluation
(including
information
technology).

Financial ressources
for evaluation vs.
financial ressources
alloted to the
process.
European, national
and institutional
educational policy
regarding
evaluation. Education Law,
Evaluation
methodologies
issued by the
interested parties
(ARACIS)
Institutio nal rules
and regulations. Ensuring
transparency,
corectiveness and
impartiality during
evaluation.

In the following, the initiation of an identification process for adequate examinations
for each type of evaluation is needed, as well as their correlatio n to learning types and
evaluated learning outcomes.

Figure 5.25: Correlation between different evaluation examinations and learning
types/evaluated learning outcomes

For the selection of an evaluation examination considered to be optimal in a given
context, several prioritization methods can be used, e.g. SWOT, PUGH, force –field analysis .

STEP 6 : Designing the teaching and learning process
Now, I suggest the usage of an algorythm inspired from the Six Sigma methodology,
namely DMADV. The method is divided in five stages: definition, measuring, analysis, design
and verification , each of these stages is associated with specific methods and techniques.
In the given cont ext, we shall use DMADV for a structured approach of this phase,
without detailing the methods used, that are presented otherwise during the entire
algorythm.

Figure 5.26. Road -map: structured approach to the teaching -learning process

STEP 7: Identification of possible configurations of the course

In this stage, taking into consideration the reasoning from phase one of the design
algorythm, the usage of a morphological analysis is recommended in order to identify
possible configurations, as we ll as the selection of a few feasible variants.

Figure 5.30. Morphological analysis of a course – unfeasible configuration containing
contradictory aspects

In the above figure , I have presented a variant in which the combination of different
sub-elem ents generates incompatibilities: for example, adopting a teacher centred
philosophy in an online course and teaching such a course in an amphitheatre, with weekly
meetings is practically impossible.

STEP 8: Establishing final configuration

In this stage, the selection criteria of the final variant of the course are set, criteria
which will analyse the possible configurations and the final scenarios will be determined.
This is where methods such as PUGH, the matrix diagram, SWOT and the for ce field
analysis are used .
In order to exemplify, we used the PUGH method.

Figure 5.33. Selecting the final scenario of the course: the PUGH method

STEP 9 : Course evaluation

For this stage, the evaluation plan of the course is settled.
It is important to keep in mind that the first step in increasing course quality is the
constant preoccupation regarding the way it develops, respectively to obtain as much
evidence as possible from interested parties in various ways, as one can see in the tabel
below.

Tabel 5.15. Course evaluation methods versus interested parties
Course evaluation method Students Employers Other teaching
staff
– Face -to-face interview X X X
– Questionnaire; X X X
– Five-minute essay. X

Nevertheless the most common and usual method to evaluate a course is by
questionnaire which can be applied to all interested parties, leading to an economy of time,
human and material ressources if it is applied online. In the following, we present a general
questionnaire, applicable for the evaluation of several courses from various areas of
expertise.
Thus, the candidate suggests the use of a six -dimension questionnaire, inquiring:
general information, assessment of professor, assessment of course content, assessment of
teaching strategies, assessment of evaluation and general assessment regrading the course.

5.3. The curricular design at the particular teaching -learning sequence level

This phase of the algorythm, characterized by a ve ry high level of specificity and the
shortest time span intends to develop the strategies adequate to each particular teaching –
learning sequence (course or applications: seminar, laboratories) The quality, respectively
the success of the study programme as a whole is given by the quality of each course, as well
as the quality of each particular course is also given, equally, by the quality of each of its
components, including the teachig strategies used by the teacher in pursuing the pre –
planned goals.
Step 1: The a nalysis and classification of the didactic strategies, according to the
assumed teaching philosophy.
The projection of a didactic strategy involves taking into consideration all the
relationships established between the elements that form the educational system: -finalities,
content, methods, forms of management, the system of the didactic enterprises (al l of these
being in a permenant state of inter -conditioning) and determine the option for a particular
strategy or the other.
Accordig to the assumed teaching strategy, the didactic strategies can be divided into
classical/traditional/magistral strategies , centred on teaching and modern/interactive
strategies centred on learning. In order to identify the typology of the appropriate teaching
strategies, according to the general philosophy of the study programme we propose using
the SWOT analysis by taking i not consideration both the traditional strategies and the
modern ones. (fig. 5.34, 5.35 .).

Fig. 5.34. SWOT analisys – traditional strategie s

Fig. 5.35. SWOT analysis – interactive strategies
Step 2. The analysis of the finalities (operational objectives), respectively of the
expected results and the report of the teaching -learnign methods to them.
In order to identify the appropriate teaching methods to the intended objectives we
propose the use of t hr QFD method. The matrix intorduced in the followings has only an
explanatory, theoretical character and presents the the possible correlations between the
generic objectives and a random method selection.

Fig. 5.37. QFD: obiective versus met hods
Step 3: The analysis of the contents that are to be taught and their report to methods
The methodology (the ensemble of the methods used by the teacher in the teaching –
learning process) is determined by factors as: the organization and structure of the
inform ations’ content, the level of abstractization and generalization of the knowledge
contents, their adaptation and presentation in the teaching materials. An informational
content can be taught differently, according to the used strategies and other componen ts as:
human resources, time, materials etc
At this stage you can use methods as QFD , or the diagram of relationships.
Stage 4: The analysis of the organizational forms of the collective by report to
methods, content, objectives and report to resources;
In projecting the didactic strategies, the teacher must harmonize the methods,
procedures and organizational forms of the collective with the content that is to be taught,
obviously, through report to the available resources, in order to reach the intended goals.
In the following, we are going to present a possible matrix of the correspondences
between methods , respectively forms of organization.

Table 5.19 The matrix of the correspondences: methods – forms of organization
(partial exemplification)
Forms of
organization

Met hods Frontal Individual Microgroups
/teams Pairs Mixed activities
Explanation X
Description X
Lecture X
Sinectics
Case study X X X X
Brainstorming X
Thinking caps X
Starbusting X
Lotus X
…
Step 5: The analysis of the educational resources
The quality of a pedagogical project is determined among other things by the quantity,
the quality and the structure of the educational resources . You ca take into consideration as
educational only those elements of the educational process that have a limited character
The resources needed as well as their availability are to be established by the teacher
using a check list, we also have to mention here the fact that the availability of the res ources
can be one of the factors that are part of the restraints when we chose one strategy over the
other.
Table 5.20. Checklist: establishing the resources necessary for the educational activities
Human resources YES NO DON’T
KNOW
In the case of team teaching is/are the teacher/s involved
available? □ □ □
Is/are the teacher/s involved familiar with the chosen didactic
strategy? □ □ □
Are the participant students many enough for the chosen
activity? □ □ □
Do the students have aptitudes for the work team and do they
have the desire to socialize? □ □ □
Do the students have a minimum of communication skills? □ □ □
Do the students have the basic necessary knowledge? □ □ □
Are the students motivated enough? □ □ □
Material r esources
Are there available rooms for courses/seminaries/laboratories? □ □ □
Are the rooms adequate as dimensions, lighting, furniture
disposition, number of chairs etc? □ □ □
Are the supporting materials enough and available (worksheets, □ □ □

Step 6: Developing preliminary scenarios
In this stage, based o the morphological analysis (the technique of the recomposition)
all the elements that are body parts of an interactive didactic strategy, developed in specific
sub-elements are to be taken into consideration: contents, methods, organizationa forms,
resources.
Step 8: The i mplementation of the chosen didactic strategy
This stage consists of the actual application into practice of the teaching -learning
activities through the chosen strategies, according to the pre -established schedule.
Step 9: The evaluation of the didactic strategies and the identification of the
improvement opportunities
The evaluation of the used didactic strategies can be done in the following ways:
a. by reporting the learning results to the objectives (measure of the didactic
strategy efficiency) , based on the results we obtained through formative and summative
evaluations .
In the case of the formative evaluations, the progressive ones, you can use in the end
of the didactic activity (course/seminar/laboratory) two very effective tecniques, that d o not
consume many resources and get complex information: the five minute essay, the „I know – I
want to know – I learned” technique.
b. by identifying the satisfaction degree of the students regarding the used strategies
using polls (questionnaires or face -to-face interiews) respectively focus groups).

books, exercise books etc) ?
Are the necessary technical equipement and devices available? □ □ □
Are the technical devices and tecnical equipements working? □ □ □
Are the necessary web resources identified? □ □ □
Is there availbale IT support ? □ □ □
Are the necessary software and the audio/video recordings
identified? □ □ □
Are the necessary software and the audio/video recordings
available? □ □ □
Financial resources
Are there enough available funds for aquiring suporting didactic
materilas (copies, CDs, DVDs, sofware, publications etc) ? □ □ □
Are there enough funds available for aquiring and mentaining
the devices, equipement and appliances? □ □ □
Time resources □ □ □
Does the didactic strategy fit into the allocated time in
planifications? □ □ □
Is there a possibility to allocate extratime if necessary? □ □ □

CHAPTER 6: CONTRIBUTIONS REGARDING DESIGNING A MASTER’S DEGREE
PROGRAM IN THE FIELD OF ENGINEERING AND QUALITY MANAGEMENT

6.1. Case study: steps required for identifiying, hierarchying and translating the knowledge
requirements of the stakeholders of the master’s degree program in specific and cross –
wise components.
The master’s degree program (Engineering and quality management), the field where
the PhD student contributed continues the postgraduate studie s in „Quality Engineering”
which were succesfully implemented for 11 years (1998 -2009) by the Machine -Tools and
Industrial Robots, (MURI) desk.
Next, we will present the steps needed to identify, hierarchy and translate into specific
and cross -wise competences, the training requirements regarding a future graduate of a
master’s degree in „Engineering and Quality Management” in the way they were ex pressed
by the stakeholders: students (as potential master’s degree students) and representatives of
the labor market (as potential employers).
The research was conducted in many phases, each phase had many steps:
A. Ability identification phase ;
B. Ordering and hierarchy of the competences ;
C. Statistical analysis of the results of questionnaires, and the interpretation of these
results;
D. The asociation of the competences with the previewed ocupations and
introduction of the competences in the ACPART matrix.
A. Phase one, the ability identification phase consisted in the following steps:
1. Establishing the target audience subject to the investigation (to whom the study
program is adressed to?) and their availability to participate in the research.
The first step of the research was the establishment of the target audience, which
consisted of potential employers and final year students from the Technical University of Cluj
– Napoca (including students from the university’s extentions).
2. The identification of the instruments required obtaining the results and a way to
apply them (with what?, how?) .
With this purpose in mind a preliminary questionneir was developed, which ended
with:
2.1. Identifying the student’s option to attend to a postgraduate program
in ”Engin eering and Quality Management” and their perception regarding:
– the need to pursue postgraduate master’s type studies ;
– the importance for the subsequent career of attending this particular study program ;
– degree of importance given to the opportunity of organizing the master’s degree
program.
2.2. Availability of company representatives to employ graduates of such a program.

3. Pretesting conducted among prospective employers and students;
Of the 262 questionnaires adressed to the students, 254 were returned and 246 gave
positive feedback. The employers returned 53 questionnaires out of 65 and gave positive
feedback to 50 of them.
The subjects who answered positivly at these filter questions moved to the second
part of the questionnaire where they we re asked to express their opinion regarding the
knowledge, competences and skills which a graduate from the master’s degree program
should have.
4. The personalized applied approach of the instruments (GEMBA sheets and
questionnaires for employers, open answe rs questionnaires for students) in order to obtain
the primary data.
B. Ordering, ranking and classification of the competences
The ordering, classification and ranking approach of the competences took place in a
focus – group composed of members of the teaching stuff responsable of designing the
curricula, and was the result of several steps:
1. Comparative analysis between the results obtained at paragraph A and the
Ocupational Standard’s requirements (developed by COSA – Council for Ocupational
Standards and Certifications) and the CNCIS’ requiremets (National Frame of Qualifications
in Higher Education) and EQF’s requirements (European Frame of Qualifications), and then
ordering and classifying of the competences;
Bazed on the data gathered from the thre e sources and the correlation with the
Ocupational Standard’s requirements and EQF’s requirements the ability cathegories were
identified, classified and ordered as follows:
1. Cross -wise competences (transferable, general );
2. Specific competences ;
Next, we will briefly present the test results and a short briefing through thestatistical
interpretations of the questionnaires results.

Figure 6.3. Comparative approach: specific competences

Figure 6.6. Comparative approach: cognitive competences

Figure 6.7. Copmarative approach : communication – relationing competences

Figure 6.8. Comparative approach : language skills

Figure 6.9. Comparative approach :entrepreneurial skills

C. Statistical analysis of the questionnaires results and their interpretation
1. The analysis within each category of competences separately on the sample of
students as well as the employers.
a. Cross -wise competences
The differences regarding the importance of the way the cross -wise competences are
perceived by the students and employers were tested as follows: the Likert Scale with values
from 1 la 5, quantifying the importance of the competences from 1 (not at all important) to 5
(very important) was treated like a continuous scale which allows statistical para metric tests
which are more precise in evaluating the differences.

Making this asumption, of the continuity of the values on the scalre, we used the t test
for independent samples. This compares in our case, for each ability the avrege of
importance perc eived at both categories of subjects.
The average difference is reported to the standard error of the average difference and
tested in terms of statistic meaning to a maximum value of p=0.05 in a bidirectional testing.
Next, the statistical analysis are p resented for each category of corss -wise
competences, but due to lask of space we will reffer only to the comunication – relation
ability analysis.
In the table below the indicators of central tendency and dispersion are shown as
well as the determined value of the t test and the semnification treshold at which the testing
took place for each of the comunnication -relation competences.
Table 6.8.Testi ng the statistic semnification of the importance differences of the
communication -relation competences perceived at the students and employers.
Ability Group N Average Ab. Std. t p
Negociecion and persuation student s 246 4.00 0.64 0.94 0.351
employers 50 3.88 0.91
Team work students 246 3.97 1.09 -1.36 0.173
employers 50 4.20 0.85
Efficient horizontal and vertical communication students 246 3.12 1.01 -7.84 0.000
employers 50 4.32 0.79
Conflict management students 246 2.46 1.15 -1.66 0.096
employers 50 2.76 1.11

From the table above one can determine that the only ability which registred
significant differences between the two subject categories is the efficient horizontal and
vertical communication.
The employers perceived this ability as being more important (m=4.32, SD=0.79)
compared to students (m=3.12, SD=1.01), this difference being statistically significant
t(294)= -7.84, p<0.01.

Regrading the other communication – relation competences such as negociation and
persuasion, te amwork and conflict management there weren’t any significant differences
between the two subject categorys.
b. Specific competences
The same type of analysis was conducted on the specific competences. The average
differences of the perceived importance val ues for these competences were tested in terms
of statistical significance using the t test with independent samples.
For example, we will focus on the specific ability Using methods and algorithms in
order to implement and audit the innovation processes.
Table 6.17. Test ing the statistical significance of the perceived importance differences in
using specific methods and algorithmsin order to implement and audit the innovation
processes for students and employers.

Competence Group N Average Ab. Std. t p
The use of specific methods and algorithmsin order
to implement and audit the innovation processes
studen ts
246
3.85
0.91
5.50
0.000
employers 50 2.84 1.23
The table presented in the last example highlights the fact that unlike the competences
analyzed untill now, in this case the employers belive this ability to be less important
(m=2.84, SD=1.23) than the students (m=3.85, SD=0.91), the difference being statistically
semnificant t(294)=5.50, p<0.01.
2. The study of the relation between the cro ss-wise competences’ hierarchy, in student
and employer perception.
In this summary we will focus only on the study of the relation between specific ability
hierarchy in student and employer perception.
In the table below we present in order to correlate t he hierarchys, the averages of
importance perceived by the two study groups for each specific ability.
Table 6.26. The correlation of the perceived importance scores of the specific competences
from the student and employer point of view
Specific competences Students Employers
Incorporating design concepts regarding quality products, processes and
organizations 3.4634 3.8000
Strategic planning on the quality dimmension and facilitate the orientation to
customer of the organization 3.1870 4.6000
The design, implementation, keeping under control and continous improvement of
quality management systems within the organization 4.5691 4.5600
Management, modelling and optimization of processes in organizations 3.0732 4.0800
Using techniquies and ins truments that are specific to quality engineering and
competitive development 4.0488 3.9200
Application of algorithms and methodologies to improve and solve problems related
to quality 3.8130 4.4000

Use of methods and algorithms for implementation and audit of the innovation
processes 3.8537 2.8400
Achieving ingration of quality management systems with environmental
management systems and occupational safety systems (integrated management
systems) 3.6911 4.1200
Knowledge and operation with basic notio ns regarding organizational excellence
and total quality management 3.5528 3.9200
The design of products and services with low environmental impact 2.7317 3.3200
Industrial metrology using conventional means, coordinate measuring machines and
scanning devices 3.0813 3.4400
Acquisition, monitoring and control of parameters in industrial processes 3.0081 4.3600
Use of specific software for quality engineering and management 3.3415 3.4800
The analysis of the importance average correlation perceived between the two subject
groups, performed with the Pearson parametric correlation (r) revealed a correlation r=0.23
without stastistic semnification (p>0.05).
In other words, beyond that in terms of most specific competences there is a perceived
higher im portance for employers than for students, there is verry little conncection between
the two hierarchies of importance perceived by the two groups of subjects.
D. The asociation of competences with the previewed ocupations and the
introduction of the competences in the ACPART matrix.
In addition to the competences identified above, training schemes recommanded by
prestigious international professional bodies in the filed were analized (EOQ – European
Organization for Quality, IQA/CQI – Institute for Qu ality Assurance , ASQ – American Society
for Quality) and the training requirements were established for each occupation: quality
managers and professionals in quality management, quality inspectors, metrology specialists
and quality engineers.

6.2. Case study: Actions taken to correlate the competences with the proposed subjects in
the MIC’s curriculum

In the case study performed on the master’s program Management and Quality
Engineering run by the Machine -tools and Industrial Robots desk from the Technical
University of Cluj – Napoca, the application of the QFD (Quality Function Deployment)
method represents one of the strongest intruments both in terms of situational analysis and
planning of possible improvements.
Thus, were selected as data sets for correlation, the competences lists validated by the
potential beneficiaries and the disciplines included in the curriculum. In this case the first set
of data meets the requirements of clients or beneficiaries (in practice the competences were
designed by the program’s team based on previous experiences and consulting the
stakeholders, and then they were validated using the questionnaire method (check the
analysis from the previous subchapter for detailes), and the second corresponds to the
critical tec hnical specifications (CTQ) of the educational product, the master’s program. The
study performed by the author is part of the concerns regarding the development of a
competitive program, in conjunction with the POSDRU project Studiul efectuat de autor se

înscrie în preocupările de dezvoltare a unui program competitiv, în corelație cu proiectul
POSDRU " Designing and Implementing a program of the Bologna master’s degree, with an
international opening, in the field of Management and Quality Engineering in acc ordance
with market demands” , cod ePOSDRU/18/1.2/G/9136, in which target group of teachers I
was a member of.

The calculation of the levels of importance of the disciplines is done automatically by the
software, following the calculation method describe d in (Brad,2004)

n
iik i k m kar i
1,1 ;
(1)
where :
ik – importance degree calculated for the disciplines ;
n – number of competences validated by the clients ;
m – number of disciplines in the curriculum ;

ri – the importance of the competence with cu nr. i;
aik – the relationing coefficient between the operation with nr. I and the discipline with nr. k
The results, ranked according to the coefficient of importance are shown in Figure 6.12:
Figure 6.13. Thei mportan ce of subjects in the master’s project
Next, for a combined quantitative – qualitative analysis of the results obtained, we
present a comparison of the theoretical ideal situation and concrete practical situation for
these discipli nes. In order to do this, we will use for this case the calculation sequence
described by (Dragomir,2009):

Ck = ik·N (2)
Tk = h·C k (3)
T = 14·(C+A+P+SI) (4)
where
Ck – number of credits assigned to discipline nr. k;
ik – calculated importance of discipline nr. k (resulted from QFD);
Tk – number of available hours for disciplin nr. k;

N – total number of credits assigned to the program (120 credits theoretically, but 129 taken
into acount the optional packages from the case we studied, or 114 without the master’s
thesis);
h – number of hours that correspond to 1 credit (26 hours );
C, A, P, SI – number of hours for each type of activity i (lecture , applications, proj ect,
individual study ).
The situation resulted for the first part of this approach, the one regarding the credits,
can be followed in Table 6.31, followed by its analysis:
Table 6.31. The comparison of the theoretical results with the situation in practice
Disciplin e Import ance Credite teoretic Credite practic Raport tr./pr.
1 Research and practical activities 8,74% 9,96 9+11+11+15 0,22
2 Quality Management 8,62% 9,83 6 1,64
3 Engineering and management of
innovation 7,82% 8,91 6 1,49
4 Quality management techiques and
tools 6,83% 7,79 4 1,95
5 Organizational strategic management 6,25% 7,13 5 1,43
6 TQM sistems and excellence model s 5,98% 6,82 4 1,70
7 Design for quality and environment 5,96% 6,79 5 1,36
8 Integrated QMS 5,61% 6,40 4 1,60
9 Advanced Industrial Metrology 5,34% 6,09 4 1,52
10 Six Sigma improvement 5,26% 6,00 2 3,00
… … … … … …
First, an explanation regarding the high degree of importance assigned to the research
activities through the curriculum, which is found only in a lesser extent in the QFD analysis.
This goes back to how different this activity is perceived: education providers view it as a
separate discipline with all related future s, while the beneficiaries tend to uderstand it as
part of each discipline, which leads to dilution of its importance in the „voice of customer”.
In these circumstances, in order to make accessible the comparative analysis of these
results was introduced i n the last column of Table 6.31 a theoretical/practical report that can
be used in graphical and numerical interpretations, while playing the role of a correction
factor.

Figure 6.14 .Control chart to analize the conversion ratio
În Figure w, the evolution of the theoretical/practical report can be traced regarding
the average of the results (1.54 units) and regarding the lower and upper speciffication limits
that are considered acceptable (about 32% billateral in respect to the average, that is 0. 5
units). Six cases with potential for improvent can be seen:
1. (1) Rereasrch activities / Practice – besides the above details, the reduction of
disproportion can occur in other ways: the organisation of activities in groups/research
teams assigned to some projects from the university, direct recognition of the practical
activities undertaken at the workplace, correlated with reduced appropriations in a level
that allows direct inclusion in the states functions and schedules , and also paying the tutors.
2. (19) și (18) are optional subjects that allow interdisciplinary contact between
engineering and the liberal arts (foreign languages, law), which can be easily be brought into
limits through the reorganization of the optional packages which they belong to, na mely by
grouping the optional technical and non – technical subjects into specific thematic packages.
3. (10), (11) și (14) are three optional subjects with significant contribution to the
achivements of transversal competences. Bringing them within acceptable limits can be
done in part by the restructuration mentioned above, in paragraph 2, but seems to be also
necessary to increase the allocation of time, which can be easily obtained, taking into
account paragraph 1 of this analysis.
The situation r esulting from the second part of the approach given by the formulas (2)
– (4), the one reffering to the distribution of time by type of activities, is analized in Table q,
presented below, using the significand case of the first three subjects (except rese arch):
Table 6.32 .Comparison of the theoretical results with the situation in practice
Nr. Subject Theoretic distribution Practical distribution Transforming credits in
hours with correction C A P SI C A P SI
1 Quality management 2 2 0 7,2 3 2 0 6,1 9,83 cr => 18,3 h/săpt. /
1,64 = 11,2 ore
2 Engineering and management
of innovation 2 2 0 7,1 2 2 1 6,1 8,91 cr => 16,5 h/săpt. /
1,49 = 11,1 ore
3 Techniques and instruments
of quality management 2 2 0 3,4 2 1 0 4,4 7,79 cr => 14,5 h/săpt. /
1,95 = 7,4 ore
Medie : 1,54
00,511,522,533,5

6.3. Case study: MIC study program quality planning using the FMEA (Failure Mode and
EffectsAnalysis) method
Unlike other products/services, the particularity of the higher educational services
consists in the fact that once the educational product was launched (the knowledge, whose
carrier is the graduate), is extremly difficult, almost impossible to talk about its traceability,
moreover it can not be withdrawn from the market and reprocessed to eliminate potential
failures.
Therefore, the use of systematic methods to design quality, allowing analysis and
elimination of potential failure in the design as well as the implementation phase is a
relevant response to these needs. One of the ways to accomplish this is by using the FMEA
(FailureMod esandEffectsAnalysis) method .
In the following we will present briefly the approach to address problems that may
occur during a studies program, using the FMEA method, in order to eliminate the problems
from the design phase.
In order to increase efficien cy and to focus attention on key issues, the curriculum has
been addressed holistically and held in sub – elements using the morphological analysis. .
For an illustrating purpose we will attach a completed FMEA form.
By analizing the data from the presented FMEA forms, it is clear that a large proportion
of failures that were recorded are related to the human resources area and are closly related
to the design process: Analizând datele prezentate în formularele FMEA prezentate, se poate
constata că marea pro porție a disfuncționalităților care s -au consemnat, se raportează la aria
resurselor umane și sunt în strânsă legătură cu procesul de proiectare: at the studies’
program level as well as the teaching – learning process, and here we reffer specifically to
the teaching and learning strategies.
6.4. Study on impact and the degree of applicability of the concepts proposed.
To complete the design and curriculum development on the three levels (program of
study, subjects and teaching specific activity) a qualitat ive assesment was applied to the
Master’s program of Management and Quality Engineering, from the Technical University of
Cluj – Napoca, which served up to now as a case study, among the graduates of the pilot
series (first generation).
This was done by u sing the questionnaire method applied to both the graduates of the
study program and their employers.
The two questionnaires were developed with the purpose of identifying the graduates’
satisfacion degree (to which extent the curriculum met the specific learning needs) and the
employers’ satisfacion degree (to what extent the curriculum equipped the graduates with
the knowledge and skills the employer expected).
The specific items were given on a Lickert scale, values from 1 to 5, where 1 represents
the m inimum perceived value and 5 represents the maximum value.

Table 6.40. Quality evaluation of the master’s pilot series t
Item assessed / Question Answers’ structure
(in percentages on a 1-5 scale )
The extent to which the
study program answered
your needs and
expectations of
professional development

…
The extent to which the
MIC master contributed to
your chances of
employability and/or
promotion

The quality of teaching
content (the information
being new, the scientific
level , the logical
sequence of the
sequences/content units,
accessibility)

Series1; 1;
0,00%; 0% Series1; 2;
0%; 0% Series1;
3;
11,10%;
11%
Series1; 4;
77,80%;
78% Series1; 5;
11,10%;
11%
1
2
3
4
Series1; 1;
0,00%; 0% Series1; 2;
22,20%;
22%
Series1; 3;
22,20%;
22% Series1; 4;
44,40%;
45% Series1;
5;
11,10%;
11% 1
2
3
4
5
Series1; 1;
0,00%; 0% Series1; 2;
11,10%;
11% Series1; 3;
11,10%;
11%
Series1; 4;
33,30%;
33% Series1;
5;
44,40%;
45% 1
2
3
4
5

Item assessed / Question Answers’ structure
(in percentages on a 1-5 scale )
Effectiveness and effiency
of the teaching and
leaning methods used

The auxiliary teaching
resources used

…
…
Quality of aquired
knowlidge (level,
timeliness, applicative
character)

Series1; 1;
0,00%; 0% Series1; 2;
0%; 0%
Series1;
3;
33,30%;
33%
Series1; 4;
44,40%;
45% Series1; 5;
22,20%;
22%
1
2
3
4
5
Series1; 1;
0,00%; 0% Series1; 2;
12,50%;
12%
Series
1; 3;
25,00
%;
25% Series1; 4;
12,50%;
13% Series1;
5;
50,00%;
50% 1
2
3
4
5
Series1; 1;
0,00%; 0% Series1; 2;
0,00%; 0% Series1; 3;
22,20%;
22%
Series1; 4;
66,70%;
67% Series1;
5;
11,10%;
11% 1
2
3
4
5

Item assessed / Question Answers’ structure
(in percentages on a 1-5 scale )
The volume and the level
of specific and transversal
competencies aquired

Compared to other
employees how do you
consider the training and
performance of your
employee as a graduate of
the Management and
Quality Engineering study
program

How do you evaluate the
overall performance of
ypur employee in the field
of

Given the limitations mentioned, one can observe a tendency to group the responses ,
both from graduates and from employers, in the „good” evaluation area with a bilateral
tolerance of the distribution of responses in the”medium” and „very good” areas, relatively
simetrical, and accidental trips in the other cathegories of classification, which is a significant
indication of the success of practical validation of the approaches proposed in a concrete
situation.

Series1; 1;
0,00%; 0% Series
1; 2;
0,00%;
0% Series1; 3;
22,20%;
22%
Series1; 4;
66,70%;
67% Series1; 5;
11,10%;
11% 1
2
3
4
5
Series1;
Mai bune;
66,70%;
67%
Series1;
Mult mai
bune;
33,30%;
33% Mai bune
Mult mai bune
Series1;
Bune;
100%;
100% Bune

CHAPTER VII: CONCLUSIONS AND PERSONAL CONTRIBUTIONS

This paper represents an outcome of a constant preoccupation and involvement of the
candidate in the complex area of educational quality, from the scientific and the professional
perspective too.
The debate of this research subject as a Ph.D. thesis is a natural consequence of the
candidate preoccupations in the field: a teaching practitioner, working both in the academic
environment and in the preacademic one as well, member of the Department of Instruction
of Faculty Members of the Technical University i n Cluj -Napoca (UTCN), researcher in
educational sciences .
The research concerns mainly the interdisciplinary development of a curricular design
model for a study program, academic course and specific teaching activity in an
interdisciplinary manner, by com bining knowledge and competence from two distinct areas
of specialization – educational sciences and quality management (by using advanced tools,
techniques and methods) .
In the following, we shall briefly present the conclusions drawn, as well as the orig inal
contributions brought in the field of educational quality in general and curricular design in
study programs in particular.
7.1. General conclusions of the research
– ensuring quality of university processes and products as an important creator and
disseminator of knowledge in the knowledge -based society represents a key element of
market competitiveness;
– human res source quality, considered to be essential for economy and the progress of
society as a system, depends mainly on the quality of educatio nal services tertiary education
institutions offer;
– academic product quality (knowledge, including competence by the teaching -learning
processes) is determined by the quality of curricular design (assuming that anything well
made has been previously give n some thought );
– at the moment, there is no structured approach to quality in the design of study
programs;
– the design model put forward offers a holistic, inspired, interdisciplinary perspective
of curricular design for study programs, academic course s and teaching activities;
– use of quality management advanced methods and techniques enhance the efficency
and efficacy in curricular design;
– usage of QFD method regarding the curriculum may contribute significantly to
obtaining an adequate structure to meet the competence requirements expressed by the
beneficiaries; it also allows to follow in time the requirements and the discipline timing with
them;
– the application created in the case study allows a comparison of an ideal situation
and the project based on team experience, if the design is not developed by the usage of the
QFD method;

– application of FMEA method in the development stage of the study program and in
the unwinding stage allows the identification of causes and their remedy possibiliti es for
each possible dysfunctionality from the design stage;
7.2. Personal contributions
The contributions brought forward by the candidate are presented on three levels:
7.1.1. State of the art
– personalised synthesis of speciality literature regarding the current stage of higher
education and its quality by looking at the challenges of the dynamic contemporary society;
– creation of a comparative approach between classic, traditional university and current,
postmodern one;
– analysis of main directions and trends in contemporary curricular design;
– identification and synthetic presentatiom of principal design models which apply to a study
program.
7.1.2. Theoretical contributions
– elaboration of a complex model of customis ed three -phase design of study
programs by an interdisciplinary approach: quality management and educational sciences;
– lay out for theoretical reasons of the three -level model (study program, academic
course, specific teaching activity), in several phases during which advanced quality
management techniques, instruments and methods are used;
– innovative approach to curricular design on each level by introducing several stages
which are not comprised by other curricular design models (for example, risk analysi s,
feasibility analysis), and by the use of methodology;
– conception and introduction of personalised tools in diferent moments and phases
of design:
– usage of QFD method in order to establish correspondences between competence
vs. types of disciplines, obje ctives vs. content units, types of evaluation vs. types of
knowledge evaluated, objectives vs. teaching methods;
– usage of morphological analysis in the identification phase of possible scenarios on
all design levels;
– elaboration of questionnaires in the id entification of knowledge requirements
phase and in the phase of evaluation of course;
– usage of cause -effect diagramm in an up -to-date manner in order to identify
decisive factors for the succes of a course design;
– devise personalised check -lists in the di fferent phases of design (indicators of
design/redesign necessity of a study program or a course, necessary of ressources in
evaluation, etc.)
– 4W1H matrix used to establish the objectives of the course;
– force -field analysis used simultaneously in the teaching philososphy centered on the
teacher and on the student respectively;
– strategic analysis us ing SWOT method, both for traditional teaching strategies and
for interactive ones ;
– application of the DMADV algorythm f rom the Six Sigma methodology in the
teaching -learning design process;

– the STEPLE analysis used in the development of the evaluation framework of
learning outcomes;
– prioritization methods (AHP, matrix diagram, PUGH) used in the set up of final
scenarios fo r each study program, course and specific teaching activity.
7.1.3. Practical contributions
– identification of the necessity and opportunity to design a Master study program in Quality
Management and Engineering by questionning students and labour marke t representatives;
– systematic identification (based on the questionnaire applied to clients and interested
parties) of requirements and expectations concerning knowledge and competencies a
graduate in the Quality Management and Engineering Master study program in the UTCN
should possess;
– translation of knowledge requirements of specific and transversal competencies of the
study program and their introduction in a new questionnaire resent to students and
employers;
– identification of importance degree of each category of competence for students and
employers;
– statistical processing of data obtained with the t test on two dimensions: testing the
statistical significance of importance differences perceived in each category of competencies
and subcompete ncies, and study of relationship between transversal competence hierarchy
in the perception of students and employers;
– analysis of instruction diagram recommended by prestigious professional organisms in the
domain (EOQ – European Organization for Quali ty, IQA/CQI – Institute for Quality Assurance ,
ASQ – American Society for Quality) , and identification of knowledge and competence
requirements for the predicted occupations;
– application of QFD method in the correlation of identified competencies and ordered by
clients of MIC study program with disciplines (compulsory, optional and research), and
identification of importance of disciplines compared to the predicted competencies;
– analysis by balancing an ideal situation of credit distribution to each discipline according to
real importance, based on team experience;
– risk analysis for the study program by applying the FMEA method in order to identify
causes and resolution possibilities for each possible dysfunctionality from the design phase,
given th e particularity of the educational product;
– obtain feedback regarding the quality of the MIC Master study program from graduates
and their employers alike and identification of improvement opportunities using the
questionnaire method;
– application of DMADV algorythm (specific to the Six Sigm methodology) in the course
design phase (second level of design) with the subsequent techniques and methods for a
holistic, integrative approach of curricular design.
7.3. Directions for future research
– developm ent of the suggested design model in a future Ph.D. thesis using an in -depth
approach for the design of a university course;

– follow -up of how a certain competence is found in the design process, from the study
program to the specific teaching -learning ac tivity;
– prepare a development model for transversal competencies in technical disciplines by using
specific teaching strategies.

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