diplomska naloga
Abstract
Tako kot na celotnem področju družbenega življenja se tudi na področju vzgoje in izobraževanja
zanimanje za kakovost povečuje. V šolah to pomeni predvsem premik od zunanjega kontroliranja k
notranjemu zagotavljanju in izboljševanju kakovosti. Pri modelu vodenja TQM, modelu odličnosti
EFQM in modelu obvladovanja sprememb se pojavljajo ista področja delovanja oziroma dejavniki. V
vseh modelih prepoznamo skupne gradnike: pomen in vpliv okolja, prepoznavanje in zadovoljevanje
potreb uporabnikov, motiviranje in spodbujanje posameznikov, ustvarjanje ugodne klime in v kakovost
usmerjene kulture, usmerjenost v rezultate ter poudarjen pomen voditeljstva. Tudi področja
samoevalvacije v šolah se v ključnih vidikih prekrivajo s temeljnimi gradniki vodenja celovite kakovosti.
Šole se same odločijo za metodo, način in obseg samoevalvacije, kar prinaša s seboj tudi nekaj pasti.
Zgoraj opisana področja, ki so pomembna za izboljševanje kakovosti, smo zajeli v modelu kazalnikov
kakovosti. Pripravili smo model, po katerem lahko šola redno spremlja, ocenjuje in evalvira področja
svojega delovanja. Izdelan je ob upoštevanju izhodišč modela odličnosti in sistema uravnoteženih
kazalnikov ter naslonitvi na rezultate projekta Modro oko. Pripravili smo osem kazalnikov, ki
prikazujejo rezultate s področja uporabnikov, zaposlenih, družbe in vodenja. Za podporna orodja smo
pripravili anketne vprašalnike. Za uvedbo in spremljanje kakovosti smo pripravili pristop, ki temelji na
Demingovem PDCA ciklu.
Keywords
kazalniki kakovosti;kontroliranje kakovosti;zagotavljanje kakovosti;izboljševanje kakovosti;model poslovne odličnosti;EFQM;celovito obvladovanje kakovosti;obvladovanje sprememb;
Data
Language: |
Slovenian |
Year of publishing: |
2009 |
Typology: |
2.11 - Undergraduate Thesis |
Organization: |
FUDŠ - School of advanced social studies |
Publisher: |
[N. Pahor Bizjak] |
UDC: |
37.014.6:005.6 |
COBISS: |
1024078657
|
Views: |
1 |
Downloads: |
1 |
Average score: |
0 (0 votes) |
Metadata: |
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Other data
Secondary language: |
English |
Secondary abstract: |
Just as in the entire sphere of our social life, the interest in quality is growing in the field of education
as well. In schools, this primarily means shift from an external control to an internal quality assurance
and improvement. In Total Quality Management, EFQM Excellence Model and Change Control Model,
the occurrence of the same fields of operation or the same factors is noted. Common elements can be
recognized in all of the above mentioned models: the importance and the influence of the
environment, recognizing and meeting the needs of users, motivating and stimulating individuals,
creating favorable atmosphere and quality-oriented culture, orientation towards results, and
emphasized importance of leadership. Likewise, the fields of self-evaluation in schools overlap with
basic elements of Total Quality Management in their key viewpoints. Schools select their own method,
manner, and scope of self-evaluation, which brings about certain pitfalls. The above-described fields,
which are essential for quality improvement, have been included into the Quality Indicators Model. A
model that enables schools to regularly monitor, assess and evaluate the fields of their operation was
prepared. The model was created by taking into account the basic premises of the Excellence Model
and the Balanced Scorecard, as well as by building upon the results of the Modro oko (Blue Eye)
project. We prepared eight indicators, which present the results from the fields of users, employees,
society, and leadership. For support tools, survey questionnaires have been prepared. For the
implementation and monitoring of quality, we prepared an approach based on Deming’s PDCA cycle. |
Secondary keywords: |
quality indicators;quality control;quality assurance;quality improvement;EFQM;Business Exellece Model;Total Quality Management;change control; |
Type (COBISS): |
Bachelor thesis/paper |
Thesis comment: |
Fakulteta za uporabne družbene študije v Novi Gorici |
Source comment: |
Na ov.: Diplomska naloga : visokošolskega univerzitetnega študijskega programa prve stopnje;
|
Pages: |
72 str., [11] f. pril. |
ID: |
13188574 |