Author: Mukhamediyeva Ardak, East Kazakhstan State University in honor of S. Amanzholov, Kazakhstan
East Kazakhstan
State University in honor of S. Amanzholov, Kazakhstan
Nowadays higher professional education becomes a social structure
performing certain functions in society and education. Knowledge is becoming a
factor of development. The experience of world’s leading economic systems lays
emphasis on the capital investment in education [1]. One of the ways of it is
the raising of the educational level of the population and the spreading of
higher education. The working out of an adequate policy of higher education
development suggests the consideration of a number of common and specific
questions concerning the usage of modern limited resources with maximum efficiency.
The development of market relations
in the country required revising the paradigm of educational process development
and made for the necessity to attract economic instruments for efficiency increasing
by means of educational services quality improvement.
The analysis of the modern state of the sphere of higher education
shows that the problems of higher education financing, the strengthening of
competitiveness between higher educational institutions, predictable
demographic reduction in the number of consumers of educational services are
reflected in the quality of educational services of higher educational institutions.
Socio-economic realities put forward new demands to the quality of higher
education.
Quality nowadays is becoming the leading strategy of a number of
organizations and is considered as the main component of competitive advantage.
It especially concerns the system of higher education directly linking
education with real economy of the country. Cardinal changes of modern
socio-economic development of Kazakhstan require a considerable increasing of
creative potential and competitiveness of graduates [2]. The solution of this
global task is determined by the realization of a complex of measures for
improvement the system of higher professional education. The problem of the
effectiveness of educational organization management becomes very important
among these measures. Besides, such educational organizations are found being
under the conditions of growing competitiveness and have to revise traditional
approaches to the management of educational process taking into account modern
market demands. As it is known, market dictates its demands in agreement with
consumers’ demands. Consequently, the improvement of skilled personnel
management and training is of great importance for socio-economic development.
Once having faced with the necessity of education quality raising it
should be kept in mind that the object of training and education is always a
personality: it always stands at the input and output of educational process.
Therefore, the main objective of educational process is the successive
satisfaction of all types of consumers according to the principle of increase.
Thus, the result of education is set in the form of complex personal changing
relating to his/her ability to take a certain social, productive, and economic
niche as a producer and a consumer.
The basis of the process of needs analysis is the active quality
marketing [3]. Unlike product marketing the study of educational and
scientific market is often combined with the understanding of consumer’s
inability to clear form his/her demands. At the same time there emerges a
complex problem of advanced influencing the market, i.e. formation of future demands
for further satisfaction. The factors influencing the quality of educational
process are the following:
- an instructor is the basis of the process as he/she passes not
only the knowledge but also his/her experience, skills, and life position.
- a student who is also the source of knowledge but not all
instructors can use it;
- the environment of education and life including an informational
one;
- motivation to study (is to be based on the creation of conditions
under which the result of training is directly connected with success on a
labor market);
- the study and the reaction of educational process to the change of
the environment;
- the modularity of education as an instrument of innovative
process. There is a point in seeing the department as the carrier of certain
knowledge processes and the assistant of students in their decisions on
complete individual educational programs provided the accomplishment of minimum
requirements of the State Compulsory Standard of Education within certain
schools and specialties;
- internationalization, i.e. the competiveness of a course or an
educational cycle in domestic and foreign markets relating to graduates’ skills
recognition. The course is to be oriented to the world level of achievements in
the same area;
- students’ orientation to the participation in market relations
either as consumers or producers;
- the creation of conditions for cyclic renewal of knowledge. Students
are to remain the clients of higher educational institutions even after
graduating.
Unfortunately, educational standards consider quality planning as
the conformity with the established list of courses with the possibility of
introducing variable regional and internal components. The standards do not
contain the requirements to a specialist, as for a four-year term qualification
values could change. Thus, the standards requirements can be considered as not
a quality criterion but as a safety criterion (the course will not make the
position on a labor market worse). Consequently, the content of education
quality must be formulated and assessed by higher educational institutions themselves
taking into account their position on the regional, Kazakhstani, and international
markets.
It is impossible and not necessary to directly transfer business models
to education but all the universities of the world are now facing the same
problem as commercial organizations: how universities can work more efficient
“producing” graduates of higher quality?
Under the conditions of resources’ limitedness, customers’
instability, and competitiveness the decision on the strategy of higher
educational institutions becomes of vital importance. The state considers the
mission of higher educational institutions as the training of high-skilled
specialists and the meeting personal needs of intellectual, cultural, and moral
development. Besides, higher educational institutions are to develop science by
means of scientific researches and creative activity of research and
educational personnel and students.
On the basis of the mission the objectives to ensure development
continuity are worked out. The number and quality of higher educational
institutions production give the characteristics to their scientific,
educational, economic, and managerial activities. The output is the values made
by higher educational institutions [4]. When working out the strategy much attention
is to be paid at the improvement of both quality and quantity of the output.
Besides, higher educational institutions are able to create other external values,
such as to form cultural sphere in the region.
When rationalizing the development strategies of such complex
organizational systems as modern higher educational institutions it is
necessary to predict the consequences of every development variant. Mutual influence
of main components of higher educational institutions should also be taken into
account. They are the managerial resource of administration, educational
potential, research activity, administrative and social components, capital construction,
etc. The quantity of such factors amounts to tens and sometimes hundreds of
them. For instance, annual reports of some foreign higher educational institutions
include more than 200 features in the sphere of scientific research. The
objective of predicting is not solved by traditional methods that complicates
the evaluation of long-term consequences of taken managerial measures and
lowers the effectiveness of institutions management. At the same time, in
modern economic situation the price of mistakes in higher educational
institutions management increases manifold. Thus, the working out of the
methods of systemic description of complex organizational systems functioning
and their implementation is very topical.
When predicting complex educational systems the method of
qualitative modeling is very effective. The advantages of the method include
little needs of information concerning the mechanisms of interaction of
separate variables in a model-based organizational system, possibilities of
considering the given system as a whole, the simplicity of description of
dynamic processes of its main indices changing, the use of different types of
variables (of numerical and non-numerical structure), the quickness of
results, the simplicity of their interpretation, a flexible structure of the
model, and the simplicity of its supplement and reconstruction.
Due to its advantages, the given method finds more application in
nature management projects, complex ecological systems analysis, in studying
the mechanisms of technological and natural risks regulations [5], in
predicting the results of technical re-equipment of industrial structures, etc.
The method of qualitative modeling makes it possible to predict the perspective
states of higher educational institutions for different alternative variants of
their development and is effective for the practice of managerial decisions
taking [6].
Nowadays some experience of such models working out has already been
accumulated.
In agreement with the current notions of higher educational
institutions as managerial objects we can single out the following criteria for
educational services quality assessment: literature provision (Л), material provision (О), labor stimulation
(С), teaching quality (П),
students’ knowledge level (З), and teaching staff’s
participation in research activity (Н). These criteria
are traditionally used for the State Certification of institutions.
Hereafter, the factors Л, О, С, П, З, Н are marked as Х1, Х2, Х3, Х4, Х5, Х6.,
respectively.
Hence, the model of educational services
quality can be presented as the following:
К = f(Х1, Х2, Х3, Х4, Х5, Х6) ,
(1)
Analytically the given model is formed on
the basis of statistical data processing by means of regressive analysis
methods. The given model is then presented in the formula (2) [7].
where aiis a coefficient
of linear regression, i=0,1,2,3,4,5,6.
But the given modeling is complicated with the complicacy of getting
necessary statistics as the influence of the indices on educational process
quality is generally of qualitative or subjective character.
Thus, to model the higher education quality assessment (К*) the following heuristic equation can be used [7]:
Where * stands for the quantitative expression of the index
To assess bjthe following formula is used (4)
,
(4)
where Нjis the normative expression of j-qualitative
factor
bj shows the part of Хj from К*, i.e. bj can be
considered as a coefficient of factor priority in the development and raising
educational quality, determining the degree of j-factor influence К*.
At the same time the following conditions are to be taken into
account for Хj factor:
(5)
Having calculated bj in the formula (4) the
following type of relation is determined (according to the state normative
levels of indices presented in the State Certification procedures):
К* =0,00027Х1* +0,74971Х2*+ 0,00012Х3* +
+0,09371 Х4* +0,06248 Х5*+0,09371 Х6*,(6)
The given relation, taking into account the condition (5), makes it
possible to assess the quality of educational services of different
institutions. Moreover, on the basis of the relation it is possible to
determine the educational services quality within certain speciality.
All qualitative factors of the model being presented in a
quantitative way by means of bj Хj calculation make it possible to
define the weakest index of the institution which requires increasing. Its
application does not seem difficult as all indices are contained in annual
internal reports of all institutions and their departments.
The given model was applied to assess the quality of educational
services provided by two state universities and a private one of East Kazakhstan. The results are presented in Tables 1-3.
Table 1 – The evolution of educational services quality indices
(University 1)
Years
Х1*
Х2*
Х3*
Х4*
Х5*
Х6*
К*
2008
0,039
0,042
0,024
0,029
0,041
0,070
0,245
2009
0,039
0,055
0,030
0,022
0,039
0,075
0,260
2010
0,040
0,048
0,035
0,034
0,041
0,084
0,282
2010/08,%
102,56
114,29
145,83
117,24
100,00
120,00
115,10
Note – calculated by the author.
The analysis of estimated data of Table 1 indicates the increasing
of the educational services quality index of University 1 over the last three
years by 15,1%. The reasons of positive quality evolution are the improvement
of teaching staff’s work stimulation and the increasing of research activities
of the personnel. But the literature provision indices (Х1) and the students’ skills quality
indices (Х5) need
further increasing as their evolution made up only 2,56% and 0%, respectively.
Table 2 – The evolution of educational services quality indices
(University 2)
Years
Х1*
Х2*
Х3*
Х4*
Х5*
Х6*
К*
2008
0,038
0,052
0,039
0,032
0,036
0,082
0,279
2009
0,033
0,060
0,039
0,029
0,038
0,095
0,294
2010
0,044
0,060
0,047
0,035
0,037
0,100
0,323
2010/08,%
115,79
115,38
120,51
109,38
102,78
121,95
115,77
Note – calculated by the author
The analysis of quantitative indices of Table 2 indicates the
increasing of the total quality of educational services by 15,77 %. It is also
explained by the improvement of teaching staff’s work stimulation and the
increasing of research activities of the personnel. The least growth is
observed for the factor of students’ skills quality indices (Х5) – 2,78%.
Table 3 – The
evolution of educational services quality indices (University 3)
Years
Х1*
Х2*
Х3*
Х4*
Х5*
Х6*
К*
2008
0,038
0,067
0,020
0,031
0,037
0,075
0,268
2009
0,038
0,082
0,027
0,028
0,039
0,084
0,299
2010
0,039
0,090
0,033
0,036
0,040
0,097
0,334
2010/08,%
102,63
134,33
165,00
116,13
108,11
129,33
124,63
Note – calculated by the author.
Similarly to the above calculations, the analysis indicates the increasing
of the index of material provision, the rise in staff’s salary, and the
increasing of research activities. As a result, the quality of educational
services of University 3 over 2008-2010 increased by 24,63%. The weakest points
are the literature provision factor (Х1) and the student’s skills quality factor (Х5). The evolution is 2,63% and 8,11%, respectively.
Table 4 – The evolution of educational
services quality indices (Universities 1, 2, 3)
Universities
2008
2009
2010
2010/2008,%
1
0,245
0,260
0,282
115,10
2
0,279
0,294
0,323
115,77
3
0,268
0,299
0,334
124,63
Note –
calculated by the author.
The analysis of total indices of Table 4 indicates the following:
the least level of educational services quality is observed in case of University
1 (the lag is observed for the whole period); the most level of evolution is
indicated in a private University 3 (due to the university’s management
orientation to international cooperation and, consequently, the possibilities
to attract highly-skilled instructors including foreign ones, the research
activity financing, and the renewal of material and technical basis).
Therefore, the given relation can help to determine the quality of
educational services annually and to compare the index evolution relating to
one institution or all institutions. The analysis of quantitative indices makes
it possible to determine the weakest points of the educational process of
tested institutions.
By substituting real values the quality of educational services can
easily be assessed. Normative values for bj are found in the
reports of State Certification of the institutions.
The given relation may contain a great number of qualitative
factors. Moreover, when assessing the annual quality level we can also assess
the level of self-development of an institution by means of comparing К* of the
current year and К* of the previous
year. Let us suppose a higher educational institution meets the requirements
but if we compare the levels of quality indices with the previous ones we will
see the self-development index has remained the same, i. e. the quality of
training is the same but, if taking into account the time, it is lower. We cannot
say that all enumerated indices are to be increasing constantly. But if we consider
the specific proportions of indices we will be able to find the problems
requiring financing and to determine if it has been fulfilled.
Therefore, it is necessary to take into consideration the regime of
institutions development in the sphere of quality or positive evolution of all
objective indices. The assessment results may be included in the State Certification
results. Moreover, further state forms of education development stimulation are
to be sent to the organizations with the highest indices of the development
regime, i.e. the encouragement mechanism is to be used (additional grants and
subsidies, etc.).
The assessment of educational services quality according to the
given model gives the following advantages:
- Higher educational institutions are able to assess and follow the
quality evolution over a certain period of time;
- Higher educational institutions are able to determine the problems
of educational process and to take measures for their correction.
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