By Alison M. Dean and Ross L. Chapman (editors)
Read Online or Download Managing Service Quality - Vol. 12 No. 6, 2002: Innovation and quality improvement in service organisations PDF
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Extra resources for Managing Service Quality - Vol. 12 No. 6, 2002: Innovation and quality improvement in service organisations
Sample text
A recurring theme in this study was the lack or insufficiency of viable feedback mechanisms – a common problem for those HEIs that do not have a comprehensive quality framework based on systems thinking. Of particular value here may be a portfolio type assessment, developed by both students and staff at individual level, which can be used to measure the progress of the learners involved at both individual and organisational level with emphasis on qualitative aspects. Focus on the larger system.
However, this is not to suggest that it is a smooth transition from one to the other. The high degree of dissonance and disagreement in Cluster II seems to underscore a more discontinuous development process. In this respect, the quality movement can be seen as a kind of a ‘‘prequel’’, a term coined by Senge (2000), to the concept of the learning organisation. The data support the proposition that evolving as an organisation to the level of practising the learning disciplines does effect enduring organisational excellence but requires its own painful process post-quality movement, at least within the rather fractious environment of higher education.
Environment). It also uses a strategy which is becoming increasingly popular, grouping services around ‘‘life events’’. Thus, for example, many of the interactions with government required on turning 18 (enrolling to vote, applying for a driver’s licence, making a will) can be linked with each other on the same Web site. The advantage of this approach is that all services related to a particular life event are grouped together and the customer does not need to know which department or agency is involved.