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Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study Standards in Action Objectives: 1.To identify those factors that, a priori, may facilitate and/or hinder the process of organizational learning within a context of self-assessment of higher education degrees. 2.To find out how organizational learning and self-assessment of higher education degrees processes are related one to each other. Research context: Self-assessment process of the Degree of Agronomy Engineering, Technological Institute of Costa Rica Objectives and context of the research
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Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Self-assessment of Higher Education Degrees and Organizational Learning:
An Exploratory Study
Authors:Guevara-Agüero, Miguel A.
Department of Technical Education Technological Institute of Costa Rica
Francisco Balbastre BenaventM. Teresa Canet-Giner
Department of Business Management Juan Jose Renau Piqueras University of Valencia (Spain)
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Why do we find this research interesting?
Increasingly competitive and
demanding environments
Application of quality criteria to the management
of organizations (quality management) as a strategic response
Quality management self-assessment as a strategic tool in
the framework of TQM
Increase of organizational performance
organizational learning as a facilitator
Higher education context
Quality self-assessment (process)
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Objectives:1. To identify those factors that, a priori, may facilitate and/or hinder the
process of organizational learning within a context of self-assessment of higher education degrees.
2. To find out how organizational learning and self-assessment of higher education degrees processes are related one to each other.
Research context:Self-assessment process of the Degree of Agronomy Engineering,
Technological Institute of Costa Rica
Objectives and context of the research
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Structure of the research
Theoretical framework
Self-assessment of a higher education
organization degree
Quality management
self-assessment
organizational learning
Learning & Self-
assessment of a degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self-
assessment analysis
Unsuccessful vs. Successful learning
analysis
Learning & Self-
assessment of a degree
Process analysis
Conditioning factors analysis
Conclusions &
Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Where does it appear?It is a strategic technique commonly applied by organizations that adopt Total Quality Management as a business philosophy.Why does it appear?Continuous improvement is one of the main principles in the application of a Total Quality Management philosophy.Quality management self-assessment application implies a process of continuous thought and questioning concerning all the organizational areas, systems, processes, mechanisms and elements. Thus, its use facilitates the continuous improvement philosophy.
Quality management self-assessment
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self - ofa higher education
Qualitymanagement
self -assessment
-a
Learning & Self -of a
-a Unsuccessful vs.
Successful self -assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment
Unsuccessful vs .
. -
assessment
.
Learning & Self -of a
factors
-
Conclusions & Theoretical framework
assessment
organization degree
organizationallearning
Self ofhigher education
Quality
selfassessment
assessmentdegree
Process analysis
Conditioning factors analysis
Learning & Selfof
Case study
analysis
Successful learninganalysis
Unsuccessful vsself
Unsuccessful vs
assessmentdegree
Process analysis
Conditioninganalysis
Learning & Selfof a
factors
ImplicationsConclusions &
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
What is it?It is a regular, systematic and global examination of all organizational activities and results, through a comparison with a business excellence model. This exam allows organizations to clearly recognise their strengths and weaknesses, and finally these results will be integrated into the organizational improvement planning process (E.F.Q.M., 2003).
Quality management self-assessment
Vs.
organization organizational strengths
organizational weaknesses
Strategic plan
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
What is it?It is a process through which all the agents with any interest in the organization (lecturers, organizational academic managers, students, society, employers, etc.) express their opinion with respect to the suitability and effectiveness of some issues relative to the degree (contained in a reference framework) in order to identify the strengths and areas for improvement of the degree (CEA, 2003).
Self-assessment of higher education degrees
Degree’s strengths
Degree’s areas for improvement
Degree’s improvement
plan
DEGREE
Vs.
REFERENCE MODEL
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Some differences:
Self-assessment of higher education degrees
The unit of assessment
The whole management of the organization
A higher education degree
The reference model
A business excellence model
A higher education degree’s model
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Why does it appear?Internal reasons:• It is employed as a tool to improve the quality level of higher education degrees.• Indirectly, it contributes to improve the management practices, processes and systems
of those faculties and schools that offer higher education degrees.• Sometimes, it is applied due to the internal pressure exerted by higher hierarchical levels
within the higher education organization.External factors:• Through an accreditation process, it is used to accomplish with some legal and
institutional requirements (i.e. the demands derived from Bologna Declaration in the European Union).
• It is also employed as a way of achieving a differentiated product/service when the degree is finally accredited.
• It may also be the result of some contextual and geographical pressures (i.e. the U.S. higher education system exerts a strong influence on the higher education systems of those countries geographically close to the U.S.).
Self-assessment of higher education degrees
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
The process of self-assessment of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Creation in the organization the
climate and positive attitude needed to make
the process succeed
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
The process of self-assessment of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
• Planning of the whole process• Endowment of necessary resources (financial, material, information, people, etc.)
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
The process of self-assessment of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
• Gathering of information concerning the degree• Comparison with the reference model• Elaboration of partial reports
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
The process of self-assessment of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
• Containing strengths and areas for improvement of the degree• Usually it is published to inform all the agents implied in the degree
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Two different research perspectives:1. The learning organization literature (prescriptive viewpoint): tries to
determine (or prescribe), a priori, those factors and elements that contribute to make organizations learn and, as a consequence, facilitate the achievement of higher organizational performance.
2. The organizational learning literature (descriptive viewpoint): tries to analyse, describe and understand how the learning process is carried out in organizations.
Learning in organizations
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
What is it?It is a dynamic and continuous process through which tacit and/or explicit
information is interpreted and assimilated in the organization at different levels in order to create knowledge. In the end, this knowledge will modify organizational behaviours and/or routines through which institutional goals are achieved (Balbastre et al., 2003; Moreno-Luzón et al., 2000).
Employment of the model of Crossan and her colleagues (Bontis et al, 2002; Crossan et al, 1999; Vera and Crossan, 2004) to analyse the organizational learning process. Two basic reasons are:
• the simplicity on the exposition of concepts and contents.• the explicit introduction of the group level as the link between individual
and organizational levels.
Organizational learning
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Organizational learning process (Crossan and colleagues)
Intuiting
Institutionalizing
Interpreting
Integrating
Individual
Individual
Group
Group
Organizational
Organizational
Feed forward
Feed
bac
kThree ontological levels:
• Individual• Group• organization
Four learning subprocesses:• Intuiting• Interpreting• Integrating• Institutionalising
Two learning directions:• Feed-forward• Feed-back
Source: Crossan et al., 1999: 532
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Learning in the self-assessment process of higher education degrees
Links between the different stages of
both processesSensitising
stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Links between the different stages
of both processes
Learning in the self-assessment process of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
At the sensitising stage it is of utmost importance the role of intuition and interpretation,
since sensitising has an important effect on the
subconscious through the construction of mental maps and
the necessary vocabulary to communicate with other people
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Links between the different stages of both processes
Learning in the self-assessment process of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Interpreting becomes the bridge linking sensitising and planning in the self-
assessment process.Also, the self-assessment
plan is the result of a knowledge integration
process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Links between the different stages of both processes
Learning in the self-assessment process of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Knowledge integration will go on to the
execution stage of the self-assessment process. It is also
fundamental that all the changes derived from
partial reports are agreed prior to their
implementation.
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Links between the different stages of both processes
Learning in the self-assessment process
of higher education degrees
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Intuiting and interpreting
Interpreting and integrating
Integrating and institutionalisation
Institutiona-lisation
In the institutionalisation
stage, all the changes derived from the final
self-assessment report must be
consented by all the higher education
organization levels
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Factors conditioning the organizational learning in the self-assessment of higher education degrees
Learning in the self-assessment process of higher education degrees
Factors Facilitator Obstacle
Decision of the organization (university) X
organizational culture X X
Continuous development of the staff X
organizational structure X X
Leadership style X X
Policies of the organization (university) X X
Relationship organization-environment X
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful self-assessment processes Case study: the Degree of Agronomy Engineering
This symbol represents that the stage has been unsuccessfully developed
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Unsuccessful self-assessment process
Sensitising stage
Execution stage
Planning stage
Final report elaboration
Successful self-assessment process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful self-assessment processes
Case study: the Degree of Agronomy Engineering
Consequently:• all the sectors that integrate the School understood the importance of the project • all the sectors actively took part in the working groups that were created
Why was the sensitising stage OK in the successful case?• started with the establishment of a committee where all the groups implied in the Degree (academics, administrative staff and students) were represented• the committee was trained in all the elements and criteria of the SINAES model of self-assessment• all the public officials working in the School of Agronomy Engineering were also trained in order to facilitate their participation in the process and their understanding of the important topics
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful self-assessment processes
Case study: the Degree of Agronomy Engineering
Key for success: involvement of all members of the Degree
Why was the planning stage OK in the successful case? The planning stage was carried out from a proposal made by the committee of the CEAD• the planning process was developed through several meetings, where tasks were assigned according to the criteria of the SINAES model• each member of the committee was in charge of coordinating a set of tasks a calendar was established for the implementation of the tasks• the School Board approved the final plans• the necessary resources were assigned to the project
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful organizational learning processes
Case study: the Degree of Agronomy Engineering
Intuiting
Integrating
InterpretingInstitutio-nalising
Unsuccessful self-assessment process
Intuiting
Integrating
InterpretingInstitutio-nalising
Successful self-assessment process
This symbol represents that the stage has been unsuccessfully developed
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful organizational learning processes
Case study: the Degree of Agronomy Engineering
Why was the intuiting stage OK in the successful case?• It was carried out through a set of study meetings• All the sectors implied in the Degree (managers, lecturers, students and administrative staff, mainly) were encouraged to take part• All of them were trained in the self-assessment process and activities
Consequently:It was created the necessary atmosphere to make all the agents take part in the process and to develop the mental frameworks that facilitate the knowledge interpreting and sharing in the following stages
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Comparison between successful and unsuccessful organizational learning processes
Case study: the Degree of Agronomy Engineering
Why was the interpreting stage OK in the successful case?• Knowledge interpreting was achieved thanks to the establishment of working committees to plan and implement the necessary tasks.• Knowledge sharing was accomplished to a great extent due to the cultural change obtained.
Why was the integrating stage OK in the successful case?• The integrating stage was mainly based on the application of teamwork, both through study meetings and working committees. • It became fundamental to unify criteria in order to discuss partial reports
Consequently:A final report was created. Such a report was agreed by all the agents implied in the process and not only affected the teaching activities but also administrative tasks and the set of departments that had any relationship with the Degree
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of self-assessment and organizational learning processes
Case study: the Degree of Agronomy Engineering
The links between intuition and sensitising stages:• Both stages were strongly correlated due, mainly, to the training programme. This programme contributed to sensitise all the agents and create the mental structures needed to facilitate intuiting and interpreting processes
The links between planning, interpreting and integrating stages:• Academic and administrative staff had accurate information relative to the process and, as a consequence, they got to integrate it with their own knowledge• This fact contributed to:
facilitate the establishment of working groups, and the creation of a plan of work agreed and known by all the members of the Degree
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of self-assessment and organizational learning processes
Case study: the Degree of Agronomy Engineering
The links between integrating and execution stages:• Integration became evident in the approval of partial reports. Such reports were generated as the self-assessment process was being executed. In addition, partial reports were approved not only by working committees but also by the School Board
The links between the final report elaboration and institutionalisation stages:• The final report contained changes that affected not only the Degree but also the whole university• The relationship between both processes is evident, since the scope of changes goes beyond norms, policies or procedures of the Degree, affecting the institutional level
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of facilitators and obstacles
Case study: the Degree of Agronomy Engineering
FactorsUnsuccessful case Successful case
Facilitator Obstacle Facilitator Obstacle
Decision of the organization (university) X
organizational culture X X
Continuous development of the staff X X
organizational structure X X
Leadership style X X
Policies of the organization (university) X X
Relationship organization-environment X X
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of facilitators and obstacles
Case study: the Degree of Agronomy Engineering
Factors Facilitator Obstacle Facilitator Obstacle
Decision of the organization (university) X
organizational culture X X
Continuous development of the staff X X
organizational structure X X
Leadership style X X
Policies of the organization (university) X X
Relationship organization-environment X X
organizational structure is the unique factor
remaining as an obstacle in both cases,
as no structural changes took place in order to
facilitate the self-assessment process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of facilitators and obstacles
Case study: the Degree of Agronomy Engineering
Factors Facilitator Obstacle Facilitator Obstacle
Decision of the organization (university) X
organizational culture X X
Continuous development of the staff X X
organizational structure X X
Leadership style X X
Policies of the organization (university) X X
Relationship organization-environment X X
• The decision of the organization appears and acts as a facilitator in the successful case• Also the continuous development of the staff and the good relationship with the environment facilitate the process in both cases
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Joint analysis of facilitators and obstacles
Case study: the Degree of Agronomy Engineering
Factors Facilitator Obstacle Facilitator Obstacle
Decision of the organization (university) X
organizational culture X X
Continuous development of the staff X X
organizational structure X X
Leadership style X X
Policies of the organization (university) X X
Relationship organization-environment X X
organizational culture, leadership style and policies
of the organization have changed from being clear
obstacles to becoming facilitators of the process in
the successful case
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
• It is fundamental that an organizational learning process takes place if it is intended that self-assessment turns out to be successful (i.e. intuiting, interpreting, integrating and institutionalising processes need to be suitably developed if the organization wants that the self-assessment process succeeds)• Also, the organizational learning becomes an outcome of a successful self-assessment process (i.e. the final report affecting a wide scope of areas both at a School level and at an institutional level becomes the outcome of the organizational learning process)
Consequently:organizational learning becomes simultaneously a conditioning factor and a result in a successful self-assessment process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
• Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self-assessment of higher education degrees• After the empirical analysis:
continuous development of the staff the relationship organization-environment
Powerful facilitators of the learning process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
• Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self-assessment of higher education degrees• After the empirical analysis:
continuous development of the staff the relationship organization-environment the stagnation of organizational structure A permanent obstacle of
the learning process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
• Our theoretical review suggested the existence of 7 factors that could contribute to facilitate the organizational learning process in the context of self-assessment of higher education degrees• After the empirical analysis:
continuous development of the staff the relationship organization-environment the stagnation of organizational structure organizational culture leadership style policies of the organization
Have changed from obstacles to facilitators of
the organizational learning process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
Implications for higher education managers:The achievement of a high performance and learning in the self-assessment of
any degree requires:a) an explicit favourable decision on the part of the universityb) an organizational culture based on values such as participation, knowledge
sharing and empowermentc) a clear and defined human resources policy supporting the continuous
training and development of the staffd) the establishment of the necessary structural adjustments to facilitate the
flow of information and knowledge, to make individuals get involved in the process and to assign defined responsibilities and duties to all the participants in the process
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
Self-assessment of Higher Education Degrees and Organizational Learning: An Exploratory Study
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and implications
Implications for higher education managers:The achievement of a high performance and learning in the self-assessment of
any degree requires:e) a participative, assertive and transparent leadership stylef) a set of organizational policies that support the whole process from every
viewpoint (human, financial, technical, etc.)g) an open and constant relationship between the organization and its nearby
environment to facilitate the interchange of knowledge and to question constantly the organizational processes and practices as a basis for continuous improvement
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Theoretical framework
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Self -assessment ofa higher education
organization degree
Qualitymanagement
self -assessment
organizationallearning
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Case study
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Unsuccessful vs. Successful self -
assessment analysis
Unsuccessful vs . Successful learning
analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Learning & Self -assessment of a
degree
Process analysis
Conditioning factors analysis
Conclusions & Implications
Conclusions & Implications
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