Abstract:

Literature review suggests that self-assessment may be a tool for continuous improvement, because it identifies strengths, weaknesses and improvement actions. The implementation of such improvement actions will make it possible to improve the efficiency and quality of services in Higher Education Institutions (HEIs). In this context, HEI may use models based on quality awards (e.g. European Foundation for Quality Management -EFQM- model), or models created specifically for self-assessment in academia.

The aim of this paper is to analyse the stages and results of the self-assessment process in university administrative services, in order to identify the main strengths and weaknesses detected in self-assessment, together with any improvement actions derived from it. Based on these ideas, the research questions are the following:
• How has EFQM self-assessment been carried out in university administrative services?
• Which results have been obtained (strengths, weaknesses and improvement actions)?

To answer these two research questions, the paper uses the case study methodology. The interest of this research is to show a self-assessment exercise from 10 cases. Data collection combined several methods: interviews, direct observation and organisation documents from administrative services in a Spanish public university.

The findings show the steps that administrative services can follow in order to apply this exercise in a successful manner, and the results of this process (strengths, weaknesses and improvement actions). Regarding the steps, the services analysed in this paper used the workshop approach to prepare a report based on EFQM criteria. With this report and the report from the external assessors, the team members prepared an improvement plan. Based on the stages of self-assessment listed in the literature section, the paper shows the stages followed by the services analysed.

In relation to the results of this process the paper shows the strengths and weaknesses common to all services regarding each EFQM model criterion. On the basis of these strengths and weaknesses, the paper shows the improvement actions that can be suggested based on the improvement plans analysed. Consequently, efforts have been valuable because changes have been introduced in services through the implementation of the improvement actions. For example, based on these improvement actions, each service has introduced the following issues:

• Strategic plan, service charter, and measures for follow-up.
• Specific training.
• Process identification and process mapping.
• Customer and staff surveys.
• Several follow-up measures.

Based on these findings, this study has led to several implications for practice. For example, efforts in implementing improvement actions (e.g. use of a set of measures such as those based on satisfaction surveys of staff and customers, amongst others) and the follow-up may help managers to refine and improve service quality in HEIs. The improvement actions identified may help other managers of university services to set up objectives aimed at improving the quality of their services and to adopt quality practices, which would improve their level of quality management.

Keywords:

Quality improvement, self-assessment, EFQM model, HEIs.