I am writing a book on Paradigms in Quality Management. I now have discovered four:
1. The paradigm of Empirics (to measure is to know)
2. The Paradigm of Reflection (if you measure, you still know nothing: have a discussion)
3. The Paradigm of Reference (measure and compare to a standard/model)
4. The Paradigm of Pragmatism (there is no right or wrong, quality is dependent on time, place, context)
Anyone, any thoughts on this?
Hello,
Very interesting question and subject!
Personally, I am a supporter of the Paradigm of Pragmatism in Quality management, and particularly its variant that the level of the delivered (or offered) quality should correspond to the level of culture for quality of the users. As we say here, in Bulgaria: 'Every train has its passengers'.
P.S. In the realm of joke (and beyond), the above holds particularly true in cases when you have to supply high-level quality to the more higher levels of the management.
I really like this one, "The Paradigm of Reflection (if you measure, you still know nothing: have a discussion)".
After all, measuring only provides us with certain amount of information, so I agree with the fact that we still will know nothing much. There's so much more one can gain and collect just by having a discussion. I believe it's within the discussions we tend to find most of the wealth of information. It's all about the details !
Thanks Ambika for your contribution. However, if the discussion is a debate to define what's right or wrong you might get into trouble as well.... What about pragmatism? Using the Socratic Dialogue in stead of discussion and debate???
I would add contextualist paradigm. I am not sure if this is popular in Quality Management but it certainly is in social research. You may want to check Cindy Johanek's work Composing Research: A Contextualist Paradigm for Rhetoric and Composition.
Yes, the model/method of aligning the performance indicators with the goals and objectives, please refer to:
1. Al-Farahidi Performative model to assess HEIs. 4th OQNHE Conference 2017, Muscat, pp.1-15.
2. A Framework for Fostering the Quality of HEIs: Data Collection, Evaluation, Indication and Validation. Int. J. of Quality and Innovation, 2016, Vol.3, No.1, pp.42-66;
3. Quantitative and qualitative indicators to assess the performance of higher education institutions. Int. J. of Information and Decision sciences, 2014, Vol.6, No. 4, pp.369-392
4. Goals and objectives: Statistical techniques and measures for performance improvement of HEIs in Oman. Int. J. of Management in Education, 2014, Vol. 8, No. 3, pp.244–264.
Regards,
Zuhair
Thanks Zuhair. Your contribution seems to fit in the empiric paradigm, where measuring e.g. using indicators is paramount?
- Badges
- Science topic
- Similar topics
- Mathematics