Trust-Based Quality Culture Conceptual Model for Higher Education Institutions
Abstract
:1. Introduction
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- The increasing level of internationalization of education and research;
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- Implementations of new research modes;
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- The extended competition with other organisations such as the new public and private universities, the education given by companies through what they call “corporate universities” to contribute to the lifelong learning process of their own employees;
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- Pressure to harmonise the different national university systems (e.g., Bologna Process);
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- The claims and aspirations of various stakeholders (including industry and society in general);
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- Increased demand for transparency and accountability about the “results” and “benefits” derived from the public funds.
2. Trust as an Antecedent of Loyalty and Reputation
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- Trust can only be earned, not sold, bought or transferred [56];
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- Trust as a relation is very fragile, it takes a long time to build and is destroyed very easily [57];
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- Trust includes the expectation that an organisation will not behave in an opportunistic manner and that it will deliver its products at the quality expected by the consumer [58];
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- Trust involves the belief of the engaged parties that the organisation will act with integrity and that it will be reliable [48].
3. Trust in HEIs
3.1. Individual Level and Institutional Level of Trust in HEIs
3.1.1. Individual Trust—Loyalty
3.1.2. Institutional Trust—Reputation
3.2. Multidimensional Trust in HEIs
4. The Quality Culture Concept
5. Research Methodology
6. The Proposal of a Novel Trust-Based Quality Culture Conceptual Model at HEIs
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- students and faculty,
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- students and institution,
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- faculty and institution.
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- quality management system avoiding excessive bureaucracy;
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- users-friendly quality assurance mechanisms;
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- collegially developed university’s strategy and goals;
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- transparency in making decisions and taking actions;
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- availability of resources: time, place, people, budget to support the quality culture improvement initiatives and actions.
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- common value system developed and adopted collaboratively and then respected by the academic community;
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- understanding and acceptance of the fact that quality improvement is a continuous process;
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- commitment and an openness attitude to change;
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- cooperation in teams for improvement projects.
7. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Dzimińska, M.; Fijałkowska, J.; Sułkowski, Ł. Trust-Based Quality Culture Conceptual Model for Higher Education Institutions. Sustainability 2018, 10, 2599. https://doi.org/10.3390/su10082599
Dzimińska M, Fijałkowska J, Sułkowski Ł. Trust-Based Quality Culture Conceptual Model for Higher Education Institutions. Sustainability. 2018; 10(8):2599. https://doi.org/10.3390/su10082599
Chicago/Turabian StyleDzimińska, Małgorzata, Justyna Fijałkowska, and Łukasz Sułkowski. 2018. "Trust-Based Quality Culture Conceptual Model for Higher Education Institutions" Sustainability 10, no. 8: 2599. https://doi.org/10.3390/su10082599
APA StyleDzimińska, M., Fijałkowska, J., & Sułkowski, Ł. (2018). Trust-Based Quality Culture Conceptual Model for Higher Education Institutions. Sustainability, 10(8), 2599. https://doi.org/10.3390/su10082599