Метод применения инструментария контроля качества в организациях высшего профессионального образования
This article discusses an aspect of quality teaching in high school. A method of applying total quality management tools offer for continuous improvement of the learning process within the individual education program. Reviewed by way of its realization in the author's empirical evidence.
Proceedings of the 16th International interdisciplinary scientific multiconference “Information Society”, considering topical technical and social problems of modern information society
This article is intended to summarize the key works on Quality Management in order to obtain a unified theoretical basis. Applicability to Russian companies is discussed. Differences between the classic quality paradigm and the TQM ideas are focused and studied thoroughly. Basing on the most recognized works of Crosby, Juran and Deming, the history of Quality Management ideas development is shown. Mechanisms of impact of implemented quality management systems on company results are shown, since it is required in order to perform an empirical study of quality management effectiveness. Also several aims for empirical studies are proposed. Possibility of Quality Management implementation for Russian companies is also discussed.
The article is devoted to improving the quality of education in prospective interdisciplinary areas of knowledge such as biomedical engineering. The experience of universities in the U.S.A. and Western Europe is described. Particular attention is paid to the content formation and certification of educating and training programs.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.