Continuous improvement framework: implications for academia

Abstract

PurposeTo analyze the main elements of continuous improvement (CI) in higher education and the concerns of academia's stakeholders in the implementation of such an approach. Suggests guidelines for the development of a culture more receptive to the implementation and maintenance of a CI approach in higher education.Design/methodology/approachA review of published literature (1982‐2004) facilitates identification of elements of CI, and concerns of academia's stakeholders for the adoption of a CI approach in higher education. The reviewed sources are grouped into three major sections: the CI approach, implications of CI, and an illustrative example – EQUIS.FindingsThe adoption of a CI approach in higher education requires not only upper administration commitment, but also uncovering the current underlying culture and examining the appropriateness of the objectives to adopt CI. A culture of a long‐term commitment to CI implies engaging the administrative and academic systems and all the stakeholders of the institution. This was identified as a major road‐block for quality initiatives.Research limitations/implicationsThere is a wide range of stakeholders to consider and some stakeholders have diverse objectives in pursuing a CI approach. Future research should explore these agendas to identify core issues needing to be addressed to speed up the shift towards a CI culture.Practical implicationsRequired accreditations in colleges and universities offer an increasingly important role to a CI approach in higher education and its impact on academic stakeholders.Originality/valueThis paper fulfils an identified information/resources need and offers practical help to colleges of business seeking accreditations and institutions of higher education pursuing CI initiatives.