Rationale
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Implementation of quality circles has the potential for improving student and teacher performance in courses.
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Implementation of quality circles presents an opportunity to explore an alternate means of evaluating the teaching of faculty.
Background
Quality circles are a form of "shared management" used widely in Japan. The concept represents a method of tapping the resources of the work force by directly involving teams of cooperating workers and their managers in the process of planning and problem solving.
Most existing models of the quality circle are industrial. In the early 1980s, some educators began exploring pedagogical uses of this Japanese management method. Typical models from education include a representative group of students who agree to meet with course instructors on a periodic basis to discuss issues related to student understanding of material, classroom management, and teaching methods. Where quality circles are used, classes become more responsive, students are convinced their input is important, and faculty obtain meaningful input.
Design
Each semester 24-28 students are asked to serve as the QUALITY CIRCLE for their professional class. The quality circle is selected through random sampling, stratified for GPA, by the Associate Dean for Academic Affairs. Participation by students and faculty is voluntary.
The quality circle for each professional year is then divided into FOCUS GROUPS of 4 students randomly assigned to one of their required courses per the request of a faculty member in charge of a course. Focus groups work with the faculty member in charge of the required courses with the following guidelines:
Operating Guidelines:
Content and Purpose:
Focus group meetings typically center on discussion of issues related to three areas: student understanding of course material, teaching methods, and classroom management. The purpose of focus group meetings is for students and faculty to obtain candid feedback for improving student and teacher performance in a particular course.
Recommended format:
Leadership. The faculty member in charge of the course serves as the focus group leader. The leader draws up the agenda for all meetings. Focus group members can submit items for inclusion on the meeting agendas. The leader contacts focus group members to solicit items for the meeting agenda and arrange meeting times. In team-taught courses, the leader may request other faculty in the course attend the focus group meetings.
Meetings. The leader meets with the focus group for approximately 45 minutes, approximately 4 times/semester. Meetings are shortened or canceled in the event the faculty and student members of the focus group have no issues for discussion. Meetings are scheduled more frequently if needed.
Recommended code of conduct:
Student focus group members and the faculty member agree to the following:
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Attend meetings regularly.
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Check e-mail regularly for focus group communication.
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Present issues in advance for inclusion on the agenda.
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Be prepared to inform others and gather data when asked-- (So that the opinions of other students regarding specific issues can be brought to the group when needed.)
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Criticize ideas, not people.
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Keep an open mind.
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No reprisals for candor.
Advantages
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Communicates to students that their opinions matter.
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Opens new lines of communication between teacher and student.
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Builds leadership, decision-making, and problem solving skills in participating students.
References
Hirshfield, Claire. Quality Circles in the Classroom: An Experiment in the Pedagogical Uses of Japanese Management Methods. Paper presented at the Annual Conference of the Eastern Community College Social Science Association (9th Williamsburg, VA, March 23-26, 1983).
Sutton JC. The Team Approach in the Quality Classroom. Business Communication Quarterly 58: 1 March 1995.
