Abstract
Purpose. The purpose of this study was to evaluate readiness factors that influenced five postsecondary institutions to employ the Baldrige criteria for their Continuous Quality Improvement (CQI) efforts: (1) the readiness of the institution to enter into a Baldrige-based CQI effort; (2) the role of institutional leadership; (3) institutional outcomes perceived as issuing from the Baldrige; and (4) linkage of the Baldrige with the regional accreditation process, and whether these efforts contributed to accreditation tasks. Methodology. Using a case study methodology, five institutions were selected that had used the Malcolm Baldrige Award criteria to frame quality planning. The chief executive and academic officers were interviewed. A survey was conducted among various members to determine how broadly the Baldrige principles had been deployed and whether these had changed the institution over time. Survey data were analyzed using the Wilcoxon Signed Rank Test. Findings. The institutions studied employed the Baldrige as a continuation of significant quality endeavors, rather than as a first CQI step. Implementation was critically dependent on a key leader who articulated a vision, allocated resources, and held attention over time. The Baldrige was perceived to be associated with significant institutional benefits: Each of twenty descriptive statements revealed positive change during the Baldrige program. Four of the institutions will continue with the Baldrige. All became more proficient in the use of data and inclusive decision making. Conclusions and recommendations. The Baldrige is an effective means to bring about significant institutional quality improvement in higher education when it is employed as a part of an insightful, long-term, and systemic improvement strategy. The Baldrige is associated with positive institutional change, rather than with only documentation of existing conditions. The future of the Baldrige in higher education is linked closely to actions of regional accrediting bodies. Institutions with extensive CQI histories are more likely to continue with the Baldrige. Some recommendations: (1) Institutions should not start a CQI initiative with the Baldrige but may see it as an outcome of long-term planning. (2) Leaders will want to work closely with regional accrediting bodies as the Baldrige concepts are more fully integrated into accreditation standards.