'Organizations attempt to change culture for different reasons. Changing the culture is a key element of the process of quality improvement and has wide-ranging implications for the whole organization.'
Dale and Boaden, Managing Quality
This chapter describes a framework for analysing existing quality initiatives and for planning and implementing new ones. It has been designed to assist institutions both in managing quality and in using quality management as a means of institutional development. Following Barrie Dale's work, the term framework is used rather than the term model (Dale and Boaden, 1994). What is presented here is a guide and not a prescription. The starting premise has always been that each and every institution has to find its own route to quality, and that externally prescribed approaches are usually the least effective. That is not to decry the use of the ISO9000 series, the European Quality Award, Investors in People or other quality systems. They are a very useful discipline for any institution to follow, and any quality framework should be capable of being linked to these standards. However, inherently they tend to have more to do with accountability than with improving quality. While the accountability inherent in the quality systems model is important, quality improvement will only take place through the creation of a culture of continuous enhancement and institutional self-assessment.
A quality framework needs to meet the special requirements of education and must make sense within the context of the pedagogic developments currently taking place. To be appropriate in the educational context a