PDCA Cycle in Quality Processes: Proficiency Levels of Turkish Universities According to the Opinions of External Evaluators

Abstract

Turkish universities have been experiencing a rapid change and transformation in their quality and accreditation processes. The stakeholders of this development have encountered many new concepts, methods and techniques. Among others, the Plan, Do, Check, Act (PDCA) cycle has been a frequently recommended technique to be used. The aim of the study is to introduce the conceptual and theoretical analysis of the PDCA; to examine its application conditions in the Turkish higher education institutions given the view of external evaluators, and to determine the application areas of this cycle. A qualitative case model was used in the study. Data obtained from 42 participants who worked as external evaluators in the quality processes of higher education were analyzed. Findings show that Turkish universities' knowledge about the PDCA cycle is very limited, the cycle has been used only because of necessity; and whereas the Plan and Do stages were successfully performed, the application of the Control and Act stages was insufficient. The technical use of the PDCA was also found very limited. We suggest that training support by the Turkish Higher Education Quality Counsel and universities will contribute to effectively using the cycle as an auxiliary tool in quality processes.