The Excellence Baldrige Criteria in The Effectiveness of Higher Education Institutions Management

Menezes, Paulo Henrique Barroso; Martins, Henrique Cordeiro; Oliveira, Ronielton Rezende

doi:10.15728/bbr.2018.15.1.4

Paulo Henrique Barroso Menezes ^†† Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: paulohbm.economia@gmail.com

Universidade FUMEC, Belo Horizonte, MG, Brazil

Henrique Cordeiro Martins ^ΩΩ Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: henrique.martins@fumec.br

Universidade FUMEC, Belo Horizonte, MG, Brazil

Ronielton Rezende Oliveira ^¥¥ Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: ronielton@fumec.edu.br

Universidade FUMEC, Belo Horizonte, MG, Brazil

† Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: paulohbm.economia@gmail.com

Ω Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: henrique.martins@fumec.br

¥ Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: ronielton@fumec.edu.br

6. CONTRIBUTION OF AUTHORS

There are no conflicts of interest. The article is the result of the research developed as a partial requirement to obtain the degree of Master in Administration of the author Paulo Henrique Barroso Menezes under the guidance of the author Prof. PhD. Henrique Cordeiro Martins at the University FUMEC. The author Ronielton Rezende Oliveira under the guidance of Prof. PhD. Henrique Cordeiro Martins in the Doctoral Degree in Administration at the University FUMEC and contributed by reviewing the models, analyzing the data and discussing the results of the research, preparing and reviewing the article for submission, after presenting the work in the Annals of XXXIX National Meeting of the National Association of Graduate Studies and Research in Administration (EnANPAD 2015).

Leadership

II.1 The actions of my leaders serve as examples and inspiration.

II.2 My leadership has actions corresponding to the Organization's Mission, Vision and Values.

II.3 Leadership communicates effectively with everyone in the institution.

II.4 Leadership actions reinforce an ethical commitment and respect for the law.

II.5 Leaders are concerned about the formation of new leaders.

II.6 There are incentives for communication to be honest and direct.

Strategic Planning

III.1 I know the Organization's Mission, Vision and Values.

III.2 All are involved to identify problems and solutions for the organization.

III.3 I know exactly what is expected of me within the organization.

III.4 All the resources I need to perform my tasks are available.

III.5 I know the strategic differentials of the organization.

III.6 The organization can perceive and take advantage of the opportunities of innovation in educational services.

III.7 The organization is able to adapt to sudden changes in scenarios.

Focus on Customer

IV.1 The system for picking up complaints, suggestions, criticisms and compliments provides quick action on problems.

IV.2 Students are involved in solving identified problems.

IV.3 Conducting the relationship with students provides loyalty and a long-term relationship.

IV.4 The relationship with students allows identifying new needs and offering new services.

IV.5 The organization is able to anticipate problems and solve them.

IV.6 The Organization has attractive incentive programs to acquire new students through nominations.

Measurement, analysis and knowledge management

V.1 The model of data collection, selection and alignment happens frequently and safely.

V.2 I rely on data measured and provided by the institution.

V.3 The institution makes it possible to exchange knowledge among all people.

V.4 Information is used to support decision-making.

V.5 The information collected supports service innovation.

V.6 The collected data are compared with the objectives of the organization's strategy.

Focus on the Workforce

VI.1 The activities I develop are in accordance with the skills I possess.

VI.2 The recruitment, selection and remuneration system is compatible with the rest of the market.

VI.3 I get feedback on my performance and achievement of expected goals.

VI.4 Each employee is certified for the role they play in the organization.

VI.5 There are training programs and information on new challenges.

VI.6 The number of people is adequate to the amount of work.

VI.7 The workforce is involved with the organization.

VI.8 The turnover level of professionals is low.

VI.9 I get financial returns when I reach milestones.

Focus on Operation

VII.1 I have the freedom to suggest changes in the way I perform my tasks.

VII.2 Work processes are constantly changing so that they are effectively improved.

VII.3 I know the productivity measure and can suggest the best adaptation and evolution of these measures.

VII.4 Processes are designed to avoid rework and reduce costs, minimizing the possibility of errors.

VII.5 There is planning so that in case of emergency operations continue to run.

VII.6 There is a strict supplier control process.

Management Effectiveness

VIII.1 There is a follow-up program for student learning outcomes.

VIII.2 The results of learning follow-up are better than those of the main competitors.

VIII.3 The student is satisfied with the institution in which he/she studies.

VIII.4 The workforce is satisfied and meets the established goals.

VIII.5 Leadership can implement mission statements, vision and values.

VIII.6 Financial results are higher than investors' expectations.

HEI Unit	Administration		Faculty		Total
HEI Unit	Administrative Function	Unit Director	Professor	Course coordinator	Total
Barreiro	1	-	5	-	6
Betim	24	-	9	4	37
Cidade Jardim	11	1	9	2	23
Contagem	1	-	10	1	12
Raja Gabaglia	11	-	10	1	22
Timbiras	19	-	3	4	26
Venda Nova	13	1	32	4	50
Total per Group	82		94		176

Dependent	Independent	Estimate	Standard Error	Value-p	Critical Reason
Management Effectiveness	Leadership	0.009	0.058	0.870NS	0.010
	Strategic Planning	0.238	0.065	0.000^* ***** p < 0.01 \|	0.210
	Focus on Customer	0.096	0.063	0.127NS	0.090
	Measurement, Analysis and Knowledge Management	0.099	0.069	0.148NS	0.100
	Focus on Training and Feedback	0.067	0.048	0.164NS	0.080
	Focus on Operation	0.450	0.066	0.000^* ***** p < 0.01 \|	0.470

Dependent	Independent	Estimate	Standard Error	Value-p	Critical Reason
Strategic Planning	Leadership	0.377	0.108	^* ***** p < 0,01 \|	0.377
Strategic Planning	Focus on Customer	0.436	0.084	^* ***** p < 0,01 \|	0.557
Focus on Operation	Measurement, Analysis and Knowledge Management	0.395	0.107	^* ***** p < 0,01 \|	0.363
Focus on Operation	Focus on Training and Feedback	0.642	0.116	^* ***** p < 0,01 \|	0.595
Management Effectiveness	Strategic Planning	0.458	0.068	^* ***** p < 0,01 \|	0.417
Management Effectiveness	Focus on Operation	0.580	0.067	^* ***** p < 0,01 \|	0.581

Measure	Fit Index	Theoretical Model	Alternative Model	Reference Parameters^a
Absolute	Chi-square (χ2)	13.150	584.372	Not applicable
	Degrees of freedom (DF)	1	367
	Significance of the Model (Value-p)	p < 0.01	p < 0.01
	Root Mean Square Error of Approximation (RMSEA)	0.264	0.058	Great..... : RMSEA < 0.060 Good : 0,060 ≤ RMSEA < 0.080 Average. : 0,080 ≤ RMSEA < 0.100 Unsuitable. : RMSEA > 0.100.
	Goodness of Fit Index (GFI)	0.979	0.770	Great. : 1 < GFI or AGFI ≤ 0.95 Good. : 0.95 < GFI or AGFI ≤ 0.90
	Adjusted Goodness of Fit Index (AGFI)	0.399	0.727
	Confidence Interval (90%) for RMSEA	[0.150;0.398]	[0.049;0.067]	Not applicable
	Standardized Root Mean Square Residual (SRMR)	0.012	0.090	Suitable..... : SRMR ≤ 0.09 Unsuitable..... : SRMR > 0.09
Incremental	Comparative Fit Index (CFI)	0.878	0.831	Great..... : CFI ≥ 0.95 Good..... : 0,90 ≤ CFI < 0.95 Average : 0.80 ≤ CFI < 0.90 Unsuitable : CFI < 0.80
Parsimonious	Parsimony Normalized Fit Index (PNFI)	0.042	0.207	The bigger the better
Parsimonious	Scaled Chi-square (χ²/DF)	13.150	1.592	Suitable: 1,000 < χ²/GL ≤ 3,000 Unsuitable... : χ²/GL > 3,000

[1] † Universidade FUMEC, Belo Horizonte, MG, Brazil E-mail: paulohbm.economia@gmail.com

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The Excellence Baldrige Criteria in The Effectiveness of Higher Education Institutions Management

ABSTRACT