Human Factors and Educational Quality

Abstract

This paper discusses the demands on and by universities to update and improve educational delivery in an increasingly difficult economic context The actions of a number of universities consider the criteria of Total Quality Management (TQM) as a strategy for improving educational quality. However, from a human factors approach, the most immediately obvious types of quality interventions may prove inadequate to address the complexity of the instructional space setting. Drawing on a combination of previous and current work in the field of educational quality improvement, the author addresses the need for an integrated human factors approach that includes ergonomic, aesthetic, and facilities management issues. Such an approach is largely absent from the research and applications literature. Much of the existing knowledge applicable from a human factors standpoint is isolated and fragmented, and does not address the classroom as a complex system. The author also presents the concept of a Classroom and Laboratory Instructional Quality (CLIQ) evaluation facility which can contribute a realistic and effective educational experience for future generations of human factors professionals. The CLIQ facility, while providing important research and training experience, can also serve large numbers of undergraduate students by identifying quality improvement strategies to enhance current and future classrooms and other instructional spaces.