Quality certification in relation to other quality approaches applied to education

Abstract

This article provides an in-depth comparative analysis of the main quality frameworks applied in higher education. Confronted with a plethora of available models, this study aims to provide a critical overview to guide institutions in the strategic selection of the framework(s) best suited to their specific needs. The paper examines and compares eight influential models, categorized into three distinct groups: management system standards (ISO 9001:2015 and ISO 21001:2018), sector-specific accreditations (EQUIS, AACSB, and QUALICERT), and excellence and self-assessment models (the Moroccan National Quality Prize - PNQ, EFQM, Deming, and Malcolm Baldrige). The methodology is based on a comprehensive literature review and a comparative analysis (benchmarking) of official documents and academic literature dealing with these models.

The results highlight the coexistence of two fundamental approaches: a logic of normative compliance, embodied by ISO standards, and a logic of recognition through excellence, driven by accreditations and self-assessment models. The analysis reveals the distinct strengths, specificities, and purposes of each framework. For instance, ISO 21001 provides a generic and structural framework for educational management, while EQUIS and AACSB aim for prestige and international benchmarking in the field of business schools, and EFQM or PNQ serve as levers for holistic continuous improvement.

The discussion concludes that these frameworks are more complementary than competitive. The choice for an institution should not be limited to a single model but could be based on a strategic combination of several. Thus, an institution could use ISO 21001 to structure its internal management system, seek an accreditation like EQUIS to enhance its international credibility, and rely on the EFQM model to drive its overall performance improvement. This hybridization allows to simultaneously benefit from normative rigor, peer recognition, and an adaptable excellence framework, ultimately aiming for the sustainable enhancement of educational value and the satisfaction of all stakeholders.

Classification JEL : I21, I24, I28

Paper type : Theoretical Research