UNIVERSITY OF PORT HARCOURT

SCHOOL OF SCIENCE LAB. TECHNOLOGY

P.M.B. 5323 EAST-WEST ROAD, CHOBA

ASSIGNMENT ON

BENEFIT OF QUALITY CONTROL IN TEACHING, RESEARCH AND

INDUSTRY

PREPARED BY:

NAME: Somto Augustus Nwachukwu

REG. NUMBER: PHND/SSLT/2021/B1/0013

NAME: Madumere Chinweuche Obiamaraije

REG. NUMBER: PHND/SSLT/2021/B2/0010

DEPARTMENT: Geology/Mining Technology

DATE: M a r c h 1 2 , 2024
COURSE TITLE: Quality Control/Quality Assurance
COURSE CODE: SLT 505.1
LECTURER: Dr. O.N. Akomah-Abadaike
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Table of Contents

Introduction ………………………………………………………………………………..……… 3

What is Quality Control? …………………………………………………………………...…...… 3

Quality Control In Teaching ………………………………………………………………...…...... 4

Quality Control in Research …………………………………………………………….…....…..... 7

Quality Control in the Industry ……………………………………………..………………..……. 9

Conclusion ……………………………………………………………………………...………… 11

References ………………………………………………………………………….………….…. 12

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1

1.0 INTRODUCTION

Maintaining high-quality products and services is crucial for success in today's competitive
business environment. Quality control (QC) plays a critical role in ensuring that your company
consistently meets customer expectations and regulatory requirements. This comprehensive guide
will explore the importance of quality control, its benefits, and key strategies, with industry
examples to illustrate its practical applications.

1.1 What is Quality Control?

Quality control refers to the systematic process of identifying, monitoring and correcting potential
defects or deviations in products or services. This process ensures that the final output meets the
established quality standards and customer requirements. QC is an essential part of the overall
quality management system (QMS) and involves regular inspections, testing, and monitoring of
various production stages. ISO 9001:2015 defines Quality Control as “a part of quality
management focused on fulfilling quality requirements.” It includes activities such as the
inspection and testing of incoming raw materials, in-process products, and finished goods.

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2
2.0 QUALITY CONTROL IN TEACHING
A quality control model is a central tool for evaluating all reforms and
improvements when it comes to the quality of education and the effectiveness of the
teaching institution. Assessing the quality of the teaching process helps to control the
level of provision of teaching services, to constantly monitor the degree of satisfaction
of customers and employees, to ensure and improve the quality of education. Quality
control is an important task, based on a comprehensive goal, is designed to better
realize the administrative, pedagogical, managerial goals of improvement.

Many systems of quality control of education rely primarily on the assessment of

student performance, the level of education of teachers - does not consider the
teaching institution as a whole as a holistic system (O'MAHONY, GARAVAN, 2012;
CENTOBELLI, et al 2019). And it is the innovative model of implementing
quality control of the teaching process that involves taking into account all aspects of the
institution, its impact on students and faculty.

Research on models of teaching process quality control have both theoretical

(GUERRERO, et al, 2019) and practical directions (ETZKOWITZ, 2019). Several
studies have addressed the concept of teaching process quality, "assessment", with
the core statement being the representation of assessment as a process of collecting
and analyzing data to determine the extent to which instructional goals are achieved and
further effective decision making (CHENG, et al 1997; RYBNICEK, at al 2019).
Research suggests that assessing the quality of the teaching process includes a
universal component and the value of education itself (O'SULLIVAN, 2017). And it is
embedded in both the philosophy of institutional development and education and
management actions at the level of teaching product and process (FLEK, PRINCE,
2014; KHALIL, 2021). Several researchers argue (ASADI, et al, 2016) that the
teaching product involves assessing the quality of the skills and abilities acquired by
the student, how well they are evaluated by teaching applicants, and the teaching
process also contains experiences and activities, combined in learning situations.

The modern pedagogical and management paradigm considers the impact of the quality
of teaching services and student satisfaction on the image and success of the university
(CHAUDHARY, DEY, 2021) considered the conceptual framework of teaching
quality formation at the local, national and global levels (LEE, SIMMONS
ZUILKOWSKI, 2017) ensuring high levels of teaching quality in the opening of
entrepreneurial universities (PERRONET, 2018) broad prospects for increasing student
motivation and loyalty concerning improving teaching quality. Several theoretical
studies have also been presented in the search for perspectives on the formation of a
modern model for implementing quality control in education (SANDSTRÖM, et al
2018), there is a consideration of ways to implement institutional theory as part of
the implementation of quality in the teaching process (KHALIL, 2021).

In the field of teaching process management, there are several models of quality
management worth considering today, which have received worldwide recognition.
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All of these models are characterized, since the 2000s, by a focus on organizational
quality management. It was a new step compared to the Total quality management (TQM)
model, which was popular in the 1990s and relied on a culture of continuous improvement
of existing resources. First of all, it is an effective development of principles (TQM),
actively stimulated by the Deming Prize, an award for the development of quality control
models, founded in 1950. E. Deming's model itself first concerned the development of
Japanese business, but over time was effectively used in Europe in teaching institutions
as well. These are primarily teaching management policies, information management
work, analytics, standardization principles, the use of statistical methods, cyclical
analysis of quality, and the like.

The proposed model for the implementation of quality control of the teaching process
at the institution considers the results and effectiveness of the system not only at the final
stages - at the end of the semester, but also in the periods of introduction and
design of the teaching process. This allows for a holistic picture of the effectiveness of
the teaching process. Then the results can transform the system, weaknesses are identified
and changes are formed to improve the quality of education.

2.1 Improving Quality in Education

Therefore, the essential components of an effective daily model for the
implementation of quality control of education are the focus on a clearly defined
strategy and mission - the streamlined launch of the process of improving the quality
of education; Organization of activities, and ownership processes in the institution;
comprehensive analysis of the quality of teaching products.

According to many researchers (KUZMINA, et al 2020), the application of modern

models of quality assurance of the teaching process in higher education institutions is
dictated by the need to solve a set of problems at both national and global
levels (LEE, SIMMONS ZUILKOWSKI, 2017). Researchers (HSU, et al 2016)
in the field of management systems effectiveness analysis evaluated the quality of
education in a secondary education institution through the definition of teaching
context, learning and teaching materials, and learning outcomes. They concluded that
one of the current models of teaching process control (IPP, Input, Process and Product) is
effective because it is used to improve comprehensive quality assessment. A similar
model has also been used by researchers to assess the quality of textbooks,
curriculum, and assess the level of quality of high school teaching services
(SCHERMAN, BOSKER, 2017).

In our study, a comprehensive and step-by-step approach to the implementation of

quality control on the teaching process also proved effective and efficient per the
European philosophy of education was positively evaluated by the administration,
management of the institution, at the end of the experiment approval of innovation
increased by an average of 7%, where the most developing teaching skills and the
resource base of the university. Several studies have described cases where certain
criteria of teaching quality become a priority, all resources are concentrated on achieving
one goal, and other aspects tend to begin to be ignored (VIVEK, et al 2017). This is why
the implementation of a university quality control system for the teaching process
involved a comprehensive approach. Practitioners should be aware of the need to
focus on a long-term perspective, long-term problem-solving strategies, and
organization of constant development of the mission of the university, achieving quality

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education in all parameters of the implementation of the teaching process, even if they
do not occur simultaneously.

Several studies on the theory and practice of management of teaching institutions tend
to shift the emphasis to the management of the overall quality of the teaching process
in teaching institutions. However, it is worth keeping in mind the individual traits and
professional specifics of each higher education institution and may try to achieve them
in their entirety. To implement an overall strategy and a high level of teaching quality in
the presence of limitations in certain resources and products, priority goals should be
set: the acquisition of scarce positions, management of internal resources, focus on
learning strategies, the pleasure of the most relevant learning needs. That is why
different models of quality assurance of the teaching process should be used in
different situations and conditions.

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3

3.0 QUALITY CONTROL IN RESEARCH?

Quality control can mean the difference between good science and bad science. So, what is quality
control? Very simply, it is any process that aims to monitor and maintain laboratory standards. The
processes of quality control can include detecting, reducing, and correcting any problems within a
lab. Quality control can also help to make sure that the results of an experiment or method are
consistent. Quality control is known as quality assurance or quality management. Good Laboratory
Practice (GLP) is one form of quality control. GLP was introduced in the field of chemical
research, to try to ensure high quality, reliable test data. This was a good starting point. However, it
was not perfect.

3.1 What is the Best Type of Quality Control?

The best practice for quality control is a Laboratory Quality Management (LQM) program. The
design of LQM helps control factors that cause variation in a lab. By doing this, an LQM can
increase the researcher’s confidence in the results of their experiments.
An LQM has six vital parts:
1) Quality manual. Labs should have a manual that describes its quality control systems in
detail.
2) Staff and training. Training for all staff should be thorough and consistent.
3) Methodology. The method must be consistent throughout the lab. They should be validated
to check that they are precise and accurate.
4) In-house reference materials. This means that labs can have their control samples for
standard methods. These samples will have known properties. They can be used to check
that methods are working correctly.
5) Record keeping. Write down the preparation, procedure, and analysis of the experiment
6) Cost vs. benefits. The prices of setting up an LQM should be low. Benefits include
confidence in results, fewer problems, and lower costs.

3.2 Tackling Problems in Quality Control

In a Nature article, a scientist describes her experiences with quality control. Rebecca Davies
manages quality control at her lab for a long time. Although her task was huge, she soon became
hooked on finding and fixing problems. Once she started looking, Davies found several problems.
These ranged from issues with sample storage to issues in data collection. She also discovered
faulty equipment and spotted missing controls. However, these problems did not put Davies off.
Instead, she realized how much the lab’s work could improve. In 2009, Davies set up a group
called Quality Central. The group helps several research labs to design proper quality control
systems. Along with some other scientists, Davies believes in “voluntary” quality assurance (QA).
Voluntary QA does not force quality control through regulation. Instead, it helps scientists to
strengthen their research with QA.

3.3 What Happens When Quality Control is Poor

Scientific rigor is a hot topic. Over the last few years, several issues in science have caused both
researchers and the public to question the scientific process. For example, some studies have found
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that as few as one-third of scientific papers are reproduced. Peer review and plagiarism have also
been a problem. Among researchers, there is a general opinion that publications are of more value
than the science itself. Many scientists are cautious in their work. However, some are careless.
Failing to record data, writing reports months after the experiment and not using controls are just a
few examples. Each of these may seem like a small problem. But together, they can lead to studies
that cannot be reproduced. We can fix a lot of issues with better quality control. Unfortunately,
many labs still carry out quality control in a casual, ad hoc way.

3.4 Barriers to Good Quality Control

In many labs, quality control is not seen as the best use of resources. With limited funds, other
things can take priority. Some scientists explain that a lack of quality control is due to both lack of
funds and lack of staff. When Davies first set up Quality Central, she found that other researchers
at her college were not interested. They thought that it was not essential, and so was a waste of time
and money. However, one scientist was interested. The researcher had used another lab’s
equipment, but the results seemed odd. She discovered that to save money, the PI of the lab had not
been maintaining the equipment. Equipment maintenance is one of the things that a good quality
control program should check

3.5 The Benefits of Great Quality Control

Thanks to the efforts of Davies and others, researchers are starting to understand the benefits of
quality control. Quality control does not need to be complicated. Here is one example. Notebooks
checking is a weekly task in a laboratory. To make sure this is fair, each member of the lab draws a
name from a paper bag to decide whose notebook they will check. Notebooks include factors such
as whether control was used, how and where data was recorded, and which equipment was used.
Any previous problems should be fixed. This is a tremendous low-tech quality control system.

Some PI’s with large labs find it hard to check everyone’s work. It can be challenging to track
samples, data, and equipment. One solution is a tracking system. This gives tracking numbers to
every sample or data record. PI’s can then easily follow the progress of a study. Often, researchers
only realize the benefits of quality control when problems occur. Unexpected results can mean
searching through stacks of data to try to find the cause. With reasonable quality control, this
should be a rare event. Moreover, if it does happen, the reason should be easy to find.

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4

4.0 QUALITY CONTROL IN THE INDUSTRY

4.1 History of Industrial Quality Control

Quality control has evolved over time to keep pace with the increasing complexity and scale of
production processes. Let's take a brief look at the key milestones in the history of quality control:
Craftsmanship Era (Pre-Industrial Revolution): Before the Industrial Revolution, craftsmen were
responsible for producing goods and often had a personal relationship with their customers. Quality
was maintained by the craftsman's reputation, skill, and pride in their work.
Industrial Revolution (Late 18th Century to Mid-19th Century): With the advent of mass
production, the responsibility for quality control shifted from individual craftsmen to factory
managers. Inspectors were employed to identify and segregate defective products, but the focus
was on finding and fixing defects rather than preventing them.
Scientific Management (Early 20th Century): The introduction of scientific management principles
by Frederick Winslow Taylor marked a significant shift in quality control. Taylor's ideas laid the
groundwork for more systematic and data-driven approaches to managing production processes,
paving the way for modern quality control methods.
Statistical Quality Control (Mid-20th Century): Walter A. Shewhart introduced the concept of
statistical process control (SPC) in the 1920s. SPC allowed manufacturers to monitor and control
production processes using statistical methods, enabling them to detect and correct defects more
efficiently. During World War II, the U.S. military adopted statistical quality control techniques to
improve the production of munitions and other equipment.
Total Quality Management (Post-WWII): After World War II, quality management pioneers such
as W. Edwards Deming and Joseph M. Juran helped spread the concept of Total Quality
Management (TQM). TQM emphasized continuous improvement, customer satisfaction, and
employee involvement, transforming how companies approached quality control.
ISO 9001 and Modern Quality Control (Late 20th Century to Present): In 1987, the International
Organization for Standardization (ISO) introduced the ISO 9000 quality management standards,
including ISO 9001. These standards provided a global framework for implementing effective
quality management systems.
Today, quality has evolved to encompass a wide range of methodologies and tools, such as Six
Sigma and Lean Manufacturing, helping businesses achieve higher levels of quality and efficiency.
The history of quality control shows how the concept has evolved and adapted to the changing
needs of production processes and market demands. Understanding this history can help businesses
appreciate the value of quality control and implement more effective systems to ensure long-term
success.

4.2 Benefits of Quality Control in the Industry

 Customer Satisfaction: Consistently delivering high-quality products and services helps
build customer trust and loyalty, increasing the likelihood of repeat business and positive
word-of-mouth marketing.

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  Regulatory Compliance: QC processes help companies adhere to industry-specific
regulations and standards, preventing costly fines or sanctions.
 Brand Reputation: A strong commitment to quality control enhances a company's
reputation for producing reliable, high-quality products or services.
 Cost Savings: Identifying and correcting defects early in production minimizes waste and
reduces the need for expensive rework or recalls.
 Competitive Advantage: Companies with robust QC systems are better positioned to
differentiate themselves from competitors and capture market share.

4.3 Key Strategies for Effective Quality Control

 Establish Clear Quality Standards: Define and communicate the specific quality criteria for
each product or service, ensuring all team members understand the expectations.
 Implement Regular Inspections and Testing: Conduct routine checks at various stages of
production to identify defects and deviations from quality standards.
 Invest in Employee Training: Provide ongoing training to equip employees with the
necessary skills and knowledge to maintain high-quality standards.
 Utilize Statistical Process Control (SPC): SPC techniques can help identify trends and
patterns in production data, enabling companies to predict and prevent quality issues.
 Embrace Continuous Improvement: Encourage a culture that values ongoing learning and
improvement and proactively empowers employees to identify and address quality
concerns.

4.4 Quality Control Approaches

Different industries and organizations may adopt various approaches to quality, depending on their
specific needs and goals. Some popular QC methodologies include:
Total Quality Management (TQM): A holistic approach to quality management focuses on
continuous improvement, customer satisfaction, and employee involvement. It aims to integrate
quality principles into all aspects of a company's operations.
Six Sigma: Six Sigma is a data-driven quality management methodology seeking to reduce defects
and process variation. The goal is to achieve a defect rate of 3.4 per million opportunities, ensuring
near-perfect quality.
Lean Manufacturing: Lean focuses on eliminating waste and optimizing processes to deliver
maximum value to customers. Although not explicitly a quality control approach, Lean principles
can significantly contribute to improving product quality by enhancing efficiency and reducing
defects.
ISO 9001: This international standard sets out the criteria for a quality management system.
Achieving ISO 9001 certification demonstrates a company's commitment to maintaining consistent
quality standards and continuously improving its processes.

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5

CONCLUSION
Each teaching institution has to choose from a variety of models of quality control of
the teaching process the most appropriate to the strategy of the institution,
teaching mission, and goals, and thus to develop its own system of selection criteria. The
aim of this study was, firstly, to establish a general concept of modeling
the implementation of quality control of the teaching process. The main components of
the model of teaching process control implementation are monitoring of students'
knowledge level and extracurricular work volume, effectiveness forms, and ways of
knowing and skills assessment, practical implementation of the obtained knowledge
and skills, monitoring of students' satisfaction with the obtained learning results, a
search of ways to improve teaching skills work on the image of the teaching institution.

Secondly, during the experiment it was found that the control model reformed under
the new European standards is positively evaluated by the staff and administration, at
the end of the experiment support increased by 7%, the respondents' system of quality
control of the teaching process is effective. In fact, the quality of the teaching process,
which is aimed at creating control models, is determined by the degree of
implementation of teaching strategy and improving the image of the institution,
achieving the desired goals and objectives. This means a systematic assessment,
relying on different levels and means of forming the quality of the teaching process.
Presented for consideration of the institution system, which is designed to develop a
European system of instruments for quality management of education covers all
goals, objectives, methodologies, teaching process and teaching environment, resource
base and the results of the teaching activities of the institution, taking into
account the correctness, performance of students and graduates of the institution. The
work on the organization of pilot projects related to the practice of models of quality
assurance of the teaching process at all teaching levels should be continued.

Quality control plays a crucial role in ensuring that businesses deliver high-quality products and
services, meeting customer expectations and regulatory requirements. Companies can develop and
implement effective QC systems that contribute to long-term success by understanding its
importance, benefits, and key strategies.

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6
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