Quality methods in Australian small and medium sized enterprises: a research framework

Quality methods in Australian industry gained much attention in the late 1980s and for most of the 1990s. In particular, quality methods such as quality systems and quality system certification had prominence, as Governments and large private sector firms attempted to improve their supply-chains. The aim of this paper is to demonstrate a rigorous and holistic approach to investigating the applicability of quality methods in Australian small and medium sized enterprises (SMEs). It describes the research framework developed to further investigate the impact of quality methods on Australian SMEs, and illustrates how the framework leads to a broader exploratory study.

Project quality management for small and medium enterprises (SMEs) in trade

Managing project quality is becoming focal issue in major enterprises as popular quality programs from International Standard Organization (ISO) such as ISO9000 certification processes gain momentum. Large organizations as well as small-medium enterprises (SMEs) seem to implement this program, albeit for varied reasons. In this paper, we have reported the findings from an action research project conducted in SMEs who are implementing quality management. The findings indicate that external pressures such as regulations, competition and perceived success - defined on their own parameters, may be the drivers and the certification does not necessarily result in better performance. We are in the process of developing a cost-effective guideline/framework - based on this research, for SMEs involved in the certification process. In addition, the results are aimed at informing academia as well as certification bodies of specific concerns with SMEs.

Fat content of chips, quality of frying fat and deep-frying practices in New Zealand fast food outlets

Objectives: To collect baseline data on the fat content of hot chips, quality (degradation) of cooking fat, deep-frying practices and related attitudes in fast food outlets in New Zealand. To identify the key determinants of the fat content of chips and quality of cooking fat. Methods: A nationally representative sample of fast food outlets (n=150, response rate 80%) was surveyed between September 1998 and March 1999. Data collected included a questionnaire, observation of cooking practices and analysis of cooked chips and frying fat. Results: Only 8% of independent operators had formal training in deep frying practices compared with 93% of chain operators. There was a wide range of fat content of chips (5%-20%, mean 11.5%). The use of thinner chips, crinkle cut chips and lower fryer fat temperature were associated with higher chip fat content. Eighty-nine per cent of chain outlets used 6–10 mm chips compared with 83% of independent outlets that used chips ≥12 mm. A wide range of frying temperatures was recorded (136–233°C) with 58% of outlets frying outside the reference range (175–190°C). As indices of fat degradation, fat acid and polar compound values above the recommended levels occurred in 54% and 5% of outlets respectively. Operators seemed willing to learn more about best practice techniques, with lack of knowledge being the main barrier to change. Conclusions and implications: Deep frying practices could be improved through operator training and certification options. Even a small decrease in the mean fat content of chips would reduce the obesogenic impact of this popular food.

Conceptualising a voluntary certification system for highly accomplished teachers

In this paper I argue that a voluntary certification system for highly accomplished teachers must be part of a coherent system of professional accountability which is developed, implemented and managed by the profession. This would be a system that engages professional judgement of evidence provided by teachers in relation to their professional knowledge and practice, and professional standards for teaching would provide the organising framework for that judgment. It would be a system incorporating and aligning all forms of professional licensure, including entry into the profession and subsequent professional milestones. It would be a system that all partners in the profession across Australia—employers, professional associations, and registration authorities—endorse, participate in and align with.

The profession can take the lead in developing and implementing such a coherent and coordinated national approach by carefully developing a system to recognise and reward highly accomplished teaching. Such a system should aim to recognise and build teacher quality by defining what it is highly accomplished teachers know and are able to do. Moreover, such a system must fi nd ways of making teaching public and acknowledging teaching as intellectual work which involves professional judgment that draws on a recognised professional knowledge base and contextualised knowledge about students and their learning.

The paper is presented in two main sections. First, a proposed conceptual framework for the professional recognition and certification of highly accomplished teachers is outlined. Then, the argument for this proposed conceptual framework is presented drawing on learnings from relevant research and professional activity in both Australia and the USA.