The Effect of Benchmarking on Improving the Quality of Education

Abstract

The research aimed to identify the impact of benchmarking in improving the quality of education through a survey of faculty members and the research relied on the descriptive analytical approach with the questionnaire included three axes (practices related to benchmarking - benefit from benchmarking and obstacles to its application) has been applied to (74) faculty members working in the quality committees at King Khalid University The results were as follows: The Dimentions (benchmarking practices) all its items came in the range of a high and medium estimation rate, meaning that it was limited between (40% - 80%), and the total percentage of the Dimentions reached (68.25%) with an arithmetic average of (3.73), which is a percentage in the range of high estimation. As for the Dimentions (benefiting from the practice of benchmarking), all its items came in the range of an average estimate rate, meaning that it was limited between (40% - 60%), and the total percentage of the Dimentions we find that it reached (56.5%) with an arithmetic average (3).26), as for the Dimentions (obstacles) and its total degree, all its items came in the range of a high and medium estimation rate, meaning that it was limited between (40% - 80%), and the results showed that there were no statistically significant differences in the point of view of faculty members at King Khalid University working in the quality committees in the practices of benchmarking and benefiting from them due to the academic rank variable, while there are statistically significant differences in the point of view of faculty members.On the practices of benchmarking and benefiting from them in improving and developing the educational process attributed to the variable of years of experience in quality in favor of the categories (5-10 years) and the category (10 years and more) against the category (1-5 years), and the differences between them are indicative, either in the Dimentions of obstacles, the differences are indicative, and the research proposed some recommendations related to methods of benefiting from the benchmarking in improving the quality of education.