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Innovations in Pedagogy and Technology

Hierarchical-Synergistic PDCA Closed-Loop: Construction and Optimization of University Teaching Supervision System—A Case Study of Zhengzhou University

  • Xiao Han
    College of Electrical Engineering, Henan University of Technology, Zhengzhou 450001, China
    Author
  • Yong Luo
    School of Electrical and Information Engineering, Zhengzhou University, Zhengzhou 450001, China
    Author
  • Yuefeng Liao
    School of Electrical and Information Engineering, Zhengzhou University, Zhengzhou 450001, China
    Author

DOI:

https://doi.org/10.63385/ipt.v2i2.396

Keywords:

Closed-Loop Construction, Hierarchical Collaboration, Practical Optimization, Teaching Supervision System

Abstract

This research aims to address the long-standing problems existing in traditional university teaching supervision, such as hierarchical division, delayed feedback, and insufficient rectification efforts. These issues have hindered the high-quality development of university education and failed to meet the requirements of domestic education accreditation. To tackle these challenges, an improvement-oriented supervision model is established. This research adopted a case study of the School of Electrical and Information Engineering, Zhengzhou University, during 2023–2025, integrating hierarchical collaboration and closed-loop management to construct a multi-dimensional supervision system featuring vertical coordination among university, school, and department levels and horizontal synergy across teaching management, teacher development, experimental teaching, and other related departments. Operated through the PDCA (Plan-Do-Check-Act) cycle and specialized feedback protocols (including immediate, regular, and specialized feedback), the system effectively breaks down "information silos" in traditional supervision, accelerates problem response, and strengthens rectification constraints. Tangible results were achieved: 1) the rectification completion rate of teaching problems rose from 85% to 96%, with core teaching issues fundamentally resolved; 2) national/provincial student competition awards increased from 22 to 35, reflecting enhanced practical and innovative abilities. Additionally, the model optimized curriculum systems, improved teachers’ teaching capabilities, and boosted student satisfaction. By aligning with engineering education norms and focusing on continuous improvement, this model enhances institutional standardization and provides a replicable, feasible paradigm for teaching supervision reform in similar engineering institutions.

References


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    Copyright (c) 2025 Yuefeng Liao, Yong Luo, Xiao Han

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