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This paper offers a reflection about the use of Quality Function Deployment (QFD) applied to a university course of accounting. The aim is to classify the most effective teaching methods (teaching strategies) with respect to specific relations: targets (stakeholders’ needs)/needs (students’ needs). In particular, learning outcomes (LO) are expressed in terms of homogeneity or heterogeneity in learning (at the beginning, underway and outbound) that a class of students shows with respect to the initial target/needs of an accounting course. The study has been carried out through the observation of the learning outcomes of different class of students, in three consecutive years of an accounting course, carried out by the same teacher. The results of the experimentation have demonstrated that specific target/needs are associated, over time, to the same teaching strategies. The continuous process carried out by the teacher about the course design (with the QFD), the managing of education in class, the evaluation/self-evaluation of the educational processes carried out and of the improving/standardization (with the QFD) of the teaching strategies with respect to the initial target/needs of the course, has allowed a classification of the most effective teaching strategies with respect to the evolution over time of the relations target/needs (self-training of the teacher).

USING THE QUALITY FUNCTION DEPLOYMENT METHODOLOGY FOR EFFECTIVE PLANNING OF TEACHING AND LEARNING PROCESSES