Quality projects tend to produce two kinds of short-term results:
1) The product or concrete outcome of the project, usually some form of written report (this usually relates to the direct, immediate or primary objective) "quality as system".
2) The process or the act of engaging in the project development relationships (this is often an indirect or unexpected result or sometimes relates to a secondary or more hidden objective) "quality as process".
Process results can include e.g. a wider awareness of the range of activities involved in adult education, a higher profile of continuing education service, a review of the ways individuals and teams work together or greater common understanding or consensus around the mission of the service/department.
Making use of the results of a quality project includes all the activities, which transfer the new solutions, tools and practices into the working routines and processes of the key players in adult education, and more widely within the university. It is important to note that quality projects are learning environments where the "dissemination of best practice" starts at the beginning of the project and is continued throughout; it is not something that starts at the end of the project.
3) There is therefore a third kind of result that tends to take place over the long term, "quality as practice". It may be the application of new tools for measuring student/client satisfaction, new criteria for measuring quality, better staff relations and performance or improved services for adults etc. The implementation varies according to the type of result