This study examines the general education quality management system of a small- and medium-sized regional private university using the CIPP (Context–Input–Process–Product) evaluation model and proposes an integrated improvement framework (N-CIPP). A structured survey was conducted with 25 faculty members, 150 students, and 2 administrative staff at N University, and the data were analyzed using descriptive statistics, reliability tests, exploratory factor analysis, ANOVA, correlation analysis, and regression analysis. The results show that the university's quality management system operates in a fragmented manner. Faculty reported weak alignment between core competencies and course practices (context), limited organizational and system capacity (input), low effectiveness of CQI procedures and insufficient feedback mechanisms (process), and a noticeable gap between overall satisfaction and perceived competency growth among students (product). Strong correlations were found between input–process (r=.723) and process–product (r=.687) domains, and the process domain had the greatest effect on CQI usefulness (β=.356). Based on these findings, the study proposes the N-CIPP model, which includes four stages: goal resetting, system enhancement, process monitoring, and performance feedback. The model emphasizes course–competency mapping, integrated data management, and evidence-based decision-making. This study contributes by offering a clear diagnosis of general education quality management in a regional university and suggesting a practical framework for improvement. Further multi-institutional and longitudinal research is recommended.