Integrated Quality Management System Research Articles

Working Atmosphere and Job Satisfaction of Health Care Staff in Kenya: An Exploratory Study.

Background. Job satisfaction and working atmosphere are important for optimal health care delivery. The study aimed to document working atmosphere and job satisfaction of health care professionals in Kenya and to explore associations between job satisfaction, staff characteristics, and working atmosphere. Methods. Data from the integrated quality management system (IQMS) for the health sector in Kenya were used. Job satisfaction was measured with 10 items and with additional 5 items adapted to job situation in Kenya. Working atmosphere was measured with 13 item questionnaire. A stepwise linear regression analysis was performed with overall job satisfaction and working atmosphere, aspects of job satisfaction, and individual characteristics. Results. Out of 832 questionnaires handed out, 435 questionnaires were completed (response rate: 52.3%). Health care staff indicated high commitment to provide quality services and low levels regarding the adequacy and functionality of equipment at their work station. The aspect “support of the ministry of health” (β = 0.577) showed the highest score of explained variance (32.9%) regarding overall job satisfaction. Conclusions. IQMS which also evaluates job satisfaction and working atmosphere of health care staff provides a good opportunity for strengthening the recruitment and retention of health care staff as well as improving the provision of good quality of care.

Telepresence in Education

New developments of information and media technologies in the evolving landscape of higher education provide efficient and effective training opportunities in higher education. This paper presents a model in new forms of active and collaborative learning that expands the learning environment by using the internet and offering students over telepresence a virtual window on the practical laboratory work in the “High Precision Measuring Room and Nanometrology Laboratory” at the Vienna University of Technology. Establishing requirements of high quality in the education and for related personnel are the fundamentals of this study by establishing a cost-effective project, which enables remote-laboratory operations with an integrated quality management system without any border of working partners. This on-going project is proposed as the example of a global solution to develop a cost-effective approach in education quality not only in Europe but also globally.

MANAGING TEACHER PERFORMANCE AND ITS APPRAISAL: DILEMMAS OF SCHOOL PRINCIPALS

Utilizing a grounded theory approach to understand the issues surrounding teachers’ performance appraisal, the researchers investigate the principals’ understanding of the Integrated Quality Management System (IQMS) and also explore the problems and flaws in its implementation. A purposive sampling procedure was used to select six school principals from three education regions in KwaZulu-Natal for the study. The results of the data analysis indicate that the implementation of the IQMS at schools has not been smooth. There has been a lot of hostility, negativity and resistance from the teachers that were appraised. The challenges that the principals were faced with, emanated from the lack of coordination, lack of trust, lack of clarity of roles and poor training. It is recommended that trust and better understanding be built between principals and teachers through information-sharing seminars and workshops, and regular feedback from the education officials. Key words: appraisal, implementation, IQMS, peer group, performance measurement, professional development, salary increase.

Education District Office Coordination of Teaching and Learning Support Programmes in South Africa: Eastern Cape Perspective

This study analysed the coordination and collaboration of teaching and learning support programmes in the Department of Education District offices. Support for teaching and learning is a universal practise and education local (district) offices including in South Africa, are tasked to support schools with the view of enhancing learner outcomes. However, there is no significant improvement on the quality of learner educational outcomes in the Eastern Cape. Five district officials (office and school based) were purposively selected in two Education Districts. These were Integrated Quality Management System (IQMS) Coordinators, Subject Advisors and Education Development Officers (EDOs) and School Management Team members and Principals. Qualitative research approach in which interviews and documentary analysis were used to collect data, served as a guide to this study. From the findings it emerged that district office based officials do not coordinate their teaching and learning support programmes. The data also revealed that EDOs’ Subject Advisors’ and IQMS Coordinators’ teaching and learning support programmes do not inform each other and in some instances these district officials send different signals to schools. This meant that different district offices apply different approaches when it comes to supporting teaching and learning in schools. The researcher recommends therefore that a coherent framework be developed where district officials coordinate jointly and centrally teaching and learning support programmes at district office level so as to avoid mixed messages sent to schools. DOI: 10.5901/mjss.2014.v5n23p1083

Научные основы автоматизированных комплексных систем управления качеством услуг в сфере информационных технологий

Научные основы автоматизированных комплексных систем управления качеством услуг в сфере информационных технологий

South African Teachers’ Perception of Integrated Quality Management Systems: Mopani District Secondary Schools, Limpopo Province

The present paper intends to uncover the truth about teacher's perception of the introduction and use of Integrated Quality Management System in South African public schools for teacher development. The South African education system has a notorious history of providing education of doubtful quality to its citizens. The history of the quality of its education is traceable from the missionary and throughout the Bantu and the current system of education. The study adopted a qualitative research approach and semi-structured interview questionnaire instrument was developed for data collection to determine the perception of the school managers and the teachers about the implementation of the Integrated Quality Management system in district schools. The authors therefore propose that only provision of sufficient resources by the Department of Education should ensure the successful implementation of Integrated Quality Management System in South African schools.

The Re-Invention of the Integrated Quality Management System towards a Culture of Continuous Improvement

The first aim of this article was to understand how IQMS practices and systems promote continuous improvement in South African schools. The second was to propose a framework for the re-invention of the IQMS. The research derives from a study concluded in four public primary schools in the Buffalo City Metropolitan area. School principals, members of the school management team (SMT) and teachers were chosen as the focus of the study. The design was a case study and an interview schedule was used to gather information. The findings revealed that (1) IQMS is understood and practiced as an external intervention, resulting in tension between policy, continuous development and improvement in schools. It appears not to have been internalized as an integrated management system; (2) the participants were ambivalent about the IQMS practices as enablers and not as barriers of continuous improvement. Finally, the external and internal quality assurance practices seemed to have been under managerial and imperatives of compliance and accountability. Given the above findings it can be concluded that if continuous improvement is to be achieved through the IQMS strategy, there is a need to re-invent it such that, embedded in its system and structures is a culture of continuous improvement. DOI: 10.5901/mjss.2014.v5n16p419

An Investigation of the Integrated Quality Management System (IQMS) in South African Primary Schools: The Teachers’ Voices

The purpose of this study was to investigate the implementation of the IQMS in South African schools from the teachers’ perspective. This was done by interrogating the context and the content of policy documents as well as focussing on the training and the functioning of the structures involved in the implementation of the IQMS. Thereafter, the perceptions, feelings and experiences of teachers regarding IQMS were captured. A literature study, observation as well as documents analyses and interviews were used to gather information through a qualitative method. Six primary schools were purposefully selected from one South African province, namely North West. Focus group interviews of four teachers per school, followed by individual semi-structured interviews of two teachers per school, were held. These were integrated with the analyses of policy documents and records at those schools. Although it appears from findings that the appropriate structures for implementation are in place in some schools, the policy document and prescribed steps were not followed. Furthermore, teachers cited some anomalies and difficulties with regard to the implementation of IQMS. It was discovered that some teachers have a negative attitude towards the IQMS. The majority of the schools do not have management plans for the implementation of the IQMS. Consistency and follow-ups are sadly lacking. Most teachers cited that the success of the implementation depends largely on whether the District Office, the school principal, the Staff Development Team and the Development Support Group play their roles effectively. DOI: 10.5901/mjss.2014.v5n9p724

The Contribution of the Integrated Quality Management System to Whole School Development

The effectiveness of educational reform initiatives depends on the impact of the policy on the whole school. The Integrated Quality Management System (IQMS - 2005) in South Africa is a performance management system aimed at improving the quality of education. This article reports on the investigation done for a doctoral thesis (Rabichund 2011). The study adopted a mixed-method approach within purposefully selected schools. Its aim was to explain the impact of the Integrated Quality Management System on Whole School Development in the light of the national policy. The findings reveal educators views on IQMS and the impact of IQMS on schools. The difficulty with IQMS implementation was that it did not necessarily translate easily into a plan of action in the schools that led to effective whole school development. An ongoing challenge therefore exists for South African schools in their search for quality, in particular in the effective implementation of IQMS for the sake of Whole School Development. DOI: 10.5901/mjss.2014.v5n4p348

English

This article examines the attitudes and perceptions of teachers regarding the implementation of the Integrated Quality Management System (IQMS). In doing so, it aims to contribute to the global discourse of change management in education. The system is intended to develop educators by enhancing their capabilities to inculcate a culture of teaching and learning. Using a qualitative research design, in which open-ended interviews were conducted, the study canvassed the views of stakeholders resulting from their personal experiences of IQMS. Having reflected on the current implementation model, the major contribution of the study is to posit an alternative model. The alternative implementation model proposes a bottom-up approach; continuous development; sustained (rather than once-off) training conducted by credible teams of eminent persons and strong leadership. Furthermore, the model should be well-resourced and be anchored on partnerships; concurrency of thrust; staggered changes and based on the following principles adapted from development discourse: participation, empowerment, ownership, learning, adaptability, and simplicity. There is consensus among stakeholders that the IQMS was implemented too rapidly. They recommended a longer, continuous training period that focuses on teacher development, thus delinking money issues from the IQMS, as well as engaging dedicated teams in order to ensure impartiality.

English

The first aim of this paper is to clarify the concept “performance management” as an aspect of the Integrated Quality Management System (IQMS). The second is to report on an exploration into the experiences and perceptions of management teams in the implementation of performance management. As part of the qualitative research design, the individual interview was selected for use in this research. Fifteen participants drawn randomly from 24 schools were interviewed. The findings revealed the weakness of integrating development with appraisal since it leads to the neglect of development in favour of appraisal which is linked to incentives. A lack of knowledge and expertise on the IQMS processes such as mentoring, coaching, and monitoring was found to hamper the zeal to implement performance management. Teachers, as co-developers of education policy on the ground, act as a driving force behind the actualisation of transformation in education. The development of teachers is therefore crucial in an education system that is in the grips of transformation.

Empowering Teacher Teams to Implement the Integrated Quality Management Systems in South African Secondary Schools

KEYWORDS Empowerment. Self-management. Collaboration. Team-based. Organisation. Decision-making ABSTRACT Teamwork has become critical building blocks worldwide to accomplish organisational goals. Although many educational institutions in South Africa have taken the route of teamwork, attributes such as empowerment and accountability require critical reflection. Teamwork features prominently in the Integrated Quality Management System (IQMS) policy mandated by the Department of Education, to facilitate the provision of quality teaching and learning, and the continuing professional development of teachers. However, the implementation of the IQMS has met with serious challenges, including principals who lack leadership and managerial skills. Using individual and focus group interviews, we determined the perceptions of teachers and school management teams (SMTs) on how teacher teams are empowered to implement IQMS successfully. The findings revealed that hierarchical structures of secondary schools imposed severe threats to effectively implement the IQMS. The Staff Development Team (SDTs) lacked formal decision-making authority to execute management and leadership responsibilities because power rests mainly with the principal. Most principals in the Kathorus area use the top-down, autocratic style of leadership instead of collegial and participatory approaches. A model emanated from the study illustrating how teacher teams can be empowered to implement IQMS successfully in secondary schools

Multilevel integrated quality management system for electrical equipment at automobile lifecycle stages

The paper provides a description of a multilevel quality management system at stages of lifecycle on the example of electrical equipment of an automobile.

Mismatch between Policy Implementation and Ground Realities: The Case of Science Educator Mentoring in South African Schools

Research findings indicate mismatches between the substantive and procedural components of policies and what happens at the grassroots level. It has been found that mentoring policies were not exceptions. Mentoring is an integral part of the South African schools' Integrated Quality Management System (IQMS) and was intended to enhance the professional growth of educators. This study sought to find out whether ment oring actually takes place among high school science educators as part of IQMS. The sample consisted of 40 persons: all 38 high school science educators (the population itself) from six high schools, the district science advisor and the district IQMS coordinator. The study was carried out in one education district in the Eastern Cape Province of South Africa. Questionnaires, interviews and document analyses were employed to gather data. The dat a were categorized and then grouped in order to find frequencies and themes. The conclusions, amongst others, were: educators had some knowledge of mentoring but it was very limited; educators saw mentoring as a good idea to support them in their professional growth, but they needed to be helped to understand and be able to implement it; mentoring was dependent on the successful implementation of IQMS; educators sounded positive about mentoring, except for a few expressions of fear of change and a lack of readiness to embrace change. The overall conclusion was that there were mismatches between policy and its implementation. The recommendations include a multifaceted approach involving several stakeholders to enhance the success of mentoring as part of IQMS.

Implementation of the Integrated Quality Management System and Educators’ Perceptions, Concerns and Dispositions on Their Career Stages

KEYWORDS Career Stages. Perceptions. Concerns. Dispositions. Integrated Quality Management System ABSTRACT This paper argues that educators' career stages account for variations in the educators' perceptions, concerns and dispositions towards the Integrated Quality Management System (IQMS) in South African schools. These variations have a bearing on the implementation of IQMS. The presented results are extracted from a larger study and are based on a survey of 305 educators. Three null hypotheses, one each, on the significant differences in educators' perceptions of IQMS, their concerns about IQMS, and their dispositions towards IQMS were tested, using educators' career stages as a sorting variable. The Kruskal Wallis test was employed for the purposes of gauging significant differences. This research concludes that there were significant differences bet ween educators' perceptions and dispositions. However, the educators' concerns about IQMS did not differ, but were shared by educators across career stages. Only in the 'collaboration concern' did career stages differ. The potential impact of these variables on the implementation of IQMS, and the need to bargain for educators' ca reer stages in the implementation of IQMS, and other school policies and programmes, are highlighted. This study generated data that could be generalised to 3370 school educators in one Education district of one Province in Sout h Africa. Similar studies in other districts in the province and nationally will generate a good feedback from educators. Reviews based on empirical data are pertinent for the success of the policies and for feedback to guide new policies. This paper makes recommendations for policy formulators, programme administrators, as well as further research. Internationally too, gathering of similar data from educators, when policies are being implemented, will be useful to receive robust feedback.

A feasibility study of the implementation of total quality management based on soft factor

Purpose: The aim of this paper is to examine the feasibility of implementing TQM based on soft factors, which can influence the successful implementation of TQM. Design/methodology/approach: A framework has been developed for the TQM soft factors based on literature review and respectively, questionnaires which are directly related to the addressed factors have been designed and distributed to the employees of an engineering service company as the main enablers of improving the effectiveness of TQM. Findings: The findings imply that committed leadership, closer customer relationship, benchmarking and process improvement have the most correlations amongst the TQM soft factors. Training is the only factor which is not correlated to other soft factors. Leadership has also the highest value among the soft factors. Research limitations/implications: The proposed framework is costly and time consuming due to the large number of questions it holds. In this study, it is assumed that sub factors have the same importance. But there is a possibility in which these subdivisions do not have the same relative importance weight. The study is also limited to one company and therefore, the findings should not be generalized. Practical implications: The proposed TQM soft factors framework can be useful for those organizations which consider TQM as an integrated quality management system as the major foundation for achievement of competitive advantage. Originality/value: A comprehensive framework for TQM soft factors has been presented since it involves almost all of the soft factors addressed in the literature.

A feasibility study of the implementation of total quality management based on soft factor

Purpose:  The aim of this paper is to examine the feasibility of implementing TQM based on soft factors, which can influence the successful implementation of TQM. Design/methodology/approach: A framework has been developed for the TQM soft factors based on literature review and respectively, questionnaires which are directly related to the addressed factors have been designed and distributed to the employees of an engineering service company as the main enablers of improving the effectiveness of TQM. Findings: The findings imply that committed leadership, closer customer relationship, benchmarking and process improvement have the most correlations amongst the TQM soft factors. Training is the only factor which is not correlated to other soft factors. Leadership has also the highest value among the soft factors. Research limitations/implications: The proposed framework is costly and time consuming due to the large number of questions it holds. In this study, it is assumed that sub factors have the same importance. But there is a possibility in which these subdivisions do not have the same relative importance weight. The study is also limited to one company and therefore, the findings should not be generalized. Practical implications: The proposed TQM soft factors framework can be useful for those organizations which consider TQM as an integrated quality management system as the major foundation for achievement of competitive advantage. Originality/value: A comprehensive framework for TQM soft factors has been presented since it involves almost all of the soft factors addressed in the literature.

Higher Education Institution Integrated Quality Management System

To solve the problem of quality in higher education, many different factors, including controversial ones, must be involved. To achieve the required quality of education at universities, teachers must have enough freedom to develop educational content, as well as to involve the results of scientific research and innovative pedagogical technologies into the process of education. It is necessary to establish certain standards and regulations within the university that help facilitate continuous improvement of the educational process to manage the quality of higher education. The integrated approach to management of Higher Education Institutions’ (HEI) educational activities proposed in this paper establishes the regulations of main processes, conditions and incentives to facilitate diversity and creativity at different levels of a contemporary university. These principles have been applied to form the basis of Tomsk Polytechnic University’s quality assurance approach.

Refractory production at AGC Bor Glass Works, JSC

The AGC Bor Glass Works work on polished glass production is shown. Refractories for company needs and on order are produced. The manufacture of mullite bottom block has been perfected. An integrated qualitymanagement system has been introduced. The company’s articles are distinguished by their high quality.

The effectiveness of a course for helping educators cope with the demands of the IQMS

In 2004, the South African Education and Labour Relations Council announced that an agreement had been reached to integrate several existing programmes on quality management in education into a new programme entitled Integrated Quality Management System (IQMS) for School-based educators. In order to help educators in a particular Province of South Africa to cope with the demands of this programme, an Advanced Certificate in Education was instituted. The first cohort of teacher-students taking this particular ACE was subsequently subjected to an empirical survey intended to determine the effectiveness of the training. It was found that although the ACE was deemed to be generally helpful for meeting the IQMS requirements, it also failed in several respects. The survey also exposed several aspects of outcomes-based education with which school educators seem to be constantly struggling. Certain changes will have to be made to the ACE itself, but also to the current South African outcomes-based curriculum approach.