Total Quality Management In Higher Education Research Articles

A literature review on total quality management (models, frameworks, and tools and techniques) in higher education

PurposeThe purpose of this paper is to analyze the evolution of total quality management (TQM) models, frameworks, and tools and techniques in higher education (HE) over the last thirty years from 1991 till 2020, based on a literature reviewDesign/methodology/approach30 articles from 52 journals were used to perform this detailed literature review. For the detailed analysis, the focus was only on articles related to TQM in higher education and specifically related to models, frameworks and tools and techniques. The study has investigated the growth of research articles, research streams, research methodologies, models and frameworks in the higher education sector and tools and techniques related to those.FindingsThis review addresses the progress and gaps in the application of TQM in HE, including the shift in global research in this area from the USA and Europe to Asia in recent years. The articles have been classified into four research methodologies and two research streams which have been reviewed in detail. The findings include reasons for multiple models/frameworks in HE proposed by researchers over the years and the importance of tools and techniques used in TQM implementation.Originality/valueThis study, which tries to bring a perspective to the main trends in TQM application to higher education wrt models, frameworks, tools and techniques over the last thirty years, is expected to add to the body of knowledge in this area and help future researchers to focus on the relevant areas identified in this paper.

Total Quality Management in higher education: a literature review on barriers, customers and accreditation

PurposeThe purpose of this paper is to analyze the evolution of Total Quality Management (TQM) in terms of barriers, customers and accreditation in higher education (HE) over the last three decades (1991–2020) using literature review to establish the current state.Design/methodology/approachA total of 137 articles across 55 journals were consolidated for this review specifically focused on TQM (barriers, customers and accreditation) in HE. The investigations were carried out to identify the chronological growth of articles, research streams and methodologies. The articles were classified based on four research approaches and three research streams which have been reviewed in detail.FindingsConsidering the rapid growth in the HE sector and the concerns over reduction in quality of education especially in developing countries, the importance of TQM in HE is immense. The findings include identification of the barriers to successful TQM implementation, the need for alignment of TQM objectives of higher educational institutions (HEIs) and identified target customer(s) with the selected model/framework and the impact of accreditation/certification in the attainment of TQM.Originality/valueThis study which tries to bring a perspective to the main trends in TQM application to HE with respect to barriers, customers and accreditation over the last three decades is expected to add to the body of knowledge in this area and help future researchers to focus on the relevant areas identified in this paper.

TQM in Higher Education: A Search for New Insight

The number of higher education institutions, particularly universities, both public and private, has been enormously increased in Bangladesh. Despite the significant growth in number, there is an increasing concern for quality education in these higher education institutions. In order to address this concern, a number of scholars believe that Total Quality Management (TQM) can be an effective solution. However, there is a doubt to the extent to which it (TQM) will be applicable in higher education as it was originally developed for the manufacturing sector. In due course of evolution, TQM is now a well-accepted philosophy in service organizations. Since education is within the service sector, therefore, it can be assumed that it could play a vital role in assuring quality in higher education. The prime objective of this paper is to assess the potentials of TQM in improving and assuring quality in higher education and to develop general guidelines by highlighting key issues for quality assurance. Data and information for this qualitative paper have been collected through literature search, policy document analysis, expert interview, and personal observation. It is expected that the findings of this study would be able to offer a thoughtful insight regarding the applicability of TQM in higher education in a developing country context like Bangladesh.

STUDENT’S PERSPECTIVES ON TOTAL QUALITY MANAGEMENT IN HIGHER EDUCATION

This paper aims at examining students` perspectives and perceptions towards implementation of Total Quality Management (TQM) in the context of students pursuing Master’s Degree at The Maharaja Sayajirao University of Baroda. The rationale behind the inquire lies in the emergent need of the application of TQM in higher education of India for qualitative education that can compete with global education in the 21st century. The study is based on a sample survey of 326 respondents out of a population of 5898 by employing sample size determinants like: confidence level, confidence interval and population size. The convenience sampling technique is used. A survey questionnaire was administered to students pursuing Master’s Degree in different Programmes of The Maharaja Sayajirao University of Baroda in person. The questionnaire covers factors like management commitment, student satisfaction, employee involvement and continuous improvement. 326 respondents are considered as valid respondents for further investigation. The study is qualitative research in nature and the collected data has been analyzed by scale reliability for questionnaire scaling validity, descriptive statistics, measurement of items, correlation, including other applicable statistical tests with a view to know whether management commitment has positive relationship with student satisfaction, employee involvement and continuous improvement. IBM SPSS.25 is employed for data analysis as a statistical tool. The collected data reveals a positive relationship among management commitment, student satisfaction, employee involvement and continuous improvement with reference to the students of The Maharaja Sayajirao University of Baroda. This study indicates the significance of TQM in higher education in India which can improve quality of education and can also compete at global level. Further research can be undertaken with more samples by extending the area of research.

Alignment of total quality management in the higher education context

This paper aims to adjust the concept of Total Quality Management (TQM) and make it fit for use in higher education institutes. The article describes the results of a design science research. Based on experiences in Egypt and the Netherlands, the characteristics of higher education are defined as well as the specifics of educational processes. These lead to a translation of TQM in educational terms. The experiences result in a model that can be used as framework to implement TQM in higher education institutes. The experiences that form the base for the design are limited to two countries with two different cultures. There is no evidence concerning the use of the model in any other country in the world. It is known that there have been many initiatives to implement TQM in higher education. The combination with quality management in teaching and learning models (Transformative Mode, An Engagement Model of Program Quality, University of Learning Model, A Model for a Responsive University) is scarce as well as application in two such different countries.

Twenty years of research on total quality management in Higher Education: A systematic literature review

AbstractFaced with intensified global education competition, universities and other Higher Education institutions are implementing Total Quality Management (TQM) to keep rivals at bay. Meanwhile, research interest in TQM in Higher Education is growing. This paper reviews the achievements and limitations of extant research on TQM in Higher Education, and discusses directions for future research. The paper finds that extant research focuses on (1) teaching and learning but neglects research and industry engagement; (2) an isolated factor (e.g., teacher) but neglects other factors (e.g., facilities); (3) the Higher Education sector in advanced countries but neglects the Higher Education sector in developing countries; and (4) TQM as a phenomenon but neglects theory development and integration. Future research needs to address these limitations, adopt a more holistic perspective, and take a more inclusive and comprehensive approach to TQM in the Higher Education sector.

The Analysis of the Implementation of 5-S Principles Integrated With ISO 9001 Requirements at Higher Education Level

Indonesia, as a country with intensive skill positions, needs to pay attention to the management of colleges. Standardization and development are essential processes in higher education. These can be achieved through the implementation of total quality management (TQM). The initial steps to achieve TQM in higher education are the 5-S kaizen principles ( Seiri/Sort, Seiton/Set in order, Seiso/Shine, Seiketsu/Standardize, dan Shitsuke/Sustain) and ISO 9000. There are many similarities between the requirements of the quality management system (QMS) standard of ISO 9001 and 5-S principles. Thus, the integration of both systems in higher education is very potential to be implemented. This research was conducted at college Diploma Program. The implementation of 5-S principle integrated with the requirements of ISO 9001 used Analytical Hierarchy Process, Cross-Tabulation Correlation, and Importance Performance Analysis. The results of this research show the priority degree of 5-S principles on ISO 9001 requirements. It is also found that there is a close relationship (correlation value) between each 5-S principle and ISO 9001 requirements, and the results of the performance evaluation of the implementation of the integration system in college.

Total Quality Management: A Review

Total Quality Management (TQM) is a perception, which educational institutions can only attain through long period of planning, by the formulation and execution of annual quality program, which substantially moves towards the accomplishment of the vision. Application of TQM concepts is one of such degree, which will go a long way in reviving the higher education system. This study endeavors to analyze TQM in higher education and outline the literature on Critical Success Factors (CSF) and its execution in all areas. The study concludes the CSF and its execution in higher education institutions. Some institutions already enjoyed the advantages of TQM methods in their programs with determination and strict adoption of the system to achieve their goals. The insight of this review is giving feedbacks of the recent studies on how TQM system will be able to utilize different instruments and hypothesis to legitimize employees, create a positive friendly environment and highlight the necessity of the students to bring out the best in them.

Total quality management elements and results in higher education institutions

PurposeThe purpose of this paper is to determine the main total quality management (TQM) elements adopted and the respective results achieved by higher education institutions (HEIs) in Greece.Design/methodology/approachA research study was designed and carried out in private sector Greek HEIs. Fifteen HEIs were approached through interviews based on a structured questionnaire. The measured variables of the TQM elements and results identified in the literature were used as the questionnaire items. Descriptive statistics were applied to determine the TQM elements mostly adopted and the results achieved by the HEIs.FindingsAccording to the findings, the TQM elements mostly adopted by the Greek HEIs concern the following: student focus, leadership and top management commitment, strategic quality planning, process management and teaching staff and employee involvement. On the other hand, the most significant results achieved by the sample HEIs concern quality performance improvement, teaching staff and employee satisfaction, operational performance improvement and the positive impact on society.Research limitations/implicationsThe subjective data collection involved chief executive officers of a small sample of HEIs operating in a European Union country. Thus, no advanced statistical methods could be applied. Based on these limitations, future research studies are recommended.Practical implicationsBy focusing on specific TQM elements, an HEI can develop a robust TQM model, approach business excellence, which can, in turn, help the HEI apply for appropriate quality awards, and finally derive significant benefits. In doing so, an HEI can lay the foundations for being competitive in the current global context that is characterised by an economic downturn.Originality/valueThis study contributes to the literature by empirically determining the TQM elements mostly adopted as well as the respective results achieved by Greek HEIs in a period of economic downturn. This is the first research study in the field of TQM in higher education that has been carried out in Greece in a period where many service organisations, whether private or public, are making significant efforts to withstand the current downturn and achieve a sustainable growth.

A New Management Model for Higher Education in Dubai-UAE: Quality Management in Alignment with Professional Autonomy

The purpose of this paper is to develop a model of Total Quality Management (TQM) that does not damage the scholarly values of higher education and which enhances professional autonomy, including academic freedom and academic quality in teaching and research. The theoretical framework includes an interpretive study that examines the functional, structural, and cultural aspects of implementing TQM concepts in higher education and the concepts that should be modified.The paper follows the qualitative approach based on the interpretive epistemological paradigm. This research uses empirical data on higher education quality management practices in their natural setting through an interpretive study. The logic of inquiry adopts inductive reasoning that constructs or evaluates general propositions that are derived from specific examples. Empirical data is collected from faculty members from a sample of two universities, including one public university and one private university in Dubai, the United Arab Emirates (UAE), in order to study academics’ perceptions of TQM in higher education. The methodology involves document analysis and collecting interpretations and narratives in order to study the positive and negative influences of quality management practices on, academics, research and the teaching process. The methodology also includes quantitative analysis using the survey instrument for the sake of triangulation.The designed management model which is the result of this paper takes into consideration the issues caused by TQM as a form of new public management, including overload in teaching, administrative tasks, faculty turnover and the reasons behind this along with the quality of teaching and research. Inapplicable TQM concepts are modified based on traditional university management models in order to fit the higher educational context, taking into account higher education leadership and the cross-cultural context that universities operate in especially in Dubai.

Use of multiple methodologies for developing a customer-oriented model of total quality management in higher education

Purpose – Educational institutes must embrace the principles of total quality management (TQM) if they seek to remain competitive, and survive and succeed in the long run. An educational institution must embrace the principles of quality management and incorporate them into all of their activities. Starting with a theoretical background, the paper outlines the results of a study conducted on both internal and external customers of the educational system, with select engineering and management institutes as foci of study. The study is an attempt toward developing an integrated customer-centric model of quality management in education, through the use of multiple methodologies so as to be able to evaluate service quality; prioritize improvement of service; and guide and develop educational services by incorporating the voice of the customer (VOC). The purpose of this paper is to establish the prioritization for improvement of service design of an educational system through incorporation of the VOC, be it internal or external customers, through the use of multiple methodologies, leading to generalization of results. Design/methodology/approach – The study uses multiple methodologies with various techniques for analysis through the application of the SERVQUAL; quality function deployment (QFD); interpretive structural modeling (ISM); and path analysis. The SERVQUAL was applied to identify the gap and determine the level of service quality. Following this, QFD, ISM and path analysis were used to identify the set of minimum design characteristics/quality components that would meet the requirements the various internal and external customers of the educational system. The QFD was used to identify the set of minimum design characteristics/quality components that meet the requirements of the various internal and external customers of the educational system. The ISM and path analysis were used to identify and prioritize the design characteristics/quality components that would meet the requirements the various internal and external customers of the educational system. Findings – The findings from the various techniques were amalgamated, and proposed as an integrated model of TQM in higher education. The study helped identify with a customer perspective, the quality components which would help design TQM for higher education institutions in India. Research limitations/implications – The paper could be useful to government bodies, funding agencies, policy makers and administrators in developing a system that could lead to satisfaction of both internal and external customers of the educational system. Originality/value – The study includes within its scope the varied customers of the educational system, namely, internal and external customers of the educational system; the internal customers being the faculty and the administrative staff, and the external customers being the students and the industry (as the employer). This is yet to be seen in other research studies. Also, the integration of the multiple tools and their application to the field of higher education in India, has not yet been made available in the literature.

Total Quality Management in Higher Education: A Review

Total Quality Management (TQM) is a perception, which educational institutions can only attain through long period of planning, by the formulation and execution of annual quality program, which substantially moves towards the accomplishment of the vision. Application of TQM concepts is one of such degree, which will go a long way in reviving the higher education system. This study endeavors to analyze TQM in higher education and outline the literature on Critical Success Factors (CSF) and its execution in all areas. The study concludes the CSF and its execution in higher education institutions. Some institutions already enjoyed the advantages of TQM methods in their programs with determination and strict adoption of the system to achieve their goals. The insight of this review is giving feedbacks of the recent studies on how TQM system will be able to utilize different instruments and hypothesis to legitimize employees, create a positive friendly environment and highlight the necessity of the students to bring out the best in them.

A model for total quality management in higher education

Total quality management (TQM) is widely recognised as a management philosophy for improving customer satisfaction and organisational performance. However, there is no consensus over the critical success factors of TQM, in particular, in higher education (HE) and developing countries. Literature shows mixed results on the success and applicability of TQM principles in education, thus, underlining the need to revisit the application of TQM principles in HE. This paper identifies the critical success factors of TQM in Pakistani universities. Data was collected from faculty members of universities through questionnaires. The findings reveal that ‘leadership’, ‘vision’, ‘measurement and analysis’, ‘process control and evaluation’, ‘programs design and resources allocation’ and ‘stakeholder focus’ emerge as the critical success factors of TQM in HE. The findings have implications at macro, meso, and micro levels of HE.

The difficulty in implementing TQM in higher education instruction

PurposeThe applicability of total quality management (TQM) to higher education instruction is controversial. The purpose of this paper is to help clarify the application of TQM to higher education instruction by identifying and analyzing the dual roles played by both students and instructors. The authors also offer an improvement to the instructor evaluation process designed to eliminate some of the negative effects of the duality of roles.Design/methodology/approachThis is a conceptual paper discussing some of the shortcomings in previous discussions of the applicability of TQM to higher education instruction. In addition, it introduces the concept of the dual roles of students (customers/grade‐seekers) and faculty (suppliers/retention‐seekers), and analyzes their relationship to, and effect on, the evaluation of the educational process through the interaction of these dual roles.Practical implicationsThis paper helps understand more fully the student/instructor roles and will contribute to a better understanding of the applicability of TQM to higher education. It offers a methodology to enhance the faculty evaluation process as a measure of instructional quality and offers actions that will strengthen the knowledge‐seeking motivation of students.Originality/valueThis paper offers a more thorough analysis of the roles of students and faculty than previous discussions of the TQM in higher education. The value of this paper is the identification of two pairs of contradictory roles played by both participants in the instruction process which complicates an understanding of the concept of quality and applicability of TQM to higher education.

TQM principles and their relevance to higher education: the question of tenure and post‐tenure review

Total quality management (TQM) programs have been popularized for changing the culture and performance of service and manufacturing firms. These ubiquitous techniques have also been applied to educational settings to improve administrative processes but have found little success in improving the quality of faculty teaching, research, and service. Some colleges and universities have faced difficulties implementing TQM in these areas because of strong tenure systems in place. This article will review the history of tenure and post‐tenure review, the theory of TQM, the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post‐tenure programs. The article concludes with suggestions and changes educational institutions can adopt so tenure, post‐tenure review and TQM can work compatibly together.

TQM in higher education ‐ a review

Posits that the role that quality plays in the higher education sector is becoming more important as the dominance of market‐orientation leaves no alternative for universities and colleges but to improve their quality while increasing efficiency. Philosophies like total quality management (TQM), which have been successfully adopted in commercial organizations, are generally seen as the way forward. Includes a review of the published literature on theories and applications of TQM in higher education. The case studies were analysed using ten features found to be critical to a total quality philosophy. Conclusions were drawn regarding similarities and differences between higher education and other environments as well as between US and UK approaches.

How Useful is the Concept of Total Quality Management to the University of the 90s?

Abstract The article begins by exploring the background and origins of the quality debate in the UK. It distinguishes between a Total Quality Management (TQM) approach and those based on the adoption of some kind of external standard. It goes on to explore the forces acting to encourage organisations to adopt TQM, distinguishing between those active in the public and private sectors. TQM itself is then explored in some depth; two main overarching characteristics of customer focus and cultural change are identified. The focus then shifts to analysis of the place of TQM in higher education. The analysis concludes that many of the features of TQM always have been present in higher education but it is possible that funding and managerial changes are driving institutions away from a TQM ideal. Other approaches might have as much to offer higher education as TQM.

A rose by any other name: TQM in higher education

The origins of total quality management (TQM) in manufacturing and its popular adoption as a panacea or fad have combined to limit its acceptability in higher education institutions (HEIs). A brief analysis of the characteristics of TQM shows the extent to which it can be implemented in HEIs. Many objectives of TQM are compatible with the work of HEIs which have used them – consciously or unconsciously – in their operations and in response to external quality assessment and audit. Nevertheless, TQM continues to be viewed by many as inappropriate to the culture of HEIs. A case study of one faculty – the Management School of Lancaster University – shows that successful academic innovation can be compatible with TQ principles. Such principles were not applied rigidly or in ways which ran counter to the established culture of an academic organization.