Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Barbuto, M. Burbach (2006)
The Emotional Intelligence of Transformational Leaders: A Field Study of Elected OfficialsThe Journal of Social Psychology, 146
J. Maxwell (1993)
Developing the Leader Within You
J. Koch, J. Fisher (1998)
Higher education and total quality managementTotal Quality Management & Business Excellence, 9
Allard Droste (2007)
Lean thinking, banish waste and create wealth in your corporationAction Learning: Research and Practice, 4
N. Aly, J. Akpovi (2001)
Total quality management in California public higher educationQuality Assurance in Education, 9
D. Berwick (2008)
The science of improvement.JAMA, 299 10
K. Arrow (1973)
Higher education as a filterJournal of Public Economics, 2
J. Kouzes, B. Posner (2002)
Leadership Challenge : How to Keep Getting Extraordinary Things Done in Organizations
Maria Tsinidou, V. Gerogiannis, P. Fitsilis (2010)
Evaluation of the factors that determine quality in higher education: an empirical studyQuality Assurance in Education, 18
Robert Chia (1996)
Teaching paradigm shifting in management education: university business schools and the entrepreneurial imaginationJournal of Management Studies, 33
L. Eagle, R. Brennan (2007)
Are students customers? TQM and marketing perspectivesQuality Assurance in Education, 15
D. Houston (2008)
Rethinking quality and improvement in higher educationQuality Assurance in Education, 16
Jane Howell, B. Avolio (1993)
Transformational leadership, transactional leadership, locus of control, and support for innovation: key predictors of consolidated-business-unit performanceJournal of Applied Psychology, 78
A. Mento, P. Martinelli, R. Jones (1999)
Mind mapping in executive education: applications and outcomesJournal of Management Development, 18
Celia Whitchurch (2007)
The changing roles and identities of professional managers in UK higher educationPerspectives: Policy and Practice in Higher Education, 11
J. Thomson (2013)
21st Century leadershipStrategic Finance, 95
L. Duque, J. Weeks (2010)
Towards a model and methodology for assessing student learning outcomes and satisfactionQuality Assurance in Education, 18
(2009)
District Leadership That Works: Striking the Right Balance
W. Bennis (1999)
The leadership advantageLeader To Leader, 1999
N. Idrus (1996)
Towards total quality management in academiaQuality Assurance in Education, 4
Kendra Harris (2010)
A COLLECTIVE LOCUS OF LEADERSHIP: EXPLORING LEADERSHIP IN HIGHER EDUCATION THROUGH A PARADIGM OF COLLABORATIVE EFFORT
T. Waters, Greg Cameron (2007)
The Balanced Leadership Framework: Connecting Vision with Action.
C. McElveny (2005)
Scanning the future.Radiologic technology, 77 2
I. Sila, M. Ebrahimpour (2003)
Examination and comparison of the critical factors of total quality management (TQM) across countriesInternational Journal of Production Research, 41
W. Balzer (2010)
Lean Higher Education
Purpose – This research article is based on the Baldrige National Quality Program Education Criteria for Performance Excellence's conceptualization of improvement as a dual cycle/three element initiative of examining and bettering inputs, processes, and outputs as driven by measurement, analysis and knowledge management work. This study isolates a portion of one input element of leadership, higher education leadership paradigms of concern. These paradigms are analyzed and presented as points of improvement related to lean training for higher education. Design/methodology/approach – This quantitative study utilized an online survey, prior to lean training, to identify leadership paradigms of concern by rank, and by significant paired association, using chi‐square tests and the Yates' correction for several higher education institutions. Findings – The study identifies six highly ranked, and seven highly associated leadership paradigms of concern. The one paradigm that was most highly ranked and most highly associated is confronting ambiguity. The findings highlight that improving leadership paradigms is important. Research limitations/implications – The study's implications are limited to the higher education respondents' organizations. However, the results of the study provide some insight into the impact of leadership paradigms on improvement work in these higher education settings, where an average of 5.6 paradigms of concern and 114 paired associations were selected. Originality/value – Much has been written about the explicit elements of the improvement cycle, the processes and outputs of organizational systems. While the improvement elements of inputs are more tacit and harder to define, examining them via force field analysis can be extremely helpful in total quality management work and leadership development.
Quality Assurance in Education – Emerald Publishing
Published: Jul 12, 2011
Keywords: Leadership; Continuous improvement; Higher education; Total quality management; Baldrige Award; United States of America
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.