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A framework for implementing TQM in higher education programs

A framework for implementing TQM in higher education programs Purpose – This paper aims to provide a TQM framework that stresses continuous improvements in teaching as a plausible means of TQM implementation in higher education programs. Design/methodology/approach – The literature survey of the TQM philosophies and the comparative analysis of TQM adoption in industry versus higher education provide the theoretical and practical background for this work. The analysis of TQM in higher education was done considering various critical factors such as existing educational practices, the barriers of TQM and the return on investment (ROI) of TQM implementations. These explorations led to the development of a TQM framework that adopts Deming's wheel of Plan‐Do‐Check‐Act (PDCA) cycle for implementing continuous improvements in higher education programs. Findings – Unlike the scenario in industry, TQM philosophies have to be adapted suitably for a successful implementation in higher education. The proposed TQM framework with six core quality elements encompassing the seven‐step course evaluation process flow provides a systematic guideline for an effective and efficient implementation of TQM in higher education. Originality/value – This paper fulfils the need for a systematic, feasible and cost‐effective TQM framework for higher education. The new seven‐step course evaluation process flow offers a practical guidance for academics to implement TQM in higher education programs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

A framework for implementing TQM in higher education programs

Sitalakshmi Venkatraman
Quality Assurance in Education , Volume 15 (1): 21 – Feb 6, 2007
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References (73)

Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
0968-4883
DOI
10.1108/09684880710723052
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to provide a TQM framework that stresses continuous improvements in teaching as a plausible means of TQM implementation in higher education programs. Design/methodology/approach – The literature survey of the TQM philosophies and the comparative analysis of TQM adoption in industry versus higher education provide the theoretical and practical background for this work. The analysis of TQM in higher education was done considering various critical factors such as existing educational practices, the barriers of TQM and the return on investment (ROI) of TQM implementations. These explorations led to the development of a TQM framework that adopts Deming's wheel of Plan‐Do‐Check‐Act (PDCA) cycle for implementing continuous improvements in higher education programs. Findings – Unlike the scenario in industry, TQM philosophies have to be adapted suitably for a successful implementation in higher education. The proposed TQM framework with six core quality elements encompassing the seven‐step course evaluation process flow provides a systematic guideline for an effective and efficient implementation of TQM in higher education. Originality/value – This paper fulfils the need for a systematic, feasible and cost‐effective TQM framework for higher education. The new seven‐step course evaluation process flow offers a practical guidance for academics to implement TQM in higher education programs.

Journal

Quality Assurance in Education – Emerald Publishing

Published: Feb 6, 2007

Keywords: Quality; Higher education; Total quality management

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