Argues that the quest for quality is international in scope, with many nations adopting the total quality management (TQM) principles as a way of achieving educational reform. Early indicators of TQM’s success are increases in student achievement, student self‐concept and teacher morale. However, quality programmes are not free and the concept of accountability is ever‐present in the minds of stakeholders who demand positive returns on their investments. Without a means to demonstrate successful returns on quality investments, public support and confidence in the schools may drastically decrease and TQM may be perceived as too expensive for public support. For those implementing TQM, the question is: how do I demonstrate the return on quality investments? The answer lies in measurement. This involves assessing customer need and expectations; producing quality outputs which meet or exceed customer satisfaction, and then documenting these returns by directly linking quality education outputs with the inputs of time, money, and effort.
International Journal of Educational Management – Emerald Publishing
Published: Feb 1, 1996
Keywords: Cost of quality; Education; Measurement; Return on investment; Service quality; TQM
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