Academic literature on the topic 'Total quality management in education – Zimbabwe – Case studies'

PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of 89 students in the first semester and 34 students in the second semester. The respondents came from all the eight districts in the Midlands province of Zimbabwe. They belonged to various degree programmes found in the eight faculties of the institution. Correlation was used to determine quality variations. Using a mixed methods approach, the study sought the views of the students and the relationships between activities done in the two semesters of 2018. SPSS version 16.0 software was used to compute Spearman’s correlations whereas content analysis was used to analyze the open-ended responses to the questa-view. This mixed methods approach helped the researchers to analyze and compare the quality of the orientation sessions.FindingsResults yielded a positive and high significant correlation between first and second semester variables (r=0.916,p=0.000), a finding indicating that staff members in the Midlands Regional Campus of Zimbabwe Open University have not changed their ways of conducting orientation. On a scale of 1 (least effective) to 5 (most effective), the average ratings for the presentations in the first and second semesters were 4.08 and 4.26, respectively. In the qualitative analysis, adequacy of the venue, timing, coverage of aspects and use of media were all rated positively for the two sessions. However, for the two sessions, some students mentioned negative sentiments to do with the provision of needed materials at time of student registration, the public address system, orientation packages, time management and communication.Research limitations/implicationsThis paper looks at the process of orientation as it was done at one regional campus of an ODL institution in Zimbabwe. It also analyses the quality of the orientation using correlation as a lens that measures consistency and also by critically analyzing content in the respondents’ voices. Implications are that the findings and recommendations can also be applied in other ODL (and even non-ODL) institutions with a view of finally coming up with common policies and procedures with regards to providing quality service and support to the twenty-first century student.Practical implicationsFindings were relevant and could be used for designing applicable orientation programmes in ODL institutions and for improving the quality of student support and services.Originality/valueWhile a number of studies have been carried out on orientation in HE, it would appear that research on orientation in ODL institutions, especially in Zimbabwe, appears minimal, hence this study covers an unexplored niche.

The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.

Purpose Studies on managers’ awareness level of total quality management (TQM) in the aquaculture industry in Ghana are scarce, if existing at all. The purpose of this paper is to evaluate the awareness level of managers in Ghana’s aquaculture industry about TQM practices and how it is applied in their operations. Design/methodology/approach In this study, simple random sampling technique was used to select 52 respondents from aquaculture companies in Ghana. The respondents were managers and supervisors who have better understanding of organizational operations and quality management issues. Managers and supervisors considered for the study include quality managers, operational/production managers, supervisors, and also top managers. Findings The findings from the study depict that respondents’ awareness level about TQM practices and concepts in the aquaculture industry are acceptable and they agree to the fact that TQM is a way of guaranteeing high-quality products and services. The institutions’ main areas of concentration are management leadership, continuous process management, and improvement. Again, the companies’ culture depicts more of a control measure than a prophylactic treatment. Practical implications The outcome of this paper will help in comprehending the TQM awareness in the aquaculture industry in Ghana. It will also highlight major areas that managers and supervisors in the industry need education on, in other to enhance their quality skills. Originality/value This research is among the first ever known attempts to assess the awareness of TQM concepts and practices in the aquaculture industry in Ghana. It will help improve the quality practices in the industry.

This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.

Purpose The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs). Design/methodology/approach A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017. Findings The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia. Research limitations/implications This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs. Practical implications Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence. Originality/value This paper highlights the importance of quality in HEIs.

Background In recent years, there have been many suggestions to use multimedia as a strategy to fully meet the educational needs of patients with peripherally inserted central catheters. However, the potential benefits remain unreliable in the literature. Objective In this study, we identified the potential benefits of multimedia-based home catheter management education in patients with peripherally inserted central catheters and discussed the clinical implications. Methods We performed systematic searches of the PubMed, Cochrane Library, Embase Ovid, Medline, BioMed Central-cancer (BMC-cancer), ScienceDirect, and Google Scholar databases without date constraints until November 30, 2019. The methodological quality of the eligible studies was appraised using the Cochrane risk of bias tool. Narrative synthesis of the study findings was conducted. Results A total of 6 intervention studies met the inclusion criteria, including 3 randomized controlled trials and 3 case-control studies/quasi-experimental studies. The studies included a total of 355 subjects, including a total of 175 in the multimedia groups and 180 in the control groups. We identified 4 potential benefits to patients: (1) improved knowledge, (2) increased satisfaction, (3) reduced incidence of catheter-related complications, and (4) reduced number of cases of delayed care after complications. Conclusions The current systematic review highlights the potential benefits of multimedia-based home catheter management education for patients with peripherally inserted central catheters.

The US engineering and construction industry historically has done little to emulate the manufacturing industry in using R&D to improve its methods and techniques. In 1983, a small group of progressive owners and contractors formed the Construction Industry Institute to provide more research that would help improve total quality and cost effectiveness. Now in its tenth year, CII has become the national forum for the industry and is providing research results that can be implemented on both small and large projects. Case studies have shown a tremendous payback for the dollars invested in research in construction project management.

PurposeAn innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.Methodology/approachA multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.FindingsCategories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.Research limitation/implicationThe study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.Originality/valueCBE has not previously been studied from an organizational learning perspective.

Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

Background The World Health Report (2006) by the World Health Organization conveys that a significant increase is needed in global health care resourcing to meet the current and future demand for health professionals. Electronic learning (e-Learning) presents a possible opportunity to change and optimize training by providing a scalable means for instruction, thus reducing the costs for training health professionals and providing patient education. Research literature often suggests that a benefit of e-Learning is its cost-effectiveness compared with face-to-face instruction, yet there is limited evidence with respect to the comparison of design and production costs with other forms of instruction or the establishment of standards pertaining to budgeting for these costs. Objective To determine the potential cost favorability of e-Learning in contrast to other forms of learning, there must first be an understanding of the components and elements for building an e-Learning course. Without first taking this step, studies lack the essential financial accounting rigor for course planning and have an inconsistent basis for comparison. This study aimed to (1) establish standard ingredients for the cost of e-Learning course production and (2) determine the variance instructional design has on the production costs of e-Learning courses. Methods This study made use of a cross-case method among 3 case studies using mixed methods, including horizontal budget variance calculation and qualitative interpretation of responses from course designers for budget variance using total quality management themes. The different implementation-specific aspects of these cases were used to establish common principles in the composition of budgets in the production and delivery of an applied health professional e-Learning course. Results A total of 2 case studies reported significant negative budget variances caused by issues surrounding underreporting of personnel costs, inaccurate resource task estimation, lack of contingency planning, challenges in third-party resource management, and the need to update health-related materials that became outdated during course production. The third study reported a positive budget variance because of the cost efficiency derived from previous implementation, the strong working relationship of the course project team, and the use of iterative project management methods. Conclusions This research suggests that the delivery costs of an e-Learning course could be underestimated or underreported and identifies factors that could be used to better control budgets. Through consistent management of factors affecting the cost of course production, further research could be undertaken using standard economic evaluation methods to evaluate the advantages of using e-Learning.

The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.

This thesis addresses the issue of total quality management (TQM) implementation in Saudi provincial directorates in two contrasting case studies, a female directorate in the north of the country -Aljouf province- and a male directorate in the Eastern province, through the views of senior managers. In order to explore the local conditions and challenges of implementing TQM, 40 interviews were conducted alongside unstructured observations in both directorates and institutional and policy document analysis. The journey of the two provincial Directorates towards TQM had few common features and many differences. Having embarked earlier on TQM initiatives - even before the ministerial compulsion - the Eastern Directorate had already gone through some of the issues and challenges encountered by the Aljouf Directorate at the time of this research. The study also revealed profound differences in the two institutional cultures under focus and in the ways managers felt that TQM was impacting on their professional practice and environment. The research reports their perceptions of the implementation process and compares the two contexts on such challenges as training opportunities, reward systems, workplace relations, and mismanagement practices. The research concludes on a discussion of core issues identified, particularly the level of embeddedness of organisations - including public institutions- in local cultures and socioeconomic contexts, the centrality of actors in reform processes and the question of the universality of management approaches such as TQM and their applicability to public institutions such as education sector.

This study utilized the principles of Total Quality Management and Q Methodology to determine the attitudes of 18 junior and senior students in the music business program at Anderson University.The concourse for this study was developed using Schmidt's four principles of Total Quality Management: customer satisfaction, continuous improvement, empowerment, and teamwork. The Q sample included a total of 54 statements related to personal beliefs regarding the Music Business program.The subjects completed a Q sort, which included positive and negative statements about the Music Business program based on Schmidt's four principles.The subjects of the study were 50 percent male, 50 percent female, 50 percent junior class status, and 50 percent senior class status. Each student had completed the introductory courses within the department, and was taking upper-class level specialized music business classes.PQMethod software was used to tabulate the Q sorts, and two factors were found. Attitude types were named "Contented" and "Discontented." The two factors were not closely correlated. The "Contented" group felt their experience as a Music Business major was positive, and had a positive outlook on the future of the program. The "Discontented" group felt the program did not meet their expectations, and they had little expectation for future improvements.
Department of Journalism

Text in English, abstract in English, Zulu and Sepedi
The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders regarding management development programmes (MDPs) for beginning secondary school heads (BSSHs). The study employed the descriptive case study approach based on a qualitative research design. A total of 28 participants were initially selected for the study but only 27 took part. The participants comprised five BSSHs, five practising secondary school heads, four deputy heads and 10 senior teachers who were drawn from 10 selected secondary schools in Zaka district. Three school inspectors from the district education office in Zaka district also took part. The participants were purposively sampled using the maximum variation sampling approach to account for the differences of their professional categories. Individual semi-structured interviews were used to collect data from the BSSHs, practising secondary school heads and school inspectors, while focus group interviews were used to collect data from deputy heads and senior teachers. A review of relevant documentary sources such as vacancy announcement circulars, the Civil Service Commission (CSC) training and development policy and policy circulars from the Ministry of Primary and Secondary Education (MoPSE) was also undertaken. The findings indicated that there was a need for a management development programme that would equip newly promoted school heads with the relevant technical skills and competencies that would enable them to provide sound leadership to schools. The study established that BSSHs required knowledge and skills in financial management, instructional leadership, general administration, ICT, policy issues, human resources management, community relations, documentation and asset management.
Uhlelo lwezemfundo eZimbabwe seluhlangabenzane nezinkinga ezinkulu ezimayelana nezinguquko kwezemfundo kanye noshintsho kwezobuchwepheshe kusukela kuyisigamu sokugcina sekhulu leminyaka engama-20. Lezi zinguquko ziholele ekwandisweni okuphawulekayo kwemisebenzi kanye nezibopho okumele othishanhloko ezikolweni bayifeze. Ngaphandle kwalezinguquko, akukaze kwabakhona uhlelo lokuqeqesha olunzulu olulungiselela othishanhloko abasanda kuthola izikhundla ezintsha kulomsebenzi onzima wokuhola eZimbabwe. Isifundo sizohlola sibheke imibono yamadlelandawonye mayelana neZinhlelo Zokuthuthukisa Ukuphatha kwalabothishanhloko bezikole zamabanga aphezulu abasafufuza. Isifundo sizosebenzisa ucwaningo lwesifundo esichazayo olwakhelwe phezulu kocwaningo lokuklama oluphathelene nesimo. Kuye kwakhethwa abantu abangamashumi amabili nesishiyagalombili (28) kodwa babe ngamashumi amabili nesikhombisa (27) kuphela abaye babamba iqhaza. Abantu ababambe iqhaza behlise obekuhloswe ngalabothishanhloko abahlanu (5) bezikole zamabanga aphezulu abasafufuza, othishanhloko abahlanu (5) asebekhona kulo mkhakha emabangeni aphezulu, amaphini kathishanhloko yesikole amane (4), othisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu abayishumi (10) abakhethwe ezikolweni zamabanga aphezulu kuyisifunda sakwaZaka. Abahloli bezikole abathathu ababuya kuyisifunda somnyango wezemfundo kuso isifunda sakwaZaka nabo babamba iqhaza. Abantu ababambe iqhaza basampulwe ngenhloso ethile lapho kusetshenziswe indlela ephezulu yokuhluka kwesampuli ukuze kuphendulwe ngokuhluka ngokwezigaba zabo zemfundo. Izinhlolokhono ezihleliwe zomuntu ngamunye ziye zasetshenziswa ukuqoqa ulwazi kothishanhloko bezikole bamabanga aphezulu abasafufuza, othishanhloko asebekhona kulo mkhakha emabangeni aphezulu kanye nabahloli bezikole kwase kuthi izinhlolokhono zamaqembu zasetshenziselwa ukuqoqa ulwazi kumaphini onhloko bezikole nakothisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu. Kuye kwabuyekezwa imibhalo yamaphepha efanele efana namasekhula amemezela izikhala zomsebenzi, iKhomishani Yomsebenzi Womphakathi yokuqeqeshwa nenqubomgomo yokuthuthukiswa kanye nenqubomgomo yamasekhula asuka kuNgqongqoshe weMfundo yamabanga Aphansi nawaPhezulu. Kuye kwatholakala ukuthi kunesidingo sezinhlelo zokuthuthukisa ukuphatha ezizohlomisa othishanhloko abasandukunyuselwa kulezi zikhundla ngamakhono afanele ezobuchwepheshe anamandla azobasiza ukuba babengabaholi abaqotho ezikolweni. Isifundo siye sathola ukuthi othishanhloko bezikole bamabanga aphezulu abasafufuza badinga ulwazi namakhono ngokuphathwa kwezimali, ubuholi obuqotho bokufundisa, ukuphathwa kwamabhuku jikelele, Ulwazi Lwezobuchwepheshe Kwezokuxhumana (ICT), okuphathelene nengqubomgomo, ukuphathwa kwabantu, ubudlelwano nomphakathi, kanye nokuphathwa kwemibhalo nempahla.
Peakanyo ya thuto go la Zimbabwe e itemogetše dimpshafatšo tša thuto le diphetogo tša theknolotši tše di fapanego go tloga nakong ya seripagare sa mafelelo sa ngwagakgolo wa bo20. Diphetogo tše di hlotše koketšo ye kgolo ya ditshwanelo le boikarabelo tšeo dihlogo tša dikolo di letelwago go di phethagatša dikolong. Ka ntle ga diphetogo tše, go bile le lenaneo la tlhahlo leo le feleletšego leo le diretšwego go beakanyetša dihlogo tša dikolo tše mpsha tšeo di sa tšogo godišwa go tlo lebana le modiro wo o tšhošago wa boetapele bja dikolo ka Zimbabwe. Thutelo e nyaka go hlahloba dikgopolo tša batho bao ba nago le dikgahlego malebana le mananeo a tlhabollo ya bolaodi (diMDP) a dihlogo tša dikolo tša sekontari tše di thomago (diBSSH). Thutelo e latetše mokgwatebelelo wa ditlhalošo wa nyakišišo ye e dirilwego ka ga tiragalo wo o theilwego go tlhako ya nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng. Palomoka ya batšeakarolo ba 28 e kgethilwe pele go thutelo eupša ba 27 ba tšere karolo. Batšeakarolo e be e le diBSSH tše tlhano, dihlogo tša dikolo tša sekontari tše tlhano tšeo di lego modirong, bathušahlogo ba bane le barutišibagolo ba 10 bao ba tšerwego dikolong tša sekontari tšeo di kgethilwego seleteng sa Zaka. Bahlahlobi ba dikolo ba bararo go tšwa ofising ya selete ya thuto ka seleteng sa Zaka le bona ba tšere karolo. Batšeakarolo ba kgethilwe ka maikemišetšo bjalo ka disampolo ka go diriša mokgwatebelelo wa maksimamo wa go tšea disampolo ka go fapana go hlaloša lebaka la diphapang ka go magoro a bona a diprofešene. Ditherišano tša motho a nnoši tša dipotšišo tšeo di sa latelego lenaneo leo le itšeng di dirišitšwe go kgoboketša datha go tšwa go diBSSH, dihlogo tša dikolo tša sekontari tšeo di lego mošomong le bahlahlobi ba dikolo, mola ditherišano tša dihlopha tšeo di nepišitšwego di dirišitšwe go kgoboketša datha ye e hweditšwego go batlatšadihlogo le barutišibagolo. Tekolo ya methopo ya maleba ya kanegelo ya ditiragalo go swana le mangwalophatlalatšwa, molaotshepetšo wa tlhahlo le tlhabollo wa Khomišene ya Mešomo ya Mmušo (CSC) le mangwalophatlalatšwa a melaotshepetšo go tšwa go Kgoro ya tona ya Thuto ya Praemari le Sekontari (MoPSE) le yona e phathagaditšwe. Dikhwetšo di šupile gore go bile le tlhokego ya lenaneo la tlhabollo ya bolaodi leo le tlo fago dihlogo tše mpsha tšeo di sa tšwago go godišwa mabokgoni le botsebi tša sethekniki tša maleba tšeo di tlo ba kgontšhago go phethagatša boetapele bjo bo kwagalago bja dikolong. Thutelo e utollotše gore diBSSH di be di nyaka tsebo le mabokgoni tšeo di nyakegago go bolaodi bja matšeleng, boetapele go tša dithuto,
Educational Leadership and Management
D. Phil. (Education Management)

The principles of Total Quality Management (TQM) have been used in the business, commercial and industrial sectors to improve both product and service. In a limited number of schools worldwide, there have been attempts to adapt TQM theory and practice to the educational management of institutions. In this thesis there has been an attempt to adapt the TQM philosophy to the field of educational practice. Quality tools and techniques used in TQM organisations have been studied to ascertain their applicability in schools. During the course of the study, the researcher discerned the need to give TQM a distinct identity within the domain of educational management. In the management of schools, there are philosophies and practices which are different from those encountered in noneducational settings. The concept Total Quality Education (TQE) was used to acknowledge this reality. Action research was done over a three-year period at a South African co-educational public primary school. During the four research cycles of looking, thinking and acting, TQE principles were implemented in the school. Stakeholders such as parents, learners and teachers identified areas for improvement of the quality of education. Areas identified included the curriculum, physical resources, extramural activities, staff development, learning and financial management of the school. Quality tools and techniques were applied by all stakeholders to effect the desired improvements. In the fourth and last cycle of the research a questionnaire was given to a sample of the parent community. Progress made in the improvement of the quality of education provided was noted and areas to be improved further were identified. The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make contributions to the betterment of schools. Through the application of the principles of the TQE philosophy, it is possible to transform South African schools into institutions where all learners can experience education of true quality.
Educational Leadership and Management
D. Ed. (Educational Management)

The principles of Total Quality Management (TQM), initially designed to effect continuous improvement in the business sector, have been successfully applied in educational settings. Hence, this study was undertaken to explore educator participation in the implementation of a TQM Strategy at selected academically underperforming secondary schools in the Moses Kotane Area to address shortfalls. A literature review on TQM provided a conceptual framework for the empirical inquiry. Special attention was given to the role of educators in TQM implementation. The empirical study used qualitative research methods to explore the use of TQM in fifteen schools selected by purposive sampling. Observation, document analysis and focus group interviews were used to gather data. The findings indicate that educators regard TQM as an improvement tool; however, they hold negative and positive views about TQM. Finally, recommendations were made to enhance the implementation of TQM in underperforming secondary schools in the Moses Kotane Area.
Educational Studies
M. Ed. (Education Management)

Quality assurance is increasingly becoming an important aspect of higher education institutions in developing countries, as expressed in the development of relevant policies, structures and systems at national and institutional levels. This thesis critically examines the nature of quality assurance policies and practices in selected universities in the Southern African Development Community (SADC), as well as the factors that shape these policies. Through a close examination of these policies and practices, the thesis explains why some universities realise better quality than others, even though they fall within the same geographical region and share relatively similar historical legacies. Although this study was largely qualitative, it did not preclude quantitative dimensions. Integrating the two approaches made it possible not only to triangulate data, but also to engage in multidimensional analysis of some of the phenomena under investigation. While debates in the literature locate quality assurance within internal and external discourses, this does not sufficiently explain the tensions that were observed amongst the various stakeholders within institutions, especially between management and academic staff. The manner in which institutional policies were developed, the role academic staff played in the process, and the reporting lines associated with institutional quality assurance arrangements, are reflected in staff perceptions on whether or not they regarded the policies as internal to the academic community and the extent to which they own the policies. The main contribution of this thesis to debates on quality assurance is its revelation of the complexities that arise in institutional policy making as a result of the highly differentiated nature of the academy. This aspect points at the need for institutions to pay particular care in adopting most appropriate strategies that privilege the organic development of policies within institutions. On the whole, institutions were mainly preoccupied with developing quality assurance policies and systems that are comparable to international standards, hence the heavy reliance on external/international expertise in doing so. Whilst this is not necessarily a iii bad thing, the quality assurance systems that were developed did not take into account the contextual peculiarities of the studied institutions. A direct consequence of this was the development of policies and mechanisms that are more concerned with standardisation of procedures than with enhancement of academic practice. Such quality assurance systems have not resulted in the self-improvement of institutions. The establishment of quality assurance policies and the putting in place of structures and procedures are necessary but not sufficient conditions for enhancing academic practice in universities.

by Sin Wai-Ling, Winnie and Fung Hon-Wai.
Thesis (M.B.A.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 85-87).
TABLE OF CONTENTS --- p.ii
LIST OF TABLES --- p.v
ACKNOWLEDGEMENT --- p.vi
Chapter
Chapter I --- INTRODUCTION
Importance of Quality Management --- p.1
Objectives of the Project --- p.3
Organization of the Project --- p.3
What is Performing Arts and Its Education? --- p.5
Performing Arts Education in Hong Kong --- p.5
Hong Kong Tertiary Education and Arts Education --- p.6
The Hong Kong Academy for Performing Arts --- p.7
Problem Definition --- p.8
Chapter II --- RESEARCH METHODOLOGY
Project Design and Data Collection --- p.9
Case Study --- p.9
Questionnaire --- p.10
Focus Groups and Interviews --- p.10
Chapter III --- LITERATURE REVIEW
Why Concern About Quality? --- p.12
Overseas --- p.12
Hong Kong --- p.14
What is Quality? --- p.15
Meaning of Quality in Higher Education --- p.17
The Trend --- p.17
"""Fitness for Purpose""" --- p.18
Who are the Customers? --- p.20
The Role of the Students --- p.22
Who Should Set the Standards? --- p.22
The Need of Communication --- p.24
Resistance for Quality --- p.25
Chapter IV --- OBSERVATION OF THE SYSTEM OF QUALITY ASSURANCE AND POLICES OF THE ACADEMY
Activities --- p.27
Characteristics and its Role --- p.28
Corporate Structure --- p.30
The Council --- p.30
The Academic Board --- p.31
Management Structure --- p.31
Quality Assurance --- p.31
Quality of New Programme Introduced --- p.32
Monitoring Process --- p.34
Quality Assurance on the Standard of Graduates --- p.35
External Examiners --- p.35
Assessment Methods and Standards --- p.37
Chapter V --- PERCEPTION ON QUALITY STANDARD AND THE QUALITY ASSURANCE SYSTEM OF THE ACADEMY
The Survey --- p.39
Format of Questionnaire --- p.39
Contents of Questionnaire --- p.39
"Results, Analysis and Interpretation of the Survey" --- p.40
Overall Response to the Surve --- p.41
Attitude of Staff --- p.42
Behaviour of Students --- p.43
Overall Perception Towards the Quality Standard --- p.43
Overall Results --- p.43
Individual Reponses --- p.48
Summary of Findings --- p.56
Chapter VI --- DISCUSSION
Concept of BS 5750 and Its Application in Tertiary Education --- p.58
BS 5750 Against Standard of the Academy --- p.59
Selection of a Model for Quality Assurance Management System --- p.67
Problems Associated with Application of Quality Assurance Management Syste --- p.67
Chapter VII --- CONCLUSION
The Existing Quality Management System --- p.71
System of the Academy versus BS 5750 Standand --- p.71
Applicability of the BS 5750 System --- p.71
APPENDIX --- p.73
BIBLIOGRAPHY --- p.85

In the quest for education transformation, the South African government employed Integrated Quality Management System (IQMS) in the belief that if teachers were appraised and developed, their performances would be enhanced and the quality of education would be improved. However, teachers had different views and experiences of the effectiveness of IQMS in their work stations. Consequently, the author was interested in “Investigating teachers’ perceptions of Integrated Quality Management System (IQMS) effectiveness on teaching and learning in a rural secondary school”. The investigation was conducted using face to face interviews and document analysis. This study’s findings indicated that IQMS was introduced as a matter of policy compliance, as shown by many teachers’ misunderstandings of its concept. The findings of this study will help to improve IQMS effectiveness or to undertake further research on the feasibility, viability and practicability of IQMS and/or alternatively, the development of a new appraisal system.
Educational Leadership and Management
M. Ed. (Educational Leadership and Management)

The purpose of the study was to investigate the practices and challenges faced by primary schools in the Western Cape province when implementing the Integrated Quality Management System (IQMS) policy. The study concentrated mainly on monitoring and evaluation processes; as well as the relevance and appropriateness of the measures in place for refining the IQMS. In 1994, the attainment of democracy in South Africa brought radical transformation to the education system, which resulted in the development of various educational policies. One of these policies was the Integrated Quality Management System (IQMS), which was introduced in 2003. The IQMS was aimed at improving quality education delivery. However, based on learners’ academic and quality results in terms of progression over the past two decades, the South African education system may not have achieved all of its desired outcomes. The school development teams, especially those in rural and previously disadvantaged schools, do not comply with the principles of the IQMS policy and, as a result, fail in their mandate. The empirical approach employed in this study was successful in obtaining information from participants about the challenges they faced in implementing the IQMS policy. The study used qualitative approach. Participants included post-level one teachers as well as members of the school management team at five different schools. The research findings indicated that some schools only implement the IQMS to comply with the department requirements and to ensure that their educators receive the salary increments based on IQMS. Consequently, there is no real school development taking place. The study made a number of recommendations to consider with regard to effective implementation of IQMS in schools. It is recommended that the School Development Team (SDT) and the School Management Team (SMT) employ a well-adjusted approach to whole school evaluation, with a resilient effort on both professional development and performance appraisal in the engagement of whole school development. The study also suggests the appointment of Senior Education Specialists who will be based at every school and become part of the SDTs in order to assist the schools in converting evaluation into school development. Further suggestion is also made for performance agreements and targets linked to salary increments.
Educational Management and Leadership
Ph. D. (Education Management)

Quality is at the top of most agendas and improving quality is the most important task facing any higher education institution. High-quality education has become a key ingredient for socio-economic development. Many governments are putting more importance on the delivery of a quality education at institutions of higher learning. Enactment of pro higher education TQM legislation is now at the center of education delivery systems. In a highly competitive education sector, the success of academic institutions depends on the quality of education. This chapter presents a review of the responses of Higher Education Institutions in Zimbabwe to the introduction of statutory total quality management in education. Data and information for this study are collected through extensive literature and document review, interviewing experts, and personal experience. The feedback and insights and reviews are supported by TQM theory.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.