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Journal articles on the topic 'Total quality management in higher education – Botswana'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

Murali Krishnan, T. R. "Total Quality Management in Higher Education." Quest-The Journal of UGC-ASC Nainital 5, no. 2 (2011): 267. http://dx.doi.org/10.5958/j.0974-5041.5.2.027.

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Holmes, George, and Gerard McElwee. "Total quality management in higher education." TQM Magazine 7, no. 6 (1995): 5–10. http://dx.doi.org/10.1108/09544789510103699.

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Koch, James V., and James L. Fisher. "Higher education and total quality management." Total Quality Management 9, no. 8 (1998): 659–68. http://dx.doi.org/10.1080/0954412988136.

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Sherr, Lawrence A., and G. Gregory Lozier. "Total quality management in higher education." New Directions for Institutional Research 1991, no. 71 (1991): 3–11. http://dx.doi.org/10.1002/ir.37019917103.

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Sahney, Sangeeta, D. K. Banwet, and S. Karunes. "Conceptualizing total quality management in higher education." TQM Magazine 16, no. 2 (2004): 145–59. http://dx.doi.org/10.1108/09544780410523044.

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Sullivan, Maureen, and Jack A. Siggins. "Total Quality Management Initiatives in Higher Education." Journal of Library Administration 18, no. 1-2 (1993): 157–69. http://dx.doi.org/10.1300/j111v18n01_12.

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Mohammed, Khadijah, Bashayer Ali, and Azrilah Abdulaziz. "Total Quality Management in Saudi Higher Education." International Journal of Computer Applications 135, no. 4 (2016): 6–12. http://dx.doi.org/10.5120/ijca2016908245.

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In'airat, Mohammed Hasan, and Amer Hani Al Kassem. "Total Quality Management in Higher Education: A Review." International Journal of Human Resource Studies 4, no. 3 (2014): 294. http://dx.doi.org/10.5296/ijhrs.v4i3.6368.

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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.
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Aly, Nael, and Joseph Akpovi. "Total quality management in California public higher education." Quality Assurance in Education 9, no. 3 (2001): 127–31. http://dx.doi.org/10.1108/09684880110399077.

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McCulloch, Myra. "Total Quality Management: Its Relevance for Higher Education." Quality Assurance in Education 1, no. 2 (1993): 5–11. http://dx.doi.org/10.1108/09684889310044655.

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Kanji, Gopal K., and Abdul Malek A. Tambi. "Total quality management and higher education in Malaysia." Total Quality Management 9, no. 4-5 (1998): 130–32. http://dx.doi.org/10.1080/0954412988749.

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Kanji, Gopal K., Abdul Malek, and Bin A. Tambi. "Total quality management in UK higher education institutions." Total Quality Management 10, no. 1 (1999): 129–53. http://dx.doi.org/10.1080/0954412998126.

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TANNOCK, JAMES D. T. "Industrial Quality Standards and Total Quality Management in Higher Education." European Journal of Engineering Education 16, no. 4 (1991): 353–60. http://dx.doi.org/10.1080/03043799108939540.

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Sakhiya, Ramesh B. "The Role Of Total Quality Management In Higher Education." International Journal of Scientific Research 1, no. 2 (2012): 53–55. http://dx.doi.org/10.15373/22778179/jul2012/16.

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Antunes, Marina Godinho, Pedro Ribeiro Mucharreira, Maria do Rosário Texeira Justino, and Joaquín Texeira Quirós. "Total Quality Management Implementation in Portuguese Higher Education Institutions." Proceedings 2, no. 21 (2018): 1342. http://dx.doi.org/10.3390/proceedings2211342.

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This research aims to study the role that the implementation of Total Quality Management (TQM) may have on organizational performance of Portuguese university and polytechnic higher education institutions, through a literature review that supports the presentation of a conceptual model proposed by the authors. This research is justified by the observation of a reality still relatively little studied at the level of higher education institutions, not only in Portugal but also in other countries, particularly about the perspective of their financial sustainability, in line with the growing relevance that quality has come to assume in these institutions. Regarding the methodology, a study of a qualitative nature is contemplated, although using quantitative techniques, being the data obtained through the application of a questionnaire elaborated by the authors to evaluate the different dimensions of the proposed conceptual model. In the treatment of quantitative data, a model of structural equations (SEM) will be used, to investigate the possible relations between the different dimensions incorporated in the model.
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Chaudhuri, Debaprayag, and Sadhan Kumar Ghosh. "Implementation Issues of Total Quality Management in Higher Education." Prabandhan: Indian Journal of Management 3, no. 6 (2010): 16. http://dx.doi.org/10.17010//2010/v3i6/61094.

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Chaudhuri, Debaprayag, and Sadhan Kumar Ghosh. "Implementation Issues of Total Quality Management in Higher Education." Prabandhan: Indian Journal of Management 3, no. 6 (2010): 16. http://dx.doi.org/10.17010/pijom/2010/v3i6/61094.

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Todorut, Amalia Venera. "The Need of Total Quality Management in Higher Education." Procedia - Social and Behavioral Sciences 83 (July 2013): 1105–10. http://dx.doi.org/10.1016/j.sbspro.2013.06.207.

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19

Thackwray, B., and H. Hamblin. "Total quality management, investors in people and higher education." Engineering Science & Education Journal 5, no. 3 (1996): 113–19. http://dx.doi.org/10.1049/esej:19960304.

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20

Sloan, De Villo. "Total Quality Management in the Culture of Higher Education." Review of Higher Education 17, no. 4 (1994): 447–64. http://dx.doi.org/10.1353/rhe.1994.0012.

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21

Dowlatshahi, S. "Total quality management in higher education: A case study." Total Quality Management 7, no. 2 (1996): 219–22. http://dx.doi.org/10.1080/09544129650034972.

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22

Willis, T. Hillman, and Albert J. Taylor. "Total quality management and higher education: The employers' perspective." Total Quality Management 10, no. 7 (1999): 997–1007. http://dx.doi.org/10.1080/0954412997181.

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23

Watkins, Trevor. "Total quality management in higher education: Myths and realities1." Tertiary Education and Management 3, no. 4 (1997): 285–91. http://dx.doi.org/10.1080/13583883.1997.9966932.

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Abeyrathna, Mohamed Abu. "Total Quality Management applications of higher education in Libya." International Journal of Scientific and Research Publications (IJSRP) 9, no. 6 (2019): p9082. http://dx.doi.org/10.29322/ijsrp.9.06.2019.p9082.

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25

Williams, Gareth, and Cari Loder. "Special issue on total quality management in higher education." Higher Education 25, no. 3 (1993): 227. http://dx.doi.org/10.1007/bf01383851.

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26

Williams, Gareth. "Total quality management in higher education: Panacea or placebo?" Higher Education 25, no. 3 (1993): 229–37. http://dx.doi.org/10.1007/bf01383852.

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27

Asif, Muhammad, Muhammad Usman Awan, Muhammad Khalid Khan, and Niaz Ahmad. "A model for total quality management in higher education." Quality & Quantity 47, no. 4 (2011): 1883–904. http://dx.doi.org/10.1007/s11135-011-9632-9.

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28

Psomas, Evangelos, and Jiju Antony. "Total quality management elements and results in higher education institutions." Quality Assurance in Education 25, no. 2 (2017): 206–23. http://dx.doi.org/10.1108/qae-08-2015-0033.

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Purpose The 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/approach A 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. Findings According 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/implications The 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 implications By 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/value This 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.
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29

Kemenade, Everard, Alaa Eldin El-Asawi, and Cuong Huu Nguyen. "Alignment of total quality management in the higher education context." Vietnam Journal of Education 4, no. 1 (2020): 1–8. http://dx.doi.org/10.52296/vje.2020.1.

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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.
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30

Yorke, Mantz. "The elusive quarry: Total quality in higher education." Tertiary Education and Management 3, no. 2 (1997): 145–56. http://dx.doi.org/10.1080/13583883.1997.9966917.

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31

Burgar, Paul. "Enforcing academic rules in higher education: A total quality management approach." Research in Higher Education 35, no. 1 (1994): 43–55. http://dx.doi.org/10.1007/bf02496661.

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32

Khutsafalo, Diketso Kelebemang, and Ushe Makambe. "Pedagogical strategies and Motivation of Hospitality Management Learners in a Higher Education Institution in Botswana." East African Journal of Education Studies 2, no. 1 (2020): 197–210. http://dx.doi.org/10.37284/eajes.2.1.257.

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The Botswana higher education system has been producing low-quality unemployable graduates and the low levels of learner motivation is believed to be a major factor. Premised on the Self-Determination Theory, the purpose of this study was to explore the nexus between pedagogical strategies and motivation of hospitality management learners in a selected higher education institution in Botswana. A descriptive survey design was adopted while the quantitative methodology was employed. Descriptive and inferential statistics such as the mean, standard deviation, correlation and regression, which were products of the Statistical Package for Social Sciences (SPSS) software, were used to analyse data that was collected from 128 respondents who were selected from a population of 189 learners using stratified random sampling. This study provided empirical evidence on the influence of pedagogical strategies on learner motivation and will provide instructors with knowledge of pedagogical approaches that either facilitate or impede learner motivation. The findings of the study revealed a significant relationship between pedagogical strategies and learner motivation. However, it was discovered that certain pedagogical strategies employed by the instructors had a negative effect on learner motivation namely low quality of academic advising, not affording learners enough opportunities to do presentations in class and failure to effectively inculcate collaborative skills among learners. It is recommended that learners should be afforded opportunities for collaborative learning to stimulate peer engagement which facilitate motivation. The institution should ensure that the curriculum incorporates contemporary issues that are relevant to the learners, industry and society as this will instil in the learners a reason to want to learn with the assurance of ready employment after graduation.
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33

Spanbauer, Stanley. "Reactivating higher education with total quality management: using quality and productivity concepts, techniques and tools to improve higher education." Total Quality Management & Business Excellence 6, no. 5 (1995): 519–37. http://dx.doi.org/10.1080/09544129500000009.

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34

Spanbauer, Stanley J. "Reactivating higher education with total quality management: Using quality and productivity concepts, techniques and tools to improve higher education." Total Quality Management 6, no. 5 (1995): 519–38. http://dx.doi.org/10.1080/09544129550035189.

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35

Hajar Mat Jani. "Modeling Total Quality Management in Higher Education with Case-Based Reasoning." Journal of Next Generation Information Technology 3, no. 3 (2012): 99–109. http://dx.doi.org/10.4156/jnit.vol3.issue3.10.

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Alkhalil, Bandar, and Zakria Oribe. "Total Quality Management in Higher Education in Kingdom of Saudi Arabia." International Journal of Computer Applications 179, no. 42 (2018): 30–33. http://dx.doi.org/10.5120/ijca2018917002.

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37

Elmuti, Dean, Yunus Kathawala, and Matthew Manippallil. "Are total quality management programmes in higher education worth the effort?" International Journal of Quality & Reliability Management 13, no. 6 (1996): 29–44. http://dx.doi.org/10.1108/02656719610124244.

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Bilen, Canan. "Total quality management in higher education institutions: challenges and future directions." International Journal of Productivity and Quality Management 5, no. 4 (2010): 473. http://dx.doi.org/10.1504/ijpqm.2010.032962.

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39

Kay Michael, Ramona, Victor E. Sower, and Jaideep Motwani. "A comprehensive model for implementing total quality management in higher education." Benchmarking for Quality Management & Technology 4, no. 2 (1997): 104–20. http://dx.doi.org/10.1108/14635779710174945.

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40

Shams, S. M. Riad. "Transnational education and total quality management: a stakeholder-centred model." Journal of Management Development 36, no. 3 (2017): 376–89. http://dx.doi.org/10.1108/jmd-10-2015-0147.

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Purpose Quality assurance is a key concern in higher education, which is more complex in offshore transnational education (TNE), compared to onshore provision of education service. However, higher education quality assurance is an established research domain; there is very limited work on the efficacy of industry-based total quality management (TQM) considerations to uphold quality in higher education, particularly in TNE. From this context, the purpose of this paper is to develop new insights in this under-researched area. Design/methodology/approach An inductive constructivist approach is followed to analyse extant scholarly views in relevant disciplinary areas to develop new insights, in relation to the significance of industry-based TQM in TNEs’ quality assurance. Findings Stakeholder orientation is recognised, as a significant consideration to uphold quality in TNE. Different stakeholders are identified, who would have substantial influence on TNEs’ TQM. How these stakeholders could influence the TQM process is clarified. Some empirical insights are also developed, in support of the arguments of the paper. Practical implications These insights will be useful for education administrators to better align their stakeholder relationships to underpin TQM. Academics will be able to use these insights as a basis for future research towards the significance of industry-based TQM in higher education. Originality/value Based on a stakeholder-focussed TNE TQM model, the findings represent an innovative strategic direction towards a better understanding of the significance of stakeholder relationships, pertaining to TQM in the contemporary higher education system.
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41

Batechko, Nina. "Quality management in higher education sphere: methodological aspect." Osvitolohiya, no. 6 (2017): 156–62. http://dx.doi.org/10.28925/2226-3012.2017.6.156162.

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In the article the problem of education quality management was considered in the context of general scientific methodology. The modern tendencies of implementation of higher education quality and quality management in particular, were highlighted. It is shown that the practice of implementation of quality management systems, such as the Total Quality Management, positively affects the organizational, market and financial strategies for the formation of long-term competitive advantages in higher education sphere. The modern interpretation of the essence and basic principles of education quality management was revealed. The methodological substantiation of the phenomenon of education quality management in the context of general scientific approaches was carried out: systemic, synergistic and acmeological. Such an approach makes it possible to substantiate the quality management as a complex, open system characterized by nonlinearity of transformations, allows to predict its development, proceeding from the development of each individual to the whole system as a whole. It is proved that methodological substantiation of quality management on the basis of general scientific approaches can become the foundation on the basis of which the national system of education quality assurance will develop its own model, inherent only to it, taking into account the system of public administration in the field of Ukraine’s higher education, educational policy, academic traditions.
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42

Osseo‐Asare, Augustus E., David Longbottom, and Pieris Chourides. "Managerial leadership for total quality improvement in UK higher education." TQM Magazine 19, no. 6 (2007): 541–60. http://dx.doi.org/10.1108/09544780710828403.

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PurposeThe purpose of this paper is to increase awareness of the critical role of “managerial leadership” in total quality management (TQM) implementation in UK higher education institutions (HEIs), and to encourage further research on how to sustain management and leadership best practices for total quality improvement in higher education.Design/methodology/approachA critical review of the literature on managerial leadership provides the theoretical scope which led to the setting of research objectives. The objectives were achieved through a survey of academics and non‐academics responsible for teaching and research quality improvement in a sample of 42 UK HEIs between the period 2000 and 2005. A mix of questionnaires, interviews, inductive analysis and hypothesis testing, was used to explore, describe and to explain the nature of the relationship between the degrees of efficiency and effectiveness of quality management practices in the participating UK HEIs.FindingsThe analysis of the survey results revealed “weak” associations between the degrees of efficiency and effectiveness in the quality management practices adopted by participating UK HEIs. It provides examples of weak quality management practices as empirical evidence of “weak” association between “management efficiency” and “leadership effectiveness” in UK HEIs.Research limitations/implicationsInternational generalization of findings requires the sample size to be increased to include more HEIs from the UK and other countries with similar educational systems. Further quantitative research is needed to provide in depth explanation of the nature of the functional relationship between the degrees of effectiveness and efficiency of quality management practices in higher educational settings.Practical implicationsUnderstanding the nature of the association between the degrees of effectiveness and efficiency of quality management practices would provide a conceptual framework which would enable academics and practitioners to reflect critically on the “efficiency” and “effectiveness” of teaching and research quality improvement decisions and actions to ensure successful implementation of TQM best practices.Originality/valueUses the degrees of efficiency and effectiveness as criteria for evaluating managerial leadership in UK higher education, and recommends strengthening of the association between the criteria through continuous improvement in the efficiency and effectiveness of teaching and research quality improvement practices.
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43

Reavill, Lawrence R. P. "Quality assessment, total quality management and the stakeholders in the UK higher education system." Managing Service Quality: An International Journal 8, no. 1 (1998): 55–63. http://dx.doi.org/10.1108/09604529810199395.

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44

Sutanto, Aftoni, Widodo ., and Utik Bidayati. "Total Quality Management Planning Model to Increase Higher Education Performance and Competitiveness." International Journal of Engineering & Technology 7, no. 3.25 (2018): 49. http://dx.doi.org/10.14419/ijet.v7i3.25.17469.

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Improving higher education performance increases competitiveness and customer satisfaction. The purpose of this research is to design a Total Quality Management (TQM) planning model to increase higher education performance and competitiveness. The focus of this research are the formulation of strategic planning for the implementation of TQM, the formulation of the operational planning, the application of the quality management, and the system of quality control in private higher education. The results of this this research is demonstrates that a national standard and a quality assurance system for higher education are used as the basis for the formulation of a quality management strategy. The formulation of TQM planning model was directed by ISO 9001 instrument, the accreditation form of The National Accreditation Board for Higher Education, and The Independent Accreditation Institution. The significant components in the implementation of TQM planning model are: a quality assurance instrument and the implementation of quality management actors, an understanding of quality management by all parties in higher education, benchmarking, education and training in quality management, leadership, reward and punishment, evaluation process, and an Integrated Management Information System. There are two roles quality control systems in private HE. These are: internal and external quality control.
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Bensimon, Estela Mara. "Total Quality Management in the Academy: A Rebellious Reading." Harvard Educational Review 65, no. 4 (1995): 593–612. http://dx.doi.org/10.17763/haer.65.4.56100824q6055844.

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In this article, Estela Bensimon assesses the appropriateness of adapting Total Quality Management (TQM) to higher education. She uses feminist adaptations of post-structuralist analysis to develop a critical interpretation of the basic postulates of quality with TQM: Quality is defined by customer satisfaction; Quality is the reduction of variation; Quality must be measurable. In particular, she focuses on the language of TQM that expresses how quality is defined, improved, and controlled; how the customer is determined; and how variation is eliminated. She concludes with a discussion of the negative implications of TQM as a philosophy and theory for the academy.
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46

Rifqi, Ainur. "IMPLEMENTASI TOTAL QUALITY MANAGEMENT PADA PENDIDIKAN JARAK JAUH." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 2, no. 2 (2018): 167–76. http://dx.doi.org/10.33650/al-tanzim.v2i2.398.

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Total Quality Management (TQM) in distance education in higher education is rarely developed to improve quality continuously. There are 6 dimensions in TQM, namely leadership, management education, human resource management, information management, customer-centered and satisfaction, and the development of cooperation. College leaders need to create values and goals, and realize objectives through strategies and leadership styles that are suitable to realize the commitment of organizational members..
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Jabbarifar, Taghi. "Ignorance Of Total Quality Management In Higher Education In The 21st Century." International Journal of Management & Information Systems (IJMIS) 13, no. 2 (2011): 49. http://dx.doi.org/10.19030/ijmis.v13i2.4946.

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This article attempts to look at the range of contributions of total quality management. The higher education system is one of the key elements in the realization of sustained total quality management and socio-cultural development policies. University research centers and higher education institutes are in charge of training expert personnel and scholars while providing qualified services. Therefore, through its output, the higher education system paves the way for development. India needs to examine its concern with making its institutions qualitative and competitive by world standards. Thus, both the students and industry have become quality conscious. Quality improvement involves statistical tools, consumer research, goal-setting, teamwork, problem-solving, human recourse development, and strategic planning. A vision statement communicates key values for today as well as for the future. Implementation of a quality management system should be done, preferably with the help of a consultant to ensure success. In other words, higher education should prove its efficiency by responding to the needs of the country's development and by offering relevant outcomes.
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48

Gu, Xiangling, Maojiang Dong, Hanwen Sun, et al. "Implementation of Total Quality Management in Higher Pharmaceutical Education: Opportunity and Challenge." Indian Journal of Pharmaceutical Education and Research 50, no. 1 (2016): 34–38. http://dx.doi.org/10.5530/ijper.50.1.5.

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49

Horban, O., T. Kuprii, R. Martych, and L. Panasiuk. "Implications of total quality management in Ukrainian higher education ­institutions: international experience." Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, no. 2 (2020): 126–30. http://dx.doi.org/10.33271/nvngu/2020-2/126.

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50

Karahan, Mehmet, and Mehmet Mete. "Examination of Total Quality Management Practices in Higher Education in the Context of Quality Sufficiency." Procedia - Social and Behavioral Sciences 109 (January 2014): 1292–97. http://dx.doi.org/10.1016/j.sbspro.2013.12.627.

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