Total Quality Management
Submitted to: Instructor MGMT510 Submitted by: Muhammad Safdar Niazi MC070200304 Fall 2008 Date submitted: 05-01-2009
Virtual University of Pakistan
MGMT510 – TOTAL QUALITY MANAGEMENT
Table of Contents
TABLE OF CONTENTS....................................................................................... II 1. ABSTRACT...................................................................................................... 1 2. INTRODUCTION..............................................................................................1 3. QUALITY.......................................................................................................... 2 4. TOTAL QUALITY MANAGEMENT..................................................................2 5. WHY QUALITY IN EDUCATION?.................................................................... 3 6. INTRODUCTION OF THE INSTITUTE.............................................................3
6.1. PEARL Institute of Management & Information Technology.................................................................3 6.2 St Francis Grammar School...........................................................................................................................4
7. QUESTIONNAIRE............................................................................................ 4 8. CONCLUSIONS............................................................................................... 5 9. RECOMMENDATIONS....................................................................................6 10. REFERENCES............................................................................................... 6
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
ii
MGMT510 – TOTAL QUALITY MANAGEMENT
1. Abstract
The concept of total quality management (TQM) emerged in the 1980s and quickly became enamored of it. TQM can serve as a paradigm for improving every aspect of collegiate functioning from fiscal administration to classroom instruction. Terms like "customer focus," "employee empowerment," "continuous assessment," and "Deming’s 14 principles" started appearing with regularity in education journals and in administrative pronouncements on campuses all over the country. Deming himself suggested the linkage between quality management principles and education, claiming that "…improvement of education, and the management of education, requires application of the same principles that must be used for the improvement of any process, manufacturing or service" (Deming, 1994). Our concern in this project specifically with institute’s administration to identify the methodology adopted for the quality in education. We first consider how an instructor can improve the quality of instruction in an individual course, and then the more difficult question of how an academic organization (a university, college, or academic department) can improve the quality of its instructional program. In both cases, we examine the potential contribution of quality management principles to teaching improvement programs in light of the cultural differences between industry and the university.
2. Introduction
The reputation of a school is determined by the perceptions and observations of the major stakeholders – the students, staff, parents and the community at large. In today’s competitive world, parents are more and more selective in the choice of schools for their children. So it becomes imperative that a school develop a positive image if it plans to remain in business. A positive school image is influenced by the effectiveness of the teaching learning environment in the school. Positive school image would encompass both “goodness” and effectiveness (Glickman, 1987).
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
1
MGMT510 – TOTAL QUALITY MANAGEMENT School image can be defined as the perception about the institution, principal, teachers and students, current and past, their performance in school and life, by the major stakeholders of education. Therefore the school image is not a fixed entity. Reniham and Reniham (1988) have defined school image as “the sum of subjective opinions about the quality of the learning and social environment”. The school’s vision, infrastructure facilities, linkage with community, meeting the requirements of the society in which the school functions, and public relations including interaction with the media are vital parameters which help build a school’s image.
3. Quality
Quality is defined as a high degree of excellence “a quality product”, a degree of excellence or the lack of it “work of average quality”, or a property of something “the addictive quality of alcohol”. Distinct from the vernacular, the subject of this article is the business interpretation of quality.
4. Total Quality Management
The concept of Total Quality Management (TQM) was developed by an American, W. Edwards Deming, after World War II for improving the production quality of goods and services. The concept was not taken seriously by Americans until the Japanese, who adopted it in 1950 to resurrect their postwar business and industry, used it to dominate world markets by 1980. By then most U.S. manufacturers had finally accepted that the nineteenth century assembly line factory model was outdated for the modern global economic markets. The concept of TQM is applicable to academics. Many educators believe that the Deming's concept of TQM provides guiding principles for needed educational reform. In his article, "The Quality Revolution in Education," John Jay Bonstingl outlines the TQM principles he believes are most salient to education reform. He calls them the "Four Pillars of Total Quality Management." _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 2
MGMT510 – TOTAL QUALITY MANAGEMENT
5. Why Quality in Education?
We are all interested in quality in education. The future of our country and the world depends on our children and college students receiving the best instruction. Using the framework of quality in our educational institutes, we can design roadmaps for continuous improvement. When educators understand what continuous improvement is all about, they gain confidence that they can shape and alter the nature of their schools. Change is possible!
6. Introduction of the institute
6.1. PEARL Institute of Management & Information Technology PEARL is an independent, non-government, non-political, and non-sectarian technical educational organization. It is established in June 1999 by a group of highly educated and strongly committed professionals from different fields. All members are highly motivated who believe in teamwork and discipline. Quetta, capital of Balochistan, still lacks in different fields of life due to very low literacy rate and substandard education level. PEARL aims to provide facilities inorder to enhance and improve the lower level of life through modern education. These facilities will be extended throughout Balochistan in terms of technical education. In a rapidly evolving world, PEARL is constantly innovating and updating our learning environment with the need and age of INFORMATION TECHNOLOGY. We will face serious challenges in this millennium, so; PEARL is the ultimate source for all these challenges. Trends towards advanced education are fast changing from manual and traditional methods to computerized and logical one. PEARL dares to take lead by offering its best faculty team and supportive learning to the community. By the Grace of Almighty Allah and the cooperation of the _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 3
MGMT510 – TOTAL QUALITY MANAGEMENT community, we are serving people of Pakistan successfully. PEARL with its highly educated faculty, richly qualified management, and the most experienced advisory committee is earning stable standard in the field of computerized and technical education. Mr. Nasrullah Khilji is the president and owner of the institute. Currently he is doing his Doctorate in Business Administration (DBA) He is a very enthusiastic person and strongly believe in quality in education.
6.2 St Francis Grammar School
St Francis Grammar School is one of the oldest schools of Balochistan, Pakistan. It was established in the British era to provide education to the elite both in Balochistan and Sind. The children of army officers undergoing training in Army Staff College Quetta also attended the school. The school has good teacher’s often European clergy, extensive play-grounds, hostel facilities and one of the best children's libraries in the area. The school is situated on the Zarghoon Road of Quetta, surrounded by pine trees and various buildings. Due to its good reputation, admission of their children to the school is sought by people of Quetta and surrounding areas as well as other parts of Pakistan. The current Principal is Mrs. Sylvia Nathanial. She is very experienced and foreign qualified.
7. Questionnaire
• • • • • Have you established the vision and mission of the institute? Is quality education the part of your vision? What are the views of management about TQM in education? Do you intend to get ISO certification? If yes, what steps have you taken to get that certification? 4
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
MGMT510 – TOTAL QUALITY MANAGEMENT • • • • • • • • • • What benefits this certification will bring to your institute? What are the steps taken to inform the teachers about quality in education? What training has been given to teachers about quality? Do you arrange / send your teachers to attend seminars, workshops and activities related to quality? Do you give awareness to your students about the quality in education? Does cost effects the quality education? What are the criteria for choosing Syllabus? What are the standards for hiring teachers? Any steps taken to improve the teaching methodology in past ten years? How school management arrange feed back from parents and students about the standard of education and facilities provided by them to learn and build the personality of student.
8. Conclusions
From our study it is clear that for the excellence of higher education institutions, it is necessary for them to adopt a TQM process. The critical success factors which provide the TQM business excellence can be achieved by developing quality culture using (Kanji 1996) TQM modified pyramid model. According to Kanji (1998), the education system has to be guided through the TQM principles and core concepts by top management leadership in order to achieve business excellence. Total quality management is suitable for all education institutions regardless of age, size, and type of control, i.e. whether public or private institutions. Education institutions are organizations that strive to meet customers’ expectations in quality of service. TQM consists of principles and concepts that can influence quality culture. The quality culture can be developed by adopting the universal total quality culture model of Kanji and Yui (1997). It can be concluded that TQM can be applied to institutions to solve problems as well as improve quality. However, many barriers originate from the institutions’ organizational _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 5
MGMT510 – TOTAL QUALITY MANAGEMENT members themselves by way of resistance to change, lack of commitment, and fear of failure. If quality can be nurtured into the senses of all people in the institutions, then organizational members will engage in the co-operation and commitment required of them.
9. Recommendations
It is recommended for both institutes to train their teacher and the staff about the quality in education. They must be aware of the importance of the quality in education. The institutes must take steps to get ISO certification. Total Quality Management is very essential for converting the traditional organization to learning organization. A learning organization continuously seeks to improve the quality and encourage innovation.
10. References
AUSTIN, A.W. (1986) Measuring the quality of undergraduate education: are traditional approaches adequate? Unpublished presentation notes to the Texas education system. Brigham, S. (1993). TQM lessons we can learn from industry. Change (May-June). Brower, M. (1991). The paradigm shifts required to Apply TQM and teams in higher education. COATE, L.E. (1990) Implementing Total Quality Management in A University Setting DOHERTY. G.D. (1993) towards total quality management in higher education: a case study of the University of Wolverhampton, Higher Education. HO, S.K. & WEARN, K. (1996) A TQM model for enabling student learning, Innovations in Training and Education International. KANJI, G.K. & ASHER, M. (1993) Total Quality Management Process: A Systematic Approach (Madras, Productivity Press). KANJI, G.K. (1996) Implementation and pitfalls of total quality management, Total Quality Management. Kanji GK and H Yui (1997). "Total Quality Culture". Total Quality Management Lawrence, A. Sherr & Deborah, J. Teeter (Eds.) Total Quality Management in Higher Education (San Francisco: Josse-Bass Inc., Publishers). _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 6
MGMT510 – TOTAL QUALITY MANAGEMENT
Reniham,F.I.. and Reniham ,P.J. 1988. Institutional Image: The concept and implications for administrative action. NASSP Bulletin, 73(515), 81-90. SCHMITZ, C.C. (1993) Assessing the validity of higher education indicators, Journal of Higher Education.
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
7
doc_753332714.doc
Submitted to: Instructor MGMT510 Submitted by: Muhammad Safdar Niazi MC070200304 Fall 2008 Date submitted: 05-01-2009
Virtual University of Pakistan
MGMT510 – TOTAL QUALITY MANAGEMENT
Table of Contents
TABLE OF CONTENTS....................................................................................... II 1. ABSTRACT...................................................................................................... 1 2. INTRODUCTION..............................................................................................1 3. QUALITY.......................................................................................................... 2 4. TOTAL QUALITY MANAGEMENT..................................................................2 5. WHY QUALITY IN EDUCATION?.................................................................... 3 6. INTRODUCTION OF THE INSTITUTE.............................................................3
6.1. PEARL Institute of Management & Information Technology.................................................................3 6.2 St Francis Grammar School...........................................................................................................................4
7. QUESTIONNAIRE............................................................................................ 4 8. CONCLUSIONS............................................................................................... 5 9. RECOMMENDATIONS....................................................................................6 10. REFERENCES............................................................................................... 6
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
ii
MGMT510 – TOTAL QUALITY MANAGEMENT
1. Abstract
The concept of total quality management (TQM) emerged in the 1980s and quickly became enamored of it. TQM can serve as a paradigm for improving every aspect of collegiate functioning from fiscal administration to classroom instruction. Terms like "customer focus," "employee empowerment," "continuous assessment," and "Deming’s 14 principles" started appearing with regularity in education journals and in administrative pronouncements on campuses all over the country. Deming himself suggested the linkage between quality management principles and education, claiming that "…improvement of education, and the management of education, requires application of the same principles that must be used for the improvement of any process, manufacturing or service" (Deming, 1994). Our concern in this project specifically with institute’s administration to identify the methodology adopted for the quality in education. We first consider how an instructor can improve the quality of instruction in an individual course, and then the more difficult question of how an academic organization (a university, college, or academic department) can improve the quality of its instructional program. In both cases, we examine the potential contribution of quality management principles to teaching improvement programs in light of the cultural differences between industry and the university.
2. Introduction
The reputation of a school is determined by the perceptions and observations of the major stakeholders – the students, staff, parents and the community at large. In today’s competitive world, parents are more and more selective in the choice of schools for their children. So it becomes imperative that a school develop a positive image if it plans to remain in business. A positive school image is influenced by the effectiveness of the teaching learning environment in the school. Positive school image would encompass both “goodness” and effectiveness (Glickman, 1987).
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
1
MGMT510 – TOTAL QUALITY MANAGEMENT School image can be defined as the perception about the institution, principal, teachers and students, current and past, their performance in school and life, by the major stakeholders of education. Therefore the school image is not a fixed entity. Reniham and Reniham (1988) have defined school image as “the sum of subjective opinions about the quality of the learning and social environment”. The school’s vision, infrastructure facilities, linkage with community, meeting the requirements of the society in which the school functions, and public relations including interaction with the media are vital parameters which help build a school’s image.
3. Quality
Quality is defined as a high degree of excellence “a quality product”, a degree of excellence or the lack of it “work of average quality”, or a property of something “the addictive quality of alcohol”. Distinct from the vernacular, the subject of this article is the business interpretation of quality.
4. Total Quality Management
The concept of Total Quality Management (TQM) was developed by an American, W. Edwards Deming, after World War II for improving the production quality of goods and services. The concept was not taken seriously by Americans until the Japanese, who adopted it in 1950 to resurrect their postwar business and industry, used it to dominate world markets by 1980. By then most U.S. manufacturers had finally accepted that the nineteenth century assembly line factory model was outdated for the modern global economic markets. The concept of TQM is applicable to academics. Many educators believe that the Deming's concept of TQM provides guiding principles for needed educational reform. In his article, "The Quality Revolution in Education," John Jay Bonstingl outlines the TQM principles he believes are most salient to education reform. He calls them the "Four Pillars of Total Quality Management." _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 2
MGMT510 – TOTAL QUALITY MANAGEMENT
5. Why Quality in Education?
We are all interested in quality in education. The future of our country and the world depends on our children and college students receiving the best instruction. Using the framework of quality in our educational institutes, we can design roadmaps for continuous improvement. When educators understand what continuous improvement is all about, they gain confidence that they can shape and alter the nature of their schools. Change is possible!
6. Introduction of the institute
6.1. PEARL Institute of Management & Information Technology PEARL is an independent, non-government, non-political, and non-sectarian technical educational organization. It is established in June 1999 by a group of highly educated and strongly committed professionals from different fields. All members are highly motivated who believe in teamwork and discipline. Quetta, capital of Balochistan, still lacks in different fields of life due to very low literacy rate and substandard education level. PEARL aims to provide facilities inorder to enhance and improve the lower level of life through modern education. These facilities will be extended throughout Balochistan in terms of technical education. In a rapidly evolving world, PEARL is constantly innovating and updating our learning environment with the need and age of INFORMATION TECHNOLOGY. We will face serious challenges in this millennium, so; PEARL is the ultimate source for all these challenges. Trends towards advanced education are fast changing from manual and traditional methods to computerized and logical one. PEARL dares to take lead by offering its best faculty team and supportive learning to the community. By the Grace of Almighty Allah and the cooperation of the _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 3
MGMT510 – TOTAL QUALITY MANAGEMENT community, we are serving people of Pakistan successfully. PEARL with its highly educated faculty, richly qualified management, and the most experienced advisory committee is earning stable standard in the field of computerized and technical education. Mr. Nasrullah Khilji is the president and owner of the institute. Currently he is doing his Doctorate in Business Administration (DBA) He is a very enthusiastic person and strongly believe in quality in education.
6.2 St Francis Grammar School
St Francis Grammar School is one of the oldest schools of Balochistan, Pakistan. It was established in the British era to provide education to the elite both in Balochistan and Sind. The children of army officers undergoing training in Army Staff College Quetta also attended the school. The school has good teacher’s often European clergy, extensive play-grounds, hostel facilities and one of the best children's libraries in the area. The school is situated on the Zarghoon Road of Quetta, surrounded by pine trees and various buildings. Due to its good reputation, admission of their children to the school is sought by people of Quetta and surrounding areas as well as other parts of Pakistan. The current Principal is Mrs. Sylvia Nathanial. She is very experienced and foreign qualified.
7. Questionnaire
• • • • • Have you established the vision and mission of the institute? Is quality education the part of your vision? What are the views of management about TQM in education? Do you intend to get ISO certification? If yes, what steps have you taken to get that certification? 4
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
MGMT510 – TOTAL QUALITY MANAGEMENT • • • • • • • • • • What benefits this certification will bring to your institute? What are the steps taken to inform the teachers about quality in education? What training has been given to teachers about quality? Do you arrange / send your teachers to attend seminars, workshops and activities related to quality? Do you give awareness to your students about the quality in education? Does cost effects the quality education? What are the criteria for choosing Syllabus? What are the standards for hiring teachers? Any steps taken to improve the teaching methodology in past ten years? How school management arrange feed back from parents and students about the standard of education and facilities provided by them to learn and build the personality of student.
8. Conclusions
From our study it is clear that for the excellence of higher education institutions, it is necessary for them to adopt a TQM process. The critical success factors which provide the TQM business excellence can be achieved by developing quality culture using (Kanji 1996) TQM modified pyramid model. According to Kanji (1998), the education system has to be guided through the TQM principles and core concepts by top management leadership in order to achieve business excellence. Total quality management is suitable for all education institutions regardless of age, size, and type of control, i.e. whether public or private institutions. Education institutions are organizations that strive to meet customers’ expectations in quality of service. TQM consists of principles and concepts that can influence quality culture. The quality culture can be developed by adopting the universal total quality culture model of Kanji and Yui (1997). It can be concluded that TQM can be applied to institutions to solve problems as well as improve quality. However, many barriers originate from the institutions’ organizational _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 5
MGMT510 – TOTAL QUALITY MANAGEMENT members themselves by way of resistance to change, lack of commitment, and fear of failure. If quality can be nurtured into the senses of all people in the institutions, then organizational members will engage in the co-operation and commitment required of them.
9. Recommendations
It is recommended for both institutes to train their teacher and the staff about the quality in education. They must be aware of the importance of the quality in education. The institutes must take steps to get ISO certification. Total Quality Management is very essential for converting the traditional organization to learning organization. A learning organization continuously seeks to improve the quality and encourage innovation.
10. References
AUSTIN, A.W. (1986) Measuring the quality of undergraduate education: are traditional approaches adequate? Unpublished presentation notes to the Texas education system. Brigham, S. (1993). TQM lessons we can learn from industry. Change (May-June). Brower, M. (1991). The paradigm shifts required to Apply TQM and teams in higher education. COATE, L.E. (1990) Implementing Total Quality Management in A University Setting DOHERTY. G.D. (1993) towards total quality management in higher education: a case study of the University of Wolverhampton, Higher Education. HO, S.K. & WEARN, K. (1996) A TQM model for enabling student learning, Innovations in Training and Education International. KANJI, G.K. & ASHER, M. (1993) Total Quality Management Process: A Systematic Approach (Madras, Productivity Press). KANJI, G.K. (1996) Implementation and pitfalls of total quality management, Total Quality Management. Kanji GK and H Yui (1997). "Total Quality Culture". Total Quality Management Lawrence, A. Sherr & Deborah, J. Teeter (Eds.) Total Quality Management in Higher Education (San Francisco: Josse-Bass Inc., Publishers). _____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN 6
MGMT510 – TOTAL QUALITY MANAGEMENT
Reniham,F.I.. and Reniham ,P.J. 1988. Institutional Image: The concept and implications for administrative action. NASSP Bulletin, 73(515), 81-90. SCHMITZ, C.C. (1993) Assessing the validity of higher education indicators, Journal of Higher Education.
_____________________________________________________________________ VIRTUAL UNIVERSITY OF PAKISTAN
7
doc_753332714.doc