Manajemen | Fakultas Ekonomi Universitas Maritim Raja Ali Haji 08832320009599955
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
A Longitudinal Study of Total Quality Management
Processes in Business Colleges
Gary Vazzana , John Elfrink & Duane P. Bachmann
To cite this article: Gary Vazzana , John Elfrink & Duane P. Bachmann (2000) A Longitudinal
Study of Total Quality Management Processes in Business Colleges, Journal of Education for
Business, 76:2, 69-74, DOI: 10.1080/08832320009599955
To link to this article: http://dx.doi.org/10.1080/08832320009599955
Published online: 31 Mar 2010.
Submit your article to this journal
Article views: 46
View related articles
Citing articles: 12 View citing articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RA JA ALI HA JI
TANJUNGPINANG, KEPULAUAN RIAU]
Date: 13 January 2016, At: 17:30
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
A Longitudinal Study of Total
Quality Management Processes in
Business Colleges
zyxw
GARY VAZZANA
JOHN ELFRINK
DUANE P. BACHMANN
Central Missouri State University
Warrensburg, Missouri
0
zyxwvutsrq
zy
zyxwvuts
zyx
ur purpose in this study was to
assess the use of quality processes
in higher education institutions (HEI),
particularly in the academic business
schools or units of those institutions.
Our research involved a longitudinal,
empirical investigation that identified
the types of issues on which quality
processes are used, the techniques used
to implement quality improvements,
and if and how use has changed over a
3-year period.
Total quality management (TQM)
processes have made their way into
HEIs in the United States and other
countries. Although the term TQM is
universally recognized, educational
institutions are applying quality processes under a variety of similar names.
Those include total quality (TQ), total
quality education (TQE), and continuous quality improvement (CQI) (Buch &
Shelnutt, 1995; Entin, 1993; Gilbert,
Keck, & Simpson, 1993; Mullin & Wilson, 1995).Currently the AACSB (International Association of Management
Education) subsumes the use of quality
processes under the CPI (continuous
process improvement) label. Success in
industry and a growing need to improve
the value of higher education for its
stakeholders have encouraged the adoption of these processes (Elmuti,
Kathawala, & Manippallili, 1996).
In our study, we investigated the
ABSTRACT. In this article, we
assess the use of total quality management processes and identify trends in
their adoption at colleges in the United States. A survey distributed to business deans in 1995 and 1998 was used
to gather information concerning
changes in the use of TQM. Mission
development, strategy determination,
and the setting of goals increased during the survey period. The use of advisory boards and cross-functional
teams also increased. Few colleges are
using TQM successfully to manage
the core learning process; nevertheless, overall use of TQM compared
favorably with its use in business.
issues propelling the use of quality
processes, focusing on assessment of
the teaching and learning process and
the controversy surrounding application of TQM-type concepts in the academic environment. We also discuss
how quality processes are being applied
in HEIs, and finally, the results of two
surveys of more that 400 heads of academic business units (deans or department chairpersons).
Assessment as an Impetus
to Change
There are several reasons why assessment of the teaching and learning
process has spurred the use of quality
processes in the United States. Many
states are being influenced by their con-
stituencies to improve the quality of education, from grammar school through the
postsecondary level. States are requesting or mandating that student learning be
assessed to demonstrate the quality of
their education. The workhorse of this
assessment is the use of standardized
multiple-choice tests, with centralized
predetermination of which learning outcomes should be assessed (Hoachlander,
1998). Student learning and assessment
have also become a top priority of business schools. In a 1999 Newsline survey
of AACSB member schools, business
deans selected teaching effectiveness,
outcome assessment, and managing
external relationships as the issues most
critical to business education.
Another impetus for the use of quality processes, especially in the teaching/
learning process of HEIs, is the similarity of the paradigms of assessment-aslearning (AAL)and TQM (American
Association of Higher Education, 1992).
Both include a focus on quality, empowerment of faculty and students, involvement of constituencies, continuous
improvement of the learning process,
development and use of learning outcomedcriteria, and systematic, scientific
measurement of learning results, with
regard to the institution and the educator
(Mullin & Wilson, 1995; Vazzana, Winter, & Waner, 1997).
An emphasis on a decentralized
November/Decernber2000
69
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
approach to teachingllearning can help
administrators side-step the centralized
inspection approach of states and the
federal government. Quality processes
that emphasize closeness to the customer are a foundation of a decentralized assessment approach, whose aim is
to produce teaching and learning
improvements specifically tailored to
the needs of each HEI’s constituencies.
TQM-Type Quality Processes
in Business
downsizing, and re-engineering had
brought about the need for a new type of
workforce. Such a workforce would
have to be able to adapt itself continually to meet the needs of an ever-more
complex and changing environment.
A milestone study commissioned by
the American Assembly of Collegiate
Schools of Business (Porter & McKibbin, 1988) elucidated the challenges to
business and higher education in developing the new work force. The authors
pointed out that graduates must be able
to integrate problem solving and decisionmaking across disciplines, be able to
communicate expertly, be able to work
in teams, and be capable of relearning to
meet challenges posed by the continuing
metamorphism of their environment.
Porter and McKibbin’s study found the
development and integration of curriculum, teaching methods, and assessment
were not meeting the developmental
needs for this new work force.
A few colleges began to use quality
processes to improve the teaching/learning process. Applications in the 1980s
occurred at Fox Valley Technical College, Samford College, and Oregon
State University (Marchese, 1991).
Although often overlooked, medical and
dental schools were early adopters of
TQM (Brigham, 1993).
There is undoubtedly a need to better
identify what is taught, how it is taught,
and how academic success can be measured in HEIs. Nevertheless, many education professionals believe that TQM
directed at academics is not the answer.
They note that higher education is a
very humanistic area where autonomy
and academic freedom are highly Valued, where specialized faculties avidly
protect their turf, and where traditionbound professors are unlikely to adopt a
paradigm that proposes continuous
change (Satterlee, 1996).
Proponents of TQM can hardly be
ignored in HEIs. Problems in higher
education require attention. Teaching
and learning need to be improved and
assessed. Processes should be adopted
to improve the quality of education,
increase constituent involvement,
empower faculty, and focus on the customer. One study of 32 HEIs found that
administrators and stakeholders believed that their TQM programs were
making a great contribution to organizational effectiveness and that the benefits
were greater than the costs (Elmuti,
1999). Successful TQM programs were
associated with improved training, a
greater degree of goal setting and continuous feedback from constituencies,
group approaches to problem solving,
and support of leadership.
In the same 1999 study by Elmuti, of
the 32 HEIs using TQM, 12 institutions
had given up on TQM after a 3-year
trial. Reasons cited by administrators
for not adopting TQM in higher education included detrimental effects on creativity, threats of standardization and
uniformity, lack of appropriate rewards,
an emphasis on publishing, and professors not accustomed to working in
teams. “The number of institutions that
have actually implemented TQM successfully in any meaningful way is comparatively small, and the gains generated in these institutions often appear to
be overshadowed by the time and
effort” (Koch & Fisher, 1998, p. 659).
Despite the potential downside of
using TQM, many HEIs are using it to
improve academic administration,
teaching, and learning. The AAHE is
interested in assessment and benchmarking, and at the same time the
AACSB is supporting the use of CPI
programs to improve teaching and
learning. Individual schools are using
TQM concepts on a variety of issues in
addition to the improvement of teachingllearning. Because there is such a
variety of use found in the literature,
identification of the types of use implemented over the past decade should be
useful. My study identifies issues for
which TQM is used, quality techniques
being used, the level of use of TQM on
teachingllearning, and the changes in
these variables over a 3-year period.
zyxwvuts
Several questions should be
addressed when discussing the use of
quality processes in educational institutions. Have these processes been successful in business? Are they cost efficient? Can they be applied to the
teaching/learning process?
Firms that have actively pursued the
Malcolm Baldrige Award for quality (33
states have their own Malcolm Baldrigetype award) believe that there was an
overwhelming improvement in their
company’s performance (Bergquist &
Ramsing, 1999). Performance improvements took an average of at least 2.5
years to be realized after adoption of
TQM. According to the U.S. Commerce
Department, Baldridge award winners
had triple the increase in shareholder’s
value compared with the Standard and
Poor’s 500 (Tai & Przasnyski, 1999).
It would be difficult to argue that the
use of various quality processes would
not be useful in the management of
organizations. Nevertheless, data show
that only 20% to 30% of organizations
adopting TQM have thrived (Becker,
1993: Brigham, 1993). Some companies
have failed because the costs of quality
were too high as a result of an obsession
over the process (Brigham, 1993). In
addition to costs, cumbersome bureaucracies, slow deployment, unsupportive
leadership imposing TQM from above,
and lack of training and rewards appear
to be major causes of failure (Becker,
1993; Mathew & Katel, 1992).
zyxwvutsr
zyxwvutsrq
TQM in the curriculum. The most common use of TQM in higher education is
teaching it as part of the curriculum in
engineering and business schools.
zyxwvuts
zyxwvutsrqpo
The Quality Movement in Higher
Education
It became clear in the 1980s that
global competition, the needs of a hightech information society, corporate
70
A Topology of TQM Use in
Educational Institutions
Journal of Education for Business
TQM in nonacademic functions. Administrative and support departments of
educational institutions use TQM
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvu
zyxw
zyxwvutsrq
zyx
zyxw
processes. Because functions such as
human resources management, maintenance, and construction are similar to
processes in industry, a model for this
type of usage is readily available.
TQM in academic administration. TQM
processes have been used in the direct
administration of academic units in
some HEIs. Academic administrative
use usually has focused on an assortment of educational uses that can be
identified as discrete projects in which
success is often transparent and easily
measurable.
TQM in the core learning process.
Although there is skepticism concerning the applicability of TQM to the core
learning process, not using these quality
concepts in the development, teaching,
and assessment process is equivalent to
not using TQM in the production or service areas of businesses. Two applications of TQM to the core learning
process are found in the literature.
One application of TQM found in the
classroom is to treat classes as microorganizations. Gilbert et al. (1993) discussed teaching improvements that
include establishing a TQM culture in
the classroom environment. Students
become active team participants in their
own learning when quality responsiveness, relevance, networking, and selfimprovement are seen as dimensions of
effective teaching. Gartner (1993) and
Potocki, Bracatio, and Popleck (1994)
also described TQM-type quality
approaches targeted at classroom
instructional process. Such individual
approaches to TQM were not addressed
in the study.
A second approach to using TQMtype quality practices in the core learning
process is to integrate learning within a
discipline and optimally across disciplines of HEIs. Core competencies such
as interpersonal skills, communication
skills, decisionmaking skills, and the criteria to measure those skills are identified. Quality-type teams are then used to
shape course content and teaching techniques across a curriculum. Courses are
developed as part of the fabric of a coherent curriculum structured in such a way
that complex abilities required of graduates are taught in a stepwise fashion
across courses (Mullin & Wilson, 1995).
Assessment, benchmarking, constituent
involvement, and continuous improvement are hallmarks of this approach.
Method
Two surveys of 400 colleges and universities throughout the United States
were taken, 3 years apart. The surveys
investigated the issues on which TQMtype processes were being used, the
extent of quality processes used, and if
usage was changing over time. We chose
the heads of academic business units for
the study because we assumed that they
had an understanding of TQM-type
processes and because the literature
indicates that academic business units
have been among the first in academia to
employ quality processes (Entin, 1993).
The same survey instrument was used
in both studies. The types of issues on
which TQM processes were used included curricular, nonacademic administrative, academic administrative, and core
learning process uses. The processes
included in the survey were adapted from
those used in the Malcolm Baldrige
National Quality Award (Steeples, 1992).
TQM Survey
TQM as Part of the Curriculum
erably from 24% to 13%. This decrease
was also significant. Though the statistics might indicate that schools are offering fewer courses in TQM, it is probable
that quality concepts are being taught
across disciplines with less emphasis on
individual stand-alone courses.
Administrative and Academic
Uses of TQM
The information in Table 2 indicates
the level of use of quality processes in
the management of administrative, support, and academic departments. A relatively high level of use, ranging form
38% to 50%, was found in both 1995
and 1998. Decreases in support departments’ use and increases in academic
departments’ use resulted in a significantly lower level of TQM use by support departments in 1998, compared
with academic and administrative use in
that same year.
A critical area for making quality
improvements in higher education is the
development of strategic plans. HEIs
should receive an A for efforts in this
area (see Table 3). For instance, though
only two thirds of major companies
have published mission statements,
97% of the HEIs and 94% of the business units have developed and published
mission statements (David, 1999). Significant increases in strategic planning
at the institutional level and increases at
the business college level were also
found for 1998, relative to 1995 levels,
which were already high.
Quality-oriented advisory groups
also help to improve strategic planning
and to garner constituent involvement in
TQM programs. Quality-oriented uni-
zyxwvu
In Table 1, we show how the TQM
concepts are being taught in the curriculum. The percentage of schools that
included TQM concepts in the curriculum increased from 78% in 1995 to 86%
in 1998. This increase was statistically
significant at the .05 level. Those offering two or more courses dropped consid-
TABLE 1. Teaching TQM In the Curriculum
Ways TQM is taught
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 ( N = 151)
No.
%
Integrated into one or more courses
“One” course in TQM
Offered two or more courses in TQM
No use
190
107
59
3
130
63
19
4
zyxwvutsr
I
78*
44
24**
1
86*
42
13**
3
Nore. Some respondents chose more than one answer.
*Significant at .05 level.
**Significant at .01 level.
NovemberDecember 2000
71
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvutsr
zyxwvut
zyxwvutsrq
zyx
zyxwvutsrq
versity advisory councils significantly
increased: Sixty percent of HEIs had
them in 1995, compared with 72% in
1998. Over 80% of business colleges
and 50% of departments had advisory
groups, with no significant change over
the period studied. These levels indicate
widespread use of this type of constituent involvement.
I
Institutions in
Institutions in
Application
1995 (N = 243)
No.
%
1998 ( N = 151)
No.
%
In administrative departments
In support departments
In academic departments
108
97
109
I
44
40
45
72
58
76
47
38*
50*
*Significant between support and academic at .01 level.
TQM on Academic Issues and on the
Core Learning Process
In Table 4, we show the numbers and
percentages of those business units
using TQM concepts on four types of
academic issues. In 1995, 52% of business units used quality concepts on educational issues involving teaching, and
in 1998 57% did. The figures in Table 4
also indicate that there have not been
significant changes from 1995 to 1998
in developing outcomes and criteria and
in assessment and benchmarking. But a
comparison between the percentage of
schools that developed outcomes with
the percentage that were assessing and
benchmarking yields an apparent contradiction. TQM models typically
require that assessment flow from previously developed outcomes criteria. In
both 1995 and 1998, over 60% of the
schools were assessing, while only 40%
or less had developed the outcomes/criteria to use for assessment.
The application of TQM on the core
learning process provides another interesting finding: Only one third of the
schools attempted to improve the quality of the core learning process by coordinating the actual teaching of outcomes and criteria within majors, while
the other half were willing to coordinate
course offerings between functional
majors (see Table 4.)The significant
difference here may result from crossfunctional coordination focusing more
on general information, whereas coordination of the teaching of outcomes and
criteria becomes quite specific and
potentially requires continuous, dedicated effort at the departmental or subdepartmental level. In addition, cross-university teams working to improve
teaching and learning were used half
(26%) as much as cross-functional
teams (52%). Such a result may be
expected because faculty members may
TABLE 2. TQM Administration Applications
TABLE 3. Planning for Quality
Institutions in
Institutiodcollege
Institution
Published missiodvision statement
Formed strategic plan
Quality-oriented advisory council
formed
Business (college)academic unit
Published mission statement
Formed strategic plan
Business unit advisory committee
formed
Department advisory committees
formed
1995 (N = 243)
No.
%
Institutions in
1998 ( N = 152)
No.
%
224
185
92
76
148
134
98
88
136
60*
109
72*
217
179
89
74
143
119
94
78
204
84
125
82
123
51
87
57
*Significant at .01 level.
~~~~~
TABLE 4. TQM Applications on Academic Issues
Application
Institutions in
1995 ( N = 243)
No.
%
Institutions in
1998 (N = 152)
No.
%
zyxwvutsr
72
In academic administration on edu-
cational issues (e.g., use of computers, procurement of equipment
or scheduling)
In development of learning outcomes
and criteria
In assessment and benchmarking of
learning
In the coordination of the teaching of
outcomes and criteria
Through cross-functional, college
quality teams (e.g., management
working with accounting) to
improve teaching and learning
process
Through cross-functional university
teams (e.g., English working with
marketing)
126
52
87
57
80
33*
60
40*
149
62**
104
68**
40
34
50
33
122
50
79
52
57
23
40
26
zyxwvuts
Journal of Education for Business
*Significant at .05 level.
**Significant at .01 level.
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvut
zyxwvutsr
zyxw
find less common ground as they move
away from their individual disciplines.
In Table 5, we show the use of three
important TQM techniques among the
HEIs- constituent involvement, team
training, and the use of scientific tools.
The results indicate that constituent
involvement was high, whereas TQM
team training lagged and the use of scientific tools was very small. The lack of
use of scientific tools is surprising
given the background of most college
educators.
A review of the variables provided in
Tables 4 and 5 indicate that seven of the
nine variables increased during the
1995-1998 period, with only training
decreasing. Although none of the
changes were at .05 significance levels,
the relationship of the variables seemed
to remain stable over time, indicating
the reliability of the data.
A final important question asked the
heads of business units about the future
use of TQM at their institutions over
the next 5 years. Respondents in both
time frames indicated that it “would
significantly increase,” but there was a
decline at the .01 level of significance
in those holding that point of view from
1995 to 1998.
A Comprehensive TQM Model?
Finally a litmus test was used to determine the number of institutions using a
comprehensive model of TQM. Table 6
provides a summary of business units
using eight or more TQM processes on
educational issues only, or in the coordination of teachingllearning, or on both
educational issues, and the coordination
of teachingearning. The data indicate
that only a small number of institutions,
17% in 1995 and 15% in 1998, were
employing a complete TQM model.
Conclusion
Institutions of higher education
should be lauded for their focus on
strategic planning, an important element
in demonstrating and improving effectiveness. Mission development, strategy
determination, and the setting of goals
have increased significantly over the
zyxwv
zyxwvuts
1
I
TABLE 5. TQM Techniques
Technique
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 (N = 152)
No.
%
I
Involves some employers, students,
and business leaders in developing
curriculum
Gives training of TQM team
techniques
Uses scientific tools (e.g., flow charts,
Pareto analysis, statistical analysis,
etc.) to measure the effectiveness
of the learninghechniqueprocess
175
72
118
78
113
47
61
40
49
20
35
23
I
TABLE 6. Summary of Schools Using at Least Eight TQM Processes
Issue
time period surveyed and appear to
meet or exceed levels found in the business world. This is being accomplished
at both the university and college levels.
Business colleges also get high marks
for involving constituents. More then
78% of business colleges indicated that
they are involving employers, business
leaders, and students in the development
of curriculum. The use of advisory
boards at 80% of the colleges and a
majority of the departments are additional indicators of constituency involvement and empowerment. Further, over
50% of the colleges are using crossfunctional teams at the college level.
Most HEIs use various forms of
assessment, and our study indicates that
by 1998 more than two thirds of business colleges were also attempting to
benchmark the assessment. Yet many
schools are not managing the core learning process through development of
teaching outcomes/criteria or the coordination of teaching/learning across
courses. Consequently, the process of
benchmarking and improving the teaching and learning process is likely to be
delayed. Benchmarked assessment typically takes the form of standardized
objective tests. Important skills such as
oral and written presentation skills,
team skills, and decisionmaking skills
are difficult to measure thorough objective tests and are unlikely to be benchmarked across HEIs without development and coordination of learning
directed at the core learning process.
Several quality processes often used
in TQM are not used to a great extent
among the colleges studied. It is possible that colleges are just beginning to
use the TQM paradigm, or are not
applying the paradigm in the same way.
It is also possible that academic
processes do not lend themselves readily to the same techniques used in industry and that an academic model of TQM
is developing. In addition, there seems
to be a leveling off of the use of quality
process in both the type and percentage
of quality processes employed.
Overall, it appears that colleges of
business are making strides in improving their services. They are doing it with
a variety of quality processes. In industry, as in HEIS, a success rate of more
than 20% to 30% is unlikely. In addi-
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 (N = 151)
No.
%
Educational issues only
Coordination of teachinghearningonly
Both educational issues and coordination of teachingfleaming
16
0
7
0
12
1
8
1
26
11
10
7
Total
42
17
22
15
NovembedDecember 2000
73
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
tion, HEIs are using a model of TQM
that leaves most of the education
process up to the individual faculty
member. Time constraints, research
needs, irregular teaching schedules, use
of part-timers, organizational culture,
and academic freedom make it difficult
to employ a comprehensive TQM program in academia. Nevertheless, many
business colleges are attempting the
process, and some institutions are likely
to succeed. Most institutions are at least
likely to benefit from this attempt to
improve the quality of their institutions
by better serving their constituencies.
zyxw
zyxwvutsr
Review, May, 32-33.
Bergquist, T. M., & Ramsing, K. D. (1999). Measuring performance after meeting award criteria. Quality Progress, September, 53-58.
Brigham, S. E. (1993). Lessons we can learn from
industry. Change, 25(3),42-48.
Buch, K., & Shelnutt, W. J. (1995). UNC Charlotte measures the effects of its quality initiative. Quality Progress, July, 73-77.
th
David, F. R. (1999). Strategic managment (7
ed.) (p. 9). Upper Saddle River, NJ: Prentice
Hall.
Elmuti, D., Kathawala, Y., & Manippallili,
M.(1996). Are total quality management programmes in higher education worth the effort?
International Journal of Quality and Reliability
Management,l3(6), 2945.
Entin, D. (1993). Boston: Less than meets the eye.
Change, 3, 28-3 1.
Gartner. W. B. (1993). Dr. Deming comes to college. Journal of Management Education, 17(2),
143-1 58.
Gilbert, J. P., Keck, K. L., & Simpson, R. D.
(1993). Improving the process of education:
TQM for the college classroom. Innovative
Higher Education, 1, pp. 65-85.
Hoachlander, G. E. (1998). Assessing assessment.
Techniques: Making Education & Career Connections, 73(3), 14-17.
Koch, I. J., & Fisher J. L. (1998. Higher education
and total quality management. Total Quality
Management, 9(8),659.
Marchese, (1991). TQM reaches the academy.
AAHE Bulletin, 44(3), 3-9.
Mathew, J., & Katel, P. (1992, September 7). The
costs of quality. Newsweek, pp. 48-49.
Mullin, R., &Wilson, G. (1995). Quality in education: A new paradigm and exemplar. In CQI:
Making the transition to education (2"* ed.).
Maryville, MO: Prescott Publishing.
Porter, L., & McKibbin, L. (1988). ManaHment
development: DriB or thrust into the 21 century? New York McGraw-Hill.
Potocki, K., Bracatio, R., & Poplek, P. R. (1994).
How TQM works in a university classroom.
Journal of Quality and Participation, 17( I),
68-74.
Satterlee, B. (1996). Continuous improvement
and quality: Implications for higher education.
Viewpoints, September, ED 399 845.
Steeples, M. (1992). The corporate guide to the
Malcolm Baldrige Award (p. 383). Milwaukee,
WI: ASQ Quality Press.
Tai, L. S., & Przasnyski, Z. H. (1999). Baldrige
award winners beat the S & P 500. Quality
Progress, April, 45-5 1.
Vazzana, G. S., Winter, J. K., & Waner, K. K.
(1997). Can TQM fill a gap in higher education? Journal of Education for Business, 72(5),
313-316.
zyxwvuts
zyxwvutsrqponm
zyxwvutsr
zyxwvutsrqpon
REFERENCES
American Association of Higher Education, Consortium for the Improvement of Teaching.
(1992). Learning and assessment/shared educational assumptions. Distributed at the AAHE
Conference on Assessment, June 22.
Becker, S. (1993). TQM does work: Ten reasons
why misguided attempts fail. Management
JOURNAL OF
EDUCATION
BUSINESS
FOR
.B
B W W
BMW
ORDER FORM
rn..
BmB
W..
Journal of Education
,for Business
Journal of Education ,
BWB
MW.
YES! I would like to order a one-year subscription to the
for Business published bimonthly. I understand payment can be made to Heldref
Publications or charged to my VISAMasterCard (circle one).
$70.00 Institutions
$41.OO Individuals
ACCOUNT #
The
rn
EXPIRATION DATE
SIGNATURE
NAMUlNSTlTUTlON
ADDRESS
CITY/STATE/ZIP
COUNTRY
ADD $15.00 FOR POSTAGE OUTSIDE THE U.S. ALLOW 6 WEEKS FOR DELIVERY OF FIRST ISSUE.
SEND ORDER FORM AND PAYMENT TO:
HELDREF PUBLICATIONS, Journal of Education lor Business
1319 EIGHTEENTH ST., NW, WASHINGTON, DC 20036-1802
PHONE (202) 296-6267 FAX (202) 296-5149
SUBSCRIPTION ORDERS 1(800)365-9753, www.heldref.org
74
rn
rn
rn
rn
readership
includes instructors, supervisors, and administrators at
the secondary, postsecondary, and collegiate
levels. The Journal features
basic and applied researchbased articles in accounting,
communications, economics,
finance, information systems, management, marketing, and other business disciplines. Articles report or
share successful innovations,
propose theoretical formulations, or advocate positions
on important controversial
issues and are selected on a
blind, peer-reviewed basis.
zyxwvutsrqp
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
A Longitudinal Study of Total Quality Management
Processes in Business Colleges
Gary Vazzana , John Elfrink & Duane P. Bachmann
To cite this article: Gary Vazzana , John Elfrink & Duane P. Bachmann (2000) A Longitudinal
Study of Total Quality Management Processes in Business Colleges, Journal of Education for
Business, 76:2, 69-74, DOI: 10.1080/08832320009599955
To link to this article: http://dx.doi.org/10.1080/08832320009599955
Published online: 31 Mar 2010.
Submit your article to this journal
Article views: 46
View related articles
Citing articles: 12 View citing articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RA JA ALI HA JI
TANJUNGPINANG, KEPULAUAN RIAU]
Date: 13 January 2016, At: 17:30
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
A Longitudinal Study of Total
Quality Management Processes in
Business Colleges
zyxw
GARY VAZZANA
JOHN ELFRINK
DUANE P. BACHMANN
Central Missouri State University
Warrensburg, Missouri
0
zyxwvutsrq
zy
zyxwvuts
zyx
ur purpose in this study was to
assess the use of quality processes
in higher education institutions (HEI),
particularly in the academic business
schools or units of those institutions.
Our research involved a longitudinal,
empirical investigation that identified
the types of issues on which quality
processes are used, the techniques used
to implement quality improvements,
and if and how use has changed over a
3-year period.
Total quality management (TQM)
processes have made their way into
HEIs in the United States and other
countries. Although the term TQM is
universally recognized, educational
institutions are applying quality processes under a variety of similar names.
Those include total quality (TQ), total
quality education (TQE), and continuous quality improvement (CQI) (Buch &
Shelnutt, 1995; Entin, 1993; Gilbert,
Keck, & Simpson, 1993; Mullin & Wilson, 1995).Currently the AACSB (International Association of Management
Education) subsumes the use of quality
processes under the CPI (continuous
process improvement) label. Success in
industry and a growing need to improve
the value of higher education for its
stakeholders have encouraged the adoption of these processes (Elmuti,
Kathawala, & Manippallili, 1996).
In our study, we investigated the
ABSTRACT. In this article, we
assess the use of total quality management processes and identify trends in
their adoption at colleges in the United States. A survey distributed to business deans in 1995 and 1998 was used
to gather information concerning
changes in the use of TQM. Mission
development, strategy determination,
and the setting of goals increased during the survey period. The use of advisory boards and cross-functional
teams also increased. Few colleges are
using TQM successfully to manage
the core learning process; nevertheless, overall use of TQM compared
favorably with its use in business.
issues propelling the use of quality
processes, focusing on assessment of
the teaching and learning process and
the controversy surrounding application of TQM-type concepts in the academic environment. We also discuss
how quality processes are being applied
in HEIs, and finally, the results of two
surveys of more that 400 heads of academic business units (deans or department chairpersons).
Assessment as an Impetus
to Change
There are several reasons why assessment of the teaching and learning
process has spurred the use of quality
processes in the United States. Many
states are being influenced by their con-
stituencies to improve the quality of education, from grammar school through the
postsecondary level. States are requesting or mandating that student learning be
assessed to demonstrate the quality of
their education. The workhorse of this
assessment is the use of standardized
multiple-choice tests, with centralized
predetermination of which learning outcomes should be assessed (Hoachlander,
1998). Student learning and assessment
have also become a top priority of business schools. In a 1999 Newsline survey
of AACSB member schools, business
deans selected teaching effectiveness,
outcome assessment, and managing
external relationships as the issues most
critical to business education.
Another impetus for the use of quality processes, especially in the teaching/
learning process of HEIs, is the similarity of the paradigms of assessment-aslearning (AAL)and TQM (American
Association of Higher Education, 1992).
Both include a focus on quality, empowerment of faculty and students, involvement of constituencies, continuous
improvement of the learning process,
development and use of learning outcomedcriteria, and systematic, scientific
measurement of learning results, with
regard to the institution and the educator
(Mullin & Wilson, 1995; Vazzana, Winter, & Waner, 1997).
An emphasis on a decentralized
November/Decernber2000
69
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
approach to teachingllearning can help
administrators side-step the centralized
inspection approach of states and the
federal government. Quality processes
that emphasize closeness to the customer are a foundation of a decentralized assessment approach, whose aim is
to produce teaching and learning
improvements specifically tailored to
the needs of each HEI’s constituencies.
TQM-Type Quality Processes
in Business
downsizing, and re-engineering had
brought about the need for a new type of
workforce. Such a workforce would
have to be able to adapt itself continually to meet the needs of an ever-more
complex and changing environment.
A milestone study commissioned by
the American Assembly of Collegiate
Schools of Business (Porter & McKibbin, 1988) elucidated the challenges to
business and higher education in developing the new work force. The authors
pointed out that graduates must be able
to integrate problem solving and decisionmaking across disciplines, be able to
communicate expertly, be able to work
in teams, and be capable of relearning to
meet challenges posed by the continuing
metamorphism of their environment.
Porter and McKibbin’s study found the
development and integration of curriculum, teaching methods, and assessment
were not meeting the developmental
needs for this new work force.
A few colleges began to use quality
processes to improve the teaching/learning process. Applications in the 1980s
occurred at Fox Valley Technical College, Samford College, and Oregon
State University (Marchese, 1991).
Although often overlooked, medical and
dental schools were early adopters of
TQM (Brigham, 1993).
There is undoubtedly a need to better
identify what is taught, how it is taught,
and how academic success can be measured in HEIs. Nevertheless, many education professionals believe that TQM
directed at academics is not the answer.
They note that higher education is a
very humanistic area where autonomy
and academic freedom are highly Valued, where specialized faculties avidly
protect their turf, and where traditionbound professors are unlikely to adopt a
paradigm that proposes continuous
change (Satterlee, 1996).
Proponents of TQM can hardly be
ignored in HEIs. Problems in higher
education require attention. Teaching
and learning need to be improved and
assessed. Processes should be adopted
to improve the quality of education,
increase constituent involvement,
empower faculty, and focus on the customer. One study of 32 HEIs found that
administrators and stakeholders believed that their TQM programs were
making a great contribution to organizational effectiveness and that the benefits
were greater than the costs (Elmuti,
1999). Successful TQM programs were
associated with improved training, a
greater degree of goal setting and continuous feedback from constituencies,
group approaches to problem solving,
and support of leadership.
In the same 1999 study by Elmuti, of
the 32 HEIs using TQM, 12 institutions
had given up on TQM after a 3-year
trial. Reasons cited by administrators
for not adopting TQM in higher education included detrimental effects on creativity, threats of standardization and
uniformity, lack of appropriate rewards,
an emphasis on publishing, and professors not accustomed to working in
teams. “The number of institutions that
have actually implemented TQM successfully in any meaningful way is comparatively small, and the gains generated in these institutions often appear to
be overshadowed by the time and
effort” (Koch & Fisher, 1998, p. 659).
Despite the potential downside of
using TQM, many HEIs are using it to
improve academic administration,
teaching, and learning. The AAHE is
interested in assessment and benchmarking, and at the same time the
AACSB is supporting the use of CPI
programs to improve teaching and
learning. Individual schools are using
TQM concepts on a variety of issues in
addition to the improvement of teachingllearning. Because there is such a
variety of use found in the literature,
identification of the types of use implemented over the past decade should be
useful. My study identifies issues for
which TQM is used, quality techniques
being used, the level of use of TQM on
teachingllearning, and the changes in
these variables over a 3-year period.
zyxwvuts
Several questions should be
addressed when discussing the use of
quality processes in educational institutions. Have these processes been successful in business? Are they cost efficient? Can they be applied to the
teaching/learning process?
Firms that have actively pursued the
Malcolm Baldrige Award for quality (33
states have their own Malcolm Baldrigetype award) believe that there was an
overwhelming improvement in their
company’s performance (Bergquist &
Ramsing, 1999). Performance improvements took an average of at least 2.5
years to be realized after adoption of
TQM. According to the U.S. Commerce
Department, Baldridge award winners
had triple the increase in shareholder’s
value compared with the Standard and
Poor’s 500 (Tai & Przasnyski, 1999).
It would be difficult to argue that the
use of various quality processes would
not be useful in the management of
organizations. Nevertheless, data show
that only 20% to 30% of organizations
adopting TQM have thrived (Becker,
1993: Brigham, 1993). Some companies
have failed because the costs of quality
were too high as a result of an obsession
over the process (Brigham, 1993). In
addition to costs, cumbersome bureaucracies, slow deployment, unsupportive
leadership imposing TQM from above,
and lack of training and rewards appear
to be major causes of failure (Becker,
1993; Mathew & Katel, 1992).
zyxwvutsr
zyxwvutsrq
TQM in the curriculum. The most common use of TQM in higher education is
teaching it as part of the curriculum in
engineering and business schools.
zyxwvuts
zyxwvutsrqpo
The Quality Movement in Higher
Education
It became clear in the 1980s that
global competition, the needs of a hightech information society, corporate
70
A Topology of TQM Use in
Educational Institutions
Journal of Education for Business
TQM in nonacademic functions. Administrative and support departments of
educational institutions use TQM
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvu
zyxw
zyxwvutsrq
zyx
zyxw
processes. Because functions such as
human resources management, maintenance, and construction are similar to
processes in industry, a model for this
type of usage is readily available.
TQM in academic administration. TQM
processes have been used in the direct
administration of academic units in
some HEIs. Academic administrative
use usually has focused on an assortment of educational uses that can be
identified as discrete projects in which
success is often transparent and easily
measurable.
TQM in the core learning process.
Although there is skepticism concerning the applicability of TQM to the core
learning process, not using these quality
concepts in the development, teaching,
and assessment process is equivalent to
not using TQM in the production or service areas of businesses. Two applications of TQM to the core learning
process are found in the literature.
One application of TQM found in the
classroom is to treat classes as microorganizations. Gilbert et al. (1993) discussed teaching improvements that
include establishing a TQM culture in
the classroom environment. Students
become active team participants in their
own learning when quality responsiveness, relevance, networking, and selfimprovement are seen as dimensions of
effective teaching. Gartner (1993) and
Potocki, Bracatio, and Popleck (1994)
also described TQM-type quality
approaches targeted at classroom
instructional process. Such individual
approaches to TQM were not addressed
in the study.
A second approach to using TQMtype quality practices in the core learning
process is to integrate learning within a
discipline and optimally across disciplines of HEIs. Core competencies such
as interpersonal skills, communication
skills, decisionmaking skills, and the criteria to measure those skills are identified. Quality-type teams are then used to
shape course content and teaching techniques across a curriculum. Courses are
developed as part of the fabric of a coherent curriculum structured in such a way
that complex abilities required of graduates are taught in a stepwise fashion
across courses (Mullin & Wilson, 1995).
Assessment, benchmarking, constituent
involvement, and continuous improvement are hallmarks of this approach.
Method
Two surveys of 400 colleges and universities throughout the United States
were taken, 3 years apart. The surveys
investigated the issues on which TQMtype processes were being used, the
extent of quality processes used, and if
usage was changing over time. We chose
the heads of academic business units for
the study because we assumed that they
had an understanding of TQM-type
processes and because the literature
indicates that academic business units
have been among the first in academia to
employ quality processes (Entin, 1993).
The same survey instrument was used
in both studies. The types of issues on
which TQM processes were used included curricular, nonacademic administrative, academic administrative, and core
learning process uses. The processes
included in the survey were adapted from
those used in the Malcolm Baldrige
National Quality Award (Steeples, 1992).
TQM Survey
TQM as Part of the Curriculum
erably from 24% to 13%. This decrease
was also significant. Though the statistics might indicate that schools are offering fewer courses in TQM, it is probable
that quality concepts are being taught
across disciplines with less emphasis on
individual stand-alone courses.
Administrative and Academic
Uses of TQM
The information in Table 2 indicates
the level of use of quality processes in
the management of administrative, support, and academic departments. A relatively high level of use, ranging form
38% to 50%, was found in both 1995
and 1998. Decreases in support departments’ use and increases in academic
departments’ use resulted in a significantly lower level of TQM use by support departments in 1998, compared
with academic and administrative use in
that same year.
A critical area for making quality
improvements in higher education is the
development of strategic plans. HEIs
should receive an A for efforts in this
area (see Table 3). For instance, though
only two thirds of major companies
have published mission statements,
97% of the HEIs and 94% of the business units have developed and published
mission statements (David, 1999). Significant increases in strategic planning
at the institutional level and increases at
the business college level were also
found for 1998, relative to 1995 levels,
which were already high.
Quality-oriented advisory groups
also help to improve strategic planning
and to garner constituent involvement in
TQM programs. Quality-oriented uni-
zyxwvu
In Table 1, we show how the TQM
concepts are being taught in the curriculum. The percentage of schools that
included TQM concepts in the curriculum increased from 78% in 1995 to 86%
in 1998. This increase was statistically
significant at the .05 level. Those offering two or more courses dropped consid-
TABLE 1. Teaching TQM In the Curriculum
Ways TQM is taught
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 ( N = 151)
No.
%
Integrated into one or more courses
“One” course in TQM
Offered two or more courses in TQM
No use
190
107
59
3
130
63
19
4
zyxwvutsr
I
78*
44
24**
1
86*
42
13**
3
Nore. Some respondents chose more than one answer.
*Significant at .05 level.
**Significant at .01 level.
NovemberDecember 2000
71
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvutsr
zyxwvut
zyxwvutsrq
zyx
zyxwvutsrq
versity advisory councils significantly
increased: Sixty percent of HEIs had
them in 1995, compared with 72% in
1998. Over 80% of business colleges
and 50% of departments had advisory
groups, with no significant change over
the period studied. These levels indicate
widespread use of this type of constituent involvement.
I
Institutions in
Institutions in
Application
1995 (N = 243)
No.
%
1998 ( N = 151)
No.
%
In administrative departments
In support departments
In academic departments
108
97
109
I
44
40
45
72
58
76
47
38*
50*
*Significant between support and academic at .01 level.
TQM on Academic Issues and on the
Core Learning Process
In Table 4, we show the numbers and
percentages of those business units
using TQM concepts on four types of
academic issues. In 1995, 52% of business units used quality concepts on educational issues involving teaching, and
in 1998 57% did. The figures in Table 4
also indicate that there have not been
significant changes from 1995 to 1998
in developing outcomes and criteria and
in assessment and benchmarking. But a
comparison between the percentage of
schools that developed outcomes with
the percentage that were assessing and
benchmarking yields an apparent contradiction. TQM models typically
require that assessment flow from previously developed outcomes criteria. In
both 1995 and 1998, over 60% of the
schools were assessing, while only 40%
or less had developed the outcomes/criteria to use for assessment.
The application of TQM on the core
learning process provides another interesting finding: Only one third of the
schools attempted to improve the quality of the core learning process by coordinating the actual teaching of outcomes and criteria within majors, while
the other half were willing to coordinate
course offerings between functional
majors (see Table 4.)The significant
difference here may result from crossfunctional coordination focusing more
on general information, whereas coordination of the teaching of outcomes and
criteria becomes quite specific and
potentially requires continuous, dedicated effort at the departmental or subdepartmental level. In addition, cross-university teams working to improve
teaching and learning were used half
(26%) as much as cross-functional
teams (52%). Such a result may be
expected because faculty members may
TABLE 2. TQM Administration Applications
TABLE 3. Planning for Quality
Institutions in
Institutiodcollege
Institution
Published missiodvision statement
Formed strategic plan
Quality-oriented advisory council
formed
Business (college)academic unit
Published mission statement
Formed strategic plan
Business unit advisory committee
formed
Department advisory committees
formed
1995 (N = 243)
No.
%
Institutions in
1998 ( N = 152)
No.
%
224
185
92
76
148
134
98
88
136
60*
109
72*
217
179
89
74
143
119
94
78
204
84
125
82
123
51
87
57
*Significant at .01 level.
~~~~~
TABLE 4. TQM Applications on Academic Issues
Application
Institutions in
1995 ( N = 243)
No.
%
Institutions in
1998 (N = 152)
No.
%
zyxwvutsr
72
In academic administration on edu-
cational issues (e.g., use of computers, procurement of equipment
or scheduling)
In development of learning outcomes
and criteria
In assessment and benchmarking of
learning
In the coordination of the teaching of
outcomes and criteria
Through cross-functional, college
quality teams (e.g., management
working with accounting) to
improve teaching and learning
process
Through cross-functional university
teams (e.g., English working with
marketing)
126
52
87
57
80
33*
60
40*
149
62**
104
68**
40
34
50
33
122
50
79
52
57
23
40
26
zyxwvuts
Journal of Education for Business
*Significant at .05 level.
**Significant at .01 level.
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
zyxwvut
zyxwvutsr
zyxw
find less common ground as they move
away from their individual disciplines.
In Table 5, we show the use of three
important TQM techniques among the
HEIs- constituent involvement, team
training, and the use of scientific tools.
The results indicate that constituent
involvement was high, whereas TQM
team training lagged and the use of scientific tools was very small. The lack of
use of scientific tools is surprising
given the background of most college
educators.
A review of the variables provided in
Tables 4 and 5 indicate that seven of the
nine variables increased during the
1995-1998 period, with only training
decreasing. Although none of the
changes were at .05 significance levels,
the relationship of the variables seemed
to remain stable over time, indicating
the reliability of the data.
A final important question asked the
heads of business units about the future
use of TQM at their institutions over
the next 5 years. Respondents in both
time frames indicated that it “would
significantly increase,” but there was a
decline at the .01 level of significance
in those holding that point of view from
1995 to 1998.
A Comprehensive TQM Model?
Finally a litmus test was used to determine the number of institutions using a
comprehensive model of TQM. Table 6
provides a summary of business units
using eight or more TQM processes on
educational issues only, or in the coordination of teachingllearning, or on both
educational issues, and the coordination
of teachingearning. The data indicate
that only a small number of institutions,
17% in 1995 and 15% in 1998, were
employing a complete TQM model.
Conclusion
Institutions of higher education
should be lauded for their focus on
strategic planning, an important element
in demonstrating and improving effectiveness. Mission development, strategy
determination, and the setting of goals
have increased significantly over the
zyxwv
zyxwvuts
1
I
TABLE 5. TQM Techniques
Technique
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 (N = 152)
No.
%
I
Involves some employers, students,
and business leaders in developing
curriculum
Gives training of TQM team
techniques
Uses scientific tools (e.g., flow charts,
Pareto analysis, statistical analysis,
etc.) to measure the effectiveness
of the learninghechniqueprocess
175
72
118
78
113
47
61
40
49
20
35
23
I
TABLE 6. Summary of Schools Using at Least Eight TQM Processes
Issue
time period surveyed and appear to
meet or exceed levels found in the business world. This is being accomplished
at both the university and college levels.
Business colleges also get high marks
for involving constituents. More then
78% of business colleges indicated that
they are involving employers, business
leaders, and students in the development
of curriculum. The use of advisory
boards at 80% of the colleges and a
majority of the departments are additional indicators of constituency involvement and empowerment. Further, over
50% of the colleges are using crossfunctional teams at the college level.
Most HEIs use various forms of
assessment, and our study indicates that
by 1998 more than two thirds of business colleges were also attempting to
benchmark the assessment. Yet many
schools are not managing the core learning process through development of
teaching outcomes/criteria or the coordination of teaching/learning across
courses. Consequently, the process of
benchmarking and improving the teaching and learning process is likely to be
delayed. Benchmarked assessment typically takes the form of standardized
objective tests. Important skills such as
oral and written presentation skills,
team skills, and decisionmaking skills
are difficult to measure thorough objective tests and are unlikely to be benchmarked across HEIs without development and coordination of learning
directed at the core learning process.
Several quality processes often used
in TQM are not used to a great extent
among the colleges studied. It is possible that colleges are just beginning to
use the TQM paradigm, or are not
applying the paradigm in the same way.
It is also possible that academic
processes do not lend themselves readily to the same techniques used in industry and that an academic model of TQM
is developing. In addition, there seems
to be a leveling off of the use of quality
process in both the type and percentage
of quality processes employed.
Overall, it appears that colleges of
business are making strides in improving their services. They are doing it with
a variety of quality processes. In industry, as in HEIS, a success rate of more
than 20% to 30% is unlikely. In addi-
Institutions in
1995 (N = 243)
No.
%
Institutions in
1998 (N = 151)
No.
%
Educational issues only
Coordination of teachinghearningonly
Both educational issues and coordination of teachingfleaming
16
0
7
0
12
1
8
1
26
11
10
7
Total
42
17
22
15
NovembedDecember 2000
73
Downloaded by [Universitas Maritim Raja Ali Haji], [UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG, KEPULAUAN RIAU] at 17:30 13 January 2016
tion, HEIs are using a model of TQM
that leaves most of the education
process up to the individual faculty
member. Time constraints, research
needs, irregular teaching schedules, use
of part-timers, organizational culture,
and academic freedom make it difficult
to employ a comprehensive TQM program in academia. Nevertheless, many
business colleges are attempting the
process, and some institutions are likely
to succeed. Most institutions are at least
likely to benefit from this attempt to
improve the quality of their institutions
by better serving their constituencies.
zyxw
zyxwvutsr
Review, May, 32-33.
Bergquist, T. M., & Ramsing, K. D. (1999). Measuring performance after meeting award criteria. Quality Progress, September, 53-58.
Brigham, S. E. (1993). Lessons we can learn from
industry. Change, 25(3),42-48.
Buch, K., & Shelnutt, W. J. (1995). UNC Charlotte measures the effects of its quality initiative. Quality Progress, July, 73-77.
th
David, F. R. (1999). Strategic managment (7
ed.) (p. 9). Upper Saddle River, NJ: Prentice
Hall.
Elmuti, D., Kathawala, Y., & Manippallili,
M.(1996). Are total quality management programmes in higher education worth the effort?
International Journal of Quality and Reliability
Management,l3(6), 2945.
Entin, D. (1993). Boston: Less than meets the eye.
Change, 3, 28-3 1.
Gartner. W. B. (1993). Dr. Deming comes to college. Journal of Management Education, 17(2),
143-1 58.
Gilbert, J. P., Keck, K. L., & Simpson, R. D.
(1993). Improving the process of education:
TQM for the college classroom. Innovative
Higher Education, 1, pp. 65-85.
Hoachlander, G. E. (1998). Assessing assessment.
Techniques: Making Education & Career Connections, 73(3), 14-17.
Koch, I. J., & Fisher J. L. (1998. Higher education
and total quality management. Total Quality
Management, 9(8),659.
Marchese, (1991). TQM reaches the academy.
AAHE Bulletin, 44(3), 3-9.
Mathew, J., & Katel, P. (1992, September 7). The
costs of quality. Newsweek, pp. 48-49.
Mullin, R., &Wilson, G. (1995). Quality in education: A new paradigm and exemplar. In CQI:
Making the transition to education (2"* ed.).
Maryville, MO: Prescott Publishing.
Porter, L., & McKibbin, L. (1988). ManaHment
development: DriB or thrust into the 21 century? New York McGraw-Hill.
Potocki, K., Bracatio, R., & Poplek, P. R. (1994).
How TQM works in a university classroom.
Journal of Quality and Participation, 17( I),
68-74.
Satterlee, B. (1996). Continuous improvement
and quality: Implications for higher education.
Viewpoints, September, ED 399 845.
Steeples, M. (1992). The corporate guide to the
Malcolm Baldrige Award (p. 383). Milwaukee,
WI: ASQ Quality Press.
Tai, L. S., & Przasnyski, Z. H. (1999). Baldrige
award winners beat the S & P 500. Quality
Progress, April, 45-5 1.
Vazzana, G. S., Winter, J. K., & Waner, K. K.
(1997). Can TQM fill a gap in higher education? Journal of Education for Business, 72(5),
313-316.
zyxwvuts
zyxwvutsrqponm
zyxwvutsr
zyxwvutsrqpon
REFERENCES
American Association of Higher Education, Consortium for the Improvement of Teaching.
(1992). Learning and assessment/shared educational assumptions. Distributed at the AAHE
Conference on Assessment, June 22.
Becker, S. (1993). TQM does work: Ten reasons
why misguided attempts fail. Management
JOURNAL OF
EDUCATION
BUSINESS
FOR
.B
B W W
BMW
ORDER FORM
rn..
BmB
W..
Journal of Education
,for Business
Journal of Education ,
BWB
MW.
YES! I would like to order a one-year subscription to the
for Business published bimonthly. I understand payment can be made to Heldref
Publications or charged to my VISAMasterCard (circle one).
$70.00 Institutions
$41.OO Individuals
ACCOUNT #
The
rn
EXPIRATION DATE
SIGNATURE
NAMUlNSTlTUTlON
ADDRESS
CITY/STATE/ZIP
COUNTRY
ADD $15.00 FOR POSTAGE OUTSIDE THE U.S. ALLOW 6 WEEKS FOR DELIVERY OF FIRST ISSUE.
SEND ORDER FORM AND PAYMENT TO:
HELDREF PUBLICATIONS, Journal of Education lor Business
1319 EIGHTEENTH ST., NW, WASHINGTON, DC 20036-1802
PHONE (202) 296-6267 FAX (202) 296-5149
SUBSCRIPTION ORDERS 1(800)365-9753, www.heldref.org
74
rn
rn
rn
rn
readership
includes instructors, supervisors, and administrators at
the secondary, postsecondary, and collegiate
levels. The Journal features
basic and applied researchbased articles in accounting,
communications, economics,
finance, information systems, management, marketing, and other business disciplines. Articles report or
share successful innovations,
propose theoretical formulations, or advocate positions
on important controversial
issues and are selected on a
blind, peer-reviewed basis.
zyxwvutsrqp
Journal of Education for Business