Level of Total Quality Management Adoption in Qatari Educational Institutions: Private and Semi-Government Sector

Abstract

The authors evaluated the level of Total Quality Management (TQM) adoption in Qatari educational institutions within private and semigovernment institutions. To accomplish these objectives, a literature review was done of TQM adoption in higher education institutions, followed by a survey questionnaire. Data were collected from Qatari educational institutions with SPSS used in performing the analysis. It assessed awareness, understanding, benefits, and progress of TQM implementation based on the 11 critical success factors (CSFs) or essential elements developed in the revisited model of leverage points for a total quality culture transformation. The strongest driving force toward TQM was teamwork while the strongest restraining force was lack of knowledge of TQM principles and its associated tools. The analysis concluded that although there was a low level of TQM implementation, the dominant perception of TQM in general was positive where a culture toward collective consciousness or teamwork was beginning to be accepted within private and semigovernment educational institutions in Qatar. The findings would be of a particular interest to private and public educational institutions; especially those that intend to initiate TQM and accreditation within their institutions in the Middle East.

Unravelling quality culture in higher education: a realist review

“…In order to provide quality culture a permanent place high on organisational agendas, its development is ideally a main focal point of the institutional mission (Kanji and Tambi 1999;Osseo-Asare and Pieris 2007;Sahney et al 2010). Taking into account and acting upon evolving demands of students, form part of structural attempts to create a culture of continuous educational improvement (Ardi et al 2012;Doval and Bondrea 2011;Kinzie and Kuh 2004;Sulaiman et al 2013). Moreover, involvement of students through participation in education and institutional decision making is deemed important for quality culture development.…”

“…Systematic approaches to quality management, such as adoption of TQM models, have been reported to contribute to increased student performance, better services and reduced costs (Kanji and Tambi 1999). However, these structural/managerial approaches can trigger adverse effects in case they are not aligned to the present culture (Skelton 2012;Sulaiman et al 2013).…”

Findings of quality management studies in primary and secondary education: a systematic literature review

“…In the last few years, researchers and practitioners have supported TQM implementation in the services sector, with slim modifications compared to the manufacturing sector (Talib et al , 2013; Psomas and Jaca, 2016; Bouranta et al , 2019). More specifically, studies have tried theoretically or empirically to evaluate TQM suitability in educational contexts, shedding light on this indefinite field (Murgatroud, 1992; Kwan, 1996; Lagrosen, 1999; Weller, 2000; Cheng, 2003; Svensson and Klefsjo, 2006; Doherty, 2008; Toremen et al , 2009; Hlongwane and Mestry, 2013; Sulaiman et al , 2013; Soria-Garcia and Martínez-Lorente, 2014; Nawelwa et al , 2015; Fernandez-Diaz et al , 2017; Diaz and Martinez-Mediano, 2018). It is evident that TQM principles such as teamwork, continuous improvement, training, collaboration between management and pupils, management commitment and school culture have been put into practice in schools successfully (Nawelwa et al , 2015).…”

The Obstacles and Challenges to the Implementation of the Key Performance Indicators System for Sudanese Universities

“…The authors in [16]evaluated the level of Quality Management implementation in Qatari private universities. The output of the study is oriented to private and public educational universities; mainly the institute that aim to establish an accreditation within their universities in the Middle East.…”