Theory Z: The Promise for U.S. Schools

Miller, William C.; Sparks, Dennis

doi:10.1080/00131728409335819

Cited by 1 publication

(4 citation statements)

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“…The quality committee selects projects to be resourced by applying the defined criteria. Owens' people subsystem is addressed by a cooperative approach also advocated by Miller (1984) in his Type Z organisation. Juran (1989) suggests that a project team of about seven members be chosen to include representatives of all departments involved, people with the required expertise and people with time and inclination to work on the project.…”

Section: Management For Qualitymentioning

confidence: 99%

“…Implementation of Asian organisational principles should be cautious and take full account of the cultural differences. Miller (1984) identifies three basic types of organisations: traditional American corporations (Type A), Japanese organisations (Type J) and a hybrid of the two (Type Z) . He proposes that two particular aspects of Type Z philosophy should have immediate application in educational settings: the development of a philosophy and a cooperative team approach.…”

Section: Applying Quality In Distance Educationmentioning

confidence: 99%

“…Saunders (1991 used a model similar to Owens to analyse problems with quality. The quality approach follows Miller (1984) in suggesting a cooperative team-based approach and the development of an organisational philosophy that is client centred. It is also supported in many of its strategies, for example the Deming cycle (Saunders 1991) and by the action evaluation process that will now be described.…”

Section: Management For Qualitymentioning

confidence: 99%

“…He proposes that two particular aspects of Type Z philosophy should have immediate application in educational settings: the development of a philosophy and a cooperative team approach. Miller (1984) identifies the benefits of adopting a Type Z organisational philosophy as:…”

Section: Applying Quality In Distance Educationmentioning

confidence: 99%

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Evaluation and the development of quality learning materials

Nouwens

Robinson

1991

AJET

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Learning materials development has traditionally been controlled by individual academics as distance education followed organisational models provided by traditional face to face teaching. Recent developments in both education and training have increased expectations of distance education. Increasing student participation rates, accessibility of higher education, increasing costs and exponential growth of knowledge are some factors that require development of innovative approaches to meet these expectations. Quality management literature suggests that these challenges may be met by a flexible but systematic, participative and team-based approach using quality improvement strategies. Developments in educational evaluation indicate that quality is promoted by an action-evaluation paradigm based on critical theory. Action evaluation promotes information gathering directed towards the making of specific decisions, a systems approach to evaluation, participative democracy in both decision making and evaluation and reflective practice. A marriage is proposed between action evaluation and quality management to guide the development of quality in distance education. Three strategies are suggested immediately: use of a team approach to materials development that is genuinely participative and democratic, collection of information about the quality of service provided to students in a way that promotes systematic improvement in the quality of that service and finally examination of all relevant aspects of educational services provided. This paper discusses the initial stages of the trial of such an approach as it is being developed within the Department of Mathematics and Computing at the University College of Central Queensland.

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Section: Management For Qualitymentioning

confidence: 99%

Section: Applying Quality In Distance Educationmentioning

confidence: 99%

Section: Management For Qualitymentioning

confidence: 99%

Section: Applying Quality In Distance Educationmentioning

confidence: 99%

See 2 more Smart Citations