TQM in higher education ‐ a review

Owlia, Mohammad Saleh; Aspinwall, Elaine

doi:10.1108/02656719710170747

Cited by 142 publications

(124 citation statements)

References 27 publications

Supporting

Mentioning

113

Contrasting

Unclassified

Order By: Relevance

“…Taylor and Hill (see Owlia and Aspinwall, 1997, p. 530) state that team working is not common in higher education, although Owlia and Aspinwall (1997) found, when investigating TQM implementation in US universities, that employee involvement and team working were adopted in 86 per cent of cases. Moeller and Sonntag (2001) identified that dysfunctional group membership or ineffective group dynamics impeded the success of self-assessments.…”

Section: Staff Involvement and Teamworkmentioning

confidence: 99%

Integration: is it the key to effective implementation of the EFQM Excellence Model?

Davies

2008

Int J Qual & Reliability Mgmt

View full text Add to dashboard Cite

Purpose -The purpose of this paper is to explore the integration issues that are important to consider when attempting to implement the European Foundation for Quality Management's (EFQM's) Excellence Model in UK universities. The aim of this paper is to explore the role that integration plays in effecting this implementation and to see how, in practice, integration might be achieved. Design/methodology/approach -A literature review reveals several factors in relation to integration. These factors were explored in four case studies of the implementation of the EFQM Excellence Model in UK universities. Findings -Evidence was found to support the view that the more that integration took place, the more likely it would be that implementation would be effective.Research limitations/implications -The research only covers four cases and therefore is only generalisable back to theory rather than to the population of UK university academic units. Practical implications -The paper proposes mechanisms for integrating the use of the EFQM Excellence Model into the organisation. Originality/value -This paper makes a contribution to the understanding of integration and its effect on the implementation of a quality improvement methodology. Academic managers in universities (and possibly managers in other organizations) may find its recommendations useful if planning a similar implementation. Keywords European Foundation for Quality Management, Total quality management, Self assessment, Integration, Universities, United Kingdom Paper type Research paper Introduction A large research project (the author's PhD) was carried out to examine in detail how the EFQM Excellence Model implementation process had been conducted in a number of cases in UK university academic units with a view to developing a guidance framework for implementation of the EFQM Excellence Model in this particular context. This drew upon the successes and difficulties identified in the case studies and the existing literature on the implementation of the EFQM Excellence Model and other total quality management (TQM) approaches in universities and other contexts. This paper focuses on one major aspect of that research; the integration issues that are important to consider when attempting to implement the EFQM Excellence Model in UK universities. The aim of this paper is to explore the role that integration plays in effecting this implementation and to see how, in practice, integration might be achieved. Shih and Gurnani (1997) identified that many quality management programmes failed because there was a lack of integration between these and other

show abstract

Section: Staff Involvement and Teamworkmentioning

confidence: 99%

Integration: is it the key to effective implementation of the EFQM Excellence Model?

Davies

2008

Int J Qual & Reliability Mgmt

View full text Add to dashboard Cite

show abstract

“…According to Fryer, Antony and Douglas (2007), Youssef and Zairi (1995) used 22 generic critical factors in a survey conducted in different parts of the world, Khoo and Tan (2002) found 34 critical success factors for the implementation of quality in the Russian manufacturing industry, Owlia and Aspinwall (1997) produced a "shorter" list of 10 critical factors in a study in the higher education field, and the final example is Karuppusami and Gandhinathan (2006) who extracted 42 critical success factors from 37 previous studies.…”

Section: The Number Of Factors That Were Considered Criticalmentioning

confidence: 99%

The Identification of Critical Success Factors for Quality Internal IT Services in Public Sector Organisations in Hong Kong

Chang

2012

SSRN Journal

View full text Add to dashboard Cite

“…When focusing on teaching, the voice of customer (VOC) can be utilized to find the right measures for quality (Hwarng and Teo, 2001). One of the main obstacles for this tool's application are the identification of the process "customers" and their concrete requirements (Andreassen, 1994;Owlia and Aspinwall, 1997). For the analysis of the customer's voice, internal and external process stakeholders have to be considered (Elias, 2016).…”

Section: Research Backgroundmentioning

confidence: 99%

Applying Kaizen to University Teaching Through Weekly Course Evaluation

Kregel¹

2017

Proceedings of the Fourth International Conference on Lean Six Sigma for Higher Education

View full text Add to dashboard Cite

Purpose: Current evaluation standards in German higher education institutions (HEIs) most often do not lead to measurable quality improvement. The purpose of this paper is to critically evaluate whether Kaizen can be a useful methodology to improve the quality of teaching on course level and intensify the exchange and discussion between lecturers and learners.Design/Methodology/Approach: The paper describes a theoretical approach of combining the continuous improvement philosophy of Kaizen with student course evaluation. Furthermore, the author uses evaluation data from two course cycles to describe results from a pilot application.Findings: A concept is illustrated for evaluating every single course unit and continuously discussing these results together with the learners. Learners in the pilot courses accepted and welcomed the intense participation and allowed improvements mainly referring to course concept, content (and detail) selection, course material and presentation style. The participation rate declined during the term and was highly influenced by triggers like exam and grade relevance. Research Limitations/Implications:The presented results have been collected in one single course over two years in the same institution. The next stage of research would be the application of the approach in other courses and institutions to validate results as well as to make potential adjustments to the concept. Originality/Value: Although course evaluation has become standard in German HEIs, most institutions use it only once per term or year. This paper discusses a new approach to evaluate teaching quality on time and directly at the point of action (Gemba) to facilitate short-term reaction of the lecturers.

show abstract

TQM in higher education ‐ a review

Cited by 142 publications

References 27 publications

Integration: is it the key to effective implementation of the EFQM Excellence Model?

Integration: is it the key to effective implementation of the EFQM Excellence Model?

The Identification of Critical Success Factors for Quality Internal IT Services in Public Sector Organisations in Hong Kong

Applying Kaizen to University Teaching Through Weekly Course Evaluation

Contact Info

Product

Resources

About