TQM IN HIGHER EDUCATION

1. TQM IN HIGHER EDUCATION Dr.B.MAHADEVAPPA Associate Professor

2. Aim of this presentation • The Meaning of Education Quality • TQM in Higher Education • Choice Based Credit System

3. The Meaning of Education Quality Education Quality is Excellence Value Conformance to Curriculum Student’s and Stakeholder’s Satisfaction Meeting and/or Exceeding Student’s and Stakeholder’s Expectations Minimum Loss imparted to the Society

4. Education Quality is Excellence • Education Quality is the goodness or excellence of something • Anything meritorious is quality • Anything ideal or perfect is also quality • Anything ‘the best’ is quality • The highest degree of proficiency

5. Education Quality is Excellence • Quality is both absolute and universally recognisable • Quality is mark of uncompromising standards and high achievement

6. Education Quality is Excellence • Delivery of ever-improving value to students and stakeholders, contributing to improved education quality • Excellence in modes of teaching and learning

7. Education Quality is Excellence • It claims that quality cannot be defined precisely. • It is a simple, unanalysable property we learn to recognise only through experience. • It offers little practical guidance.

8. Education Quality is Value • The term ‘value’ means the worth, merit, usefulness, or importance of a thing. • Quality is defined in terms of costs and prices. • Is the product worth the price it commands? • A quality education programme is one that provides education delivery at an acceptable price to the customer or cost to the provider. • No matter how high the quality, if the education programme is overpriced, it would find few buyers.

9. Education Quality is Value • Students and stakeholders recognize value. • Firms offering high quality products at consistently low prices are market leaders. • Education in Govt. run institution v/s Private run institution • Shatabdi Vs Ordinary Train service.

10. Education Quality is Value • It blends two related but distinct concepts : Excellence and Worth • The result is a hybrid – “Affordable Excellence” It lacks well-defined limits It is often highly subjective

11. Education Quality is Conformance to Curriculum • ‘Conformance’ mean agreement; it means the substantive, observable, and measurable attributes of two or more entities are identical. • Conformance is a state, or binary variable; it exists or it does not. • ‘Curriculum’ means the course contents for the award of a degree – M.Com., M.A. • Once a curriculum has been established, any deviation implies a reduction in quality. • Quality is equated with conformance to curriculum

12. Education Quality is Conformance to Curriculum • Education quality is present when there is conformance to curriculum and it is absent when there is nonconformance to curriculum. • This is a manageable definition of quality in case of mass production • It facilitates measurement efforts • It provides consistent results

13. Education Quality is Conformance to Curriculum • Conformance by nature relates to static curriculum or course contents. • Curriculum or course contents should be updated or revised constantly to improve the quality. • Quality is a moving target. • This definition does have a place in the classrooms of the colleges or universities.

14. Education Quality is Student’s and Stakeholder’s Satisfaction • In higher education institutions, Students and stakeholders are regarded as the customers. • They are the key beneficiaries of educational services. • Individual students and stakeholders have different wants or needs, and the higher education course that satisfy their needs is regarded as having the highest quality.

15. Education Quality is Meeting and/or Exceeding Student’s and Stakeholder’s Expectations • Education quality is defined as the extent to which an educational service is meeting and/or exceeding the expectations of students and stakeholders. • Customers can articulate how well an educational service meets their expectations.

16. Education Quality is Meeting and/or Exceeding Student’s and Stakeholder’s Expectations Education Quality = Expected Quality- Perceived Quality EQ-PQ 1-1.0 1-0.9 1-1.1

17. Education Quality is Minimisingthe Loss Imparted to the Society • The Quality of a Product is the Minimum Loss imparted to the Society from the time the product is shipped. • Automobiles • Plastic covers • Cigarettes • Graduates. Post Graduates Doctorates

18. Education Quality is Minimising the Loss Imparted to the Society • This definition goes beyond meeting and/or exceeding student’s needs and expectations • Quality should meet societal needs • The more favourable the product (output) to the societal needs, the better is the quality.

19. Inference • No One Definition of Education Quality is ‘the best’ in every situation because each definition has both strengths and weaknesses in relation to: - Conceptualisation - Operationalisation - Managerial Usefulness - Student and Stakeholder Relevance

20. Inference • At one extreme, education quality defined as excellence can provide powerful motivation to faculty and staff. It drives their pride of workmanship. But it provides limited practical guidance. • Education quality defined as value or conformance to curriculum can lead education organization to focus on internal efficiency while neglecting external effectiveness.

21. Inference • Education quality defined as student or stakeholder satisfaction and meeting and/or exceeding expectations to keep abreast of changes in students and stakeholders needs, requirements and expectations, but they are difficult to measure. • For society at large, excellence, value and minimum loss imparted are the most relevant definitions.

22. Inference • For administrators, faculty and staff, conformance to curriculum is the most relevant definition of education quality. • A generally accepted definition of education quality does not exist, and • Different definitions of education quality are appropriate in different circumstances.

23. The Multiple Dimensions of Education Quality • Tangibles – The physical facilities, equipment, the appearance of personnel, and the communication materials. • Reliability – The ability to provide what was promised, dependably and accurately. • Responsiveness- The willingness to help students and provide prompt education service. • Assurance-The knowledge and courtesy of employees, and their ability to convey trust and confidence. • Empathy – The degree of caring and individual attention provided to customers, a complete understanding of the needs of the customer.

24. TQM DEFINED TOTAL= ALL, WHOLE, ENTIRE, FULL, COMPLETE, INTEGRATED, TOTAL= THE EDUCATION ORGANISATION AS A TOTAL SYSTEM

25. TQM DEFINED TOTAL QUALITY= ACHIEVE EXCELLENCE IN EVERYTHING WE DO FOR STUDENT AND STAKEHOLDER SATISFACTION MANAGEMENT= HELP PEOPLE TO ACHIEVE EXCELLENCE IN THEIR WORK = PROVIDE ENABLING CONDITIONS FOR TOTAL QUALITY

26. TQM DEFINED TQM AS A PHILOSOPHY OR AN APPORACH TO MANAGEMENT THAT CAN BE CHARACTERISED BY ITS PRINCIPLES, PRACTICES, AND TECHNIQUES.

27. TQM’S PRINCIPLES TQM’S THREE PRINCIPLES ARE: CUSTOMER FOCUS CONTINUOUS IMPROVEMENT TEAMWORK

28. TQM’S PRACTICES EACH TQM’S PRINCIPLE IS IMPLEMETED THROUGH A SET OF PRACTICES WHICH ARE SIMPLY ACTIVITIES Semester Examinations Internal Assessment Final Written Examination QUALITY CIRCLES PDCA CYLCE

29. TQM’S TECHNIQUES THE PRACTICES ARE, IN TURN, SUPPORTED BY A WIDE ARRAY OF TECHNIQUES -SPECIFIC METHODS TO MAKE THE PRACTICES EFFECTIVE – HISTOGRAM - PARETO CHART - CAUSE AND EFFECT DIAGRAM - CONTROL CHART

30. TQM’S CHALLANGE *TQM IS CHALLENGE TO CONVENTIONAL MANAGEMENT THEORY AND PRACTICE *TQM INEVITABLE COMFLICTS WITH ESTABLISHED WESTERN MANAGEMENT PRACTICES

31. WHAT IS DIFFERENT ABOUT TQM? • TQM’S ASSUMPTIONS AND PRINCIPLES ARE QUITE DIFFERENT FROM THOSE UNDERLYING CONVENTIONAL MANAGEMENT PRACTICES • TQM WILL NOT SUCEED IN AN ORGANISATION UNLESS CONVENTIONAL MANAGEMNT PRACTICES ARE TRANSFORMED

32. WHAT IS DIFFERENT ABOUT TQM? • QUALITY FIRST – NOT SHORT-TERM MARKS FIRST • CONSUMER ORIENTATION –NOT EDUCATION PROVIDER • ORIENTATION • THE NEXT PROCESS IS YOUR CUSTOMER- • BREAK DOWN THE BARRIERS OF • SECTIONALISM • FACTS BASED MANAGEMENT – USE FACTS AND DATA FOR • MANAGEMENT • CROSS FUNCTION MANAGEMENT- CROSS DICIPLINARY LEARNING

33. TQM’S AIM IS IMPROVEMENT OF EDUCATION SYSTEM MOST TROUBLES WITH EDUCATION LIE IN THE SYSTEM - TEACHER WORK ON A SYSTEM STUDENTS WORK IN A SYSTEM - PRINCIPAL WORK ON A SYSTEM TEACHERS AND STUDENTS WORK IN A SYSTEM - SEMESTER IS SYSTEM - EXAMINATION IS A SYSTEM

34. CHOICE BASED CREDIT SYSTEM • CBCS can be implemented with in semester system. • High developmental expectations and standards are set for all students. • CBCS is a learning centered education. • CBCS focuses on active learning and the real needs of students. • Continuous evaluation.

35. TQM’S AIM IS IMPROVEMENT OF SYSTEM STABLE SYSTEM AND UNSTABLE SYSTEM CONFUSION BETWEEN COMMON CAUSES AND SPECIAL CAUSES OF VARIATION IN SYSTEM 94% OF PROBLEMS AND POSSIBILITIES FOR IMPROVEMENT BELONG TO SYSTEM - COMMON CAUSES 6% NOT BELONG TO SYSTEM – SPECIAL CAUSES (TEACHERS, STUDENTS, STAKEHOLDERS)

36. TQM’S AIM IS IMPROVEMENT OF SYSTEM • REMOVAL OF COMMON CAUSES • OF TROUBLE AND OF VARIATION • OF ERRORS AND OF MISTAKES • IS THE RESPONSBILITY OF MANAGEMENT • REMOVAL OF SPECIAL CAUSES IS RESPONSBILITY OF A PERSON

37. TQM’S AIM IS IMPROVEMENT OF SYSTEM • TWO KINDS OF MISTAKE - ASSIGN A MISTAKE TO A SPECIAL CAUSE WHEN IN FACT THE CAUSE BELONGS TO THE SYSTEM- COMMON CAUSE - ASSIGN A MISTAKE TO THE SYSTEM WHEN IN FACT THE CAUSE IS SPECIAL

38. ROLE OF LEADERSHIP • LEADERSHIP DRIVES THE SYSTEM • SYSTEM BRINGS THE RESULTS

39. BARRIERS TO TQM’S SUCCESS • LACK OF LEADERSHIP • LACK OF CONTINUOUS EDUCATION • MARKS ORIENTATION • LACK OF CUSTOMER FOCUS • INEFFECTIVE MEASUREMENT SYSTEM • LACK OF EMPOWERMENT AND TEAMWROK

40. THANK YOU