Issues for Implementing TQM in Further and Higher Education: THE MODERATING INFLUENCE OF CONTEXTUAL VARIABLES

Abstract

Examines the emerging ideology of total quality management and summarizes its implications for further and higher education institutions (FHEIs). Rather than prescribing a set of generic implementation steps, it is suggested that there are other, more significant factors to be considered. These factors are related to the context in which the initiative takes place rather than where it should begin. Discusses four necessary issues, namely, the removal of abstraction from the concept of quality in further and higher education, organization‐wide understanding of customers and their perceptions, the importance of assessing the current quality level and the need for strategic quality planning. Also cites classical organizational facets such as structure, culture, human resource management and leadership among the determinants of TQM success. Concentration on these key matters attenuates the importance of the method of implementation. Argues that to disregard these prerequisites for success is to risk long‐term damage to the organization and considerably reduce the likelihood of sustained and self‐generating organizational improvement. Concludes by questioning the real levels of commitment which exist in FHEIs at present.

Citation

Taylor, A.W. and Hill, F.M. (1993), "Issues for Implementing TQM in Further and Higher Education: THE MODERATING INFLUENCE OF CONTEXTUAL VARIABLES", Quality Assurance in Education, Vol. 1 No. 2, pp. 12-21. https://doi.org/10.1108/09684889310044664