Abstract/Details

Effective practices of Continuous Quality Improvement in United States colleges and universities


1998 1998

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Abstract (summary)

Since the late 1980s, a growing number of higher educational institutions have adopted the philosophy of Continuous Quality Improvement (CQI), commonly known in industry as Total Quality Management (TQM). Thousands of industrial organizations worldwide have practiced TQM for decades, and many have succeeded in improving quality, productivity and profitability with it. Nonetheless, reaping the benefits of this promising quality management approach presents a challenge to higher education since the academic culture differs dramatically from that of industry.

The purpose of this dissertation is to examine, both qualitatively and quantitatively, the optimal implementation characteristics of CQI in colleges and universities, and in particular, the most and least successful quality practices thus far implemented in academia. The underlying model used for testing the efficacy of TQM derives from six elements of the Malcolm Baldrige National Quality Award criteria, and consists of Leadership, Information and Analysis, Strategic Quality Planning, Faculty and Staff Involvement, Process Improvement, and Improvement Results.

This dissertation comprised two stages. The first stage involved two field studies. The preliminary findings from these two studies were used to guide the development of a broader-based survey instrument. The second stage was a nationwide survey of colleges and universities that have been implementing CQI. The survey data were analyzed to examine the characteristics and effect of individual quality practices such as leadership, quality planning, faculty and staff involvement, teamwork, training, business and peer partnership, union support, reward and recognition, improvement measures, and quality system assessment, and to explore the relationship between success with CQI and these quality practices. Further, the most and least successful quality practices were identified by dividing the surveyed institutions that had implemented CQI into three groups: the Beginning Implementers, the Somewhat-experienced Implementers, and the Experienced Implementers. The findings of the study supported the hypothesis that the success of CQI in higher education depends on having a quality model for higher education that is well-developed and well-validated.

Indexing (details)


Subject
School administration;
Higher education;
Management
Classification
0514: School administration
0745: Higher education
0454: Management
Identifier / keyword
Social sciences, Education, Colleges, Continuous Quality Improvement, Total Quality Management, Universities
Title
Effective practices of Continuous Quality Improvement in United States colleges and universities
Author
Xue, Zhiming
Number of pages
219
Publication year
1998
Degree date
1998
School code
0118
Source
DAI-A 59/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591961126, 0591961121
Advisor
Robinson, Alan G.
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9841933
ProQuest document ID
304461496
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304461496
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