Table
5 shows the basic statistics such as the mean, standard deviation and variance
for the TQM key success factors (variables) in the research. From the table,
the individual averages depicting the level at which each of the critical
success factors are practices or adopted to achieve effective quality
management in HEIs are exhibited. Table 5 further shows the overall level at
which the critical success factors are practices to achieve effective quality
management in HEIs.
4.4
The Key Findings from the Three HEIs:
The
key findings that emerged from the three HEIs are presented and discussed
below; these discussions are based on the research objective one (1) that was
set to achieve: This objective one was about finding out the existing Quality
Assurance Frameworks for Higher Education Institutions (HEIs) in Developed and
Developing Countries (Specifically Ghana).
4.4.1
Inadequate commitment of leadership towards TQM:
It
was revealed that management is partially committed towards the implementation
of TQM in the university and this was due to their inadequacy of knowledge in
TQM. It was also found that there were delays in implementing findings from
Directorate of Academic Planning and Quality Assurance (DAPQA) and other TQM
issues. The following came from two Quality Assurance Officials:
Management
shows commitment in some aspect but not fully. This might be due to the fact
that they don’t fully understand TQM, this is because of the delays in
implementing findings DAPQA and other TQM issues. Management is more concerned
with Quality control and Quality Assurance issues but not Quality inspection.
So in effect TQM is not entirely implemented.
Cooper
and Ellram (1993) supports the above findings by claiming that the commitment
of leadership to the TQM strategy as shown in their daily disposition to work
will go a long way in motivating employees to deliver quality services that
exceeds the expectation of customers.
Also,
Kruger and Ramdass (2011) states that without top management commitment,
successful TQM implementation is impossible. It was also highlighted that,
management could be involved in the various manners: approval of the plan is
one, another is attending staff training sessions, their participation in
teams and the improvements undertaken by the team is another demonstration of
commitment. The result of management participation is staff appreciation of the
usefulness of their efforts.
In
the literature, Kaynak (2003) highlights that TQM requires an effective change
in organizational culture and this can only be made possible with the deep
involvement/commitment of management to the organization’s strategy of
continuous improvement, open communication and cooperation throughout the
organization
4.4.2
Inadequate knowledge in TQM by managers:
This
study also revealed that the idea of TQM is not well known by all managers in
the university. That some managers do have some knowledge about TQM but
majority do not have the idea of TQM. The following responses were presented by
two Quality Assurance Officials: TQM is not well known by all managers in this
university.
No,
the idea is not well known by them but few managers have.
Hogg
and Hogg (1995) on the other hand in India states that TQM has become
increasingly popular in education, as evidenced by the plethora of books and
journal articles especially in the 1990s. A case in point is the Association
for Supervision and Curriculum Development in India, which devoted its entire
November, 1992 issue of its journal, ‘Educational Leadership’, to the quality
movement in education
4.4.3
Inadequate Channels of Communications in TQM Implementation:
The
study found that there is no effective channel of such communication but there
were Directorates that reported to the university managers, also there were
workshops organized to interact with stakeholders and also presenting Quality
Reports to them. Opinions that follow came from two Quality Assurance
Officials:
I
think DAPQA reports to the directorate and also to other units within the university.
In
this university, there are workshops been organized to interact with
stakeholders and to present quality reports to them?
To
support the above findings, Kruger and Ramdass (2011) assert that a project of
any magnitude is doomed to failure if the channels of communication are
befuddled. The reasons for undertaking the exercise of process improvement must
be clear to every participant. The common objective of the communication must
be the identification of areas for improvement. A common method of
communication is through the Intranet of the institution, academic board
meeting and departmental level meetings. The process of communication could get
underway by the Chancellor communicating through a letter to staff members
explaining the need for improvement. The letter could be published on the
Intranet and forward to Dean's for distribution to academic departments. The
action would reinforce the importance of the undertaking (Kruger and Ramdass,
2011).
Also,
according to Aaron (2013), one of the steps in the implementation of a quality
program is the establishment of communication programs, internal and external,
that supports the quality program.
4.4.4
Poor Management of Information Systems in supporting Key Processes:
The
study found that the management of information and data system in the
university concerning TQM processes were very poor and inadequate since there
were no synchronization of data, since accessibility of data and that some
confidential information were easily assessed by an authorized persons. The
following responses were made by two Quality Assurance Officials:
Very
bad as data in the system are not synchronized and not easy to be accessed. Our university has an adequate management of TQM
information of students and staff. This finding is supported by Imbeah (2012)
who claims that documentation and control of document is an important element
which facilitate in the review process, assessment and attainment of quality
management in organizations.
4.4.5
Initial Stage ofimplementation of TQM training and education programs:
It
was ascertained again that the implementation of TQM training and education
programs for employees in the universities was at the initial sate though, more
is been done to make employees be aware of TQM. The following comments came
from two Quality Assurance Officials:
It
is at the initial stage as more is done to make us all aware of TQM in the
university.
Our
university has done more to train and educate us about TQM matters
This
finding has been corroborated by Rajni (2011), who conducted a study on Indian
Higher Education: A TQM perspective and found that the quality of education in
the higher educational institutions has been improved and is improving. But
still there is a demand of great improvement to improve the quality of
education in future because India has not yet attained excellent results in the
TQM implementation in the higher education sector.
To
support the above findings, Kruger and Ramdass (2011) state that the majority
of the members would have no knowledge or understanding of TQM principles,
training of team members must be seen as a priority. That is another way in
which management could demonstrate their commitment to quality improvement.
Motivation of staff members is important in the attainment of understanding of
the TQM philosophy (Kruger and Ramdass, 2011).
4.4.6
Inadequate resources for effective quality management training:
It
was found that the university had inadequate resources for effective quality
management training especially in finance, time, personnel and logistics to
effectively implement and manage TQM. The following feelings came from two
Quality Assurance Officials:
Some
universities have adequate resources while other had no TQM resources.
The
resources provided are inadequate in terms of logistics, personnel and finance.
Based
on the above findings, Imbeah (2012) claims there is evidence of disappointing
results in many organisations’ attempt to implement quality management
framework due mainly to obstacles in implementation. Obstacles in
implementation arise from improper attitudes and perception of management and
employees, inadequate resources and training as well as inappropriate
environments for implementation.
4.4.7
Lukewarm Attitude of Workers towards meeting product and process specifications:
The
study found that few workers did show positive attitude towards meeting product
and process specifications in the university while the rest did not show any
positive attitude towards meeting product and process specifications in the
university. The responses below were made by two Quality Assurance Officials:
Few
workers show some commitment but majority show attitudes that are not
acceptable in meeting specifications in this university.
Most
of us had negative attitudes in meeting product and process specifications in
this university.
4.4.8
Lack of motivational training programmes to inspire employees towards
implementing TQM:
The
study found there were inadequate motivational training programmes available to
inspire employees towards implementation of TQM in the university. It was also
found that there were training and development sections in the university where
equal chances are given to staff with no discrimination. The mix feelings below
came from two Quality Assurance Officials:
These
are through training and development of staff and given them equal chance with
no discrimination.
There
is nothing of such in this university. According to Aaron (2013) some of the steps in the implementation of a
quality program is to provide training for all employees on the quality process
and recognize that quality is every employee’s job;
4.4.9
Lack of monetary rewards for employees contributions to a successful
implementation of TQM framework:
It
was revealed that there were no monetary rewards for employees who contributed
to a successful implementation of TQM framework in the university as most
employees were deemed to be taking their salaries so there was no need to
motivate them financially. The below comments were made by two Quality
Assurance Officials:
None,
as it is regarded that we take our salaries and so should not get monetary
rewards for contributing in TQM implementation.
There
is nothing like monetary rewards for us in terms of TQM implementations.
Also,
according to Aaron (2013) one of the steps in the implementation of a quality
program is the establishment of a reward and recognition program for
quality-related activities.
4.4.10
No proper recognition for employees’ participation in TQM process:
This
study also found that there was no proper recognition for employees’
participation in TQM process in the university. The study also found that most
TQM teams or department were accused of witch hunting workers in the
universities. The following assertions came from two Quality Assurance
Officials:
In
this university, DAPQA works as fault finders or witch hunters but some also
see us helping them to develop or do the right thing. There is no recognition
rather those who participate in quality issues are rather seen as fault
finders.
To
support the above findings with literature, Zakuan et al, (2012) assert that
employees shall be given due recognition for their contributions and their
ideas. It is a psychological process to develop confidence between the members
of the organization and encourage them to make decisions and solve problems
with each other.
Also,
Nyaoga (2007) explains that TQM‘s promoters confess that organizations have not
found it so easy to implement the quality Management Practices and to achieve
the expected benefits. It has been purported that the practice of TQM in higher
education is deteriorating into managerialism because of the disparity between
TQM techniques and educational processes, as well as the lack of shared vision
within institutions or educational fields. Unhappy customers and low employee
morale are also mentioned as major challenges in universities.
5.
RECOMMENDATIONS:
This study has highlighted the findings in connections with
the existing Quality assurance frameworks for Higher Education Institutions
(HEIs) in developed and developing countries particularly Ghana. On the basis
of these findings the researcher wishes to present the following
recommendations:
·
It is recommended that the
university governing body should organize workshops and in service training for
all the managers of the various HEIs where they would be equipped with TQM
knowledge and where they would be trained on the need for them to develop a
high level of commitment to spearhead the implementation of TQM in their HEIs.
·
It is also recommended that all
HEIs in the country must uphold and treat quality related research findings as
high priority and must take the necessary steps to put into plan all
suggestions and recommendations from such quality related research findings
·
To ensure an effective
communication of quality related matters in the HEIs, it is recommended that
proper and effective communication channels like weekly memorandums, meetings
and emails must be sent to various departments updating them of current issues
and matters related to TQM in the HEIs. It is also recommended that there
should be adequate workshops to act as points of communications and exchange of
ideas between directorates, employees and other stakeholders.
·
HEIs in the country must as a
matter of urgency implement effective quality management information systems to
capture, store and retrieve all important information related to IQMS. Proper
and adequate training should be organized for all QIMS personnel to be effective
in managing the system.
·
The heads of the various
departments of the HEIs must work hand and hand with their institutional
authorities to ensure adequate supply and provision of all the necessary
resources for effective quality management training of all employees in the
universities. There should be quality management experts, training manuals and
materials and good facilitators who are quality gurus to train and educate all
university employees on TQM.
·
It is again recommended that
awareness and sensitization workshops must be organized in all HEIs to change
employees’ lukewarm attitude towards meeting product and process
specifications. In such workshops emphasis must be placed on how both internal
and external stakeholders judge the institutions through the kinds of products
and services rendered.
·
As a matter of urgency, all HEIs
must also organized effective motivational training programmes to inspire
employees towards implementing TQM. This when implemented will inspire all
workers towards implementation of TQM in the university. In such meetings, all
employees must be motivated by highlighting that there would be a proper
recognition of commitments and dedications to all workers who do so with
regards to TQM issues and there would be monetary and other rewards for all
employees who have committed to quality issues in the universities.
6.
CONCLUSION:
In
conclusion and from the findings, the average level at which the critical
success factors are adopted to achieve effective quality management in HEIs is
2.56 (51%). This percentage according to the researcher’s judgment shows that
the level at which the critical success factors are practiced to achieve
effective quality management in HEIs is relatively low since 51% of the
respondents did not agree that the critical success factors for effective
implementation of TQM in HEIs is actually adopted by the selected HEIs in this
study.
The
findings from the interview responses led to the conclusion that there is
absence of TQM philosophy in public HEIs. From the findings, it was concluded
that management attitude towards TQM is partial. It revealed that management
only show commitment towards Quality Assurance and Quality Control which are
aspects of TQM and not Total Quality Management. This is said to be as a result
of the philosophy of TQM not well- known and hence not well embraced. The
findings also revealed that in the public HEIs, Quality is assessed through
tracer studies/ Graduate Surveys.
A
tracer study in the field of education includes data from former students of
learning institutions or vocational programs. It normally takes place after
graduation, usually two years. It is said to be a means of following graduates
to find out what they are doing with the education and training they achieved.
Clearly this is flawed so far as the philosophy of TQM is concerned.
TQM
is involved with continuous monitoring and evaluating of the system put in
place so that errors will be detected on time not after it is committed.
Also,
apart from the tracer studies which are used to assess graduates on the field
of work, in HEIs, questionnaires administered to continuing students either at
the end of a module or at the end of the semester to evaluate faculties’
capabilities. It is clear that, assessment here is not also continues and so
does not meet the standard of TQM. Also the findings revealed that the
implementation of TQM is been hampered by a general inadequacy of resources in
the public HEIs. Even though the public sector has committed resources towards
Quality Management and Assurance, in terms of TQM it is inadequate.
Another
factor that was identified as a cause of the general lack of implementation of
TQM was the fact there is a general low level of involvement of lower
management employees in terms of decision making regrading TQM. This issue was
also seen to be affecting the extent of communication between management and
employees which is hampering TQM implementation in HEIs.
7.
ACKNOWLEDGEMENTS:
I
will first of all like to acknowledge the ever ending blessings from the mosthigh
God in my life for giving me the strength and ability to embark on this
academic adventure. I also do acknowledge the immense support and guidance of
my two supervisors Drs. GurmailSignh and Issah Mohammed for their selfless and
massive guidance. To my family and co- workers who have helped me in diverse
ways, I say, thank you all and the Almighty God bless us all
8.
REFERENCES:
1.
Ali, N.A., and Zairi, M.(2007) HRM Issues in
Quality Initiatives for Malaysian Universities. International Journal of
Economics and Management. Vol. 1 No.3
2.
Aaron, P. M. P. (2013). Total
Quality Management in Educational Institutions: Influences on Customer
Satisfaction. Asian Jo urnal of Management Sciences and Education. Vol. 2 No.
3, July 2013.
3.
Abu-Al-Sha'r, A. and Aboud
Al-Harahsheh, M. (2013).Criteria Of Total Quality Management of Faculty
Teaching Skills: Perceptions of University Students. International Research in
Education Vol. 1, No. 1, September 2013
4.
Awuah, P., (2007). Education in the
past 50 years Matters of Concern. Paper delivered at the 58th Annual New Year
School University of Ghana on 5th January 2007.
5.
Brannen, J. (2005) ‘Mixing Methods:
The Entry of Qualitative and Quantitative Approaches into the Research
Process’. Int.J. Social Research Methodology 8 (3), 173-184
6.
Cooper, D.R. and Schindler, P.
(2008) Business Research Methods. New York: McGrawhill/Irwin
7.
Creswell, J.W. and Plano Clark,
V.L. (2011) Designing and Conducting Mixed Methods Research. Thousand Oaks,
California: SAGE Publication
8.
Eshun, S. (2012). Assessing the
Impact of Quality Management on Staff Performance at Ghana Senior High School.
Retrieved from http://ir.knust.edu.gh:8080/ on April 13th 2016
9.
Evans and Dean (1999) in “Critical
Success Factors of Total Quality Management Implementation in Higher Education
Institution. International Journal of Academic Research in Business and Social
Sciences December, Vol. 2, No. 12.
10.
Ghana Business News. (2014).
Quality Assurance Framework for Higher Education in Ghana. Retrieved from https://www.ghanabusinessnews.com
on April 9th 2016.
11.
Imbeah, A. K. (2012). Framework for
the Implementation of Total Quality Management (TQM) in Real Estate Firms in
Ghana. Retrieved from http://ir.knust.edu.gh/bitstream/ on April 11 2016.
12.
Kaynak, H., (2003), ‘The
Relationship between Total Quality Management Practices and Their Effect on
Firm Performance’, Journal of Operation Management, 21(4) Pp405-435.
13.
Kruger, D and Ramdass, K., (2011)
Establishing a Quality Culture in Higher Education: A South African Perspective.
Technology Management in the Energy-Smart World (Picmet), July 31 - August 4,
2011, Portland, Oregon, Usa
14.
Kimberly A. and Galt, Pharm. D.,
(2009). Qualitative, Quantitative and Mixed Methods Approaches to Research and
Inquiry. [Online]. Available at http://spahp2.creighton.edu/Office of
Research/. [Accessed 30-5-2016].
15.
Louis, C.; Lawrence, M. and Keith,
M. (2002). Research methods in education. Fifth edition. London.
16.
Mackenzie, N. and Knipe, S. (2006).
Research dilemmas: Paradigms, methods and methodology. [Online] Available
athttp://www.iier.org.au/. [Accessed 04-06-2016]
17.
Maree, K. (2010). First Steps in
Research. Sixth Impression. Pretoria: Van Schaik Publishers.
18.
Marie C. H., 1997. Choosing
Qualitative Research: A primer for technology Education Researchers. [Online]
Available at: http://scholars.lib.vt.edu/journals. [03-04- 2016]
19.
McMillan, J. H. and Schumacher, S.
(2010). Research in education: Evidence-based inquiry. Seventh edition.
Virginia Commonwealth University: Produced by Pearson Education, Inc.
20.
Merriam – Webmaster. 2016. Full
Definition of higher education. Retrieved from
http://www.merriam-webster.com/dictionary/higher. On May 2nd 2016
21.
Mohammed, Z. (2006), ‘Nigerian
Aviation Sector. Why not a TQM approach?’ The voice www.nanka.org 30 Sep 2006
last accessed 30/12/2009
22.
Nyaoga, R., (2007). Quality
Management Practices in Kenyan Educational Institutions: The Case Of The
University Of Nairobi. A PhD thesis submitted to The Bitange School Of
Business, University Of Nairobi
23.
Ramlagan R., (2009). An
Investigation into Quality Practices at Private Higher and Further Education
Institutions inThe Durban Central Business District. A Phd submitted the
Department of Operations and Quality Management Durban University of
Technology.
24.
Rajni, B. (2012). Study On Indian
Higher Education: A TQM Perspective. Journal of Arts, Science and Commerce,
Vol. Iii, Issue–4(2) October [24].
25. Tara .B .T. (2011). Total Quality Management in
Education Nepal Journals OnLine:
Academic Voices; 1.
26.
Tashakkori, A. and Teddlie, C.
(1998) Mixed Methodology: Combining Qualitative and Quantitative Appraches.
Thousand Oaks; London; New Delhi: SAGE Publications
27.
Tsevi, L. (2014). Private Higher
Education’s Quality Assurance in Ghana. International Higher Education Number
75 spring 2014 Pages 22-24.
28.
Tuckman, a (1995). “Ideology,
Quality and TQM.” In Making Quality Critical, Ed. Adrian Wilkinson and Hugh
Willmott, 54-81. New York and London Routledge.
29.
Yusof, S. M andAspinwall, .E
(2000), “A conceptual framework for TQM implementation for SMEs” The TQM
Magazine Volume 12, No. 1, pp. 31-
30.
Vorley, G., and Tickle, F., (2001)
‘Quality Management, Principles and Techniques’, 4 ed. Guildford, Quality
Management and Training Publication Ltd
31.
White, C. J. (2005). Research: A
practical guide. First edition. Pretoria: Ithuthuko Investment.
32.
Yin, R.K. (2009) Case Study
Research Design and Methods. 4th edn. United States of America: SAGE
Publications.
33.
Yin, R.K. (2003) Case Study
Research Design and Methods. 3rd edn. United States of America: SAGE
Publications.
)
= 0.05 at 95% confidence level. This implies that at 5% significant level,
there is enough evidence to support the assertion that the average level of
Leadership and Top Management Commitment, Customer Focus, Supplier Partnership
and Quality, Effective Communication, Training and Education, Teamwork, People
Management and Empowerment, Reward and Recognition, Process Management, and
Quality Planning and Strategy dose not differ significantly in various HEI's.