 Total Quality Management (TQM) is framework for the improvement of quality. It involves doing things right first time and every time. For its successful implementation, there is a strong need of everyone’s participation from the institution rather than the only involvement of only senior management. Successful completion of the product requires the student to participate as a worker, co managing the learning process. Standardized descriptions of Quality Management has to be understood, in this mission.

1. TQM in Higher Education-
all criterions
By
Prof. A. Balasubramanian
University of Mysore

2. Total Quality Management in
Higher Education- all
criterions

3. India and HEI
 India has the third largest HE sector in
the world( next to US and China)
 Higher education is for the production of
qualified human resources; training for a
research career; efficient management of
teaching profession; matter of extending
life chances.
 Today – HE- high speed rail, institutions
are slow and superfast trains
 Priority= Setting and maintaining
academic standards.

4. What is TQM in HEI?
TQM- adopting quality
measures to improve the
quality of education.

5. TQM
 Total Quality Management (TQM) is
framework for the improvement of
quality.
 It involves doing things right first time
and every time.
 For its successful implementation,
there is a strong need of everyone’s
participation from the institution rather
than the only involvement of only
senior management.

6. Concept of quality of higher
education
 in several ways related to industry.
 Quality as excellence
 Quality as zero errors
 Quality as fitness for purposes
 Quality as transformation
 Quality as threshold
 Quality as value for money
 Quality as enhancement or
improvement

7. Differences between education
and businesses
 The institution is not a factory.
 The student is not a "product".
 The education of the student is the
product.
 Successful completion of the product
requires the student to participate as a
worker, co managing the learning
process.

8. Quality Management-
Standardized descriptions
 Customer focus- needs, satisfaction, loyalty
 Leadership-motivation, planned activities
 Involvement of people-motivated, committed
& involved, innovation & creativity,
accountability on performance, contributions
 Process approach -lower cost, shorter time,
predictable results
 Systems approach -integration & alignment
 Continual improvement -in performance
 Factual approach to decision-making-
informed decisions, review , SWOC
 Mutually beneficial relationships -create value

9. 1. Curriculum Design, Review
& Updation
 Adoption of a standard curriculum
 Periodic review – is it done ?(UG/PG)
 Updation
 Unitization of the syllabus
 Relevance ( purpose?)
 Employability ( direct/indirect)
 Overall development of students’
personality( knowledge /citizenship)

10. Reforms
 Admission policy
 Uniform academic calendar
 Exam reforms
 CBCS- enhancing learning
opportunities, ability to match
students’ scholastic needs and
aspirations, inter-institution
transferability of students, part
completion of an academic
programme by a student in two inst,

11. 2. Programme options
 Flexibility / Rigidity
 Entry-Exit points
 Credits/ Grades – transfer ?
 Value orientation ?
 Self-learning?
 Communication skills
 Other skills
 Responding to student needs

12. Flexible programme delivery
 include flexibility related to:
 time - time for starting and finishing a course,
assessment and pace of study
 content - topics, choices related to sequence,
and learning resources
 entry requirements - recognition of prior
knowledge, experience and qualifications
 pedagogy - pedagogical approach, social
interaction, language and resource
generation
 delivery logistics - time and place for
interactions, technology supporting
collaboration, learner support mechanisms
and communication channels.

13. Responding to student needs
 provide time relevant targeted
information
 be inclusive of all student groups
 address special needs of particular
groups
 include teaching staff at a personal level
 develop required computing and e-
learning skills
 recognise existing skills and experience
 recognise different entry points and

14. Employability - Recruiters:
 They do not expect or wish HE to be
primarily focused upon employability, but
they do expect graduates to be capable
of articulating and applying the benefits
of their learning experiences.
 They consider both formal and more
informal learning experiences, especially
where the latter provide crucial evidence
of the development of 'soft' skills such as
team working, negotiation, handling
people, effective communication,
client/customer orientation and so forth.

15. UK policy
 Education and skills is one of the key fronts
on which the battle to maintain
competiveness will be fought.
 Postgraduates are major drivers of innovation
and growth – and will be an essential part of
ensuring we have the capacity to compete.
 Professional development and employability
are increasingly important considerations for
potential postgraduates.
 PG Taught (PGT)
 PG Professional (PGP)
 PG Research (PGR)

16. 3. Academic norms and
regulations
 Calendar academic / national holidays
 Working days in organisation/ dept
 Attendance of students/ staff
 Contact hours ( within the working
hours and outside class hours, what
about on holidays?)
 Guidance and counseling
 Changing norms
 Dynamism

17. 4. Teaching process
Teacher Recruitment process
Teacher quality
 Teacher profile
Teaching plan-calendar
Teaching methods
Teaching aids

18. 5. Learning
 Student admission/ Student profile
 Creativity/ Critical Thinking
 Learning methods /Learning
strategies
 Remedial/Spl. Coaching
 Bridge courses
 Skill orientation
 Knowledge orientation
 Career orientation

19. 6.Evaluation system
 Internal/ external
 Transparency
 Security ?
 Examiners ?
 Scheduling
 Declaration of results
 Malpractices and lapses

20. 7.Research
 Research culture
 Research background of faculties
 Research promotion strategies
 Research publications (quality/type)
 Incentives – prizes
 Recognition / Awards
 Funding agencies
 Faculty mobility
 Autonomy
 Work culture= work load

21. 10 types of scientists
1. Explorer
2. Investigator
3. Developer/Translational
4. Service provider/operational
5. Monitor/regulator
6. Entrepreneur
7. Communicator
8. Teacher
9. Business/Marketing
10. Policy maker

22. 8. Consultancy
 Background of Faculties to offer
 Free / Chargeable
 Locational advantages and
disadvantages
 Constraints / Problems
 Prospects / Opportunities
 Collaborations and linkages

23. 9.Extension
 Purpose and scope
 Target group
 Participants
 Methodology
 Resource and avenues
 Need analysis
 Awards

24. 10.Student support
 Student mentoring /Student Welfare
 Co curricular/Extra curricular
activities
 Placement services
 On-campus interviews/selections
 Anti -ragging / smoke-free campus
 Anti-sexual harassment
 Self-defense for girls
 Scholarships/ stipends

25. 11. Student performances
Academic- projects/ field
works
Cultural / sports/ NSS/NCC
Social services/
Volunteering
Organizing abilities

26. 12. Student learning out come
and progression
Dropouts
Efforts
Track records
Alumni ?

27. 13.Student Participation
Representation in bodies
Participatory decision-
making
Sports / cultural events

28. 14.Physical Facilities
 Class rooms/ staff rooms – space ?
 Labs –kits for demos
 Furniture’s and fixtures
 Equipments
 Computers – dept. / classes/ labs
 Sports facilities – indoor/outdoor
 Seminar halls/ auditoriums

29. 15.Libruary
 Collection and services
 Journals- print and e-books/ online
 Other facilities- reading room/ stack
 Back volumes
 Timings?
 Orientation
 Academic involvement- purchase
 Books and their linkages with
curriculum

30. 16. IT infrastructure
 No. of computers / head counts
 Wi Fi / network
 Service provider and quality of
service
 Smart classrooms
 Multimedia facilities
 Recorded resources.
 Mobile usage.
 Web site.

31. 17.Vision & Leadership
 Perspective plan
 Decentralization
 Monitoring and review
 Feedback, analysis & actions
initiated
 Grievance redressal mechanism
 Quality policy – is it there ?
 Action plan
 Student satisfaction survey

32. 18. Maintenance
 Maintenance Budget ( how much
for too much requirement)
 Power-backup/ sanitation/ cleaning/
security
 Support staff/ assistants
 Methodology
 Supervision

33. 19. Faculty empowerment
strategies
 Adherence to Govt. norms
 Performance appraisal
 Competency enhancement
 Proper performance budgeting
 Gender audit
 Welfare measurement
 Professional development

34. 20. Financial management
 Budget estimation
 Internal audit
 External audit
 Resource mobilization
 Fixed assets/ deposits
 Endowments

35. 21. IQAC
 Lead audit- internal
 QM system like ISO
 External audit
 SWOC analysis
 Planning and Implementation

36. 22. Innovation and Best
practise
 What are these issues?
 Understanding these concepts
 Applying and testing ( ex. teacher-
student-library/ industry)
 Teacher-level best practices
 Student-level / institutional level
 Innovation – deliverables?

37. 23. Benchmarking
 Generally, benchmarking is introduced
an effective methodologies for
continuous improvement of quality.
 Benchmarking was understood to be
the act of imitating, but it refers to
innovation and learning from the
others more than imitation.

38.  Benchmarking is a process for self-
evaluation and self-improvement
through the organized and mutual
comparison of practice and
performance with competitors in order
to identify own strength and
weaknesses, and learn how to
improve and adapt with changes.
 In higher education institutions,
benchmarking is used to compare the
performance of universities with their
international competitors and learn
from them.

39. Benchmarks
 Per capita contributions by faculty
 Student –teacher ratio
 Library resources- head counts
 Student academic progression/
campus placements
 Application- Admission Status-
Success rates
 Head counts for equipment

40. NAAC & benchmarking
 The benchmarking, the systematic
means of measuring and comparing
the work processes of an organization
with those of others is widely used in
industry and the service sector for
quality measurement and
improvement.

41. Forces acting on us:
Political Forces:
1. Government initiatives to widen
access
2. Development of more HEIs
3. Government retains strict control over
HE curriculum and management
4. No unified or centralised system for
government control.

42. Economic Forces:
1. Reduced/limited funding per student
2. Reliance on private sector funding
3. Reliance on tuition or international
student fees
4. Rising cost per student
5. Increase in number of private HEIs
6.
Increased emphasis on internationalisat
ion

43. Socio-Cultural Forces:
1. Greater demand for student places
2. More diversity of student populations
3. Greater diversity of provision
4. Consumer pressure for greater
accountability or value for money.

44. Quality Management Models
 Model Definition
 EFQM Excellence Model= Non-prescriptive framework
that establishes 9 criteria (divided between enablers
and results), suitable for any organisation to use to
assess progress towards excellence
 Balanced Scorecard= Performance/strategic
management system which utilises 4 measurement
perspectives: financial, customer, internal process, and
learning and growth.
 Malcolm Baldridge Award= Based on a framework of
performance excellence which can be used by
organisations to improve performance. 7 categories of
criteria: leadership; strategic planning; customer and
market focus; measurement, analysis, and knowledge
management; human resource focus; process
management; and results.

45.  ISO 9000 Series = International standard
for generic quality assurance
systems. Concerned with
continuous improvement through preventative
action. Elements are customer quality and
regulatory requirements, and efforts made to
enhance customer satisfaction and achieve
continuous improvement.
 Business Process Reengineering System = to
enable redesign of business processes, systems
and structures to achieve improved performance.
It is concerned with change in five components:
strategy, processes, technology, organisation and
culture.
 SERVQUAL=Instrument designed to measure
consumer perceptions and expectations
regarding quality of service in 5 dimensions:
reliability, tangibles, responsiveness, assurance
and empathy and to identify where gaps exist.

46. Teachers’ Perception towards
Total Quality Management
Attitudes & motivation
Pressure by management
Productivity -focus
Diversification of faculty work
culture

47. Special causes of quality
failure
 Special causes of failure, on the other hand,
often arise from procedures and rules not being
followed or adhered to, although they may also
be attributable to a communications failure or
simply to misunderstandings.
 They may also be the result of an individual
member of staff not possessing the necessary
skills, knowledge and attitudes required to be a
teacher or an educational manager.
 The special causes of quality problems could
include lack of knowledge and skill on the part of
particular members of staff, lack of motivation,
communications failures, or problems with
particular pieces of equipment.

48.  Establishing the cause of quality
failure and rectifying it is a key task of
heads.
 Zero defects is a concept which is
harder to apply to services than to
manufacturing = Zero Defects
Planning.
 Error-Cause Removal.
 A Passion for Excellence.
 Everyone should be trained for quality.
 Multi-function teams—quality circles
 See that everyone is involved.

49. Final words
 When quality goes up,
costs may also goes up.
Quality improvement is a
never-ending journey.

50. Thank you