Materials Today: Proceedings xxx (xxxx) xxx

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Integration of total quality management principles to enhance quality

education in management institutions of odisha
Pritidhara Hota a, Bhagirathi Nayak a, Pratima Sarangi b
a
Sri Sri University, Cuttack, Odisha, India
b
School of Political Science, Gangadhar Meher University, Sambalpur, India

a r t i c l e i n f o a b s t r a c t

Article history: Education, as well as education services, is the main factor in improving the performance of management
Received 26 September 2020 institutions. Therefore, all participating organizations must work together to ensure that all stakeholders
Accepted 5 October 2020 have quality education and services. The training sectors are educators and teachers employed in educa-
Available online xxxx
tional institutions. Service and quality of service generated depend on the performers of the training
organization. This study examined the factors that affect the quality of resources and efficiency of the
Keywords: institutions in public and private management institutions in Odisha. Elements of Total Quality
TQM
Management (TQM) identify outlay. TQM elements are Education and training, customer focus and ori-
Stakeholder
Social ethics
entation, process flow management, supplier quality measurement, Social ethics concerned and knowl-
Education edge of curriculum that are the topic of this study. The results of this study have shown that a
correspondence number is high and positive among internal and external stakeholders relationship.
Furthermore, the support structure is an element of TQM, which affects directly the quality of the
resources of the educational institutions.
Ó 2021 Elsevier Ltd. All rights reserved.
Selection and peer-review under responsibility of the scientific committee of the Emerging Trends in
Materials Science, Technology and Engineering. This is an open access article under the CC BY-NC-ND
license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

1. Introduction
To meet the present and future expectations of stakeholders,
TQM is focused on the need of all organization stakeholders to col-
laborate to provide high-quality education and services. In addition
to the principles and convictions held by everyone in the same
organization, overall quality control consists of many high-
quality instruments and techniques. TQM can be described as a
strategy to achieve cooperation between the organization and its
members to produce and move more effective and superior ser-
vices. Such research revealed a positive association between the
successful implementation of the TQM and the efficiency of the
organization, whereby an organization is coordinated and the per-
formance of its employees significantly increases efficiency by
adopting complete quality management techniques. Leaders of a
TQM program find the organization to help employee growth in
developing and utilizing knowledge efficiently and effectively
multi-point contact between employees, administrators and cli-
ents. Furthermore, management promotes participation and
empowers employees in decision-making. TQM Institutions should
provide all their employees with the necessary training to improve
their skills in their work. Efficient management training and qual-
ity improvement will bring success to the efficient knowledge and
learning capacity of employees in the institutions and ensure long-
term sustainable quality management of the Institutions Fig. 1
Fig. 2 Fig. 3 Fig. 4 Fig. 5 Fig. 6 Fig. 7 Fig. 8 Fig. 9 Fig. 10 Fig. 11 Fig. 12.
2. Literature review
The Deming’s 14 principles helping a service industry to attain
quality are discussed by researchers on various parameters of TQM,
including quality assurance, curriculum creation, administration,
stakeholders, leadership and so on (Tom Noone, 2008). The princi-
ples show what management needs to do to ensure that they and
their employees can provide their customers with good service
quality. The goal of this paper is for the first time to select and
identify six of the 14 principles and to clarify their effect in the
management of higher education, and to stress the importance of
these principles. Six principles of Deming help to improve the
management of companies and address their application in the

https://doi.org/10.1016/j.matpr.2020.10.129
2214-7853/Ó 2021 Elsevier Ltd. All rights reserved.
Selection and peer-review under responsibility of the scientific committee of the Emerging Trends in Materials Science, Technology and Engineering.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Please cite this article as: P. Hota, B. Nayak and P. Sarangi, Integration of total quality management principles to enhance quality education in management
institutions of odisha, Materials Today: Proceedings, https://doi.org/10.1016/j.matpr.2020.10.129
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 1. Factor analysis of Education and Training.

Fig. 2. Factor analysis of Customer focus and Orientation.

higher education sector. The selection of these six principles is not
due to their greater value for quality, but because they are impor-
tant for higher education management. (Kato, 2010) said the goal is
to highlight the value of management in Japanese styles and total
quality management (TQM) in institutions of higher education.
This paper starts with a summary of management principles and
discusses them in a Japanese way of University administration
and TQM Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7
Table 8 Table 9 Table 10 Table 11 Table 12.
2
(Satish, 2009) The role of quality management principles in the
enhancement of classroom learning is discussed in this article. The
paper talks about cooperative learning and how it can enhance stu-
dent’s learning processes by transferring teaching from teachers to
students. Common principles in quality control can help students
understand more in the classroom. This study extends the applica-
bility of quality improvement methods for enhanced students to
learn in different cultural environments. (Berry, 2002) Through this
paper, the quality of work or administration is understood and how
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 3. Factor analysis of Supplier Quality Management.

Fig. 4. Factor analysis of Process flow Management.

both are important and how we need to consider every dimension
to see the suggested ideas. What quality in education means
depends on whether you talk from the viewpoint of labour or
administration, but the new pattern of ‘‘cooperating in the field
of quality” trend does not leave room for debates about definitions
of quality. (Han) in this article addresses the issue of ensuring the
standard of education and training in the education setting. The
implementation of the ideas from Total Quality Management
(TQM) is one potential way to improve education quality to the
cycle of teaching and schooling (T&L). The use of these characteris-
tics for the quality of TQM in education generates value for teach-
ers, employers and students. This paper focuses on the specific
areas of implementation of some essential components of TQM
methods, management, oversight and quality changes in classroom
teaching and learning activities. (Rena, 2006) In this article, it notes
how the Government provides formal and informal programmes

3
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 5. Factor analysis of Quality Performance Measure.

Fig. 6. Factor analysis of Quality Organizational Performance.

for the production of human capital at different levels. This article
attempts to analyze the development of education. This article
offers a comprehensive account, with particular regard to the
development programme of technical and vocational education.
(Muralikrishnan, 2009) through his paper, seeks to develop a
method of managing parlance in the higher education sector, antic-
ipating that all constituents are reasonably aware of quality so that
productivity and ability are enhanced. (Lunenburg, 2010) The
transformation of schools according to Deming’s 14 TQM principles
is provided in his article. The principles proposed by the founder of
TQM, W. Edwards Deming, as a foundation to achieve success in
schools, Edwards Deming was proposed. It’s a huge deal opportu-
nity for the systemic shift in schools to be conceptualized. (Misra,
2012) addresses the importance of accreditation, how beneficial it
is for the various stakeholders, why it is so relevant in the actual
case, how accreditation and good practice is accomplished for bet-

4
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 7. Factor analysis of Transparency in Process.

Fig. 8. Factor analysis of Social & Ethical Concern.

ter Institutions. (Furst-Bowe & Ferding, 2007) State how the Bal-
drige model encourages innovation quality development and
excellence output and is useful for educational institutions,
emphasizing innovative leadership and systematic assessments
on reform measures to coordinate processes and organization-
wide tools.
A collection of core values and principles will shape the TQM
structure. Such principles and definitions provide a basis for incor-
poration into the quality structure of the main performance
requirements. The core values of Leadership and quality culture,
ongoing improvement and innovation in education processes, par-
ticipation in employees, the rapid development of information

5
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 9. Factor analysis of Students Performance.

Fig. 10. Factor analysis of Knowledge of Curriculum.

response and management of customer-based quality, and part-
nership development are all fundamental to the TQM framework
proposed the inside and outside.
3. Methodology
This study explores the concept of integrating all quality
achievements to test the relationship between individual perfor-
mance indicators and the implementation of the TQM, to under-
6
stand how the quality of the Management Institute is related to
the performance of TQM.
4. Objectives

To identify the factors influencing the level of TQM practices in
Management Institutions based on internal and external
stakeholders.
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 11. The fit statistics.

To study the level of TQM implementation in selected manage-
ment institutes in Odisha.
Hypothesis:.

H0: TQM Implementation has no positive impact on quality perfor-
mance of Management Institutions.

Ha: TQM Implementation has positive impact on quality perfor-
mance of Management Institutions.
Here we used One-Way ANOVA to prove our objective and
hypothesis. We have collected primary data through our question-
naire, which developed with ten major categories of and each cat-
egory having average 5 questions. The categories are as follows i)
Educational and Training, ii) Customer focus and orientation, iii)
Supplier Quality Management, iv) Process flow Management, v)
Quality performance Measure, vi) Quality on organizational perfor-
mance, vii) Transparency on process, viii) Social& Ethical concern,
ix) Student’s performance, and x) Knowledge of curriculum. This
survey has done through internal and external stakeholders of Pub-
lic and private Management Institutions of Odisha.
Analysis of Variance (ANOVA) is a method for analyzing statis-
tics that divides into two components an observed aggregate vari-
ability within a collection of data: structures and random factors.
Systematic factors impact the data set statistically, but random
variables do not. For regression studies, researchers use an ANOVA

7
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Fig. 12. The Box Plot.

Table 1
Factor analysis of Education and Training.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5 Factor-6 Factor-7
3.6051203 0.758333 0.7244905 0.6335799 0.5407311 0.3906789 0.3470660
Final Communality Estimates: Total = 7.000000
ET_Q1 ET_Q2 ET_Q3 ET_Q4 ET_Q5 ET_Q6 ET_Q7
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 2
Factor analysis of Customer focus and Orientation.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5 Factor-6
3.3010619 0.8114879 0.5950488 0.5485546 0.3964493 0.3473974
Final Communality Estimates: Total = 6.000000
CF_Q1 CF_Q2 CF_Q3 CF_Q4 CF_Q5 CF_Q6
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 3
Factor analysis of Supplier Quality Management.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5
2.7906279 0.6956044 0.6032936 0.5512113 0.3592629
Final Communality Estimates: Total = 5.000000
SQM_Q1 SQM_Q2 SQM_Q3 SQM_Q4 SQM_Q5
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 4
Factor analysis of Process flow Management.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5 Factor-6 Factor-7
2.3694394 1.5490490 1.0051124 0.6688991 0.5389953 0.4768088 0.3916958
Final Communality Estimates: Total = 7.000000
PFM_Q1 PFM_Q2 PFM_Q3 PFM_Q4 PFM_Q5 PFM_Q6 PFM_Q7
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

8
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Table 5
Factor analysis of Quality Performance Measure.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5 Factor-6 Factor-7 Factor-8
4.1459700 0.8489658 0.6806579 0.6013875 0.5125861 0.4632469 0.3916958 0.3572309
Final Communality Estimates: Total = 8.000000
QPM_Q1 QPM_Q2 QPM_Q3 QPM_Q4 QPM_Q5 QPM_Q6 QPM_Q7 QPM_Q8
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 6
Factor analysis of Quality Organizational Performance.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5 Factor-6 Factor-7 Factor-8 Factor-9 Factor-10 Factor-11 Factor-12
5.9903023 1.3183652 1.0778432 0.8105434 0.6628774 0.5889810 0.3819811 0.3250155 0.2792481 0.2754227 0.1844472 0.1049729
Final Communality Estimates: Total = 12.000000
QOP_Q1 QOP_Q2 QOP_Q3 QOP_Q4 QOP_Q5 QOP_Q6 QOP_Q7 QOP_Q8 QOP_Q9 QOP_Q10 QOP_Q11 QOP_Q12
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 7
Factor analysis of Transparency in Process.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5
2.1741442 0.8603757 0.7270412 0.6585271 0.5799118
Final Communality Estimates: Total = 5.000000
TP_Q1 TP_Q2 TP_Q3 TP_Q4 TP_Q5
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 8
Factor analysis of Social & Ethical Concern.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5
2.1518062 0.8517299 0.7482587 0.6562508 0.5919544
Final Communality Estimates: Total = 5.000000
SEC_Q1 SEC_Q2 SEC_Q3 SEC_Q4 SEC_Q5
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 9
Factor analysis of Students Performance.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5
2.4800705 0.8033380 0.6944679 0.60340044 0.4187192
Final Communality Estimates: Total = 5.000000
SP_Q1 SP_Q2 SP_Q3 SP_Q4 SP_Q5
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

Table 10
Factor analysis of Knowledge of Curriculum.

Variance Explained Each Factor

Factor-1 Factor-2 Factor-3 Factor-4 Factor-5
2.7772317 0.6859376 0.6015366 0.4955514 0.4397427
Final Communality Estimates: Total = 5.000000
KOC_Q1 KOC_Q2 KOC_Q3 KOC_Q4 KOC_Q5
1.0000000 1.0000000 1.0000000 1.0000000 1.0000000

9
P. Hota, B. Nayak and P. Sarangi Materials Today: Proceedings xxx (xxxx) xxx

Table 11
Descriptive Statistics.

Dependent Variable: Score

Source DF Sum of Squares Mean Square F Value Pr > F
Model 9 223.943596 24.882622 33.07 <0.0001
Error 1430 1075.827932 0.752327
Corrected Total 1439 1299.771528

R-Square Coeff Var Root MSE Score Mean

0.172295 30.63551 0.867368 2.831250

Table 12
ANOVA Table.

Levene’s Test for Homogeneity of Score Variance ANOVA of Squared Deviations from Group Means
Source DF Sum of Squares Mean Square F Value Pr > F
Model 9 41.2655 4.5851 3.46 0.0003
Error 1430 1895.8 1.3257
Welch’s ANOVA for Score
Source DF F Value Pr > F
Source 9.0000 37.30 <0.0001
Error 582.1

method to determine the effect of independent variables on the So, we can demonstrate the hypothesis as per above ANOVA
dependent variable. table, Descriptive statistics and fit statistics. The null hypothesis
Formula of ANOVA: ‘‘H0: TQM Implementation has no positive impact on quality perfor-
mance of Management Institutions” is not true it is rejected and
MST
F¼ WhereF ¼ ANOVAcoefficient the alternate hypothesis ‘‘Ha: TQM Implementation has positive
MSE
impact on quality performance of Management Institutions” is true
MST ¼ Meansumofsquaresduetotreatment and it is accepted.

MSE ¼ Meansumofsquaresduetoerror

5. Data analysis and demonstrated hypothesis 6. Conclusion

The aim of this paper to studies the concept of incorporating
performance and the implementation of the TQM of the Manage-
ment Institutes. Through survey we have collected around more
than five hundred data from internal and external stakeholders.
After data collection we used SAS Educational version software to
analyze our data. First we did factor analysis according to our
major ten categories of the indicators with their all factors. Then
we did ANOVA to demonstrate our hypothesis. The details of the
analysis given bellow.
The random sample collected from a public and private educa-
tor of Management Institution in Odisha. The survey is based upon
a simple random sample of 526 individuals. This analysis used an
enclosed questionnaire using a Likert scale from 1 to 5 with the
test scale.
The above all ten tables (variance of factors) and figures (Scree
plot) are demonstrated about the factor analysis of our study. We
can observe the factors are quite well and large value. So, we can
use our all ten indicators for ANOVA analysis to demonstrate the
hypothesis.
5.1. ANOVA analysis
Here we can see the ‘‘P” value is 0.0001, which is significant,
because it is<0.05. The ‘‘F” value Mean Square value / Error value
33.07 is too high it is also quite good for the model. So we can
say that, the model is significant. The following ANOVA table also
significant due to ‘‘P” and ‘‘F” values are 0.0003 and 3.46, which
are also quite good.
10
This study does not offer any framework or guide to make TQM
successful in an institution. Instead it explores what motivates an
academic institution to take TQM into its process of examining
how relevant and appropriate the TQM can be and which can pre-
vent the successful use of TQM in education. It can be said, how-
ever in general that it is important to develop a quality culture
to make TQM a success, and that a transition from conventional
management culture to a complete quality culture is inevitable.
In addition, educational institutions will follow a custom-
orientated approach to their students. The values of quality cul-
ture, like continuous development, open collaboration, problem
solving and decision taking on truth, etc. The traditional relation-
ship between teacher and student no longer adds value to anyone.
Good management activities must be disseminated in educational
institutions.
The ten major indicators that we have considered here for our
research, these indicators are highly influenced by a quality perfor-
mance in educational institutions. The TQM implementation is a
positive impact on the quality performance of Management Insti-
tutions. Besides, to satisfy customer needs, all stakeholders in man-
agement institutes will work together to provide high-quality
training and services. The efficiency of the management organiza-
tions is determined directly or indirectly by teaching, preparation
and efficiency assessments. Everybody of an organization needs
to be aware of plans, strategies, and methods that will be used to
achieve the goals. There is a greater risk of failure we don’t have
a good communication plan. It is proved here according to our indi-
cators and collected data analysis.
P. Hota, B. Nayak and P. Sarangi
Declaration of Competing Interest
The authors declare that they have no known competing finan-
cial interests or personal relationships that could have appeared
to influence the work reported in this paper.
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