The landscape of “quality circles for

education” – a structured analysis

Sajed M. Abukhader

Abstract Sajed M. Abukhader is

Purpose – Quality circles (QCir) method is one tool of favorable effects on organisational change. based at the Department of
However, usage of the QCir method for the development of education is still a perplexing, scattered and Management, College of
scarcely attended domain. This paper aims at defining boundaries of categories of topics that could be Business Administration,
considered relevant discussions to this domain. Prince Sultan University,
Design/methodology/approach – With the basis of Soft Systems Methodology theory and concept Riyadh, Saudi Arabia.
development research method, this paper structured a taxonomy of categories of topics. Additionally,
this paper afterwards performed a structured analysis, based on the taxonomy, of the total literature
relevant to the ‘‘quality circles for education’’ domain.
Findings – The results revealed that this line of interest, although limitedly researched, is still alive today,
and not dead as was claimed in some studies. However, the core and amount of empirical evidence is yet
insufficient for the necessary progress of knowledge of this domain due to the type of research methods
used most of the time. Also, fortunately, because of the tabulated structure, the analysis clearly showed
the niche topics under this area that are ripe ground for new research. Furthermore, this paper has
shed light on another possible future line of research that plugs this domain into a set of synonym circles
used in the pedagogy realm.
Originality/value – This paper introduced land marks and border for a subject that was left limitedly
visited and scattered for some time, although it was positively praised in several studies. This paper
developed a taxonomy as well as drawn the landscape of the subject via performing a comprehensive
structured analysis of the relevant literature.
Keywords Quality circles, Quality control circles, Circle time, Education, Soft systems methodology,
Performance measurement
Paper type Research paper

1. Introduction
An abundant number of studies promote the positive effects of running Quality Circles (QCir)
method (Wang and Ahmed, 2001; Adebanjo, 2001; Goh, 2000; Park, 1991; Dale and Lees,
1985, among many studies). However, the literature sends perplexing signs about both the
continuity of research across time as well as applicability of QCir in various sectors. When
performing an initial search within the general literature of QCir, one finds a populated QCir
research scene during 1980s/1990s often within the manufacturing sector, as well as a wide
interest in QCir for health-care sector which continues to this day, in addition to a few scattered
QCir studies. When delimiting the search to the education sector, one gets the sense that QCir
was just a limited old interest for implementation in this industry. Even views and perspectives
contrast each other about the continuity of QCir. For instance, while Boaden and Dale (1993)
believe that evidence indicates the demise of QCir, one finds Gerry (1995) believing that QCir
did not die and that there still is a continuous interest in it. One also finds other scholars (for
instance, Goh, 2000) unsure if the QCir has a growing interest or even declining.
Received 8 September 2022
Revised 7 November 2022
Because QCir is seen as a valuable performance management technique (Goh, 2000), an 19 December 2022
overwhelmed service sector by continuous challenges and demands like the education Accepted 19 December 2022

DOI 10.1108/MBE-09-2022-0105 VOL. 27 NO. 2 2023, pp. 307-321, © Emerald Publishing Limited, ISSN 1368-3047 j MEASURING BUSINESS EXCELLENCE j PAGE 307
 sector might be in need for QCir. The sector is in demand for new innovative techniques
and methods that can improve the learning processes. Hence, the intuitive question of
interest here is: Is QCir still applicable today to educational processes taking place in both
educational and non-educational organisations?
For the question above, and using scholar.google.com, an in-depth search using the
keyword “Quality Circles” was performed for purpose of arriving at a comprehensive view of
research on the usage of QCir in education. To ensure getting hold of “every relevant”
study, the lists of references in the studies found during this search were checked, and
the profiles of the authors were explored to see whether they have similar studies.
Furthermore, during the search effort, some studies alternatively called the method “Quality
Control Circles” and sometimes “Student Quality Circles”, thus the search was expanded to
include these as additional keywords. Ultimately, there were two central results, as follows.
Firstly, the literature on the usage of QCir for the development of education and pedagogy
offers no single comprehensive systematic review. Secondly, but more importantly, the
literature itself is in fact incapable of advising what could be “relevant” studies to it. In other
words, a paradigm is not established yet for this subject matter, and that a possible title like
“QCir for Education” is not coined yet. Thus, aiming to explore a subject called “quality
circles method for education” cannot be guided currently because what this area could
stand for is not discussed yet. In other words, there are no answers for:
䊏 What is the scope or boundary for this subject matter: “QCir for Education”? What are
the topics (representing its bodies of knowledge) considered relevant to such an
emerging subject?
䊏 Accordingly, what is the historical development and status of the “QCir for Education”
subject? (and perhaps a timeline map that shows the progress of its literature), and as a
result,
䊏 What are the possible niches for future research in it?

Fortunately, there is at least a common ground on what QCir is in terms of purpose and
procedure. QCir has the following characteristics (selected references among many: Goh,
2000; Fabi, 1992; Ishikawa, 1984; and Ishikawa, 1982):
䊏 it is of a small group (ranging between six and ten, in average);
䊏 it must be of voluntary basis for participation;
䊏 the group meets in a periodical manner (likely weekly);
䊏 every meeting involves a brainstorming session that decides a list of identified
problems then ranks them to analyse in priority using variety of tools;
䊏 the team will conclude and submit recommendations for solutions to the upper management,
who would either accept and execute or otherwise run a discussion with the team;
䊏 the participants have enough freedom and empowerment;
䊏 serious support from the management is the most critical success factor for QCir (Fabi,
1992); and
䊏 the purpose is to resolve problems in the organisation and achieve continuous
improvement in a systematic manner.

While the term “Quality Control Circles” is no different to the term “Quality Circles”, “Student
Quality Circles” (SQC) (Akturk et al., 2002; Faridi et al., 2014) seem to have the same
characteristics of QCir but is focused on classroom assessment and resolving course-
related problems. So in SQC, the analysis and recommendations by the group for course
enhancement and development will be given to the instructor, not to the institution.

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1.1 Purpose of the research
The paper investigates three research questions related to the “QCir for Education” subject
in terms of “scope”, “status” and “future research”:
Question 1 (Scope): What could be the relevant bodies of knowledge (categories of topics) for
the “QCir for Education” subject?

Question 2 (Status): Because QCir research (generally speaking) was more active during the
1980s/1990s, has “QCir for Education” thus declined over time? Otherwise, is it still alive and
active same as research on “QCir for Healthcare” for instance? What are the possible reasons if
it has been declining?

Question 3 (Future research): What are the niche topics in “QCir for Education” recommended
for future research?

Discussions on the use of QCir for the development and enhancement of education
(“QCir for Education”) do not include discussions on educating people on how to carry out
QCir. They are two different subjects. The latter is beyond the interest of this paper.

2. Research methodology
Towards responding to the three research questions above, the research had progressed
into two stages:

1. Stage 1: Developing a taxonomy

2. Stage 2: A structured tabulated analysis

The first stage caters to “Question 1”:

What could be the relevant bodies of knowledge (categories of topics) for the ‘‘QCir for
Education’’ subject?

To approach this problem with a reasonable degree of replicability, it was necessary to use
a systematic method for identifying categories of topics (i.e. bodies of knowledge).
Research methods of taxonomy building and concept development via means of
ontological inquiry and sorting (Kundisch et al., 2021; Branch and Rocchi, 2015; Grix, 2010)
were deployed. This helped, as a start, to identify a group of dimensions (at a macroscopic
level), which need a further systematic break down modeling afterwards using Soft Systems
Methodology (Checkland, 1989) (SSM method). Ultimately, this resulted in a tabulated
structure/taxonomy that presents the possible set of categories of topics for the “QCir for
Education” subject. The SSM embraces a holistic systems perspective (Skaržauskiene, _
2010). As a fundamental concept in SSM, a “system” is a group of the components/
elements as well as the dynamics and synergies among its components in form of
interrelationships. Because an organisation/enterprise is a system, thus [an organisation =
components þ synergies]. Accordingly, implementing QCir for performance improvement
in an educational organisation/institution requires looking at the organisations’ components
and their synergies. The tabulated taxonomy is the final outcome of Stage 1.
Afterwards, in the second stage of the research, the aim was to capture and place “every
related” literature about this subject into the identified categories of topics inside the taxonomy
that was developed in the first stage. Thus, a comprehensive search in scholar.google.com
was performed. Three specific data (title, year and its research method) are keyed into the
tabulated taxonomy. This awarded a chance to map all the “relevant” studies in the subject
matter, and thus to analyse towards finding some answers for “Question 2” and to “Question 3”
of the paper. The search included only articles in peer-reviewed journals, and therefore
excluded grey literature including conferences papers, professional journal articles, books,
doctoral dissertations and master’s theses. Research notes published in peer-reviewed

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 journals (classified as research note, evaluation research articles, briefs and opinion papers)
were added but labeled so, due to a lack of research content (empirical evidence).

3. Developing a tabulated taxonomy – Stage 1

The modeling effort with an ontological inquiry process started with the following argument:
Because the general objective of QCir is analysing problems and finding solutions for them,
‘‘QCir for Education’’ will focus on analysing ‘‘education’’ problems and finding solutions for
them. Henceforth, a set of intuitive questions comes as follows:
䊏 Are “education problems” all about only evaluating how much the students learnt or
how effective their learning was, and finding solutions for improvement?
䊏 Does investigating behavioral issues of students and bullying in schools using QCir
belong to the “QCir for Education” subject?
䊏 Does investigating effectiveness of training courses given to employees in a factory
belong to this subject?
䊏 Are QCir studies carried out in public libraries and QCir studies looking at performance
of libraries inside hospitals part of this literature?
䊏 Are QCir studies exploring development of knowledge management (KM) schemes in
companies relevant to “QCir for Education”?
䊏 Is using QCir within a course as a learning tool to increase students’ understanding of
the course content and develop personality traits and leadership also relevant?
If the ultimate purpose of “education” is all about developing the capacity of the recipient,
the above set of inquiries lead to the below four dimensions (at least) as shown in Table 1.
The above identified dimensions need to be broken down into further microscopic level of
categories of topics; one approach is the SSM (a system = components þ dynamics, as
mentioned earlier) as follows:
Since students/learners are the central theme in education, then a systems perspective gives
Figure 1, which shows the probable contributing factors or impacts from the educational process
on the capacity of a student/pupil/trainee.

Based on Figure 1, one way of branching out “relevant” categories of studies (or topics) is
exhibited in Figure 2. Thereafter, based on Table 1, Figure 1 and Figure 2, a tabulated taxonomy
structure gets developed as in Table 2.

4. A structured tabulated analysis – Stage 2

The work in this second stage of research is to respond to the other two research questions
(stated in the Purpose subsection): Question 2 (status), and Question 3 (future research).

Table 1 Possible dimensions of “QCir for education”

Form of question
Dimension Topic (representing the topic)

1. The role of QCir
2. The type of place that runs QCir
3. The knowledge dissemination
type in the organisation
4. The embraced perspective in
“QCir for Education”
Analysing role (use QCir to analyse problems) vs (QCir) What for (purpose)
instructional role (use QCir to teach)
Educational institution vs non-educational institution (QCir) Where
teaching knowledge (via offering courses) vs facilitating (Education) How
knowledge (via existence of library or KM)
Analysing attainments of the educational process vs (QCir) What (to evaluate)
analysing the educational process as a whole (holism)

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 Figure 1 Soft systems methodology’s view of the educational process

Community
Outside the
instute

Student/
Educaonal Process
(Human and non-Human
Learner/ outcome
components/elements) Pupil

For this, a work of inserting the available relevant literature (of the “QCir for Education” subject)
into the tabulated taxonomy (Table 2) was carried out. The data taken are three types per each
study: title, year and its research method. This rendered a map over the details of the literature
as shown in Table A1 (placed in the Appendix). The keywords used for this exhaustive search
are: “Quality Circles”, “Quality Circle”, “Quality Control Circles”, “Quality Control Circle”,
“Student Quality Circles” and “Student Quality Circle”. The relevance of captured studies is
decided based on the categories of the tabulated taxonomy (Table 2).
There were some articles that had some issues. One article has a title that may seem relevant
to another subject, namely, educating or providing training on how to carry out QCir (which
was declared in the “Purpose of the Research” section as not relevant to “QCir for Education”),
but the article is in fact not about educating QCir as it may seem from its confusing title. It is
rather the other way around, and thus it was included in the tabulated analysis of Table A1.
The title of the article is: “Education for quality circles in Japanese schools” (numbered 26 in
the Appendix). Furthermore, four articles had access problems, three of which could not be
accessed for online or print version of it but only the abstract, whereas one article was
completely inaccessible, even the abstract. The articles were included in the analysis (with a
note regarding access to full text) except the one with no access to the abstract, titled: “An
innovative approach in technical education system for solving work related problems by
quality circles” published in The Indian Journal of Technical Education, 1998. In addition, there
is an article posted in the online account of its author, but the content does not exist in the
claimed journal; the claimed DOI shows that the content was removed. The title of the article is
“Boosting anatomy teaching of MBBS first year students using a quality circle module – A
personalised perspective” and was claimed to have been published in National Journal of
Clinical Anatomy 2017. Hence, it was not included in the tabulation.
The search process has also rendered additional literature that represents possibly
analogous methods to QCir practiced in the pedagogy discipline; Table A1 contrasts a
selected number of methods to QCir in terms of purpose and procedure. The listed four
methods are not a comprehensive presentation, and it is beyond the scope of the paper to
explore all possibly analogous methods to QCir used in the pedagogy discipline. Perhaps
future research might step in for this purpose.
From the perspective of the tabulated taxonomy (Table 2), the studies related to the four
examples of QCir-analogous methods could be looked at as follows:

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 Figure 2 Analytically identified categorisation of topics/type of studies for “QCir for
education”

With SSM perspecve, the organizaon as a system could have at least the following components and dynamics:

1. Educaonal instuons (EI)**, which host:

a. Educaonal Process (EdPr) (as a core process), with the following ingredients:
i. Human components/elements (HC)
1. Teaching staff
a. Skills in teaching
b. Sasfacon of job
c. Social interacon (impact) with/on the student
2. Peers (students) (their social interacon – impact – with the student)***
3. Community (as an environmental indirect factor/impact on the student)
ii. Non-human components/elements (nHC)
1. Teaching instruments/methods/strategies
2. Curricula
3. Classrooms and facilies
b. Administrave units (AdminU) (with indirect impact):
i. Admin staff (their social interacon – impact – with/on the student)
ii. Procedures/regulaons of the instuon
c. Library & Knowledge management scheme in the instuon
2. Non-educaonal instuons (nEI) (like a hospital, a factory, etc.), which host:
a. Educaonal Process (EdPr) (as an auxiliary component), with the following ingredients:
i. Human components/elements (HC) (Teaching staff)
a. Skills in teaching
b. Sasfacon of job
ii. Non-human components/elements (nHC)
1. Teaching instruments/methods/strategies
2. Curricula
3. Classrooms and facilies
b. Library & Knowledge management scheme in the instuon

_________________________________________

** The paper considers “Educaonal Instuon” as an every organizaon that has the educaonal process as a core
process, namely five types:

• K12 schools,
• Post-secondary colleges (such as community colleges, vocaonal centers, folk universies),
• Higher Educaon (that offer bachelor degree or postgrad degrees),
• Professional training instutes, and
• Libraries (being a separate body like public libraries, or part of an organizaon like a factory, a hospital, etc.)

*** Examples of the impact of social interacon from peers (students) on the student/pupil are bullying, harassment,
coaching, etc. The impact might be posive or negave.

1. Circle Time: related to both “All above categories under EI” and “Instructional Role”
2. Responsive Circles: related to “All above categories under EI”

3. Student Management Teams/Groups: related to “All above categories under EI” and
“Instructional Role”

4. Socratic Circles: related to “Instructional Role”

Accordingly, a note was placed in the relevant sections of Table A1 in regards to the four
methods.

5. Results and discussion

Figure 3 shows that there has been active production of articles (total of research articles
and research notes) in peer-reviewed journals into “QCir for education” since 1981 up to

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 Table 2 Structuring a tabulated taxonomy for analysing the relevant literature of “QCir for
education” domain

The year of
publicaon
Number of
arcles
Categories of Topics** Title of arcle Research Methods ulized

Skills
Teaching
Sasfacon
staff
HC

Social impact
Peers
EdPr

Community
Teaching instruments
nHC

Curricula
EI

Facilies
Analyzing Role

AdminU

Admin staff

Procedures
Library & Knowledge management
All above categories under EI
Skills (of teaching staff)
HC

Sasfacon (of teaching staff)

EdPr

Teaching instruments
nHC
nEI

Curricula
Facilies
Library & Knowledge management
All above categories under nEI
Instructional Role

Using QCir within a course

Note: **The categories listed in the table based on the progressive discussion of Table 1,
Figure 1 and Figure 2

Figure 3 Timeline of published articles in peer-reviewed journals (total of both research

articles and research notes)

date; the subject never died. In average, it is around more than one article at least published
at all times, though it was higher during 1980s. Furthermore, the counts did not include the
studies on analogous methods to QCir (examples are presented in Table 3); adding them will
confirm the interest of the pedagogy community in the circle concept in the evaluation and
development of education (by either QCir or analogous methods). Moreover, the grey
literature (conferences and dissertations) as well as studies in non-English languages, if
included, will lend more credence to the existence of the “QCir for Education” subject.

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 Table 3 Contrasting a number of selected examples of methods (practiced in the education discipline) possibly analogous to QCir
PAGE 314
QCir
(or ‘‘Quality control circles’’
or ‘‘Student quality circles’’)
Circle time
j MEASURING BUSINESS EXCELLENCE j VOL. 27 NO. 2 2023
Responsive circle (or
Restorative Circles, or
Restorative practices)
Student management teams
(or student management
groups)
Purpose
To develop a solution for a problem
䊏 Circle time can be rewarding in developing social skills,
physical motor abilities and intellectual capacity, as well as
fun. It enhances learning, allowing pupils to experiment
new ideas and perspectives.
(Zaghlawan and Ostrosky, 2011)
䊏 “Help build connections among students and open
possibilities for collaboration and mutual understanding”
䊏 “May be used as a response to problem issues within the
classroom” or “as a response to a serious conflict that has
occurred” or “may be used for reentry into a school
community after a suspension or expulsion”
(Katic et al., 2020)
“SMGs reduce perceived student-professor distance and
encourage students to become more intrinsically motivated by
participating in class governance issues”.
(Lilly and Tippins, 2015)
Procedure
䊏 A group of six to ten
䊏 Voluntarily
䊏 Guided by a facilitator from among the group
䊏 Autonomy to select topics, discuss, analyse and provide
recommendations
䊏 Use various tools for analysis and decision
䊏 Rounds (once a week) for several months
䊏 Recommendations get communicated up to the top management
for approval otherwise for more communications
“Ground rules for the Circles:
䊏 No one may put any one down
䊏 No one may use any name negatively (creating safety for all
individuals including teachers and parents)
䊏 When they speak, everyone must listen
䊏 Everyone has a turn and a chance to speak
䊏 All views are taken seriously
䊏 Members of the class team may suggest ways of solving problems
and
䊏 Individuals may accept the help or politely refuse it”
(Tew, 1998)
䊏 “Involve a discussion between a school staff member and a
student following an incident”
䊏 “The process includes having each participant identify the problem
and the impact, addressing what needs to be done to make things
right, asking everyone to contribute ideas toward a solution, and
assigning responsibility to participants for plan implementation”
(Katic et al., 2020)
䊏 “SMGs typically comprise three to five students enrolled in a class”.
䊏 “Students participate in SMGs voluntarily”.
䊏 “Throughout the course, they collect feedback from class members
regarding a variety of course issues such as whether students
understand the material sufficiently, whether students are having
difficulties with assignments, whether students are comfortable
with the professor, and so forth”.
䊏 “After sharing the student-generated comments and concerns with
the professor, the SMG and the professor then discuss ideas about
how to improve the course”.
(Lilly and Tippins, 2015)
(continued)
 Table 3
Purpose Procedure

Socratic circles Awards the chance for participants to improve their
understanding of a topic via dialogic learning and “exploratory
talks”. This “increases argumentation skills and dialogic
learning”. In fact, Socratic circles is a teaching tool.
(Brown, 2016)
䊏 “Examine open-ended questions in a whole-class discussion so
that participants can seek better comprehension of a topic”
䊏 It “is structured around a piece of text that students have read
critically. Students sit in two concentric circles, where the inner
circle focuses on examining and discussing the text, and the outer
circle listens and observes, and then provides feedback to the
inner circle discussants. The feedback provided by the outer circle
to the inner circle is meant to focus on the process of quality
discussion rather than on the content of the discussion (. . .). Both
circles have a chance to reflect, and then the students change
places and roles so that the process can repeat itself”
䊏 It “is not managed by the teacher through raising hands or
selecting the speaker”
(Brown, 2016)

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j MEASURING BUSINESS EXCELLENCE j PAGE 315
 Yet, Table A1 shows that the total body of literature is not of enough empirical evidence,
and hence, this urges for future research for more studies that bring in empirical results
enough for the progress of this subject. The dominant research method used was single
case study. Other methods were rarely used. Methods of questionnaire, structured/semi-
structured interviews and observational analysis of participant were used twice each. There
was a single study for each of co-variance analysis, survey of status of usage of QCir,
quasi-experimental study, comprehensive review, multi-case study and meta-analysis of
cases as a secondary data.
Table A1 provides instant view on the niche for future research for “QCir for Education”.
One-third of peer-reviewed studies (including research notes) were focusing on testing the
implementation of QCir for the general development of the education institutions. One-fifth
of the studies were into instructional development during the delivery of courses. The
analogous methods’ studies are mostly also into these two pathways (the general
development and the instructional purpose). The remaining studies (near half) are scattered
in focus into 11 topics (as examples: evaluation and development of curricula, impacts
between the students and their peers or the synergies between students and their
surrounding community – in educational organisations). Unfortunately, there are no studies
testing QCir method within educational institutions for the evaluation and development of
teaching instruments, or the interrelationship between the teacher and the student. Also,
there are no studies investigating the general evaluation and development of education in
non-educational organisations (for instance, education among employees in a factory) or on
four specific topics (within non-educational organisations): used teaching instruments,
designed or designing curricula, facilities (allotted for the courses) and the satisfaction of
trainers.

6. Concluding remarks
This paper attempts to identify the possible categories of topics that represent the
“relevant” bodies of knowledge in a form of tabulated taxonomy for an important but all too
frequently overlooked subject: QCir for education. The subject has been confusing,
scattered and scarcely paid attention to.
The paper, afterwards, performed a structured analysis based on the above tabulated
taxonomy to reach a comprehensive map view of literature of this possibly emerging
subject (coined as “QCir for Education”). Several rewards are rendered out of this analysis.
It showed that this subject is definitely not dead, but alive, and of interest to both the
pedagogy and quality communities since 1980s. However, it showed that the type and
amount of empirical evidence contained are unfortunately not sufficient for a serious
progress of knowledge in this subject. The analysis provided a clear view of gaps and
distribution of interests across the various categories of topics under this subject, and thus
possibilities for future research.
Furthermore, the paper has shed light on possible existing analogous methods to QCir that
are already practiced in the pedagogy discipline. Perhaps it is worthwhile that these similar
practices get plugged into the “QCir for Education” literature, therefore, future research is
needed in this regard. Last, but not least, structuring this tabulated taxonomy introduces
another possible example for the applicability of SSM theory.

6.1 Limitations of the study

The study was challenged with the language barrier when it comes to literature that is in
languages other than English, appeared in scholar.google.com during the comprehensive
search for relevant studies on “QCir for Education”. Also, the paper did not include possibly
worthwhile research that is not published in peer-reviewed journal, such as conference
papers and dissertations.

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6.2 Future research
Because this paper shows the landscape of “QCir for Education” subject, a number of
areas for future research can be clearly visible. “QCir for Education” is ripe ground for future
research that tests applicability of QCir for the development of education held in non-
educational institutions (e.g. factories, hospitals and so on). There is also a niche for a
focused research on the usage of QCir for the evaluation and development of teaching
instruments and the relationship between the teacher and the student in educational
institutions (such as universities, vocational institutes and K12). More important is that future
studies advance enough empirical evidence for the subject to move forward.
It may add value to literature of “QCir for Education” if future research investigates the
various analogous methods currently in use in the pedagogy discipline, and work on
integration of the literature towards one paradigm. The landscape of the “QCir for
Education” subject becomes better described when considering the grey literature as well
as non-English-based published research.

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PAGE 318 j MEASURING BUSINESS EXCELLENCE j VOL. 27 NO. 2 2023

Appendix

Table A1 The results of the tabulated analysis

publicaon
The year of
Number of
arcles
Categories of Topics** Title of arcle Research Methods ulized

Teachers’ learning journeys: The quality learning circle as a model of 2003 Semi-structured interviews and observaonal notes from QCir meengs
Skills

1
professional development [1] (QCir is rather named ‘Quality Learning Circle’)
Teaching staff

Quality circles and classroom teachers [2] 1992 A case study in a K8 public school
Sasfacon

2
The relaonship between quality circles and teacher sasfacon [3] 1990 Triangulaon of covariance analysis, structured interviews, and a series of
QCir parcipant observaons (64 voluntary teacher from 7 elementary
schools from a large suburban school district)

Social
impact
0
HC

Addressing cyberbullying in school using the quality circle approach 2010 A case study (an inner-city co-educaonal secondary school in London)
2 [4]
Peers
Analyzing Role

Revising cyberbullying in schools using the quality circle approach 2012 Re-implemenng QCir in the same school of the previous study 2010 of [4]
[5]
EdPr
EI

An evaluaon of students’ quality circles and the World Council for 2012 Research note on the efforts of World Council for Total Quality and
Total Quality and Excellence in Educaon [6] Excellence in Educaon via QCir to promote peace and conflict resoluon
in K12
Community 2
Developing community-school involvement via quality circles [7] 1986 Research note on the importance of community involvement in school
development via means of QCir

Teaching
instruments
0

Student quality circle: skillful learning environment [8] 2017 A case study in an engineering college
2
nHC

Curricula
Fostering crical thinking in the middle school by using a quality 1995 Research note that describes how QCir can help teacher integrate crical
circle strategy [9] thinking skills into classroom sengs (middle school as a case example)

Facilies 1 Laboratory development through quality circle approach [10] 2011 A case study in a technical college

The quality circle approach and the school psychological services: 1992 A case study among psychological praconers working in a large urban
descripon and applicaon [11] public K12 school of 30,000 pupils

Quality circles: a corporate strategy applied in a student services 1987 Implemenng QCir in the department of admissions at the University of
seng [12] Maryland (a case study)
4
Admin staff
Quality circles: an experiment in higher educaon [13] 1985 Implemenng QCir in the department of student affairs at the University of
Central Florida (a case study)
AdminU

Quality circles that enhance producvity (full text is not accessible, neither as 1981 A case of using QCir among employees in a public community college (as per
online nor as print. WorldCat indicates not exisng – Also author not approachable) [14] the abstract)

Quality circles: a corporate strategy applied in a student services 1987 Implemenng QCir in the department of admissions at the University of
seng ( Repeated) [12] Maryland (a case study)

Quality circles: an experiment in higher educaon (Repeated) [13] 1985 Implemenng QCir in the department of student affairs at the University of
Procedures 3 Central Florida (a case study)

Quality circles in higher educaons: a survey of mismanagement 1990 A survey of status among universies and colleges known of using QCir in
[15] administrave side for connuous improvement

Quality circles in a community college LRC [16] 1984 Research note that narrates a case of library in a community college that
ulized QCir to enhance their dues and procedures

Quality circle: an evoluonary tool for libraries [17] 2013 Research note that the benefits of QCir for academic libraries
Library & Knowledge
4
management Quality circles and library management [18] 1985 Research note that discusses the possibilies, benefits as well as limitaons
for employing QCir in academic libraries

QWL strategies: quality circles (full text is not accessible, neither as online nor as 1983 Research note on possibilies for QCir in academic libraries (as per the abstract)
print. WorldCat indicates not exisng – Also author not approachable) [19]

Student quality control circle: a case study on students’ parcipaon 1999 A case study (students in a school of business administraon)
in the quality control circle [20]

Higher educaon in a state of crisis: a perspecve from students’ 2012 A case study of QCir aempts and efforts in Kingston Business School
quality circles [21]

All above categories Towards improving the performance of weak students through 2016 Implemenng quality circles in a school of engineering
under EI idenficaon and effecve implementaon of t asks by the quality
circles [22]

Quality circles – an approach to solve polytechnic problems [23] 1996 Mulple case study of QCir (28 polytechnic colleges)

Use of quality circles among first year medical students and impact 2002 A case study of QCir with first year medical students
on student sasfacon [24]

(continued)

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 Table A1

Educaon for quality circles in Japanese schools [25] 1982 Research note sharing observaons of ulity and praccing of QCir in
Japanese K12 schools and rendered benefits

Assessment of quality circles of engineering colleges [26] 2012 Research note as evaluaon research of performing QCir in engineering
and computer sciences colleges in some universies)

Quality circle – a management tool for quality in higher educaon 2019 Research note on feasibility and benefits of QCir to the Indian higher
instutes [27] educaon

Quality circles for school districts [28] 1985 Research note on feasibility of ulizing QCir for school districts

Quality control circles – a tool to improve quality of technical 2010 Research note on possibility of using QCir for technical/vocaonal
educaon [29] educaon based on QCir aempts performed in a college case

Integrang quality circles into college athlec departments [30] 1988 Research note on the possibility of integrang the work of administrators
22 and staffs in the educaonal instuons

Structure of quality circles in educaonal instuons in higher 2013 Research note on the structure and implement-ability in higher educaon
learning [31] instuons in India

Issues and concerns in implemenng quality circles in public school 2013 Research note on the possibilies and obstacles of implemenng QCir in
management in Nigeria [32] public Schools

Quality circles in the schools: problems and soluons [33] 1986 Research note on the problems encountered in establishing QCir in public
elementary schools (personal experience)

Quality control circles: a case to import from industry to educaon 2004 Research note on the possibility of using QCir in educaon in higher
[34] educaon in Asian and Indian context

Quality assurance in educaon through quality circles – global and 2009 Research note discussing quality circles as a facilitator for ensuring quality
Indian context [35] in higher educaon globally but with much focus on Indian context

Quality circles in educaon [36] 1983 Research note discussing QCir importance for implementaon in K12

Student life improvement circles: an adaptaon of quality circles in 1983 Research note in light of two examples that implemented QCir (as per the
higher educaon (full text is not accessible, neither as online nor as abstract)
print. WorldCat indicates not exisng – Also author is not
approachable) [37]

Improving your school through quality circles [38] 1982 Research note that encourages QCir for usage in K12

Quality circles: an alternave for higher educaon [39]
Building quality into academic programs using quality circles [40]
1983 Research note promong usage of QCir in higher educaon as an
alternave soluon for development and enhancement various parts of the
higher educaon
2001 Research note promong (on account of previous experiences in
universies) usage of QCir in higher educaon

Improving education through quality circles [41] 1987 Research note on the benefits of quality circles on improving educaon

(In addion to the Circle Time method studies)

(In addion to the Responsive Circles method studies)

(In addion to the Student Management Teams/Groups method

studies)

Skills (of 1 Improving the implementaon of paent safety by nursing students 2018 Quasi-experimental study of QCir in two hospitals teaching nursing
teaching staff) using nursing instructors trained in the use of quality circles [42] students on paent safety
HC

Sasfacon 0
(of teaching staff)
EdPr

Teaching
instruments
0
nHC

Curricula 0

Facilies 0

An organizaonal learning perspecve of knowledge creaon and 2015 Quesonnaire to local companies with results showing that there is a link
the acvies of the quality circle [43] and relaonship between QCir acvies and knowledge creaon in
companies implemenng KM
nEI

Quality improvement: perspecves on organizaonal learning from 2011 a comprehensive review on QCir method and organizaonal learning (OL)
hospital-based quality control circles in Taiwan [44] in healthcare sector in Taiwan, and applied a conceptual framework of OL
to explore the possible impact of QCir on OL
Library & Knowledge
6 The quality circle approach to knowledge management [45] 2002 Two case studies
management
Innovaon by small group acvity and organizaonal learning – an 2012 Meta-analysis of 156 cases of QCir in literature
empirical study on quality control circle acvity [46]

Quality circles for management decisions: what is in it for libraries 1984 Research note based on a case of a Public Library that implemented QCir
[47]

Why not consider quality circles? [48] 1991 Research note based on examples of libraries that used QCir

All above categories

0
under nEI

(continued)

PAGE 320 j MEASURING BUSINESS EXCELLENCE j VOL. 27 NO. 2 2023

 Table A1

Introducon of classroom quality circles in the first year MBBS 2021 A case study (first year medical students in a college)
students and its effect on students learning [49]
An introducon to student quality circle at College of Business 2014 A case of using QCir within a course in a public university
Administraon – an empirical study [50]
Dimensions of class quality circles and development of life skills – 2012 Quesonnaire in a college to evaluate several years of usage of class
perspecves of CQC leaders [51] quality circle
An ingenious CRT for endorsing student quality circles [52] 2015 A case study in a technical college for development of skills and knowledge
of engineering students

Using quality circles in the classrooms to improve student learning 1999 A case of using QCir within a nursing course
and sasfacon [53]
Quality circles: a Japanese management technique for the classroom 1984 Implemenng QCir in chemistry courses in college
[54]
Using quality circles in general chemistry [55] 1996 Implemenng QCir in general chemistry courses in college
Using quality circles to enhance student involvement and course 2005 Implemenng QCir in food science and human nutrion course
quality in a large undergraduate food science and human nutrion
Instructional Role

course [56]
Implementaon of students’ quality circle in medical microbiology 2015 Implemenng QCir in a medical microbiology course
Using QCir within courses 15 course [57]

Use of quality circles to enhance classroom instrucon [58] 1995 Implemenng QCir in a case of classroom of Operaons Management
course (College of Business)

Using classroom quality circles to combat with Japanophobia [59] 1994 Research note based on author’s experience in ulizing QCir in History
course in college
Can quality circles work in classrooms of the gied? [60] 1984 Research note on the use of QCir in class for gied pupils of K12

Quality circles in law teaching [61] 1997 Research note on the benefits and rewards of using QCir for teaching law
on account of personal experience (implementaon in a university)

Quality circles in nursing educaon [62] 1986 Research note on ulizing QCir in a case of graduate level courses for
nursing educaon programs

Assessment and student learning: using quality circles [63] 2008 Research note that reports personal experience of an instructor
implemenng aempt of QCir in her athlec training course

(In addion to the Circle Time method studies)

(In addion to the Socrac Circles method studies)
(Student Management Teams/Groups method studies)
[1] School Effecveness and School Improvement journal (DOI:
10.1076/sesi.14.2.189.14222)
[2] Special Services in the Schools journal (DOI: 10.1300/J008v06n03_09)
[3] Educaonal Research Quarterly journal (Sherman, Ross, Vol 14, No. 2, ISSN: 0196-5042)
[4] Journal of psychologists and Counsellors in Schools (DOI: 10.1375/ajgc.20.2.157)
[5] School Psychology Internaonal journal (DOI: 10.1177/0143034312445243)
[6] AI & Society journal (DOI: 10.1007/s00146-012-0373-7)
[7] Journal of Educaon (Haynes, Thomas, and Allison, Kathy, Vol 107, No. 2, ISSN:
0013-1172)
[8] Journal of Engineering Educaon Transformaons (DOI:
10.16920/jeet/2017/v31i2/119559)
[9] Journal of Instruconal Psychology (Kaplan, Joseph, and Kies, Daniel, Vol 22, No 2,
ISSN: 0094-1956)
[10] Journal of Engineering Educaon Transformaons (DOI:
10.16920/jeet/2011/v24i3/113458)
[11] Special Services in the Schools journal (DOI: 10.1300/J008v06n03_09)
[12] Journal of College Student Personnel (Steele, B., Rue, P., Clement L, and Zamostny, K.,
Vol 28, No 2, ISSN: 0021-9789)
[13] NASPA Journal (DOI:10.1080/00220973.1985.11071936)
[14] Community and Junior College Journal (Romine, L., Vol 52, No 3, ISSN: 0190-3160)
[15] CUPA Journal (Simmons, John, and Kahn, Susan, Vol 41, No 3, ISSN: 0010-0935)
[16] Community & Junior College Libraries journal (DOI: 10.1300/J107V03N02_05)
[17] Internaonal Journal of Advanced Research in Management and Social Sciences
(Sharma, Chitra, Vol 2, No 5, ISSN: 2278-6236)
[18] Community & Junior College Libraries journal (DOI: 10.1300/J107V03N03_12)
[19] Journal of Academic Librarianship (Martell, Charles, and Tyson, John, Vol 9, No 5,
ISSN: 0099-1333)
[20] Assessment and Evaluaon in Higher Educaon (DOI: 10.1080/0260293990240204)
[21] AI & Society journal (DOI: 10.1007/s00146-012-0383-5)
[22] Journal of Engineering Educaon Transformaons (DOI: 10.16920/jeet/2016/v0i0/85527)
[23] Journal of Engineering Educaon Transformaons (DOI:
10.16920/jeet/1996/v10i2/114858)
[24] Swiss Medical Weekly journal (DOI: 10.4414/smw.2002.09899)
[25] Journal of Research and Development in Educaon (Torrance, Paul, Vol 15, No 2,
ISSN: 2327-316X)
[26] Journal on Future Engineering and Technology (Chaudhuri, Deba, and Ghosh,
Sadhan, Vol 8, No 1, ISSN: 0973-2632)
[27] Aayushi Internaonal Interdisciplinary Research Journal (Dhagi, Shrikant, Vol 6, No 5,
ISSN: 2349-638X)
[28] The Educaonal Forum journal (DOI: 10.1080/00131728509335852)
[29] Journal of Engineering Educaon Transformaons (DOI:
10.16920/jeet/2010/v23i3/113452)
[30] Public Policy and Administraon Research journal (Nwogu, U. and Abraham, Nath,
Vol 3, No 3, ISSN: 2225–0972)
[31] Journal of Educaon (Long, Charles, Vol 107, No 1, ISSN: 0013–1172)
[32] Journal of Sport Management (DOI: 10.1123/jsm.2.2.140)
[33] Online Internaonal Interdisciplinary Research Journal (Malik, P.K., Vol 3, No 6, ISSN:
2249–9598)
[34] The Indian Journal of Social Work (Sharma, Deepa, and Kamath, Ravi, Vol 65, No 2,
ISSN: 0019-5634)
[35] Academic Leadership: the Online Journal (Devi, Uma, and Mani, R.S., Vol 7, No 4, ISSN:
1533–7812)
[36] Educaonal Leadership journal (Chase, Larry, Vol 40, No 5, ISSN: 0013-1784)
[37] College Student Affairs Journal (David, McInre, and Robert, Feid, Vol 4, No 4,
ISSN: 2381-2338)
[38] NASSP Bullen (DOI: 10.1177/019263658406645716)
[39] Journal of the College and University Personnel Associaon (Holt, Larry, and Wagner, Thomas,
Vol 34, ISSN: 0010-0935)
[40] South African Journal of Higher Educaon (hps://journals.co.za/doi/abs/10.10520/EJC36793)
[41] Contemporary Educaon journal (Hunnicu, Vol 58, No 3, ISSN: 0010-7476)
[42] BMC Nursing journal (DOI: 10.1186/s12912-018-0318-7)
[43] Total Quality Management & Business Excellence (DOI:
10.1080/14783363.2015.1009367)
[44] Human Resource Development Internaonal (DOI: 10.1080/13678868.2011.542901)
[45] Managerial Auding Journal (DOI: 10.1108/02686900210434096)
[46] Internaonal Journal of Innovaon and Learning (Kitazawa, Ken, and Osada, Hiroshi,
Vol 11, No 3, ISSN: 1741-8089)
[47] Special Libraries journal (Mourey, Deborah, and Manfields, Jerry, Vol 75, No 2, ISSN: 0038-6723)
[48] Library Management (DOI: 10.1108/01435129110140260)
[49] Journal of Educaon and Health Promoon (DOI: 10.4103/jehp.jehp_412_20)
[50] Internaonal Educaon Studies journal (Faridi, M, Kahtani, N., Alam, T., and Malki, S.,
Vol 7, No 9, ISSN: 1913-9039)
[51] Sacred Heart Journal of Science and Humanies (Arockia, Raj, and Kuma, G.,
December 2012, ISSN: 2277-6613)
[52] Public Policy and Administraon Research journal (Kumar, Tulasi, Vol 5, No 11, ISSN:
2225–0972)
[53] Journal of Nursing Educaon (DOI: 10.3928/0148-4834-19991101-09)
[54] Improving College and University Teaching journal (DOI:
10.1080/00193089.1984.10533858)
[55] Journal of Chemical Educaon (DOI: 10.1021/ed073p146)
[56] Journal of Food Science Educaon (DOI: 10.1111/j.1541-4329.2005.tb00049.x)
[57] Internaonal Journal of Scientific Study (DOI: 10.17354/ijss/2015/111)
[58] Quality Engineering journal (DOI: 10.1080/08982119508904631)
[59] The Social Studies journal (DOI: 10.1080/00377996.1994.10118773)
[60] The Roeper Review journal (DOI: 10.1080/02783198409552810)
[61] Journal of Legal Educaon (Orts, Eric, Vol 47, No 3, ISSN: 0022-2208)
[62] Journal of Nursing Educaon (DOI: 10.3928/0148-4834-19860601-09)
[63] Internaonal Journal of Athlec Therapy and Training (DOI: 10.1123/a.13.6.9)

Note: ***The categories listed in the table based on the progressive discussion of Table 1,
Figure 1 and Figure2

Corresponding author
Sajed M. Abukhader can be contacted at: sajedkhader@gmail.com

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