TOTAL QUALITY MANAGEMENT

(TQM) IN EDUCATION
Rodolfo P. Crisostomo, Jr.
Asst. Professor
 Aims of this presentation:
• To assimilate the Meaning of Quality Education

• To know the importance of TQM in Higher

Education

• To introduce Outcome Based Education System

 The Meaning of Quality Education
Quality Education is:
Excellence
Value
Conformance to Curriculum
Student’s and Stakeholder’s Satisfaction
Meeting and/or Exceeding Student’s and
Stakeholder’s Expectations
Minimum Loss imparted to the Society, and
Voluntary Accreditation.
 Quality Education is Excellence.

• Quality Education is the goodness or

excellence of something.
• Anything meritorious is quality.
• Anything ideal or perfect is also quality.
• Anything of ‘the best’ is quality.
• The highest degree of proficiency and
cream of the crop
 Quality Education is Excellence.
• Quality is both absolute and
universally recognizable.
• Quality is mark of uncompromising
standards and high achievement.
Note: Quality is more difficult to
measure than Quantity.
 Quality Education is Excellence.
• Delivery of ever-improving value to
students and stakeholders,
contributing to improved education
quality

• Excellence in modes of teaching and

learning
 Quality Education is Excellence.
Misconceptions:
• It claims that quality cannot be
defined precisely.
• It is a simple, not analyzable
property that we learn to recognize
only through experience.
• It offers little practical guidance.
 Quality Education is Value.
• The term ‘value’ means the worth, merit,
usefulness, or importance of a thing.
• Quality is defined in terms of costs and prices.
• Is the product worth the price it commands?
• A quality education program is one that
provides education delivery at an acceptable
price to the customer or cost to the provider.
• No matter how high the quality, if the
education program is overpriced, it would find
few buyers.
 Quality Education is Value.
• Students and stakeholders
recognize value.
• Institutions offering high quality
education at consistently low prices
are market leaders.
• Education in Government-run
institution compared to Private-run
institution
 Quality Education is Value.
• It blends two related but distinct
concepts : Excellence and Worth
• The result is a hybrid – “Affordable
Excellence”
It lacks well-defined limits.
It is often highly subjective.
 Quality Education is Conformance to
Curriculum Standards
• ‘Conformance’ meant an agreement; it means
the substantive, observable, and measurable
attributes of two or more entities are identical.
• Conformance is a state, or binary variable; it
exists or it does not.
• ‘Curriculum’ means the course contents for the
award of a degree – e.g. BSBA, M.A. Ed.
• Once a curriculum has been established, any
deviation implies a reduction in quality.
• Quality is equated with conformance to
curriculum
 Quality Education is Conformance to
Curriculum Standards
• Education quality is present when there is
conformance to curriculum and it is absent
when there is nonconformance to curriculum.
• This is a manageable definition of quality in
wider perspective.
• It facilitates measurement efforts.

• It provides consistent results.

 Quality Education is Conformance to
Curriculum Standards
• Conformance by nature relates to static
curriculum or course contents.
• Curriculum or course contents should be
updated or revised constantly to improve
the quality.
• Quality is a moving target.
• This definition does have a place in the
classrooms of Deped and the colleges or
universities.
 Quality Education is Student’s and
Stakeholder’s Satisfaction
• In educational institutions,
Students and stakeholders are regarded as the
customers.
• They are the key beneficiaries of educational services.
• Individual students and stakeholders have different
wants or needs, and the higher education course
that satisfy their needs is regarded as having the
highest quality.
Quality Education is Meeting and/or
Exceeding Student’s and
Stakeholder’s Expectations
• Quality Education is defined as the
extent to which an educational service
is meeting and/or exceeding the
expectations of students and
stakeholders.

• Customers can articulate how well an

educational service meets their
expectations.
 Quality Education is Meeting and/or
Exceeding Student’s and Stakeholder’s
Expectations

Quality Education = > Students and

Stakeholders Expected Quality or Perceived
Quality
QE=PQ
1.0=1.0
1>0.9
According to D. A. Garvin, quality can have a
simple formula:
Q = P/E
where Q=quality
P=performance
E=expectations

“When a product surpasses our expectations,

we always consider it as a quality product.”
Therefore, Q should always be a whole
number.
 Quality Education is Minimizing the
Loss Imparted to the Society.
• The Quality of a Product is the Minimum Loss
imparted to the Society from the time the
(product is shipped) or Students graduated.
E.g. Industries:
–Automobiles
–Plastic covers
Institutions:
–BASIC Educ., Graduates, Masteral
Graduates and Doctoral Graduates
 Quality Education is Minimizing the
Loss Imparted to the Society.
• This definition goes beyond meeting
and/or exceeding student’s needs and
expectations.

• Quality should meet societal needs.

• The more favorable the product

(output) to the societal needs, the
better is the quality.
 Inference as concluded:
• No (One) Definition of Quality Education is
‘the best’ in every situation because each
definition has both strengths and
weaknesses in relation to:
- Conceptualization
- Operationalization
- Managerial usefulness
- Student and Stakeholder Relevance
 Inference as concluded:
• At one extreme, quality education defined
as excellence can provide powerful
motivation to faculty and staff. It drives
their pride of workmanship. But it provides
limited practical guidance.
• Quality Education defined as value or
conformance to curriculum can lead
education organization to focus on internal
efficiency while neglecting external
effectiveness.
 Inference as concluded:
• Quality Education is defined as student or
stakeholder satisfaction and meeting and/or
exceeding expectations to keep abreast of
changes in students and stakeholders needs,
requirements and expectations, but they are
difficult to measure.
• For society at large, excellence, value and
minimum loss imparted are the most
relevant definitions.
 Inference as concluded:
• For administrators, faculty and staff,
conformance to curriculum is the most
relevant definition of quality education.
• A generally accepted definition of quality
education does not exist, and
• Different definitions of quality education
are appropriate in different circumstances.
 The Multiple Dimensions of Quality
Education
• Tangibles – The physical facilities, equipment, the
appearance of personnel, and the communication
materials.
• Reliability – The ability to provide what was promised,
dependably and accurately.
• Responsiveness- The willingness to help students and
provide prompt education service.
• Assurance-The knowledge and courtesy of employees, and
their ability to convey trust and confidence.
• Empathy – The degree of caring and individual attention
provided to customers, a complete understanding of the
needs of the customer.
 TQM DEFINED
TOTAL= ALL, WHOLE, ENTIRE, FULL,
COMPLETE, INTEGRATED

TOTAL= THE EDUCATION ORGANIZATION

AS A TOTAL SYSTEM INCLUDING
INTERNAL AND EXTERNAL
ENVIRONMENTS
 TQM DEFINED
TOTAL QUALITY= ACHIEVE EXCELLENCE IN EVERYTHING WE
DO FOR STUDENT AND STAKEHOLDER SATISFACTION

MANAGEMENT= a Quality process of Planning, Organizing,

Directing/Leading and Controlling all important resources
of the organization like 6Ms (Men, Money, Materials,
Moment, Machines, and Methods) Effectively, Efficiently
and Economically to meet the VMGO.

= HELP PEOPLE TO ACHIEVE EXCELLENCE IN THEIR WORK

= PROVIDE ENABLING CONDITIONS FOR TOTAL QUALITY

 TQM DEFINED
TQM AS A PHILOSOPHY OR AN APPROACH TO
MANAGEMENT CAN BE CHARACTERIZED BY
ITS:
 PRINCIPLES,
 PRACTICES, and
 TECHNIQUES.
 TQM’S PRINCIPLES
TQM’S FOUR PRINCIPLES ARE:

 CUSTOMER FOCUS

 CONTINUOUS IMPROVEMENT and LEARNING

 EMPOWERMENT and TEAMWORK

 STRATEGIC MANAGEMENT and LEADERSHIP

 TQM’S PRACTICES
EACH TQM’S PRINCIPLE IS IMPLEMENTED
THROUGH A SET OF PRACTICES WHICH
ARE SIMPLY ACTIVITIES :
Semester/Periodical Examinations
Internal Assessment of Institutions
National Assessment Examinations
QUALITY CIRCLES
Pland, Do, Check, Act PDCA CYCLE
 TQM’S TECHNIQUES
THE PRACTICES ARE, IN TURN, SUPPORTED
BY A WIDE ARRAY OF TECHNIQUES
-SPECIFIC METHODS AND TOOLS TO
MAKE THE
PRACTICES EFFECTIVE
– HISTOGRAM
- PARETO CHART
- CAUSE AND EFFECT DIAGRAM
- CONTROL CHART
 TQM’S CHALLENGE

*TQM IS A CHALLENGE TO CONVENTIONAL

MANAGEMENT THEORY AND PRACTICE
*TQM INEVITABLY CONFLICTS WITH
ESTABLISHED WESTERN MANAGEMENT
PRACTICES BECAUSE SOME OF THEM ARE
PATTERNED AFTER JAPANESE MANAGEMENT.
 WHAT IS DIFFERENT ABOUT TQM?

• TQM’S ASSUMPTIONS AND PRINCIPLES

ARE QUITE DIFFERENT FROM THOSE
UNDERLYING CONVENTIONAL
MANAGEMENT PRACTICES
• TQM WILL NOT SUCCEED IN AN
ORGANIZATION UNLESS
CONVENTIONAL MANAGEMENT
PRACTICES ARE TRANSFORMED.
 WHAT IS DIFFERENT ABOUT TQM?

• QUALITY FIRST – NOT SHORT-TERM MARKS FIRST

• CONSUMER ORIENTATION – NOT EDUCATION
PROVIDER ORIENTATION
• THE NEXT PROCESS IS YOUR CUSTOMER-
BREAK DOWN THE BARRIERS OF DISCRIMINATION
• FACTS BASED MANAGEMENT – USE FACTS AND
DATA FOR MANAGEMENT
• CROSS FUNCTION MANAGEMENT- CROSS
DISCIPLINARY LEARNING
 TQM’S AIM IS IMPROVEMENT OF
EDUCATION SYSTEM
MOST TROUBLES WITH EDUCATION DEPEND
UPON THE SYSTEM:
- TEACHER WORK ON A SYSTEM
STUDENTS WORK IN A SYSTEM
- PRINCIPAL WORK ON A SYSTEM
TEACHERS AND STUDENTS WORK IN A
SYSTEM
- SEMESTER IS SYSTEM
- EXAMINATION IS A SYSTEM
 OUTCOME BASED EDUCATION
(OBE) SYSTEM
• OBE can be implemented with in semester
system.
• High developmental expectations and
standards are set for all students.
• OBE is a learning centered education.
• OBE focuses on active learning and the real
needs of students.
• Continuous evaluation and Authentic
assessment
 TQM’S AIM IS IMPROVEMENT OF
SYSTEM
STABLE SYSTEM AND UNSTABLE SYSTEM
CONFUSION BETWEEN COMMON CAUSES AND
SPECIAL CAUSES OF VARIATION IN SYSTEM
94% OF PROBLEMS AND POSSIBILITIES FOR
IMPROVEMENT BELONG TO SYSTEM - COMMON
CAUSES
6% DO NOT BELONG TO SYSTEM – SPECIAL CAUSES
(TEACHERS, STUDENTS, STAKEHOLDERS)
 TQM’S AIM IS IMPROVEMENT OF
SYSTEM
REMOVAL OF COMMON CAUSES OF TROUBLE,
VARIATION, and ERRORS OR MISTAKES IS
THE RESPONSIBILITY OF MANAGEMENT

REMOVAL OF SPECIAL CAUSES IS

RESPONSIBILITY OF A PERSON
 TQM’S AIM IS IMPROVEMENT OF
SYSTEM
• TWO KINDS OF MISTAKES:
- ASSIGN A MISTAKE TO A SPECIAL
CAUSE WHEN IN FACT THE CAUSE
BELONGS TO THE SYSTEM COMMON CAUSE

- ASSIGN A MISTAKE TO THE SYSTEM WHEN IN

FACT THE CAUSE IS SPECIAL
 ROLE OF LEADERSHIP
• LEADERSHIP DRIVES THE SYSTEM

• SYSTEM BRINGS THE RESULTS

 BARRIERS TO TQM’S SUCCESS
• LACK OF LEADERSHIP
• LACK OF CONTINUOUS EDUCATION
• LACK OF ORIENTATION
• LACK OF CUSTOMER FOCUS
• INEFFECTIVE MEASUREMENT SYSTEM
• LACK OF EMPOWERMENT AND TEAMWORK
• MINIMUM KNOWLEDGE ABOUT TQM and ITS
TOOLS and TECHNIQUES
THANK YOU for Listening !!!

I do hope that these will

give you more wisdom in
your career.