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TRANSCRIPT
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Chapter I
THE PROBLEM
Excellence is an art won by training and habituation. We do not act rightly because wehave virtue or excellence, but rather we have those because we have acted rightly. Weare what we repeatedly do. Excellence, then, is not an act but a habit. (Aristotle)
Background of the study.
All parents desire to have quality and functional educational programs for their
children from nursery school to the university level. This is in conformity with the
general belief that a sound education is the only permanent legacy that parents can pass
on to their children to ensure their future. However, what we see nowadays is that many
educational institutions are turning out unemployable illiterates (Ojo, 2008). Hallak
(2006) emphasized that the quality of the education system depends on the quality of its
teachers. On the other hand, Alloy Ejiogu (2000) stressed that the quality of education in
any given society depends considerably on the number and the quality of its personnel.
The need for administrative training program in education was affirmed by David (2005)
as crucial to the success and quality of the new educational system which currently lacks
visible subsystem of administrative training program. Therefore it becomes necessary
that school administrators address themselves to those managerial activities that would
lead to the improvement of performance, thereby leading to academic excellence in
schools.
Accordingly, Pador (2007), stressed that the role and importance of education
may vary along various profession and trades, but it is indispensable in providing basic
training and assuring the social standard. Aside from the function of preparing
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enlightened citizens and replicating the labor force, education also fulfills the functions of
advancing and consolidating scientific and technological development.
Furthermore, institutions of higher learning serve as centers for scientific and
technological research and development of productive forces of society. With these
objectives, higher learning institution must necessarily offer quality programs or degree
courses that would provide the best end-benefits to graduates who will become part of
future labor force (Pador, 2007).
Likewise, Tujan (2004), also points out that education fulfils a crucial social
function to insure that the productive forces of the society will replicate and develop.
From the managers, supervisors, the technologist, scientist and technicians, to the factory
workers need, education will fulfils a responsibility in their preparation and training.
The last few decades have witnessed the integration of the world economy as a
result of multiple factors, including the deregulation of world capital markets, market
liberalization and most importantly, the explosion of worldwide telecommunications.
This has in turn created an intensively competitive and dynamic environment which often
creates conflicting pressures on organizations to rapidly adapt and respond to changing
scenarios (McGregor, 2002).
With increasing levels of awareness and sophistication of local and international
communities, Higher Education Providers (HEPs) have to accommodate and satisfy
increasing demands from stakeholders. Furthermore, these institutions that were once
protected from free market dynamics are now forced to become much more competitive,
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in order to attract and retain students and to meet performance demands of the global
market (Grey, 2004).
According to Suwanwela (2007), the rapid rate of scientific and technological
advancement that we are observing to-day owes to a large extent to competition. A
significant scientific discovery requires a lot of efforts intellectually and otherwise. The
prospect of return may not be the sole incentive for scientists to pursue their interest, but
on many occasions prevent them from shifting to other lead. Innovation often comes after
untiring determination. On the other hand, from a promising discovery, a lot of efforts
and investments are needed to explore many possible leads in order to find a
breakthrough. Thus, the necessary investments depend on the prospect of big return, and
competition leads to innovation.
However, while competition has become more intense, resources have become
scarcer. Organizations that employ public funds such as educational institutions are no
exception, as they face increasing pressures to demonstrate sufficient value in return for
resources employed (Pounder and Coleman, 2002).
Competition by private providers necessitates change in public universities
regarding their course offerings. Competition by providers from abroad stimulates
broader vision and wider perception of market demand among local universities
regarding quality and cost. Teaching and learning including curriculum and learning
experiences are adjusted with the use of more effective modes and approaches. Teachers
which are the most important element in the quality of education and research are
actively sought, developed and preserved as well as provide conducive environment for
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their productivity. Students are considered both as the source of revenue and as best
brains for quality outputs. New methods and technologies are sought, invested and
appropriately used. Innovations are not only allowed, but encouraged and rewarded.
Relevance becomes an important part of quality for competitiveness in the market
(Suwanwela, 2007).
This was affirmed, by Abugbe (2002), a functional educational system is the cry
of educationists the world over. This is because, we are inclined to believe that
educational advancement and innovations can only come forth from disciplined and
committed minds, which operate within an enabling work organizational culture, a
culture pervaded by quality consciousness. Therefore, there is an urgent need for an
organization wide approach and commitment to quality improvement since no one
organization can boast of holding franchise to the development and delivery of quality
products/services; many organizations have embraced the total quality management
concept as a way of survival.
According to Ojo (2008), with the strategic position of the university, there is
need for the introduction of total quality management that will involve all the
stakeholders especially the principal, teachers, students, parents and even the community.
It must be emphasized that the success of education rests in no small measure on
informed planning, efficient organization and dedicated leadership; just as learning
cannot take place in a classroom manned by ill-prepared and unskilled teacher, no
educational system can rise above the quality of its administration. The diversified nature
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of our society demands a different, more creative solution to our basic education
problem.
Human productivity towards Total Quality Management (TQM) of a higher
education can not be measured into this level, but rather it must always start at the
beginning of the process of quality teaching and learning. The success of TQM
approach will depend on the quality systems of basic education and motivation values
that are embedded to human person. Earlier detection of defect will be a good sign to be
more aware of continuous improvement of instructions, and facilities in achieving a
productive citizen. Productivity depends on the quality of inputs, if there is a grater
quality on the inputs there is a quality of an output (PIDS, 2006)
Pagas (2009), likewise stressed that the increased competition of higher education
both at national and international level has led to an emerging interest on universities
profile. On a national level, Padilla (2006) describes the Philippine higher education as a
unique system with unusual number of college students. In fact, there are one thousand
seven hundred twenty six (1,726) colleges and universities in the country and about 88%
of which or one thousand five hundred twenty three (1,523) are privately owned
(Angeles, 2009). Neighboring countries in Asia and the Pacific do not have such number
and large majority are government-owned. But in general, quality and quality assurance
have become issues for higher education since the decade of 90s. Haman stated that:
The main issue is the quality debate about higher education acre the
maintenance and improvement of level of teaching and learning, research,scholarship, improvement in quality and adaptability of graduates, how to define
and measure quality, whether management approaches of university and colleges
improve outcomes; the use of benchmarking and performance indicator; and howto convince stakeholders that institutions and systems are doing a competent job
in ensuring quality outputs (1996,2).
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In an article entitled: Strategies for Quality and Excellence as published by the
UNESCO National Commission of Philippine Education Committee in 2000, mention
was made of the observation that the quality of graduates in the Philippines is generally
poor. This was attributed to poor quality of teachers, inadequate teaching and learning
facilities of the institutions, and ill-instructed curricular offerings. There is also an
observation that higher education has failed to live up to the national expectation of
providing quality education and training that would match the requirements of the
changing and developing economy of the Philippines (Quacquarelli Symonds, 2008).
Quality education in our country is supervised and monitored by the government
agencies like Commission on Higher Education (CHED) and Technical Education Skills
and Development Authority (TESDA) to promote quality education. Voluntary
accreditation-process was encouraged to insure quality graduates.
The Commissions thrust and program on quality assurance for Philippine higher
education has three components, namely: a) accreditation which is voluntary and done by
accrediting bodies and certified by their federations; b) benchmarking for the
development of policies, standards and guidelines (PSGs); and c) institutional quality
assurance though monitoring and evaluation (IQuAME). The Commission on Higher
Education issued CMO No. 15, Series of 2005 entitled Institutional Monitoring and
Evaluation for Quality Assurance of All Higher Education Institutions in the
Philippines. The CMO was issued pursuant to:
Article XIV, Section 1 of the 1987 Philippine Constitution, whichprovides that the State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make such
education accessible to all. In line with this Constitutional provision, Section 8
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(e) of Republic Act No. 7722 otherwise known as the Higher Education Act of
1994, provides that the Commission shall have the power and function to
monitor and evaluate performance of programs and institutions of higherlearning for appropriate incentives as well as the imposition of sanctions such as,
but not limited to, diminution or withdrawal of subsidy, recommendation on thedowngrading or withdrawal of accreditation, program termination or school
closure.
It is the declared policy of the Commission to support and value the significant
role of higher education institutions, academic community, and other stakeholders in
establishing a quality assurance system for the higher education sector. Institutional
monitoring and evaluation for quality assurance is deemed complementary to
accreditation. It looks into the effectiveness of an institution in its entirety, particularly
the development of institutional systems that ensure the quality and standards of
programs (www.pagenational.org/ iquamehclagrada.doc).
The thrusts of the Medium Term Development of the Philippine Higher Education
(MTDPHE) are based on the Medium-Term Philippine Development Plan: 2005-2010
(MTPDP, 2005-2010) and the Unifying Human Resources Development Framework of
the Philippines (UHRDFP). The MTPDP outlines the governments development goals,
strategies and action plans in the next six years to reduce the incidence of poverty and
spread the fruits of economic prosperity to the greatest number of Filipinos. The primary
goal is to improve access to and success in higher education through improved quality of
higher education institutions, stronger research and extension, and rationalized
governance and financing of higher education.
In Region I, there are 85 private and 29 public higher education institutions,
directly or indirectly competing with degree programs or even non-degree programs in
terms of the total quality management and productivity of their products. The
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performance of every institutions will take a lead accelerating their institutional
productivity in terms of enrolment, retention, licensure examination/board examination,
academic and social achievements, and most important the employability of their
graduates (www.ched.gov.ph/hes/index.html).
The quality of education is always a major issue in human resource development
of our country. It is always address to every educational institutions that their operations
are focus to quality service delivery of their customer and stakeholder, therefore their
corporate image and reputation are at stake. Are they competent enough to compete
globally or locally in the employment market? Do they have enough knowledge, skills,
attitudes and values to compete in a global arena? These are a challenge to graduates
who should make their best share, work, collaborate and used their knowledge in a
changing world.
Its a common trends now a days that every educational institution market their
programs based on the performance of quality education quality in facilities,
instruction, service delivery of school, thus it follows productivity. The knowledge of
quality and abilities of the school manager and its corporate leaders are key factor for the
total qualitys success of an institution, thus it continuously improve its inputs, processes,
and outputs that will assure quality and productivity success. Efficiency and effectiveness
of educational managers, leaders and every member of the organization apply the total
quality managements principles and productivity that will lead to the success and
prosperity of the educational institution. For this reasons the researcher is challenge to
undertake the study.
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Statement of the Problem
This study aimed to assess the Total Quality Management Practices and Productivity
(TQMP) of Higher Education Institutions (HEIs) in Region I.
Specifically, it sought to answer the following questions:
1. What is the profile of Higher Education Institutions (HEIs) in Region I in
terms of the following:
a) Type of Institution;
b) Date Established;
c) Location;
d) Enrolment Size;
e) Number of Faculty;
f) Number of Curricular Offerings/Programs;
g) Number of Level of accreditation on curricular
offerings/programs
2. What is the of level total quality management practices (TQM) of HEIs in
terms of the following indicators:
a) Corporate Leadership;
b) Human Resource-Training & Development;
c) Student Development & Learning;
d) Teaching Methods and Strategies;
e) Instructional materials & facilities;
f) Curriculum and Program delivery and
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g) Assessment and Learning Outcomes?
3. Is there a significant difference in the level of Total Quality Management
among HEIs as determined by the following respondents;
a. Administrators;
b. Faculty and;
c. Students?
4. What is the level of productivity of HEIs along the areas of:
a) Innovative technology application;
b) Job Satisfaction;
c) Management Commitment to quality and;
d) Market Competition?
5. Is there a significant difference in the HEIs level of
productivity in relation to the identified indicators as determined by the
following respondents;
Administrators;
Faculty and;
Students?
6. Is there a significant relationship between the levels of
productivity and total quality management practices?
7. What model may be proposed to attain higher levels of total
quality management and productivity in higher education institution?
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Research Hypotheses
The following research hypotheses were tested in their null forms at 0.05 level of
significance:
1. There is no significant difference in the Total Quality Management practices
among HEIs as determined by the followings:
1. Administrator;
2. Faculty; and
3. Students?
2. There is no significant difference in the level of productivity of HEIs in
relation to the identified indicators as determined by the respondents?
3. There is no significant relationship between the levels of productivity and
the application of total quality management among Higher Education Institutions?
Significance of the Study
The study was conceived to provide empirical information that could benefit the
following clientele/ groups;
School Administrators. The results of this study will keep the school
organization intact and with a sense of direction. It will provide the significant
information to serve as guide in their activities. This will help them better understand
total quality management as to how the graduates become productive after completion of
the course and achieving quality performance in organization and administration, which
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has been adopted by the Philippine Association of Colleges and Universities'
Commission On Accreditation (PACUCOA).
Deans/Heads/Directors. This study would enable them to have a better
understanding on evaluating the productivity and total quality management of
administrators and faculty through their responses on the areas of organization and
administration as identified in this study. This study is of great help to the deans and
directors in as much as they are responsible for the implementation of quality system of
the higher education program in their specialized unit.
Graduate Students and other young professionals. This could be used as
reference to provides empirical data in administration of quality management and
productivity improvements of private or public higher education institutions. It is through
this study, that quality management through systematic organization and administration
can be well applied.
Legislators/Policy Makers. This study will provide data for the legislators/policy
makers such as the Commission on Higher Education (CHED), Philippine Accrediting
Association of Schools, Colleges and Universities (PAASCU), the Philippine Association
of Colleges and Universities' Commission On Accreditation (PACUCOA), and the
Association of Christian Schools, Colleges and Universities Accrediting Association Inc.
(ACSCU-AAI)in the formulation of necessary provisions, policies and standards in order
to improve the educational system.
Other concerned private tertiary education. This study will provide valuable
information after documentary analysis as corroborated by the responses of faculty and
administrators on the current performance of the educational institutions on to total
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quality management and productivity of an individual or their own organization. It shall
give them the opportunity to evaluate their current status through the results of this study.
Scope and Delimitation of the Study
This study attempted to describe and evaluate the of total quality management
practices and the productivity of Higher Education Institutions (HEIs) in Region I
along with institutional profile, TQM application, academic and administrative service
delivery, and the outcome of productivity. Geographical scope of this study covered the
provinces of Pangasinan, La Union, Ilocos Sur and Ilocos Norte.
Definition of Terms
Total quality Management. This refers to the wholistic of quality management
system that encompasses all activities in achieving the goals and objectives of
institutions, society and all stakeholders concern. It also refers to continuous
improvement process of educational system that produces quality and employable
graduates.
Productivity. It is the ratio of the outputs over the inputs. It is the relationship
between the utilization of innovative technologies, committed and competent human
resources of an educational institution that provides continuous improvement of quality
outputs and uses of cost-efficient and effective strategy.
Education Quality. Itis the character of the set of elements in the input, process,
and output of the education system that provides services that completely satisfy both
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internal and external strategic constituencies by meeting their explicit and implicit
expectations (Cheng, 1995).
Quality Education. It is a product of effective and efficient teaching-learning
process involving administration, instruction, research & extension and academic
services that use acceptable and innovative methods and strategies, to achieve the desired
goals and objectives of the institution and the government. It also refers to continues
improvement process of educating and developing the potentials of learners and acquires
knowledge, skills and attitudes that become a productive in our society.
Educational Attainment. It refers to the level of educational qualification
achieved by administrators and faculty in order to be competent to academic work in the
institution of learning. It also refers to completion or possession of professional academic
qualification in the field of instruction such as baccalaureate, masteral and doctoral
degree.
Type of Institution. It refers to the type of institution whether it be a private or a
public educational institution offering educational services. Public institutions are run by
the government like State Universities and Colleges (SUCs), CHED Supervised-
Government Owned or Controlled Corporations-(GOCCs) and Local Universities and
Colleges (LUCs). On the other hand, private institutions are run by private individuals
who have the capacity and ability to run an educational institution.
Date Established. This refers to the date of existence of an establishment or
institution and the first operation of its curricular offerings and programs. This could also
refers to the number of years of its operation and how long it has been producing quality
graduates.
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Location of Institution. This refers to the place where an institution is situated or
located and where its business operation takes place. It is also the place where it
conducts training and development of its human resources.
Enrollment Size. This refers to the number of students enrolled in the different
courses or programs offered by the institution.
Number of Faculty. This refers to the size of the teaching personnel in an
institution that provides quality services to students to make them productive in the
future.
Curricular Offerings/Programs. This refers to the number of programs offered
by the institution which are relevant to the needs of the community. These are programs
of study that will make students learn and develop their knowledge, skills and attitudes.
Level of Accredited Curricular Offerings/Programs. Thisrefers to the level of
status of accredited programs offered by the institution that meet the quality standards of
the accrediting agency like Philippine Association of Colleges and Universities'
Commission On Accreditation (PACUCOA), Philippine Accrediting Association of
Schools, Colleges and Universities (PAASCU), and Association of Christian Schools,
Colleges and Universities Accrediting Association Inc. (ACSCU-AAIs). It also identifies
the status level of accredited programs.
Corporate Leadership. This refers to top management to oversee the daily
operation of the organization, which is to develop guides and create strategic plan to
achieve the goals and objectives of future success. It also refers to the leadership skills of
administrators and members of an educational organization to transform the knowledge,
skills and attitudes to its clientele.
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Human Resource-Training and development. It is the process of improving
human resource capability to gain knowledge, skill and work attitude towards
development of organizational effectiveness and become productive in their work
functions to achieve desired and acceptable performance of the institution.
Student development and Learning. This refers to the situation that requires
enhancement of learners productivity thru effective teaching methods and strategies in
acquiring knowledge, skills and attitudes. It also refers to the development of human sas
a person that has intellectual capability to improve its abilities and contribute more
productive efforts for development of the society. In addition, it is the process of
improving the capability of learners to make them efficient and responsive to changes in
their organizational environment.
Teaching methods and strategies. This refers to theuse methods of teaching-
learning strategies; classroom management, as well the implementation of innovative and
creative teaching technologies provided by the institution. Thus, it also includes the
characteristics of acquired knowledge, experience, skills and attitudes that help transform
the students involved in the learning process.
Curriculum content. This refers to the program of study that described the goals
and objectives of course and its subjects specifying the duration, course description,
subjects, learning materials, tools and facilities, methods & strategies that used to
facilitate quality of teaching-learning activities. It also refers to the pattern or a guide of
program of study in delivery of teaching-learning process that makes the learner attained
quality education.
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Instructional materials and facilities. This refers to the materials or facilities
needed in the teaching and learning process, such as audio visual aids, library,
laboratories, and computers. These resources are essential for the efficient, and effective
and quality standard of teaching-learning process.
Assessment methods and Learning Outcomes. These refer to the results of
various test or examinations of the students which assess the effectiveness of acquiring
knowledge, skills and good attitudes towards a productive learning outcomes. This also
includes the evaluations of test/examination or outcomes which purposely determine the
problems to be analyzed, and provide in the solution and apply the principles of
continuous improvement.
Innovative Technology Application. This refers to the utilization of innovative
technologies and methods of learning to develop and apply the usefulness of technology
as a means to improve the productivity of the learners. Furthermore, it is the process of
applying the right technologies in order to be more efficient and productive.
Management Commitment To Quality. This refers to the commitment of the
top management to support quality policy in the implementation and development of
human resource, products or services, financial viability, training and thru effective
leadership in the attainment of the vision and mission of an institution.
Job Satisfaction - it refers to the satisfactions of an employee motivated by
different factors such as compensation package, security of tenure, policies and incentive
through attainment of goals and objectives of the educational institution or organization.
It also refers to the motivational factors that influence the employees in the effective and
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efficient delivery of services to its stakeholders, such as: conditions of work, and benefits,
adequacy of support facilities used by faculty & students, and leadership culture.
Market Competition. This refers to the competitive awareness of every member
of organization or educational institutions to know their market standing or positions, and
which will lead to the development of a marketing or information dissemination
campaign, or positive performances, and ensure the competitiveness of programs and
services. It also refers to the relationship of quality improvement that serves as a
motivational force to challenge the increase profitability and attain excellent performance
in productivity. This will serve as the key indicators as to the competitiveness in the local
or international market.
School Administrator/Head. They are the executive officers either the President
or Directors with the Deans, Department Heads and other officers of Public or Private
Higher Education Institutions (HEIs).
Faculty. This sector is composed of professional teachers/instructors who may
either be full-time part-time, contractual, temporary or permanent in their status of
appointment, and who are teaching in the aforementioned schools.
Students. They are the main customers or clients of educational institution who
are involved in academic pursuits or whose activities are directly related to instructional
processes purposely to complete or to graduate a program of study.
Academic Programs. This refers to the curricular activities and guidance in the
private higher education institutions participated in by students and teachers, which
develop the students character and intellect.
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Perception. This involves interpretation of stimulus and recognition of the object that
produces a sensation, based on earlier experience and is the process by which one
becomes acquainted with his environment. The respondents perceptions referred to in
this study are their personal knowledge on the areas of total quality and productivity
improvements in their respective schools.
of the conduct of operation of educational institution in terms of its quality management
practices that make its goals and objectives are achieved as well as satisfy the needs and
wants of stakeholders.
Total Quality Management is a structured system for satisfying internal and
external customers and suppliers integrated in the business environment, continuous
improvement, and breakthroughs with development, and maintenance cycles while
changing organizational culture (TQM, 2000). According to Bader (2001) TQM -
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refers to a management process and set of disciplines that are coordinated to ensure that
the organization consistently meets and exceeds customer requirements. TQM engages
all divisions, departments and levels of the organization. Top management organizes all
of its strategy and operations around customer needs and develops a culture with high
level employee participation. TQM companies are focused on the systematic
management of data in all processes and practices to eliminate waste and pursue
continuous improvement.
).
Total Quality The culture of an organization where continuous improvement is
integrated into all activities with the objective of improving the quality.
(www.bpic.co.uk/jargon.htm
Articles will move to.
Higher education system in the Philippines is a key player in the education and
the integral formation of professionally competent, service-oriented, principled, and
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productive citizens (Long -Term Higher Education Development Plan 2001 -2010, 2005).
It is, however, in crisis. Inadequate government resources for education, inequitable
distribution of public higher education and public funds and inefficient use of public
funds are among the issues that are being discussed to rationalize public higher education.
There has been several cost analyses conducted for universities and colleges in the
Philippines. Many have shown that the performance, quality, and efficiency of these
HEIs are being studied with the purpose of improving and assessing the higher education
system in the country. However, these investigations focused in university costs and their
implications for the scale and scope of the provision of the various aspects of HEIs.
However, despite the vast amount of literature on the topic of quality, there is
very little agreement on the fundamental precepts that underpin quality in Higher
Education (HE). Most studies on quality focus on students levels of satisfaction within
particular institutions while the views of other stakeholders have not been adequately
examined. It is apparently taken for granted that as the core issues in managing quality
have already been identified by experienced educators and relevant bodies such as
accreditation agencies, it is not necessary to validate these assumptions by exploring the
views of those who are directly involved or affected by the process of HE.
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Consequently, the issue of service quality in higher education (HE) has raised to
the top of the research agenda with the main focus on service satisfaction from the
perspective of the student (Wright and ONeill, 2002).
Srikanthan and Dalrymple (2007) point to the elaborate measures initiated by many
governments to regulate standards and improve quality, as an indication of the desperate
need to bring about fundamental improvements in the management of quality in Higher
Education (HE).
[ RL Technological breakthrough may create gap in skills and knowledge to the
learner or students if they will not be trained to use technologies, and they lag behind in
terms of their economic prosperity. In the third world countries, like Philippines where it
is not productive enough, it cannot be attributed to poor quality education per se, but in
some aspect like as corruption in the government as major consideration. Other countries
such USA, Europe, Japan, Taiwan, Korea and China are committed in the development
of their human resources and make their country productive as well. They are innovative
and productive, enough to sustain their economic success and continuously improving;
because they tap the advance technology as the means of their productivity and quality
life. RL]
[ RL Total quality management (TQM) is a management style based upon
producing quality service as defined by the customers and suppliers. TQM is an
organizational wide approach to quality with improvement undertaken on a continuous
basis by everyone in the organizations. Dale and Bunney (2003) defined TQM as a
quality centered, customer-focused, facts based, team-driven, seminar-managements led
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process to achieve an organizations strategic imperative through continuous process
improvement. This is why TQM principles are also being referred to as total quality
improvement, world class quality, continuous quality improvement, total service quality
and total quality leadership. (www.academicleadership.org/emprical_research/459.shtml)
444 RL ]
[ RL
Quality is not limited to academic instruction but also adequate facilities, well
designed curriculum and policies & procedures, which are entrusted by the Commission
on Higher Education (CHED) to challenge higher educational institution to plan, do,
check and act (PDCA). Being an institution that gives quality education requires a long
process that is focus to customer satisfaction and continuous improvement process. The
management must be aware of quality management operations, thus keeping all people
empowered to perform their functions and make them available to the customer
requirements. It involves effective research and development process, but it also depends
on the quality management. They must have one direction in providing quality
management in their educational operations that will enable them achieve their goals and
objectives. RL]
[ Interpretation and analysis Based on my own experience and observations, schools
which failed to provide total quality and effective-efficient management resulted to the
natural death of the institution or a closed shop operation, where it cannot be restored
again due to lost of reputation and trust that it can not provide quality education.
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While its true, as observation that our country produce graduates in different field
of specialization and that every educational institution are shouting that they produce
quality graduates, you can see the graduates experiencing a long waiting time for
employment, or if ever he will be employed for the mean time in business establishment
like SM, Robinsons and other malls as clerks. You will see your graduates in Computer
Science or Information Technology working as bagger or sales representatives. If medical
graduates, you will see them in every barangay office or hospitals working as volunteer
worker without any remuneration, since cost of medical courses are expensive in
education. Technology graduates may be competent enough but they lack
communications skills so they compete globally until they are trained as call center
agents. Are we really producing quality education? or it is just a virtual word that we
employ in our educational system, does our government had enough funds to polish our
educational system or do we have enough financial capability or just an illusion that we
have quality but poor quality in general.
Thats the reason why the researcher is very curios and spirited to look into the
key indicators or dimensions of managing total quality and productivity of higher
education institutions ******* ]
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