tqm - abstract tqm-edited

8/13/2019 Tqm - Abstract Tqm-edited

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ABSTRACT

Researcher : FERRER, VICENTE GUTIERREZTitle : Total Quality Management ractices an! ro!ucti"ity

o# $igher E!ucation Institutions %$EIs& in Region I

'!"iser : (R) R*(RIG* +) 'VIER

Institution : angasinan -tate Uni"ersity Gra!uate -chool Ur!aneta City, angasinan, ./.0

(ate o# Gra!uation : *cto1er, .020

This is a !escri3ti"e research that #ocuse! on the status o# the Total Quality

Management ractices an! ro!ucti"ity o# $igher E!ucation Institutions %$EIs& in Region

I) It !escri1e! the $EIs 3ro#ile in terms o# ty3e o# institution, year esta1lishe!, location

o# the school, enrollment si4e, num1er o# #aculty, num1er o# curricular o##ering53rogram,

an! num1er an! le"els o# accre!ite! o##erings53rograms)

-3eci#ically, the stu!y aime! to !etermine the a33lication o# Total Quality

Management ractices an! ro!ucti"ity o# $EIs 6hich measure! the le"el o# se"en %7&

"aria1les on TQM 3ractices an! #our %/& "aria1les on 3ro!ucti"ity 1ase! on assessment

o# a!ministrators, #aculty an! stu!ents)

The stu!y also in"estigate! the !i##erences 1et6een the assessment o#

a!ministrators, #aculty an! stu!ents on the le"els o# TQM 3ractices an! 3ro!ucti"ity8 an! it

also !etermine! the relationshi3 1et6een the le"els o# TQM 3ractices an! the le"els 3ro!ucti"ity)

There are three hun!re! eighteen %92 & stu!ents, eighty one % 2& #aculty an! #i#ty;

one %<2& a!ministrators 6ho ser"e! as res3on!ents o# the stu!y, -lo"in=s sam3ling 6as



use! to !etermine the sam3le 3o3ulation)) The instrument use! 6as the >uestionnaire #or

Total Quality Management an! ro!ucti"ity #or the a!ministrators, #aculty an! stu!ents)

(escri3ti"e an! in#erential statistics 6ere use! in the analysis o# the !ata)

The #in!ings on the 3ro#ile o# $EIs sho6e! that there are more 3ri"ate than 3u1lic

institutions in Region I) More than hal# o# 6hich 6ere o3erate! in the 0s to ?0s an! t6o

thir!s are locate! in angasinan) The enrolment si4e 1elonge! to range o# 2,000;9,???,

6hile the num1er o# #aculty 1elonge! to <0;2/? 1rac@ets) More than hal# o# the num1er o#

courses53rograms o##ere! range! #rom .2;9< an! almost hal# o# the num1er o# le"el o#

accre!ite! curricular o##erings53rograms 1elonge! to Ae"el II status)The #in!ings on Total Quality Management 3ractices an! 3ro!ucti"ity o# $EIs

sho6e! that the criterion is met in all res3ect, at a le"el that !emonstrates goo! 3ractice)

The analysis o# "ariance on le"el o# TQM 3ractices an! 3ro!ucti"ity 6ere signi#icant on

the #ollo6ing "aria1les: institutional lea!ershi3, $R;Training an! !e"elo3ment, stu!ent

!e"elo3ment, instructional materials an! #acilities, assessment o# learning outcomes8

inno"ati"e technology a33lication, Bo1 satis#action, management commitment to >uality

an! mar@et com3etition)

The #in!ings on the relationshi3 1et6een TQM 3ractices on institutional lea!ershi3,

an! the le"el 3ro!ucti"ity on Bo1 satis#action is mo!erately o# high signi#icance) The

relationshi3 1et6een on $R;training an! !e"elo3ment an! management commitment to

>uality is also mo!erately lo6 signi#icant) -imilarly, the relationshi3 1et6een $R;training

an! !e"elo3ment an! 3ro!ucti"ity on mar@et com3etition 6as rate! mo!erately lo6

signi#icant) Ai@e6ise, the relationshi3 1et6een curriculum content an! the le"el o#

3ro!ucti"ity on Bo1 satis#action has mo!erately high correlation)



From the #in!ings, the strength on TQM ractices an! $EIs le"el o# 3ro!ucti"ity

on areas #or im3ro"ement 6ere i!enti#ie! as a 1asis o# !esigne! an! !e"elo3e! o# Total

Quality Management an! ro!ucti"ity Mo!el) The TQM mo!el 6as 1ase! on the result

an! #in!ings o# the stu!y 6hich encom3asses rele"ant conce3ts, 3rinci3les an! 3ractices o#

total >uality management in higher e!ucation settings) The mo!el #ocuse! on t6o areas o#

3rocess o# total >uality management an! continuous im3ro"ement an! 3ro!ucti"ity 6hich

the #ocuse! in on the stu!ent !e"elo3ment an! learning)

In conclusion, the 3ro"ision o# a33lication o# TQM 3ractices o# $EIs across the

in!icators on institutional lea!ershi3, $R;Training an! !e"elo3ment, stu!ent !e"elo3ment,instructional materials an! #acilities, metho!s o# teaching an! strategy, curriculum content

an! assessment o# learning outcomes ha"e com3letely met the criterion that !emonstrate

goo! 3ractice o# total >uality management) -imilarly, the 3ro"isions on the le"el o#

3ro!ucti"ity along in!icators on inno"ati"e technology a33lication, Bo1 satis#action, an!

management commitment to >uality an! mar@et com3etition ha"e also com3letely met the

criterion that !emonstrates goo! 3ractice) The 3erce3tion o# total >uality an! 3ro!ucti"ity is

!e3en!ent on the satis#action an! e 3ectation o# the a!ministrators, #aculty an! stu!ents in

the aca!emic setting an! that their Bu!gment !e3en!s on their a1ility, 3osition an! the

>uality o# out3uts an! ser"ices re>uire!)

The stu!y recommen!, that the success#ul im3lementation o# total >uality

management an! 3ro!ucti"ity !e3en!s on the lea!ershi3 management, a!ministrators an!

the #aculty, #ocuse! on the stu!ent learning an! !e"elo3ment along 6ith com3etent,

commitment an! >uali#ie! #aculty, a!e>uate instructional materials an! #acilities, e##ecti"e

!eli"ery o# teaching metho!s an! strategies, curriculum content are !esigne! as in!ustry;



1ase! an! e##ecti"e assessment metho!s shoul! 1e a!o3te! in the institution) It also

recommen!e! that the a33lication o# 3ro3ose! #rame6or@ o# TQM mo!el in Region I,

that inclu!e all as3ect o# attaining total >uality s3ecially the elements 6as #ocuse! on

stu!ent !e"elo3ment an! learning)

It 6as #urther recommen!e! to stu!y Total Quality Management ractices 1ase! on

the 3erce3tion o# school a!ministrators, in!ustry em3loyers an! em3loye! gra!uates)

tqm - abstract tqm-edited

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