the total quality management practices in yemeni
TRANSCRIPT
i
THE TOTAL QUALITY MANAGEMENT PRACTICES IN YEMENI PUBLIC
UNIVERSITIES
ALI ABDULLAH HUSSEIN AL-AMRI
A thesis submitted in
fulfillment of the requirement for the award of the
Degree of Master of Science in Technology Management
Faculty of Technology Management and Business
Universiti Tun Hussein Onn Malaysia
JULY 2012
v
ABSTRACT
There is a mutual relationship between the prosperity of a nation and the quality of
education it provides to its people. Quality education improves standard of living of
people by enhancing the performance of engines of economic development. This
study focuses on the practice and application of Total Quality Management (TQM)
in Yemeni universities. A questionnaire was developed after a careful and thorough
review of the related literature and consultations with experts. The questionnaire was
administered to universities academy staff. The study was performed based on a
survey method for collecting data. A total of 262 questionnaires usable surveys were
received. Correlation Pearson, t-test, One-way ANOVA were applied to analysis the
gathered data from the questionnaire. The data were analyzed using computer-
mediated (Statistical Package for Social Sciences) (SPSS). According to the analysis
of TQM made in Yemen universities using statistical methods; Cronbach Alpha was
high enough to a value of 0.96. Unfortunately, the Yemeni public universities have
low turnout of TQM practice.
vi
ABSTRAK
Terdapat saling berkait antara kemakmuran Negara dan kualiti pendidikan yang
disediakan pada penduduk. Pendidikan berkualiti akan meningkatkan taraf hidup
rakyat melalui peningkatan prestasi pembangunan ekonomi. Kajian ini memberi
tumpuan kepada amalan dan penggunaan Pengurusan Kualiti Menyeluruh (TQM) di
universiti-universiti di Yaman. Soal selidik telah dibangunkan melalui ketelitian
kajian semula terhadap sorotan dan perundingan dengan pakar-pakar berkaitan. Soal
selidik telah diberikan kepada kakitangan akademik universiti. Kajian ini dilakukan
berdasarkan kaedah kaji selidik untuk pengumpulan data. Sejumlah 262 soal selidik
telah diterima. Korelasi Pearson, ujian t, “Satu hala ANOVA” telah digunakan untuk
menganalisis data yang dikumpul daripada soal selidik. Data dianalisis
menggunakan perisian (Pakej Statistik untuk Sains Sosial) (SPSS). Menurut analisis
TQM yang dibuat di universiti Yaman menggunakan kaedah statistik Cronbach
Alpha adalah cukup tinggi dengan nilai 0.96. Hasil depatan menunjkkan universiti
awam di Yaman mempunyai kadar amalan rendah terhadap TQM.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
TITLE i
DECLARTION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
ABSTRAKT vi
TABLE OF CONTENTS vii
LIST OF FIGURES xii
LIST OF TABLES xiii
CHAPTER 1 INRODUCTION 1
1.1 Introduction 1
1.2 Problem Statement 5
1.3 Research Questions of the Study 5
1.4 Objectives of the Study 6
1.5 Hypotheses of the study 6
viii
1.6 Importance of Project 7
1.7 Study Scope 8
1.8 Definitions of Key Terms 8
CHAPTER 2 LITERATURE REVIEW
2.1 Introduction 10
2.2 Total Quality Management 11
2.2.1 Concepts of Total Quality
Management
11
2.2.2 Definition of Total Quality
Management
13
2.2.3 Definition of Quality 15
2.2.4 The Emergence of the Concept of TQM 16
2.2.5 The Stages of Total Quality
Management
18
2.2.6 The principles of Total Quality
Management
19
2.2.7 Total Quality Management Tools 22
2.2.8 Models of Total Quality Management 25
2.2.8. 1 Deming's Model 25
2.2.8.2 Juran`s Model 27
2.2.8.3 Crosby`s Model 28
2.2.8. 4 Victory-C`s Model 31
ix
2.2.8.5 Baldridge`s Model 31
2.2.8.6 Wheel Model 33
2.2.8.7 Ishikawa`s Model 35
2.2.8.8 Feigenbaum’s Model 36
2.2.9 2.2.9 International Organization for
2.2.10 Standardization (ISO)
37
2.2.10 The Relationship between ISO 9000
and TQM
38
2.2.11 The Concept of TQM in Universities 39
2.2.12 The principles of TQM in higher
education
42
2.2.13 Axes of TQM in higher education
institutions
45
2.2.14 Models of TQM in universities 46
2.2.14.1 Ashok & Motwani`s Model 46
2.2.14.2 The European's model
(EFQM)
47
2.2.15 Evaluation of models of TQM 49
2.2.16 Applications of TQM in universities 50
2.2.16.1 The University of Maryland 50
2.2.16.2 The University of Southern
Colorado
52
2.2.16.3 Oregon State University 53
2.2.16.4 The University of 54
x
Pennsylvania
2.2.17 Series of ISO standards in higher
education
55
2.2.17.1 Requirements of
ISO 9001 universities
56
2.3 Higher Education in Yemen 58
2.3.1 Introduction 58
2.3.2 Important higher education 58
2.3.3 Types and forms of higher education. 59
2.3.4 Higher education in Yemen 60
2.3.5 Objective higher education in Yemen 62
2.3.6 Organizational structure of the Ministry
of Higher Education Yemen
63
2.3.7 The Yemeni universities 64
2.3.8 Definition of the university 65
2.3.9 The functions of contemporary
universities
65
2.3.10 University Systems of traditional and
contemporary
66
2.3.11 Administrative organization of the
Yemeni universities
66
2.3.12 Organizational structure of the Yemeni
universities
67
xi
2.3.13 Problems facing the Yemeni universities 68
2.4.1 previous studies 70
2.4.2 Summary of previous studies 82
CHAPTER 3 METHODOLOGY 84
3.1 Introduction 84
3.2 Research Model study 86
3.3 The study population 87
3.4 The study sample 87
3.5 Research Instrument 90
3.6 Statistical treatments 92
CHAPTER 4 FINDING 93
4.1 Introduction 93
4.2 Description of the sample 94
4.3 Demographic information 94
4.4 Reliability of the Variables 98
4. 5 OBJECTIVE 1 100
4.6 OBJECTIVE 2 101
4.7 Summary Of findings 116
CHAPTER 5 DISCUSSION AND CONCLUSION 118
xii
5.1 Introduction 118
5.2 Discussion of findings 116
5.3 Discussion of hypotheses 119
5.4 Recommendations 123
5.5 Suggestions for further research 124
REFERENCES 125
APPENDIX 134
xiii
LIST OF FIGURES
FIGURE NO TITLE PAGE
2.1 Elements of TQM 12
2.2 Deming cycle and its relationship to continuous
improvement
25
2.3 Juran`s Trilogy 28
2.4 Crosby`s Model 30
2.5 Clarifications of the vision and future scenarios
for TQM
31
2.6 Baldridge`s Model 33
2.7 Wheel Model 34
2.8 Ishikawa`s Model 36
2.9 The relationship between ISO 9000 and TQM 38
2.10 components of the university educational 40
2.11 The principles of total quality in higher
education
42
2.12 Ashok & Motwani`s Model 47
2.13 The European's model 48
2.14 Organizational structure of the Ministry of
Higher Education
63
2.15 organizational structures of the Yemeni
universities
68
xiv
3.1 Research flowchart 85
3.2 Research Model study 86
xv
LIST OF TABLES
TABLE NO TITLE PAGE
2.1 Elements of TQM 13
2.2 The historical development of the concept of a
quality in Industrialized countries
16
2.3 Showing the State Universities, the Number of
Faculties and Departments (2007)
64
3.1 Distribution of study sample based on gender 88
3.2 Distribution of study sample based on age 88
3.3 Distribution of study sample based on college 88
3.4 Distribution of study sample based on
Qualifications
88
3.5 Distribution of study sample based on experience 89
3.6 Distribution of study sample based on academic
degree
89
3.7 Distribution of study sample based on job
Position.
89
3.8 Distribution of study sample based on universities 90
4.1 Summary of Questioner which distributed 94
4.2 Gender 94
4.3 Age 95
xvi
4.4 College 95
4.5 Qualifications 96
4.6 Experience 96
4.7 Academic degree 97
4.8 Job Position. 97
4.9 Universities 98
4.10 Reliability 99
4.11 Pearson correlation coefficients 100
4.12 Mean score of faculty members of the study
sample
101
4.13 t-test results according to the gender variable. 102
4.14 Mean scores results according to the Age variable 103
4.15 One Way ANOVA results according to the age
variable
104
4.16 t-test results according to the variable of college 105
4.17 t-test results according to the Qualifications
variable
106
4.18 Mean scores results according to the experience
variable
107
4.19 One Way ANOVA results according to the
experience variable
108
4.20 Mean scores results according to the academic
degree variable
109
4.21 One Way ANOVA results according to the
academic degree variable
110
4.22 Mean scores results according to the job Position 111
xvii
variable
4.23 One Way ANOVA results according to the job
Position variable
112
4.24 Mean scores results according to the universities
variable
114
4.25 One Way ANOVA results according to the
universities variable
115
4.26 Summary of the findings 116
xviii
LIST OF APPENDICES
APPENDIX TITEL PAGE
A TQM –Questionnaire 134
B Areas of total quality management in universities 145
C Krejcie, R. V., & Morgan, D. W. (1970). 146
D Table Shows the No. of Teaching Staff at the
Public Universities According to Degree,
Nationality and Sex for 2007/2008
147
E Analysis SPSS 146
F Publish Journals 178
G VITA 193
CHAPTER 1
INTRODUCTION
1.1 Introduction
Arab societies are currently experiencing many changes in various areas of life that
requires corporate and private organizations to change their traditional administration
and management styles. Thus, it is required that each organization adopt modern
management concepts if they desire to achieve their objectives more readily. These
changes will increase their competitive edge in the global inter-institutional
productivity and rapid technological development in the world in various areas,
particularly in communications, computer and laser technologies. Further, this could
strengthen economic relationship and interdependencies among neighboring states
which could be a factor responsible for the positive advancement of the previously
non-industrially developed nations like Malaysia, Taiwan, Philippine, and Indonesia
to a developed one.
Some possible application of such development could result into merger or
complete acquisition of one company by another, bearing in mind the respective
social changes within and without the organizations, the social changes that have
occurred in the values, principles and lifestyles of individuals. This requires the
development and promotion of scientific research, building of qualified human
capital in various areas of social sciences and community leadership.
2
However, this could only be achieved with scientific and educational
functioning institution according to the requirements and needs of the community in
which they operate.
Clearly, education is a set of operations being conducted for the training and
development of knowledge, skills and thinking of the individual through the various
educational institutions to the individual duties to themselves and to the community
in which they live (Al-Khfaji, 1995).
It is not any education, because education creates the required individual and
society to the reality and dynamics of the technological revolution and the rapid
change era. These vast amounts of knowledge are needed for the organization rapidly
and continuously, due to the flow of information and identify the ways to use them,
in order to progress towards development (Jolie, 2002).
At this moment, universities are the symbol of renaissance of the people and
nation, and address of the greatness in culture and advancement. This axis has an
essential place of cultural life in the comprehensive sense, and the dimensions of
intellectual, literary, scientific and technological development.
Higher education institutions and management are no longer hardware and
accountable institutions and fiduciaries for cultural heritage to be transferred to
younger generations. It also have become a player in the development of knowledge
and the development of the community and development and assist in meeting the
challenges in political and economic difficulties together with social and cultural
rights. This is imposed on higher education institutions working to change its ways
of administrative and educational facilities, if they are to achieve their objectives
efficiently and effectively ( Al-Mallah, 2005).
Improving the performance of higher education institutions is a global
concern in all countries in the world. Among the most important characteristics that
distinguish a community from other communities, is its ability to manage institutions
and vital programs, not only effectively and efficiently, but fairly innovative. Linked
to the size and quality of services in the founder in higher education system-
managed, those make the university a letter Compass movement through the
guidelines and university ethics. Any success of its founder, is a success in its
management, hence the importance of management's commitment to higher
education institutions to improve the overall philosophy constantly in order of arrival
3
to TQM in universities, which need the participation of all to ensure survival and
continuity of Universities (Al-Khatib, 2000).
It supports the field of quality in higher education institutions on an
integrated system of educational information and education within each university.
On the other hand, an Interdisciplinary Study to identify the best methods to apply
the principles of total quality after a diagnosis of the status and knowledge
shortcomings and work to address them to gain access to better, brighter future for
generations to come. Thus, Total Quality Management performance evaluation is the
most important entrances to the university entrance Total Quality Management.
A set of standards and procedures designed and implemented by the
introduction of continuous improvement (TQM) in the product, taking into
consideration that these actions are not limited to an individual without the other in
the institution, not a job without the other, but all the elements of physical and human
resources in the enterprise Educational (Jeryes, 2004).
In modern management philosophy, based on a number of (TQM) definition,
is a comprehensive quality management concept of modern management-oriented,
which is based on the combination of management tools, the efforts innovation, and
specialized technical skills in order to improve the level of performance and
improvement and ongoing development (Al-Khatib, 2000).
The beginning of many of the administrative institutions in the application of
this concept to improve the quality of its services, assistance in the face of difficult
challenges, and gaining the satisfaction of society, has made the administrative
institutions great success following the implementation of this concept especially in
some countries, such as Japan, United States, France and Britain. The concept of
Total Quality Management has impacted the administrative role by the achievements
of this new type of tangible successes in the department and the description of this
concept as the revolutionary wave after the third industrial revolution, the revolution
of computers (Al-Saoud, 2002).
The success of management based on industry has provoked the question
about the applicability of quality in education and Edward Deming has pointed to the
need leading to TQM. The introduction of TQM in education, viewed as a system for
quality processes in education, and continuous improvement in the educational
process - learning (Al-Musawi, 2003).
4
The attention to quality management in education does not mean that he plans
to make the education institutions, especially universities, businesses, or industrial
plan to double the profits to improve their products, but, what should be benefited
from the entrance of the Total Quality Management in education. In purpose to
develop the methods, one need to achieve educational quality of the product, and in
order to double the benefit the beneficiary, first of all is the educational efforts, then
the community of all its institutions, and groups, and individuals in the filed of
education. This will spark competition among universities in order to achieve the
best results (Alawnah, 2004).
The Quality is a relative phenomenon related to and rooted in educational
institutions, and differs from one institution to another in many ways. Whether the
institution uses the principles of Total Quality Management or other trends, it is
imperative that there is a link between the principles of Total Quality Management
on one hand, and organizational culture of your organization on the other. Not
coming to this workshop to take root successfully, but Total Quality Management of
the leader in the organization is important for the Total Quality Management to be
successful. Within the campus, the university presidents have to cling to the
possibility of its application, and not idiomatic meaning, but they should also, work
on the preparation of the implementation of TQM management brilliant setting to
take place in the appropriate academic environment (Badah, 2003).
The researcher felt that the interest in the study of Total Quality Management
(TQM) by previous researchers focused only on the organization of commodity
production, while service organizations, especially educational institutions such as
university, has not received adequate attention. From here, it could be conceived, that
this study to induce the importance of conducting studies on the subject in higher
education institutions generally in the Arab peninsula, and Yemeni universities in
particular.
5
Problem Statement
The achievement of Total Quality Management in institutions of higher education
meant the organization's ability to provide a high level of service quality excellence,
and through which it can meet the needs of students, faculty members, parents,
employers, and society and others, and in a form which is consistent with their
expectations and requirements of the times and the environment of scientific and
technological resources, including achieving satisfaction and happiness to them. This
is done through pre-established standards to assess the output, and check the status of
excellence (Al-Saoud, 2002).
Seeking higher education institutions in Yemen for the development of inputs
and operations requires continuous work to improve the performance of its functions
and to link them to their societies, in order to obtain the best output, in a shorter time,
and less cost.
Since the entrance of Total Quality Management an important step and the
entrance are essential in the development of performance in Yemeni universities and
brings them to the desired level, especially in light of the continuous fast paced and
interactive world in which we live these days. This has resulted in challenges, which
calls for a greater willingness to face the fears, apprehensions, competitiveness, and
international conflicts.
The problem for the study mentioned in the following:
What is the reality of the practice and application of total quality management in the
Yemeni universities as perceived by faculty members?
1.2 Questions of the Study
To address the Listed below objectives and provide solutions to the research
problem, two research questions were identified and formulated as follows:
6
RQ1: What is the practice and application of total quality management in the Yemeni
universities as perceived by faculty members?
RQ2: What is the impact of demographic variables (gender, age, college, experience,
academic degree, job Position, qualifications and university where he/she worked) on
the responses of faculty members to total quality management?
1.4 Objectives of the Study
This research has the following objectives:
O1: The aim of this study is to qualify and quantify the extent of total quality
management practices in Yemeni public universities.
O2: To Identify the impact of demographic variables (gender, age, college,
experience, academic degree, job Position, qualifications and university where he/she
worked) on the responses of faculty members to total quality management?
1.5 Hypotheses of the Study
Through the questions of the study the following null hypotheses have proposed:
H1: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of gender.
H2: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of age.
H3: There is no significant differences at the level of significance (α = 0.05) for the
respondents about their perceived of the principle of the total quality management in
Yemeni universities according to the variable of college.
7
H4: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of qualification.
H5: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of experience.
H6: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality management
in Yemeni universities according to the variable academic degree
H7: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of job Position.
H8: There is no significant differences at the level of significance (α = 0.05) for
the respondents about their perceived of the principle of the total quality
management in Yemeni universities according to the variable of the university.
1.6 Importance of the study
The important of this study derived from the importance of the implementation of the
principles of total quality management. Total Quality management considered as one
of the most important tools in measuring the effectiveness of the universities work.
Through using of a total quality management, the university can produce a product -
student- that performs according to its stated promises. Using of total quality
management to improve the quality of the outputs of the universities and to improve
the quality of the output and to design a new programs and requirements that feeding
the marketplace with suitable workforce. Furthermore, the implementation of the
total quality management principles provides a methodology to create the type of
product- i.e., Student- that the workplace needed. Therefore, this study aims to
measure to what extent Yemenis' universities have applied the total quality
management principles, and how this implementation will affect the output of these
8
universities to the workplace. The importance of this study is illustrated in the
following points:
i. This research has merit in the sense that it can help the Yemeni universities to
implement TQM and improve their performance continuously.
ii. This study considered a fundamental that can rely on in establishing an indicator
for the performance of the Yemeni universities.
iii. The results of this study will help the interested people in higher education in
understanding the ways to improve the performance of the universities.
1.7 Study Scopes
This research was carried out in Yemen, the data were collected from faculty
members of the government owned universities located in eight universities in the
second semester of 2010-2011 academic session. Only full-time faculty members
with masters and PhD degrees were given the questionnaires.
1.8 Definitions of Key Terms
Quality: The ability of a product or service to meet or exceed customer
requirements.
Quality management: An approach to achieving and sustaining high quality
products and/or services by focusing on the continuous improvement of processes
throughout all levels and functions of an organization in order to meet or exceed
customer requirements
Total Quality Management (TQM): An approach to “continuous improvement that
is focused on responding to customer needs, basing decisions on data, and allowing
Everyone to participate in the process"
University: an independent scientific institution with a specific organizational
structure, systems, customs and traditions of academic Particular, and primary
9
functions of teaching, scientific research, community service, consisting of A group
of colleges and departments of the specialized scientific nature. Offering programs of
study in a variety of Different disciplines, including what is on the undergraduate
level, including what is on the level of studies High, and gives degrees to students.
Faculty members: They are all members of the teaching staff at universities Yemen
Of the master's degrees or doctorates. (Al-Abasi, 2004).
11
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This chapter presents the review of related literature. Papers (books) and electronic
(internet) sources have been explored to extract most relevant and current
information about the historical development in the field of total quality management
in education set up in Yemen presently. An effort has been made to link the
individual contribution of the researchers and academics in the field under review.
The University education in Yemen suffers from many problems. The
University education has not been able to achieve the main purpose of higher
education. Among which is; to produce people with good moral, intellectual
excellence and academic ability that can develop logical thinking and contribute
effectively towards the industrial, economic, technological and social development of
the country and citizenry. Paraphrases, if higher education would attain its due level,
Yemen can tackle some global challenges of insecurity and technological
advancement.
The content of the conceptual framework of TQM is given by some
definitions. For better understanding and clarification, it is related to the historical
development and the most important principles, tools and tries to adapt these
concepts to the needs of higher education particularly in university. It also clarifies
most problems for the application of these concepts in the field of higher education,
11
and try to develop and keep pace with the needs of the times and innovation.
Consequently, optimum education would achieve.
2.2 Total Quality Management
Total Quality Management (TQM) is a comprehensive, customer focused system that
many companies are now adopting to improve the quality of their products and
services. Also, TQM is a way of managing the organization at all levels top
management in Frontline to achieve customer satisfaction. It involves all employees
in continuously improving the company’s work processes.
Many believe that the worldwide effort to improve the quality of products
and services through the application of TQM principles represents a fundamental
change in management style and philosophy that will dramatically alter the way
successful enterprises are managed. In fact, the impact of TQM quality movement
affects the way many United States of America (USA) companies have recast their
management approach and already been profound results in market share,
profitability, productivity and worker involvement have been spectacular .Gradually,
some segments of the construction industry are adopting TQM as an overriding
management approach (Lewis, 1995).
2.2.1. Concepts of Total Quality Management
After World War II, the concept of TQM was applied broadly in Japan. W. Edward
Deming introduced these new quality control concepts. During the early 1980s, a
number of North America manufacturers began to implement basic quality concepts
and added other management techniques in the area of employee motivation,
business process measurement and rewards. This blend of quality management
12
techniques and philosophies is generally referred to as Total Quality Management
(Weis, 2001).
Now TQM has become one of the most popular and widely used management
practices in Americas companies. Based on the above definitions, we can say that
Total Quality Management is comprised of multiple components, the most important
ones, are four components, as shown in Figure 2.1 as follows:
i. The constant quest to achieve customer satisfaction.
ii. Ongoing work and tireless work to improve the quality and development.
iii. Use of task forces, and the involvement of all employees in the organization.
iv. Interest of the information and systems development.
Figure 2.1: Elements of Total Quality Management (Al-Hammadi, 1999)
According to Lau and Anderson (1998), to understand and successfully
implement TQM requires utilizing TQM concepts and relating these concepts to the
specific application under consideration. They extracted the common elements used
in defining TQM at the philosophical level. These are summarized in Table 2.1
below.
Team worksData andinformation
Consumer
ImprovementContinuous
13
Table 2.1: Elements of TQM
TOTAL QUALITY MANAGEMENT
Require employee
participation and teamwork
Everyone must develop a
sense of quality ownership
Involve every level and
function of the company
Apply systems thinking.
Customer (internal and
external) driven
Emphasis on continuous
improvement (Kaizen)
Technical issues:
training for skills and
knowledge
Humanitarian issues:
encourage innovation.
Require commitment
from top management
Establish purposes and
values of the company
Leadership is critical
Make appropriate
changes in
organizational culture.
(Zadry, 2005)
2.2.2. Definition of Total Quality Management (TQM)
Different authors have given various definitions of Total Quality Management, TQM
is a strategy which is concerned with changing the fundamental beliefs, values and
14
culture of a company, harnessing the enthusiasm and participation of everyone
(Atkinson and Naden, 1989).
According to Juran (1986), TQM is a philosophy aimed at achieving business
excellence through the use and application of tools and techniques, as well as the
management of soft aspects, such as human motivation at work. Berry (1991)
defined the TQM process as a total corporate focus on meeting and exceeding
customer’s expectations and significantly reducing costs resulting from poor quality
by adopting a new management system and corporate culture.
The definition offered in the Department of Defense Total Quality
Management Guide is one of many definitions of TQM which is popularly applied
(Saylor, 1992). TQM is both a philosophy and a set of guiding principles that laid the
foundation of a continuously improving organization. Total Quality management is
the application of quantitative methods and human resources to improve the material
services supplied to an organization, all the processes within the organization, and
the degree to which the needs of the customer are met, now and in the future.
Total Quality management is a long-term process, which relies on relative
achievements through continuous improvement. Problem identification, Problem
solving, teamwork and quality circles are all-important aspects of driving the
improvement wheel forward. Successful TQM implementation can only come from
radically challenging and changing the culture of the organization (Zairi, 1996).
Therefore, one may say that TQM is a philosophy, concept and powerful
management approach. It involves management and empowerment of people in order
to create satisfied customers and improve organizational performance.
“Long-term commitment to new learning and new philosophy is required of
any management that seeks transformation. The timid, the fainthearted, and the
people that expect quick results, are doomed to disappointment.” (Deming).
15
2.2.3. Definition of Quality
The quality is not a new or recent development. Although much of the business
literature on the subject of quality is fairly recent, in that it was written in the latter
half of the twentieth century, quality has been an integral component of cultures
throughout the world for several millennia. Nowadays quality has become an
increasingly predominant feature of our lives. The existence of this desire for quality
has caused industries and organizations throughout the world to attempt to develop a
philosophy, which can deliver the quality they require (Walsh, 2002).
Many definitions of quality can be found in the literature. As in Juran (1986)
defined quality as “fitness for use”. Similarly, Crosby (1979) defined quality as
“conformance to requirements”. Both of these definitions focus on the satisfaction of
customers’ needs. According to Feigenbaum (1983), quality is the total composite of
product and service characteristics of marketing, engineering, manufacture and
maintenance through which the product and service will meet the expectation of the
customers’ demand.
Quality as defined in the ISO 9000 is the totality of features and
characteristics of a product or service that bear upon its ability to satisfy stated or
implied needs (ISO 9000, 1992). Garvin (1988) expand quality by examining eight
principal dimensions which are: performance, features, reliability, conformance,
durability, serviceability, aesthetics, and perceived quality.
The defining quality as:”The quality of a product is its ability to satisfy, or
preferably exceed, the needs and expectations of the customer”. Each of these
definitions comes from different perspectives and emphasizes on different issues. For
example, Crosby has defined quality as “conformance to requirements” that has a
producer perspective, and Deming’s and Juran’s definitions have a user-based
perspective.
It can be seen from the above definitions that the emphasis on quality has
broadened to focus on customer needs. What the customers actually want are the
“solutions” to their needs and not just quality products.
16
2.2.4 The Emergence of the Concept of TQM
Total Quality Management began its modern meaning in the United States. However,
it has grown and flourished in Japan as a system management. Due to the emergence
of total quality in the early years of the twentieth century studies of time and
movement in 1911 as advocated by Taylor where the sign of the birth of the concerns
of modern efficiency. When adopted by the Japanese at the beginning, fifty
applications of statistical concepts of quality as a means to rebuild the industrial
destroyed infrastructure in all areas, which had the greatest impact on the success of
Japanese companies in the late seventies.
This helped to spread the use of total quality management outside Japan,
embraced by European and American companies, which began in the early eighties
through the introduction of ideas (Deming) about quality, productivity, and
competitive position. It then became in the mid nineties being taught and applied in
institutions and universities of America (Badah, 2003).
From the above, history, we can deduce that this concept differed from period
of time due to the results of research and studies related to measuring the desires of
consumers, producers or others interested in this subject, and in the various countries
of the world, in general these stages can be illustrated as in Table 2.2.
Table 2.2: The historical development of the concept of quality in industrialized
countries
Year Ideas
1911 (Taylor): The first to study time and movement was a pioneer of scientific
management school, where his obsession was the basic working
proficiency and thus production.
1931 (Shewart): Provide a statistical quality control in his famous book "Control
of Quality ".
1941 (Deming): Helped by joining the circle of war in America which serve as a
teacher of Technologies Quality control.
1950 (Deming): Drew his popular ideas in the scientific fields in Japan, where
17
he focused on the theme of quality.
1951 (Juran): Published a book on quality control.
1961 (Martin): Provided the concept of Zero defects.
1970 (Crosby) Introduced the concept of Zero defects.
1979 (Crosby) Published a book on freedom of quality.
1980 Began to influence the Japanese television broadcast in the U.S., and
raised the question that if Japan was an efficient, why not us? This
recognition of successful ideas of Deming in Japanese management.
1981 Ford Motor Company took hold seminars, and invited Deming to talk with
top management about the importance of the relationship between the
producers and quality, and the consolidation of this relationship.
1982 (Deming): Publication of a book (Quality, Productivity and Competitive
Position).
1987 U.S. Congress established the (Malcom Baldridge) for Total Quality
Management.
1988 Issued by the U.S. Secretary of Defense guidance and direction to the
Department of Defense to adapt the suit of their Total Quality
Management.
1989 The first U.S. company, a company of Florida Power, wins Deming’s
Award in Japan.
1993 Has become the entrance to the overall quality which is widely taught in
colleges and universities in America.
2003 Spread the concept of total quality management in industrialized countries,
and also in some of the developing countries, for the fate of the popularity
and attention by scholars and specialists in this area.
(Al-Mallah, 2005)
18
2.2.5 The Stages of Total Quality Management
i. The stage of inspection or examination (1900-1940):
Quality has been in the focus stage just to detect errors and to correct them. Error,
defect or damage might actually happen, that the screening process discovered the
error, but did not banish it from the foundation phase.
ii. Stage of statistical quality control (1940-1960):
Quality had been approved at this stage of the use of modern statistical methods for
quality control. According to this concept, the set quality is well advanced on the
examination with regard to the complexity of methods, and the development of
systems used.
iii. Stage of quality assurance (1960-1985):
Forward all of the focus on the efforts to prevent the occurrence of errors, and thus
described as a stage-based system based on prevention of errors from the beginning,
which is otherwise known as the principle of zero damage.
iv. Stage of Total Quality Management (1986-present):
Aims at the quality of processes in addition to product quality, and focuses on the
teamwork and encourage the participation of workers and their integration, as well as
to focus on the participation of beneficiaries and suppliers.
Since then, it has become more difficult in the exercise of administrative
work with the rapidly changing societies and their development together with the
consequent emergence of new crisis and needs. Requiring specific solutions, which
do not stop merely at providing a solution itself, but rather the search for efficiency
and effectiveness of this solution, which requires an ongoing change in the
19
administrative way of thinking, and this is the introduction of the concept of total
quality management, because there were no certain concepts that were well
established in the minds of management experts, according to the traditional
administration thought (Badah, 2003).
In fact, there is one thing needed for any organization which is: requirement
of changes in the management system in term of quantity and the quality
management system. In order to do this, the leaders should understand that the old
quantum system, which focused entirely on the results, can be improved by stitching
together the good and fresh ideas.
One must create a new culture and new system to replace the old system.
Should the new system focus on the philosophy of continuous improvement; it must
begin with the definition of the official leaders in the foundation of the nature of the
tasks assigned to them (Dobbins and Mason, 1997).
2.2.6 The principles of Total Quality Management
Despite the multiplicity of definitions of the concept of total quality management,
there is one general agreement on the most important principles to be adopted and
introduced when attempting to apply TQM successfully, these principles are:
i. Top Management Leadership and Support
The total quality is a management-led process. As a result, success in its
implementation depends on the demonstration of top management’s commitment, the
commitment and involvement of management needs to be demonstrated and visible.
Commitment means a willingness to devote resources to TQM, to invest in the
program, and the willingness to invest now, in order to reap benefits later. Now a
commitment to total quality means a willingness to change the style (and culture) in
which the company operates, which may mean changes in the company’s
20
management philosophy or new relationships between managers and their
subordinates (Islam, 2008).
ii. Strategic Quality Planning
It plays a vital role in ensuring quality outputs (products or services) of an
organization. By undergoing the process of strategic planning, organizations are able
to identify their strengths and weaknesses thereby, formulate appropriate strategies in
line with the changing situation/environment so as to meet customers ‘requirements
and demands. Strategic quality planning involves five steps, which are: external
environment analysis, internal environment analysis, formulation of the
organization's vision, formulation of quality objectives, and identification of
improvement activities.
iii. Focus on the Customer
Quality is conformance to customer requirements. To achieve maximum customer
satisfaction, every employee, supervisor, and manager must develop a passionate
commitment in meeting customer requirements, which is the key to quality and
profitability (Miller, 1995). A strong commitment and involvement of managers,
supervisors, and employees in the customer focus process will assure quality, cost
reduction, and gain competitive advantage for the organization concerned.
iv. Measurement and Analysis
Measurement is one of the most critical functions in quality assurance. A
performance measurement system provides important data and information to
management on the current performance of a work process that is being
implemented.
21
v. Commitment to Training and Recognition
Successful implementation of TQM depends on the support and participation of a
skillful and knowledgeable workforce with positive attitudes and values towards the
work. This requires continuous training and recognition of a system that motivates
the workforce to produce high quality outputs. For TQM organizations, where
employee involvement in decision-making, teamwork, self-direction, customer focus,
partnership, and continuous improvement rise from clichés to core realities, training
is very useful – it is essentially and extremely important. Recognition is an
appreciation of the contributions of the employees and team-work to the being of the
organization as a whole. The contributions of employees over the years cannot be
ignored. Due recognition and appreciation in various forms should be in place and
rewarded through promotion and/or award.
vi. Employee Empowerment and Teamwork
Teamwork among employees of a department is a unifying force in ensuring
success of the department’s quality improvement efforts. The most common vehicle
for employee participation is a team. Posits that “teams do most things better than
individuals because the members stimulate each other; they possess a broader range
of skills, and anyway, working in a team can be more fun”. Teamwork enhances
three key aspects of the quality improvement process: facilitates the free exchange
of information and ideas, builds up trust among the employees, and improves
communication within the department (Islam, 2008).
vii. Quality Assurance.
Quality assurance focuses on planned and systematic actions for the prevention of quality
problems to ensure the production of defect-free outputs. Stated that in overcoming the
limitations of quality inspection and quality control approaches, many organizations have
turned to quality assurance as an alternative. Therefore, quality assurance involves the
22
planning and the management of the right method in the production of goods or rendering
services.
2.2.7 Total Quality Management Tools
The following are some of the most common TQM tools in use today, used in
identifying specific information in a specific manner. It should be noted that tools
should be used in conjunction with other tools to understand the full scope of the
issue being analyzed or illustrated. Simply using one tool may inhibit your
understanding of the data provided, or may close you off to further possibilities.
i. Pareto Charts: The Pareto charts are used when we want to decide in which
order problems must be solved. In fact, Pareto chart makes serious problems visible.
When the most serious problem is solved, we can go to the next problem, Bergman
(Bergman & Klefsjo (2003).
ii. Histograms: This is a graphic summary of variation in a set of data. It
enables us to see patterns that are difficult to be seen in a simple table of numbers.
Can be analyzed to draw conclusions about the data set. (Payne, 2004)
iii. Cause and Effect, Ishikawa or Fishbone Diagrams: The cause-and-effect
diagram is a method for analyzing process dispersion. The diagrams purpose is to
relate causes and effects. Three basic types: Dispersion analysis, Process
classification and cause enumeration. The effect = problem to be resolved,
opportunity to be grasped, result to be achieved. Excellent for capturing team
brainstorming output and for filling in from the 'wide picture'. Helps organize and
relate factors, providing a sequential view. Deals with time direction but not quantity.
Can become very complex. Can be difficult to identify or demonstrate
interrelationships. (Wiley, 1987)
23
iv. Scatter Plots: this is effectively a line graph with no line - i.e. The point
intersections between the two data sets are plotted but no attempt is made to
physically draw a line. The Y axis are conventionally used for the characteristic
whose behavior we would like to predict. Use to define the area of relationship
between two variables. (Wiley, 1987)
v. Control Charts : Method of Statistical Process Control, SPC control system
for production processes. They enable the control of distribution of variation rather
than attempting to control each individual variation. Upper and lower control and
tolerance limits are calculated for a process and sampled measures are regularly
plotted about a central line between the two sets of limits. The plotted line
corresponds to the stability/trend of the process. Action can be taken based on the
trend rather than on individual variation. This prevents over-correction/compensation
for random variation, which would lead to many rejects (Wiley, 1987).
vi. Flow Charts: Pictures, symbols or text coupled with lines, arrows on the
lines show direction of flow. Enables modeling of process problems/opportunities
and decision points etc. Develops a common understanding of a process of those
involved. No particular standardization of symbols, so communication to a different
audience may require considerable time and explanation. (Cara Payne 2004).
vii. Check Lists: contains items that are important or relevant to a specific issue
or situation. Checklists are used under operational conditions to ensure that all
important steps or actions have been taken. Their primary purpose is for guiding
operations, not for collecting data. Generally used to check that all aspects of a
situation have been taken into account before action or decision making. Simple,
effective. (Cara Payne, 2004)
viii. Check Sheets: this is a data recording form that has been designed to readily
interpret results from the form itself. It needs to be designed for the specific data it
gathers. Used for the collection of quantitative or qualitative repetitive data.
Adaptable to different data gathering situations. Minimal interpretation of results
24
required. Easy and quick to use. No control for various forms of bias - exclusion,
interaction, perception, operational, non-response, estimation. (Cara Payne, 2004).
ix. Continuous Improvement: The total quality management based on the
principle that the development of opportunities has been a never-ending
improvement process, no matter how efficient the performance and effectiveness are,
and the level of quality best wished by the beneficiaries.
Their expectations are not fixed but variable, so it must provide a constant quality
and work to improve upon it, according to information that is collected and analyzed
periodically.
The continuous work in Total Quality Management has been always in the look
for the development of opportunities as confirmed by one of the Deming’s pioneers
in total quality management. Through the wheel of Deming quality cycle, it can be
illustrated in the Deming’s cycle and their relationships to continuous improvement,
consisting of four activities are carried out periodically and in a circle without any
interruption, are:
PLAN: what we want to accomplish over a period of time and what we are
going to do to get there.
DO: something that furthers the goals and strategies developed in number
one Plan.
CHECK: the results of our actions to make sure there is a close fit between
what we hoped to accomplish and what was actually achieved.
ACT: by making changes that are needed to more closely achieve the initial
goals or by developing procedures to ensure continuance of these plans that were
successful.
125
REFERENCES
Abbas, A. (2002) .Total Quality Management e entrance to the effectiveness of
information management to higher education in Yemen. Journal of
Education, Vol 5, p 6, pp. R: 73-113.
Abdeen, M. A. (1992) .Quality and economies Education: in A Critical Study,
Educational Studies, Cairo, the Association of Modern Education, Vol 7, c
44. Pp: 69-145.
Abufara, Y. (2003). Assessment of the quality of educational services for the
Faculty of Economics and Administrative Sciences Palestinian universities.
Paper submitted to the Second Scientific Conference of Faculty of
Economics and Administrative Sciences. Zarqa Private University. Jordan:
from 21-23 October.
Aghily, O. (2001) .Methodology for the integrated total quality management. Point
of view. Dar Wael for publication. Amman: Jordan.
AIOU. (2002). Islamic System of Education. Allama Iqbal Open University.
Islamabad. Pakistan: Master of Education.
Akhtar. M. (2007). Application and Analysis of Total Quality Management in
Colleges of Education in Pakistan. University Institute of Education and
Research Pir Mehr Ali Shah Arid Agriculture University Rawalpindi. Pakistan:
PhD Thesis.
Al Hakimi, A. (2005). Scientific Research in Yemenite Universities (in Arabic) 3.
UNESCO Forum Occasional Paper Series Paper no. 13 Organizations,
Structure and Funding of Research 12-13 September 2005, Alexandria:
Egypt.
126
Al-Abasi, O. (2004). The reality of the education system at the University of
Jerusalem in light of the criteria of total quality management from the
perspective of faculty members and students. Al-Quds University. Al-
Quds. Palestine: Master Thesis.
Al-Amri, A.H& Bon, A.Talib. (2011). The Degree of Application of Faculty
Members in the Yemeni Universities' of Principles' Total Quality
Management. Australian Journal of Basic and Applied Sciences, 5 (9):
176-181, 2011.ISSN 1991-8178.
Alabidi, S.G .(2003). Activating the role of Yemeni universities in achieving the
goals of quality . September 2003.
Alabidi, S, G. (2009). Ensure the quality of output of higher education in the
context of the needs of society. Working paper submitted to the Twelfth
Conference of Ministers Responsible for Higher Education and Scientific
Research in the Arab World: Beirut 6 - 10 December 2009.
Alawnah, M. (2008). Indicators of total quality management at the Al-Quds
University from the viewpoint of students. Journal of Al Quds Open
University, No. 12, pp-12-103 : Palestine.
Al-Duaes, M. N. (2009). Degree of implementation of the Vice-Deans for
Academic Affairs at the Universities of Sana’a and Taiz Republic of
Yemen, the principles of Total Quality Management in Action . Journal of
the University of Damascus. 25, p (1 +2) : Syrian Arab Republic.
Alfadel. & Altay. (2004). Total Quality Management from the consumer for the
consumer. Quantitative approach . Organizer Warraq for publication and
distribution. Amman: Jordan.
Al-Hammadi, A (1999). The road to No 15 by the change. Dar Ibn Hazm. Printing
and publishing and distribution. Beirut: Lebanon.
Ali, L. (2009). The possibility of applying total quality management in higher
education institutions in Algeria justification and the basic requirements, a
field study in the faculties of Arts and Humanities. University of El Hadj
Lakhdar Batna. University of El Hadj Lakhdar Batna. Algeria: Master Thesis.
Al-Khafaji, A. (1995). Total Quality: Al- Isra University .Amman: Jordan.
127
Al-Khatib, A. (2000) Total Quality Management: Applications in university
management. Journal of the Association of Arab Universities, the number
specialist No (3) pp. 83 -122, Yarmouk University: Jordan.
Al-Mallah, M. (2005). Achievement Extent of Total Quality Management
Standards at Palestinian Universities in the West Bank Districts as Seen
by the Teaching Staff. An-Najah National University. An-Najah National
University: Palestine: Master Thesis.
Al-Musawi, N. (2003) .Developing an instrument for measuring total quality
management in institutions of higher education. Educational Journal. P 67,
pp. P.:89- 115.
Al-Najjar, F. (1999) .Total Quality university management. . Etrak for publication
and distribution. Cairo: Egypt.
Al-Qahtani , S. (1993). Total quality management and their applicability in the
public sector. Public Administration. P 78, April, pp. R: .7-39.
Al-Qaruti, M . & Al-Mutairi, Y. M. (2007). Total Quality Management of the
Educational Process at Kuwait University from the Perspectives of Faculty
Members. Journal of King Abdulaziz University. Economics and
Administration, P21, pp57-99.
Al-Saoud, R. (2002). Total Quality Management: a proposed model for the
development of school management in Jordan. Journal of Damascus
University, Vol ( 18) p 2, p. 55-105.
Al-Shafei, A. w. (2000). Culture of quality in the management culture of the
Japanese education and access to them in Egypt. Journal of Education,
Vol (2), p 1, pp 73-111.
Alwasel , A. . R. (1999) .Research steps and stages. The Ministry of Education:
Saudi Arabia.
Arjomandi, M. (2009). An EFQM Excellence Model for higher education quality
assessment. 20th Australasian Association for Engineering Education
Conference University of Adelaide, 6-9 December 2009.
Atkinson, P. E. and Naden, J. (1989). Total Quality Management: Eight Lessons to
Learn from Japan. Management Services. 33(3). 6-10
BA-Abad, A.H. (2004). Philosophy of higher education and policy in Yemen.
128
Badah, A. (2003). Total Quality Management: A Proposed Model for
administrative development and its potential application in Jordanian
universities. Amman Arab University for Graduate Studies. Amman:
Jordan: PhD Thesis.
Badah, A. (2009). The degree of application of the principles of quality assurance
in the undergraduate College of the blue from the viewpoint of the
academic divisions. Research presented at the First International Scientific
Conference (Faculty of Education). Mansoura: Egypt from 8- 9 April 2009.
Barakat, N. M. (2006). Statistical analysis using SPSS, Department of Economics
and Applied Statistics. Islamic University. Gaza : Palestine.
Bazazo, I. & Al-Amira, A. (2010). Evaluation the Reality of the Application of
Total Quality Management in Hotels : A field Study on a Sample of Five-
Star Hotels in Jordan .Journal of human sciences. Issue 45, Year 7th.
WWW.ULUM.NL.
Bergman & Klefsjo (2003), “Quality from Customer Needs to Customer
Satisfaction”, translate by Karin Ashing, Student literature, Lund, 2003.
Chaffee, E. E. & Sherr, L.A. (1992). Quality Transforming postsecondary
education. CUPA-Journal .Vol. 43, No, 21.
Costin, H.I. (1994). Readings in total quality management. Copyright. By Her
Court Brace & Company. Sandigo: New York.
Crosby, P. (1980). Quality is free. New York. Happier and Row. 3rd Ed.
Crosby, P.B. (1979). Quality Is Free. McGraw-Hill, Inc., New York.
Detret, j .r. & Jenni. (2000) .An Instrument for measuring quality practice in
education. Quality Management Journal. Vol.7 No. 3. Pp. 20-37.
Dean J. W.Jr. & Bowen, D. E. (1994). Management theory and total quality.
Improving research and practice through theory development. Academy of
Management Review, 19 (3), 392-418.
Dobbins & Mason. (1997) .TQM progress, wisdom and philosophy Deming.
Translated Hussein Abdel-Wahid. D review. Gamal Ahmed Amin. The
General Egyptian dissemination of knowledge and world culture. Cairo:
Egypt.
129
Drabs .A. (1994) .Total Quality Management concept and application of education
and the possibility of benefit from the education sector in Saudi Arabia. A
Resalah the Arabian Gulf, Vol 14, p 50, pp 15-49.
Hazzard , T. (1993). The strengths and weaknesses of total quality management in
higher education. Total quality management in higher education, Vol.18,
No.3.
Hirtz. P. D. (2002). Effective leadership for Total Quality Management. University
of Missouri – Rolla: Doctoral dissertation.
HLSP S.L. (Spain). (2005). Assessment of Child Development Project: Yemen
Final Report. www.hlsp.org www.ihsd.org.
Horine .J. & Haily W. (1995). Challenges to successful quality management
implementation in higher education institution. Innovative Higher
Education. Vol. 20, No 1.
Huang .C. Ch. (1994). Assessing the leadership styles and total quality leadership
behaviors of presidents of four-Year Universities and colleges that have
implemented the principles total quality management. The Ohio State
University: Doctoral Dissertation.
Hurst, C. (2002). Total quality management in higher education: how concepts and
processes manifest themselves in the classroom. (University of Idaho, AAT
3055388): Doctoral Dissertation.
Irvin, A.H. (1995). Leadership strategies for the implementation of total quality
management at five research University. Michigan State University U.S.A:
Doctoral Dissertation.
Ishikawa, Translated by David J. Lu (1985). What is Total Quality Control? The
Japanese Way, pp. 112-113, Prentice-Hall, Inc.
Islam, (2008). Organizational Approach to Total Quality Management: A Case
Study. Asian Journal of Business and Accounting, 1 (2), pp. 19-38.
Jablonski , j. (1996). Total Quality Management: Application of Total Quality
Management Overview. , Arabization: A .E .AL-Numani. Part II, the
Professional Management Expertise Center. PMEC. Cairo: Egypt.
Jeryes , I. 2( 004). Total Quality Management and its potential application at Birzeit
University. Al-Quds University Al-Qud: Palestine. Master Thesis.
130
Jolie, M. (2002). Educational requirements to achieve quality education. Dar al-
Wafa', a minimum of printing and publishing, PO: (41-106). Alexandria:
Egypt.
Joudah, M. (2004). Total Quality Management concepts and applications.
Dar Wael for publication and distribution. Amman: Jordan.
Kanji, Abd. M. G.(2000). TQM In Malaysian Higher Education Institutions.
Sheffield Business School. Sheffield Hallam University. UK: p 316-333.
Lewis. (1993) .Total Quality Management .NAHAB research center. Maryland
20772.
Lewis, R.G & D. H. Smith.( 1998). Total Quality in Higher Education: Vanity
Book International: New Delhi. Pp. 11-12.
Lewis. (1997). Why quality improvement in higher education. International
Journal, Vol.1, January-December, P.P:18-19.
March, J .(1996) .Total Quality Management. Part III, the overall quality tools from
the ground up. Arabization Al-Numani, audit and supervision of scientific.
Dr. Tawfiq Abdul Rahman.
Meyer, M. K. (2001). Report on the parent school Foodservice survey. University,
MS: National Food Service Management Institute.
Meyer, S. M., & Collier, D. A. (2001). An empirical test of the causal relationships
in the Baldrige health care pilot criteria. Journal of Operations
Management, 19 (4), 403-425.
Miller, W. (1995), Is innovation built into your improvement processes?. Journal
for Quality & Participation, Vol. 18, No. 1, pp. 46-48.
Ministry of Legal Affairs (2004), the Universities Act and regulations of Yemen,
Republic of Yemen.
Munoz, M. (1999). Total quality management in higher education: Lessons learned
from an information technology officer., University of Louisville KY, ERIC
No.ED462882.
Mustafa, A.S. (1997) .Total Quality Management in the development of university
education to meet the challenges of the twenty-century atheist. Research
published in the Conference on Total Quality Management in the
development of university education, in the period from May 11 - 12,
Faculty of Commerce in Banha, Zagazig University. Pp 363-378.
131
Najafabadi. H.N. (2008). Total Quality Management in Higher Education Case
Study: Quality in Practice at University College of Borås. University
College of Borå: Master Thesis.
Naji, F. (1998) .Total Quality Management and the potential applied in higher
education institutions. Case Study: Amman Private University. Amman
Private University: Jordan. Master Thesis.
Olso, L. M. (2009). An Examination of Quality Management in Support Functions
of Elementary and Secondary Education Using the Malcolm Baldrige
National Quality Award’s Criteria for Performance Excellence .Faculty Of
the Graduate School of The University Of Minnesota: A Dissertation PhD
Thesis.
Osheeba, F. (2000) .TQM and their potential application in the Egyptian higher
education. An analytical study .Journal of the Association of Arab
Universities, the number specialist No. 3, pp-520-567.
Payne. (2004). Total Quality Management (TQM) Tools.
Rasil . (2006). Data Analysis and interpretation: A Handbook for postgraduate
social scientists. Universiti Teknologi Malaysia. Johor: Malaysia.
Republic of Yemen, Ministry of Education Report ( 2008). The Development of
Education in the Republic of Yemen.”pp3 ،2008.
Ross, J.E. (2000). Total Quality Management: Allama Iqbal Open University:
Islamabad.
Seymour. D. (1993). Total quality management in higher education: clearing the
hurdles. Administration and management Vol.7, No.4, P.P: 244-264.
Shyi , H .w .(2004). Improvement Of School Performance: Implementing Total
Quality Management And Learning Organization In selected Technological
universities. Technological colleges. And colleges For Professional
Training In Taiwan . Faculty of Spalding University: Taiwan. PhD Thesis.
Supreme Council for Educational Planning (2006). Book of faculty
members and their assistants in public universities, Prime Minister,
Republic of Yemen, Sana'a, December 2006.
Supreme Council for Educational Planning (2009). Book education indicators in
the Republic of Yemen stage some - the different types for the year 2007 \
132
2008, the Prime Minister, Republic of Yemen, the Democratic Republic ,
Sana'a, 2009.
The World Bank (2008). Secondary Education Development And Girls Access
Project. Project Appraisal Document. pp1،2008.
The World Bank. (2008). Project Appraisal Document on A Proposed Credit In
The Amount Of SDR 12.76 Million US$20. 0 Million Equivalent. To The
Republic Of Yemen for A Secondary Education Development And Girls
Access Project. Report No: 41773-YE.
The World Bank (2008). The Road Not Traveled: Education Reform in the Middle
East and North Africa.2008.
Thomson, N. (1996). Using TQM: A new teaching model. Northwest Missouri
State University. ERIC, No. ED 405835.
Tarabulsih, S .(2003). Total Quality Management and its applicability in the field
of higher education, applied study on the Tishreen University. Tishreen
University. Syria: Master Thesis.
Verginias, T. A. (1971) .New Webster Dictionary of the English language. G & C
Merriam Co. Chicago.
Walton, M. (1988). The Deming Management Method, New York.
Weis, R. J. (2001). A Potential Solution to Provide Assurance that Total Quality
Management Programs Add Long Term Value. California State University
Dominguez Hills: Master Thesis.
Wiley. (1987). Production Systems: J L Riggs.
Williams , R. (1999) .The basics of total quality management. Translation: Abdul
Karim Al-Aqeel, Jarir Bookstore. Riyadh: Saudi Arabia.
Wlsh, A. Hughes, H. & Maddox, D. P. (2002). Total Quality Management
Continuous Improvement: Is the Philosophy A Reality?. Journal of
European Industrial Training. 26(6). 299-307.
Yatani. (1996). TQM in Class: from disaster to success in essay exams in
introductory psychology. ERIC. No. ED 405034.
Zadry. H. (2005). The Integration Of Total Quality Management (TQM) And
Theory Of Constraints (TOC) Implementation In Malaysian Automotive
Suppliers. Universiti Teknologi Malaysia: Master’s Thesis.
133
Zairi, M. (1996). Critical Factors for Effecve TQM Implementation: A
Benchmarking Approach. Butterworth-Heinemann: Oxford.
Zhang, Z. (1998). Developing A TQM. Quality Management Method Model.
University of Groningen. The Netherlands, Available from.
www.ub.rug.nl/eldoc/som/97.
Zhang, Z. (2001). Implementation of Total Quality Management An Empirical
Study of Chinese Manufacturing Firms. RIJKS UNIVERSITEIT
GRONINGEN. China: PhD Thesis.