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APPLICATION OF TOTAL QUALITY MANAGEMENT (TQM) IN TERTIARY EDUCATION
Utkirov Abbos Meylievich
Westminster International University in Tashkent,
Management Development Institute of Singapore in Tashkent
ORCID: 0000-0002-1926-7384
Abdukhalikov Shavkat
The United Nations Educational, Scientific and Cultural Organization
Technical and Vocational Education and Training
ORCID: 0009-0003-3662-7817
shavkat.abdukhalikov@gmail.com
Abstract.
This article explores the application of Total Quality Management (TQM)
principles in higher education institutions. TQM is a management philosophy emphasizing
continuous improvement, customer satisfaction, and employee involvement. The study analyzes
the implementation of TQM in the higher education system, its benefits, and the challenges
encountered. The findings, based on a case study approach, indicate that when effectively
implemented, TQM principles can significantly enhance the quality of education and institutional
management. However, successful implementation requires strong leadership, cultural change,
and stakeholder engagement.
Keywords
:
total quality management, higher education, education quality, continuous
improvement, organizational effectiveness.
OLIY TAʼLIMDA UMUMIY SIFAT MENEJMENTINI (TQM) QOʻLLASH
Utkirov Abbos Meyliyevich
Toshkent shahridagi Xalqaro Vestminster universiteti,
Toshkent shahridagi Singapur menejmentni rivojlantirish instituti
Abduxalikov Shavkat
Birlashgan Millatlar Tashkiloti Taʼlim, fan va madaniyat tashkiloti
T
exnik va professional taʼlim
Annotatsiya.
Ushbu maqolada oliy taʼlim muassasalarida umumiy sifat menejmenti (TQM)
tamoyillarining qoʻllanilishi oʻrganiladi. TQM –
bu sifatni uzluksiz takomillashtirish, mijozlar
ehtiyojlarini qondirish va xodimlarni faol jalb qilishni taʼminlovchi boshqaruv falsafasidir.
Tadqiqotda TQMʼning oliy taʼlim tizimida joriy etilishi, uning afzalliklari va duch kelinadigan
muammolar tahlil qilinadi. Case-study yondashuvi asosida olib borilgan tadqiqot natijalari shuni
koʻrsatadiki, TQM tamoyillari samarali amalga oshirilsa,
taʼlim jarayoni va boshqaruv sifatini
sezilarli darajada yaxshilashi mumkin. Shu bilan birga, bu jarayon kuchli rahbariyat, madaniy
oʻzgarish va manfaatdor tomonlarning ishtirokini talab qiladi.
Kalit soʻzlar:
umumiy sifat menejmenti, oliy taʼlim, taʼlim sifati, doimiy takomillashtirish,
tashkilot samaradorligi.
UOʻK
: 336
473-480
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ПРИМЕНЕНИЕ ВСЕОБЩЕГО УПРАВЛЕНИЯ КАЧЕСТВОМ (TQM)
В ВЫСШЕМ ОБРАЗОВАНИИ
Уткиров Аббос Мейлиевич
Международный Вестминстерский университет в Ташкенте
,
Сингапурский институт развития менеджмента в Ташкенте
Абдухаликов Шавкат
Организации Объединенных Наций по вопросам образования, науки и культуры
Техническое и профессиональное образование и обучение
Аннотация
.
В данной статье рассматривается применение принципов всеобщего
управления качеством (TQM) в высших учебных заведениях. TQM –
это управленческая
философия, основанная на непрерывном совершенствовании, удовлетворении
потребностей клиентов и активном вовлечении сотрудников. В исследовании
анализируются внедрение TQM в систему высшего образования, его преимущества и
возникающие проблемы. Результаты исследования, основанного на методе кейс
-
стади,
показывают, что при эффективном внедрении принципы TQM могут значительно
повысить качество образовательного процесса и управления. Однако для этого
необходимы
сильное
руководство,
культурные
изменения
и
вовлечение
заинтересованных сторон.
Ключевые слова:
всеобщее управление качеством, высшее образование, качество
образования, непрерывное совершенствование, эффективность организации.
Introduction.
Total Quality Management (TQM) emerged in the 1950s as a systematic approach to
quality enhancement. Initially utilized in the manufacturing industry, it has since been adopted
by service industries, including education. The primary goal of TQM in tertiary education is to
align institutional practices with global quality standards, fostering a student-centered learning
environment and achieving operational efficiency.
Higher education institutions operate in a rapidly evolving landscape where quality
assurance has become a key determinant of institutional success. With increasing competition
among universities, accreditation requirements, and the growing expectations of students, the
implementation of TQM has become a strategic imperative. TQM principles emphasize
continuous improvement, stakeholder involvement, and a culture of excellence, making it an
ideal approach for addressing the dynamic challenges of modern higher education institutions
(Deming, 1986). By integrating TQM methodologies, universities can enhance student learning
experiences, improve faculty engagement, and ensure that educational offerings align with
industry needs (Juran, 1992).
Tertiary education institutions face increasing pressure to deliver high-quality education,
improve student outcomes, and remain competitive in a globalized environment. Total Quality
Management (TQM), a systematic approach to improving processes and outcomes, offers a
framework for addressing these challenges. Originally developed in the industrial sector, TQM
focuses on continuous improvement, customer satisfaction, and employee involvement. In the
context of tertiary education, "customers" include students, employers, and society at large.
This study investigates the application of TQM in tertiary education, examining its
potential to enhance institutional performance. The research questions guiding this study are:
How can TQM principles be effectively applied in tertiary education?
What are the benefits and challenges of implementing TQM in this context?
What strategies can institutions adopt to ensure successful TQM implementation?
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Literature Review.
The implementation of Total Quality Management (TQM) in higher education has been an
area of growing interest among researchers and practitioners. TQM, originally developed for
the manufacturing and service sectors, has increasingly been adapted to improve the quality
and efficiency of educational institutions (Sallis, 2014). The objective of TQM in tertiary
education is to enhance academic and administrative services to ensure continuous
improvement and stakeholder satisfaction.
Total Quality Management is a management philosophy that emphasizes customer
satisfaction, continuous improvement, and total employee involvement (Deming, 1986). In the
context of tertiary education, students, faculty, administrative staff, and employers are
considered primary stakeholders, and the application of TQM seeks to optimize processes to
meet their expectations (Owlia & Aspinwall, 1996).
Several models have been proposed for implementing TQM in higher education. For
instance, the Malcolm Baldrige National Quality Award (MBNQA) framework provides a
structured approach to quality assessment, including leadership, strategic planning, and
student focus (Kanji & Tambi, 1999). Additionally, the European Foundation for Quality
Management (EFQM) excellence model has been used as a benchmark for quality enhancement
in universities (Pratasavitskaya & Stensaker, 2010).
Methods.
A qualitative case study approach was employed to explore the application of TQM in a
selected tertiary education institution. Data were collected through semi-structured interviews
with administrators, faculty members, and students, as well as document analysis of
institutional policies and reports. The institution chosen for the study had implemented TQM
principles for at least five years, providing sufficient data to assess its impact.
The TQM framework used in the study included key principles such as:
Understanding and meeting the needs of students and other stakeholders.
Regularly assessing and improving processes.
Engaging faculty and staff in decision-making.
Streamlining administrative and academic processes.
Using data to inform improvements.
Data were analyzed thematically to identify patterns and insights related to the
implementation and outcomes of TQM.
Results.
Total Quality Management (TQM) emerged as a management approach in the 1950s and
gained prominence in the early 1980s. The concept of "quality" is central to this philosophy.
Various scholars have interpreted and defined TQM differently. Crosby (1979) describes
quality management as a systematic method ensuring that planned activities are carried out as
intended. Short and Rahim (1995) define TQM as a proactive approach to embedding quality in
products, services, and processes while continuously improving them. These definitions
indicate that TQM is a structured strategy aimed at quality assurance and ongoing
enhancement.
Deming (1986) describes TQM as a perpetual process of improvement in production
systems, ultimately enhancing performance and product quality. Yang (2005) views TQM as a
set of systematic practices focusing on customer satisfaction and reducing rework. Thus, TQM
is fundamentally a structured framework for continuous quality improvement and enhanced
business performance.
TQM regards an organization as an interconnected system of processes. It involves both
management and employees in the ongoing enhancement of goods and services. Goetsch and
Davis (1994) state that TQM involves persistent improvement efforts engaging all members of
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an organization in a unified approach to enhancing performance. Similarly, Vinni (2011)
highlights that TQM fosters an environment where all resources are optimally utilized to
deliver quality service, ensuring institutions remain adaptable in a rapidly evolving world.
According to Witcher (1990), TQM integrates three key elements: '
Totalʼ—
involving all
stakeholders, including customers and suppliers; '
Qualityʼ—
ensuring customer expectations
are precisely met; and '
Managementʼ—
reflecting the commitment of senior executives. Oakland
(2003) defines TQM as a holistic approach where the entire organization actively participates
in understanding each process at every management level. This perspective aligns all
organizational functions
—
such as marketing, finance, design, engineering, and customer
service
—
toward achieving customer satisfaction and organizational goals. Escrig (2004)
considers TQM a strategic initiative that harnesses organizational resources to deliver products
and services fulfilling customer requirements.
TQM prioritizes customer satisfaction as a fundamental principle. Spanbauer (1995)
views TQM as a practical model centered on serving others. Yudof and Busch-Vishniac (1996)
argue that organizations should continuously listen to customers, assess their responsiveness,
and implement changes to exceed customer expectations. Anderson and Zemke (1998) stress
that customer satisfaction is critical to business success, while Lee and Hwan (2005) emphasize
the strong correlation between service quality and customer satisfaction in service industries.
Wani and Mehraj (2014) define TQM as a management philosophy that cultivates a customer-
centric learning organization committed to achieving total customer satisfaction through
continuous improvement (Utkirov, 2024).
TQM also emphasizes employee development, recognizing that business excellence is
closely linked to workforce capability. Schargel (1994) asserts that TQM integrates employee
skills across all activities, fostering collaboration and professional growth. Additionally, TQM
promotes a quality-driven culture, ensuring better product and service standards. Gaither
(1996) describes TQM as a transformative process that reshapes an
organizationʼs
culture to
prioritize superior quality. Yusof and Aspinwall (2000) highlight that TQM fosters trust,
participation, teamwork, continuous learning, and enthusiasm for improvement, ultimately
contributing to organizational success.
According to Ishikawa (1985), TQM extends beyond products and services, encompassing
the entire organization to enhance business performance. The British Standard Institution
(Zakuan et al., 2012) defines TQM as a management doctrine that optimally utilizes human and
material resources to achieve organizational goals.
Michael, Sower, and Motwani (1997) define TQM as a general management philosophy
and a set of tools that enable institutions to define and achieve quality, with continuous
improvement based on customer satisfaction. This reflects the adaptable nature of TQM, which
can be customized to suit any organization, including educational institutions. Meirovich and
Romar (2006) note that the literature presents mixed perspectives
on TQMʼs
applicability in
education. Srivanci (2004) asserts that TQM values align well with higher education, a view
supported by Helms and Key (1994) and Venkatraman (2007). James and James (1998)
emphasize that TQM naturally fits higher education because of its process-oriented nature,
enhancing productivity, reducing costs, and improving quality.
Deming (1993) believes that adopting TQM in higher education enhances
competitiveness, eliminates inefficiencies, aligns with market needs, and improves overall
performance. Tribus (1993) argues that education benefits from quality management
principles, while Peak (1995) notes that TQM enhances curriculum development, learning
environments, and operational efficiency in education. Eriksen (1995) sees TQM as a pathway
to excellence in higher education, while Dobyns and Crawford-Mason (1994) highlight its
significant impact wherever applied. De Jager and Nieuwenhuis (2005) assert that although
TQM originated in manufacturing, its benefits extend to service organizations like higher
education institutions (Utkirov, 2025).
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However, some scholars express reservations about
TQMʼs
applicability in education.
Koch and Fisher (1998) and Houston (2007) suggest that TQM principles require modifications
to suit the dynamic nature of higher education. Dill (1995) and Harvey (1995) recognize that
while higher education institutions differ from businesses, TQM principles can still be adapted.
Venkatraman (2007) and Peat et al. (2005) identify TQM as a managerial tool for improving
services and strategies in academic institutions.
Despite its potential, implementing TQM in education poses challenges. Some educators
argue that a philosophy developed for business may not fully align with academic institutions
(Birnbaum & Deshotels, 1999; Brinbaum, 2000). Rosa et al. (2012) note that business-oriented
terminology such as "product" and "client" does not always translate well into educational
settings.
One significant barrier is a lack of commitment from key stakeholders, particularly top
management and faculty members. Brown et al. (1994) highlight that insufficient leadership
commitment hinders TQM initiatives. Massy (2003) observes resistance from faculty members
who perceive TQM as a business-driven trend, undermining academic values. Additionally,
defining "quality" in education is complex due to its multiple interpretations (Sarrico et al.,
2010). Houston (2008) notes that customer-focused definitions of quality in business do not
always apply to education.
Identifying customers in education is another challenge. Ali and Shastri (2010) argue that
ambiguity in customer identification creates obstacles in TQM implementation. Srivanci (2004)
warns that without a clear definition of customers, quality efforts may lack direction. Seymour
(1991) and Koch (2003) highlight additional barriers such as resistance to change, bureaucratic
processes, and difficulties in measuring educational outcomes.
Table 1.
Key TQM Principles and Their Application in Tertiary Education
TQM Principle
Application in Tertiary Education
Example
Customer Focus
Prioritizing student and stakeholder
needs
Improved student support services
Continuous
Improvement
Regular evaluation and enhancement of
processes
Faculty development programs
Employee
Involvement
Engaging staff in decision-making
Collaborative curriculum design
Process-Centered
Streamlining administrative and academic
workflows
Simplified admissions process
Data-Driven
Decisions
Using data to inform institutional
improvements
Analysis of student feedback for
course design
*table compiled by the author
The findings revealed several key outcomes of TQM implementation in the institution:
TQM principles led to the streamlining of administrative processes, reducing bureaucracy
and improving service delivery. For example, the admissions process was simplified, resulting
in faster response times and higher applicant satisfaction.
Faculty members reported that TQM encouraged a culture of continuous improvement in
teaching practices. Regular feedback from students and peer reviews helped identify areas for
improvement, leading to more effective teaching methods.
By focusing on student needs, the institution was able to improve support services, such
as counseling and career guidance. This contributed to higher student satisfaction and
retention rates.
The implementation of TQM fostered a culture of collaboration and accountability among
staff and faculty. Employees felt more empowered to contribute to decision-making processes.
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However, the study also identified challenges, including resistance to change, the need for
ongoing training, and the difficulty of measuring qualitative outcomes such as student learning
and satisfaction.
Table
2.
Benefits and Challenges of TQM Implementation
Aspect
Benefits
Challenges
Administrative
Efficiency
Faster processes, reduced bureaucracy
Resistance to change
Teaching Quality
Improved
teaching
methods,
faculty
development
Need for ongoing training
Student Satisfaction Higher retention rates, better support services
Measuring qualitative
outcomes
Organizational Culture
Collaboration,
accountability,
employee
empowerment
Sustaining cultural change
*table compiled by the author.
Discussion
.
The application of TQM in tertiary education has the potential to transform institutional
processes and outcomes. By focusing on continuous improvement and stakeholder satisfaction,
institutions can enhance their competitiveness and relevance in a rapidly changing educational
landscape. However, successful implementation requires strong leadership, a clear vision, and
a commitment to cultural change.
The findings align with previous studies that highlight the importance of aligning TQM
principles with the unique context of tertiary education. For example, the emphasis on
customer focus must be adapted to prioritize the needs of students while also considering the
expectations of employers and society.
One limitation of this study is its focus on a single institution, which may limit the
generalizability of the findings. Future research could explore the application of TQM in diverse
institutional contexts, including universities in different regions and with varying resource
levels.
Conclusion.
This study demonstrates that TQM can be effectively applied in tertiary education to
improve administrative efficiency, teaching quality, and student satisfaction. While challenges
exist, the benefits of TQM implementation outweigh the difficulties, particularly when
institutions adopt a strategic and inclusive approach. Tertiary education leaders should
consider TQM as a viable framework for achieving continuous improvement and meeting the
evolving needs of their stakeholders.
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