Proceedings of 4th Global Business and Finance Research Conference
25 - 27 May 2015, Marriott Hotel, Melbourne, Australia
ISBN: 978-1-922069-76-4
The Influence of Total Quality Management (TQM) on the Integrated
Innovation Management (IIM) as a Superior Competitive Intelligence
towards Sustainability in Higher Education Institutions
Mahmoud Ahmady Ramadan
It has become essential to understand why and how certain enabling environments
encourage sustainability and help optimize its competitive intelligence. Among other
things, the research can identify how knowledge translates into innovative action and how
diversity can drive positive change. In addition, one of the ways in which universities
assure quality and acquire recognition in their home countries and abroad is through
accreditation and certification.
As a result, in this paper it is mentioned about relationship between
total quality
management integrated with the sustainability of higher education through hightailed the
crucial challenges and the benefits after dealing with them
Keywords: Sustainable Higher Education, Sustainable Development, Work Learning
Integration,
Innovation,
Total
Quality
Management,
Higher
Education,
Entrepreneurialism, Continuous Improvement
Introduction
Higher Education (HD) is more than being just the cherry on the cake of education
systems, it is a vital part of any sustainable development strategy. Higher education not
only empowers people for their role in society and therefore is of vital importance to
promote the sustainable development of our global community. It provides also the
highly skilled individuals necessary for every labor market such as teachers, doctors,
civil servants, engineers, humanists, entrepreneurs, scientists, and many more,
(copernicus-campus,2007 ) .
The term sustainability has become popular in policy-oriented research as an
expression of what public policies ought to achieve. So , sustainable development is
development that meets the needs of the present without compromising the needs of
future generations to meet their own needs. Sustainability management, the ability to
direct the course of a company, community, organization, or country in ways that
restore and enhance all forms of capital (human, natural, manufactured, and financial)
to generate stakeholder value and contribute to the well-being of current and future
generations . (Pinar, Esra , 2012)
Beside, universities seek quality certifications differentiate themselves from the many
institutions that are offering degrees and diplomas which have become commodities in
the market economy. Copernicus-Campus (,2007) say that Higher education
institutions(HDI), and the people who study, teach and do research in them, are urged
to place their intellectual capacities at the service of society, in order to defend ethical
values such as peace, justice, freedom, equality and solidarity. And add development
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Proceedings of 4th Global Business and Finance Research Conference
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ISBN: 978-1-922069-76-4
addresses the areas which are absolutely central to the future of most higher education
institution
And Concerning the world top ranking, they are complex organisations with distinctive
set of characteristics which have strong impact on culture of those institutions,
(Þorsteinsson 2010) .The race for the best: professors, researchers, students,
international prizes and awards international rankings the centrality of research
activities the quality of international partners creation of inter-university and
international networks and the new hierarchy among universities.
Therefore Swirsk (2012) says they are continually exploring new ways to foster
graduates who possess a broad range of personal, social and professional capabilities.
One such approach is evident in the spread of work-integrated learning (WIL) practices
which are gaining greater presence and propulsion within the higher education
landscape. Within modernity, being an entrepreneurial university may be a necessity to
survive; however, in Barnett’s (2011) terms, there are options between ‘soft
entrepreneurialism’, which emphasizes creativity and the public good, and ‘hard
entrepreneurialism’, which is driven purely by the market and profit.
In addition that increasing competitiveness of new rapidly growing economies, Nazaré
(2008) adds that Higher Education is a major driver of the global knowledge-based
economy, since economic competitiveness depends, on the long run, on the quality of
human resources. Need to enhance knowledge transfer and foster innovation and
creativity. In higher education, the beginning of massification has deeply changed the
traditional patterns of knowledge production, diffusion and application over the past two
decades. In the wake of burgeoning enrolments from the 1970s to 1990s, demand has
continued to rise and the world’s student population could reach an estimated 150
million by 2025 (Lynn et al, 2009). This demand is varied in objective and scope,
covering traditional academic and research based teaching and learning as well as
specialized and more practically-oriented training.
Literature review
1. The Perspective of the effective quality performance in the Higher Education :
According to Mishra (2007) views quality in higher education as a process of total
quality care. Quality is an integrated approach to the management of quality. She says
that: “Quality in higher education demands the establishment of an institutional culture
not so much as a matter of total quality management but rather one of total quality
care, in which each professional is seized of his or he responsibilities and takes care
over all his or her own professional efforts. Governments pursue reforms to build worldclass systems of higher education, which assure quality in both research and teaching.
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Proceedings of 4th Global Business and Finance Research Conference
25 - 27 May 2015, Marriott Hotel, Melbourne, Australia
ISBN: 978-1-922069-76-4
In contrast, the term “World-Class University” tends to denote research oriented
institutions, although this should also recognize those who achieve excellence through
innovative approaches to learning, (Rands,2009). And Bossink (2002) explains that
quality management can be used to support strategically the management of
innovation. Tools in strategic quality management can be useful in: creating the
organizational conditions In which innovations can be developed; supervising and
initiating innovation processes; producing innovation content; and implementing
innovations in the primary processes of the organization . Therefore (Leavengood and
Anderson 2010) say that firms adapt their quality management practices to achieve
both quality and innovation performance must first change how they view innovation;
firms that were primarily focused on quality rather than innovation viewed innovation as
an end rather than the means to some higher business goal. By contrast, firms focused
on innovation viewed innovation as a means to attain customer satisfaction through
higher quality products and to increase profitability via more efficient processes.
Thus the core concept of TQM, that is the customer focus, linked with a continuous
improvement plan that is supported by innovation can build a strong culture, which can
positively improve an organization competitiveness and performance (Irani and
Beskese ,2004) .And they confirm that the success of corporate culture can be
attributed to a number of key enablers, which have proven to be ingredients for
success for organizational excellence in both core and non-core business activities.
Continuous improvement and innovation as noted in Figure one from the genesis of
these enabler .
Figure (1) :The Interaction of Business Activities .
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Proceedings of 4th Global Business and Finance Research Conference
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2. The perspective of the improvement sustainability in higher education:
Sustainability is a major issue for all organizations in the twenty-first century.
Increasingly, corporations are being encouraged or required to address sustainability
by boards, stockholders, and other stakeholders – and are exploring and implementing
sustainable practices to improve both the environment and their own competitiveness
(Rusinko, 2007). At the same time, institutions of higher education are exploring means
to integrate sustainability into curricula ( Rusinko and Sama, 2009). And Barnett’s
(2011) ,list some the obstacles of the sustainable development of the higher
education are following :
 Low efficiency of the HE system
 Long over duration of studies
 High dropout rates
 Lack of flexibility of study programs
 Recognition problems even within Europe
 Increasing social needs of an ageing population
 Adverse demography
 Slowdown of economic performance
 Public investment did not match the increase in number of students
In attempting to integrate sustainable higher education ( SHE), it is also necessary to
address the focus; that is, a narrower or discipline-specific focus, or a broader or more
cross-disciplinary focus (Lozano, 2006). For example, sustainability can be integrated
into higher education with a narrower focus, with respect to an individual program or
school. Sustainability can also be integrated into higher education with a broader focus,
with respect to cross-disciplinary or university-wide requirements. And Rusinko ,2007
that The generic matrix of options for integrating SHE is shown in Figure two.
Figure (2). General matrix to integrate SHE
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ISBN: 978-1-922069-76-4
This figure two Illustrations of this type of decision include creation of a standalone
course sustainability and business, or creation of discipline-specific minors, majors,
concentrations in sustainability as following:

The upper left quadrant, or Quadrant I, represents integration of SHE within
existing structures and through a narrower, more discipline-specific focus. Illustrations
of this type of decision include integrating sustainability into an already existing course
in management as a new topic, case or module (Rands, 2009),

The lower left quadrant, or Quadrant III, represents integration of SHE within
existing structures, but through a broader, cross-disciplinary focus. Illustrations of this
type of decision include integrating sustainability into one or more common core course
requirements across the university.

The upper right quadrant, or Quadrant II, represents integration of SHE through
a narrower, more discipline-specific focus, but through creating a new structure.

The lower right quadrant, or Quadrant IV, represents integration of SHE through
new structures, but with a broader, cross-disciplinary focus. An illustration of this type
of decision is creation of a new, cross-disciplinary introductory or capstone course in
sustainability, (Roome,2005)
Rusinko (2007) mentions Table one , summarizes major advantages and
disadvantages of each option or quadrant, as well as general circumstances under
which each option is typically adopted.
Table (1) , summarizes major advantages and disadvantages of each option or
quadrant
so that faculty and administrators can make the appropriate and strategic choices with
respect to integrating sustainability into higher education, given their particular goals,
resources, and environment. (Rusinko , ,2007).Rather than treating sustainability as a
risk and cost to be managed, early-inning sustainability leaders are integrating
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Proceedings of 4th Global Business and Finance Research Conference
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ISBN: 978-1-922069-76-4
sustainability initiatives deep broad range of partners (including governmental and nongovernmental organizations) on sustainability initiatives. (Fust and Walker 2007) .
2.1. The sustainability on improvement the higher education culture:
According to Mellor et.al ,1996 that the development of a continuous
improvement culture through vision and mission (strategic integration); team-based
planning and deployment throughout multi-functional levels (involvement/deployment);
customer-focused strategic planning (customer focus planning); measurement and
benchmarking for strategic advantage (measurement and benchmarking); and level of
priority given to continuous quality improvement and Innovation And Continuous
Improvement (ICI)
And they mention that the five indictors development of a continuous improvement
culture as following :
(1) Strategic integration:
Integration of quality plans into strategic business plans and recognition of this
in the organization’s mission/vision statement(s).
(2) Deployment/involvement:
Successful involvement of employee teams at various levels in the strategic
planning process and effective deployment of strategies and goals throughout
the organization.
(3) Customer-focused planning:
Goals and targets are consistent with the overall aim of improved customer
satisfaction. Measurement of customer satisfaction indicators is linked to
strategic planning.
(4) Measurement and benchmarking:
Benchmarking processes are an accepted part of the organization’s activities
(including the planning and goal-setting processes), and involve performance
aspects beyond the standard financial measures.
(5) Innovation and continuous improvement (CI).
Both innovation and continuous improvement have strategic importance and are
included in the organization’s broad objectives.
Thus the professional planning, supervision and control of innovation projects is
becoming increasingly relevant for a company’s competitive success due to shorter
product life cycles and increasing innovation expenditures. Systematic innovation
controlling makes it possible to react to such development trends. (Tagwerker-Sturm,
2010).
By this way
,Organizations can have quite different cultures, and the
characteristics of these cultures influence the levels of innovation. Culture is defined as
“a catalogue of values, beliefs and mindsets which are shared by the majority of an
employment system and which are conveyed to new employees as being correct”
(Goffin, 2009). Some companies have developed an innovation culture with pride and
have made great endeavors to offer their employees corresponding liberties. Sony
Corporation, for example, is seen as an icon for innovative products.
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2.2. The Tools And Models for developing sustainability in higher education:
2.2.1. The Auditing Instrument for Sustainability in Higher Education (AISHE):
New tools have been developed for higher education . According to Roorda,
(2001), One of these tools is
Auditing Instrument For Sustainability In Higher
Education (AISHE) developed in the Netherlands by the Dutch Committee on
sustainable higher education. The Auditing Instrument for Sustainability in Higher
Education is an instrument designed to assess the level of integration of sustainability
in higher education institutions. AISHE is based on a model for quality management
developed by the European Foundation For Quality Management (EFQM), and
enhanced by the Dutch Institute for Quality Management (INK) for commercial use in
companies. This EFQM-INK model starts from the idea that, based on a set of criteria,
an organisation is situated in a certain development stage: (1) activity oriented, (2)
process oriented, (3) system oriented, (4) chain oriented and (5) society oriented.
Lambrechts and Ceulemans(2011)Point out that the instrument can only be used in
small groups on the level of single study programs, so the results may be biased by the
subjective experiences of participants or the auditor’s competences. Table two gives
an overview of different strengths and weaknesses of AISHE.
Table (2). Strengths and weaknesses of AISHE
adapted from Lambrechts et al., 2009, Siemer et al., 2006, Shriberg, 2004, Cole, 2003, Glasser and Nixon, 2002).
Thus the evaluation of AISHE has led to the development of a new version of the
instrument: AISHE 2.0, as a modular tool for each of the four roles of a university:
education, research, outreach and operations. In order to achieve a holistic view, a fifth
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Proceedings of 4th Global Business and Finance Research Conference
25 - 27 May 2015, Marriott Hotel, Melbourne, Australia
ISBN: 978-1-922069-76-4
module is developed, the identity module. Figure three gives a detailed view of the
structure of AISHE 2.0 (Roorda, 2010).
Figure (3): The five models of AISHE 2.0 (Roorda, 2010)
2.2.2. Guidelines provide strategic assistance
Copernicus-Campus(2007) mention the Copernicus Guidelines provide strategic
assistance on how to integrate sustainable development into the following areas:
1. Integration of sustainable development into the degree structure (modules)
2. Integration of sustainable development into the qualifications framework and
learning outcomes
3. Integration of sustainable development into quality assurance
4. Improvement of the social dimension and the attractiveness of the European Higher
Education Area by integration sustainable development.
Therefore, Copernicus-Campus,2007,mention Five simple steps to get the
implementation process started ,In order to get the implementation of the strategic
goals started, the following approach is being suggested for all universities that has
endorsed the COPERNICUS Charter as the principle of their endeavors to integrate
sustainable development in their overall daily university life.
Step 1: For institutions to do a gap analysis on the elements of sustainability already in
the curriculum for each course
Step 2: Tell people what they are already learning in terms of sustainability
Step 3: Hold workshops with students (post- and undergraduates) and professional
bodies to establish what their understanding of sustainability
Step 4: Develop a set of recommendations that can then be implemented by lecturers
Step 5: Review and amend the process in 12 months’ time
And they add that approaches ensure that everyone's needs are met, that everyone
learns about the practicalities of sustainability at the same rate and that the process is
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Proceedings of 4th Global Business and Finance Research Conference
25 - 27 May 2015, Marriott Hotel, Melbourne, Australia
ISBN: 978-1-922069-76-4
continually improving. It is also very straightforward and requires no significant extra
work by lecturers, there are no time tabling issues, you are praising the good work
already done and quality assessment is easier.
3. The perspective of the quality performance and the sustainability:
Total Quality Management (TQM) is an integrated organizational effort designed
to improve quality at every level , the fully participation of all members of an
organization is very important about sustainability
Thus (Martin et al., 2009) say ,More fundamentally it raises the following
questions:
 Should sustainable development be an integral component of all quality
assurance processes and standards in our education systems?
 Does education which embraces sustainable development contribute to a
transformative learning experience and thus better performance by learners?
Therefore Fust and Walker (2007) explain , the implementation of corporate
sustainability programs has in many ways paralleled the adoption of total quality
management (TQM). The table three below highlights the characteristics of different
developmental levels of previous TQM initiatives and current sustainability programs.
Table (3):The integrated levels of TQM and sustainability
Therefore, looking into all sustainability issues in a systematic and integrated way and
take care of the observed limitations as seen on figure three below.
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Figure (3). Framework of the proposed approach of achieving campus sustainability.
A university that is going to promote sustainability on its campus should have a clear
vision and the commitment of management to sustainability. The university should also
establish an organizational structure, through either a department or a committee, and
provides the necessary resources required to achieve the sustainability vision. When
these are available, implementing a sustainability approach like this becomes easier.
And also according to Alshuwaikhat and Abubakar( 2008),This approach to achieving
more sustainability on university campuses recommends adopting three strategies,
namely: EMS implementation; public participation and social responsibility and
sustainability teaching and research in an integrated way. Each strategy has some
initiatives that could lead to achieving the sustainability mission of a university as can
be seen in the framework in Figure (2)
4. The sustainable higher education institutions and competitive intelligence:
There are many competing pressures, practices and possibilities in contemporary
higher education – massification, internationalization, accountability, diversity,
inclusion, new technologies, globalization – and this makes innovation a seemingly
ongoing necessity, rather than a considered choice,( (Swirsk,2012 ). Thus , Innovations
are an important factor of success in a competition which is getting increasingly
intense. Only those who are able to invent themselves over and over again and thus
gain new competitive advantages will be able to survive in the long run. This is true for
companies, organizations, teams, employees and countries ,(Disselkamp, 2005). By
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Proceedings of 4th Global Business and Finance Research Conference
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discovers weaknesses, which is the basic requirement for finding solutions for these
weaknesses so the results from a thorough innovation audit concern mainly:
A complete and comprehensive analysis and evaluation of a
company’s needs for enduring growth.
A conscious search for new products, new services, new technologies
and new markets. (Innosupport, 2005).
Beside Commercial success in the future will therefore depend mainly on the
companies’ abilities to create new products, ideas and processes or take up
innovations quickly. To take up changes as real opportunities companies today first
and foremost need the skill to be able to predict new trends and if possible even create
them (Canton, 2006).
In that case the increasingly rapid change brings advantages and opportunities for new
businesses or business areas. The winners in this situation are thus the companies
that are able to adapt faster to the new situation than the competition (Stern and
Jaberg, 2007).
Thus International competition, growing customer demands, rapid technological
development as well as new guidelines and norms (e.g. environmental protection
standards) pose high requirements for the development and management of new
products and services. Today there is more and more discussion about the necessity
for the professional planning, supervision and control of innovation projects is
becoming increasingly relevant for a company’s competitive success due to shorter
product life cycles and increasing innovation expenditures. (Tagwerker-Sturm, 2010).
5. The Major Challenges of implementing sustainable development in Higher
education institutions (HEIs):
The lack of the privileged people of the world to understand the situation of the
deprived, to share with them and to join them in their efforts for a better life, is the
greatest obstacle to sustainable development. Eriksson (2005) says sustainability is
inherently interdisciplinary and the organization of an institutions around departments
and disciplines does not always support the kind of curriculum innovation that is
needed.
Additionally, particularly at large institutions, the very scale of campuses can lead to
silos that hamper efforts to build significant curriculum change across a campus.
(Aashe, 2010 ) .and he say One of the challenges we have had in terms of identifying
learning outcomes has been that we have not fully understood the complexity of our
own curricula.
Thus A challenge lies in integrating start-up activities into degree studies, as they are
currently mostly outside the curriculum and sporadic in nature. Business incubators
exist in many cases outside university, for all starters. It is advisable but not essential
for them to be embedded within universities: what is important is that students are
linked and directed to them (Lynn et al. 2009). And they suggest that Success stories
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are becoming more common in all regions, and they are characterized by specific
indicators:







Innovative policies in higher education and research and in Science, Technology
and Innovation , improve and profile the necessary infrastructure, including
universities.
Efforts to train and retain and attract highly-skilled human capital (HC).
Increased levels of investment in research and higher education.
Speeding up of work and learning practices in academic institutions (Hartman
and Darab, 2011) there should be a strong concern about what is often being
lost within the rush of organizational change.
Managing knowledge-based societies is a complex process, involving a range
of strategies and mechanisms which should operate effectively for optimal
results.
Elements range from traditional upstream aspects such as governance, policies
and investment, to downstream management of knowledge institutions and
workers with due respect for interaction and adaptation and for specific cultural
and ethical values. (Lynn et al et al. 2009) and they add that when countries
lose their base for academic excellence – through outdated policies, neglected
institutions, the exodus of their best graduates or woefully inadequate
investment in research – their competitiveness in the global knowledge society
will dwindle and eventually disappear
And according to Johnsto (2007) that listing the challenges to implementing
sustainable development in HEIs and HE were analyzed to identify common
themes.
6. The Benefits of sustainability Higher Education:
According to AASHE, 2010 say Develop/adopt student learning outcomes for
sustainability. An important way to recognize the importance of Education For
Sustainability is to commit to having students develop the knowledge, skills, and
dispositions for living sustainably through student learning outcomes. And leverage the
accreditation processes to create a sustainability focus.
Beside Sustainable development offers the opportunity to overcome the great
disadvantage of not looking at these issues in relation to their environment and
provides a logic in keeping together the priority are
activeness, governance and
funding of the modernization agenda in higher education that may appear not to be
related ,(Copernicus-Campus,2007).
Thus Nierop (2008) stress on Answering and questioning are fostered within a
“learning activity” whilst the teacher acts as facilitator. The most common used
teaching methods are: cooperative learning, role game/play, problem solving, case
study, dilemma game experiential learning. And ‘thinking groups’ have been created
to exchange ideas and experiences, and to facilitate the dissemination of innovative
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approaches into other contexts is considered one of the most innovative forms for
improving the curriculum
In addition of other benefits mention by AASHE (2010 ) that Collaborative for
Sustainability Curriculum Change could achieve these goals by:
 Facilitating critical conversations around the goals, objectives, student
learning outcomes, underpinnings, and nomenclature surrounding EfS;
 Developing partnership opportunities for collaborations to develop focused
initiatives supporting sustainability education;
 Sharing opportunities for collaboration on ongoing projects and programs;
 Helping funding agencies and foundations better understand sustainability
education and its significant role in improving higher education and
 Identifying additional leverage points for forwarding the sustainability
education agenda.
And the right of each and every nation to build its own solid research community
should be reaffirmed and their important benefits as Lynn et al(2009) reiterated
such as:
� Contacts with international research.
� Provision of local analysis and advice.
� Identification of relevant research agendas.
� Critical thinking in higher education.
� Evidence-based criticism and debate for policy-making.
� Capacity to train future generations of researchers.
� Stimulation of national innovation systems
Conclusion
To improve quality in higher education truly contribute to sustainable development it is
necessary that those running universities acquire an articulated vision of development.
Where development is focused on their sustainability will be provided by making the
necessary changes in future periods.
On the other hand, if the focus of universities is not the formation of character and
teaching people how to think deeper and broader than they so far have then they will
produce individuals who can do things but incapable of dealing with all the major
aspects of human existence (Mishra, 2007). The greater the commitment to integrate
sustainability into the curricula -in terms of more and/or new structures, and broader
focus – the greater is the need for faculty resources and training in sustainability, as well
as rewards for engaging in sustainability education and research (Rusinko ,2007).
Furthermore, employers and students must understand how the systems of which they
are a part (social, economic, and ecological) function and are integrated. In order to
accomplish this we need a significant segment of the learning opportunities for students
to be structured to accomplish these outcomes. To do so will require significant changes
in the curriculum and the pedagogy used to deliver that curriculum. These changes will
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only occur when large numbers of faculty have the knowledge, skills, resources,
support, incentives, and disposition to change what and how they teach,( AASHE,
2010). The most frequently cited challenges can be summarized as :



Lack of strategic leadership in HEIs and government
Low demand from most internal and external stakeholders, including students
and employers
Poor communication within the HEI regarding the meaning and concept of
sustainable development and how it applies and Johnston,2007 adds more
challenges as :
o Providing national coordination and support networks will help to
overcome academic silos and communicate learning and hopefully
encourage co-operation within and between HEIs. It will also ensure that
conflicting regulations or policies do not exist.
o
Effective Financing support was seen as important, though remarkably
of finance was a highly ordered barrier to achieving sustainable
development.
o Improving dissemination by initiating a strategic awareness, raising
campaign ,and evaluating a HEI‟s contribution to sustainable
development were both ways to increase communication and
understanding and complement other campaigns on issues such as
climate change.
o Requiring HEIs to develop sustainable development implementation
plans was seen as a good way of
of proactive units in the HEI
responsible for their delivery.



And according to Nazaré,2008
that graduates at all levels must have been
exposed to a research environment and to research-based training in order to meet
the needs of a knowledge society.
o Universities need to diversify sources of income. Research contracts,
consultancy, knowledge tranfer and fund raising.
o Compete, nationally and internationally for funds, with other universities,
Collaborate with other universities, industry.
o Compete for brains. The potential of income trough research depends on
attracting the good and retain the best.
Merged learning plus textbook. Traditional classroom workshops combined with
additional ICTs (Information and Communication Techniques ) tools .
Encouraging more cooperation among teachers and researchers in and
entrepreneurial practitioners and business practitioners by creating the best
environment for staff to participate in change, innovation and improvement.
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