International Journal of Advancements in Research & Technology, Volume 2, Issue 5, M ay-2013
ISSN 2278-7763
291
ENHANCING THE HIGHER EDUCATION SYSTEM IN
DEVELOPING COUNTRIES
B.R.Senthil kumar1, P.Maniiarasan1, J.Prasanth1, G.Abilesh1, M.Thiagarajan2
1
Aeronautical Engineering, Nehru institute of Engineering and Technology, Coimbatore (INDIA)
Sri Ranganathar institute of Engineering and Technology, Coimbatore (INDIA)
senthilramanseetha@yahoo.com
2
Abstract
Currently, there are more than 230 countries in this competitive world. Among those, most of them are still
developing and under-developing, in which 80% of the world population lives, except the countries like USA, UK, Japan,
Switzerland, etc. A country which has an increasing phase in GDP per capita, Economy and ability of self production is said
to be a developing country. But, there are some factors affecting them, such as, rapid growth in population, increase in
poverty and lack of industries which leads to increase in foreign investment, which means that, a country should be selfdeveloping in order to attain the developed status. So the country should have more industries to be self produced. More
industries lead to more job opportunity and more employment. In the present scenario of globalisation, privatization and
liberalisation one should be quite alert and competitive in human resources. The Gross Enrolment Ratio (GER) in the age
group of 16 + years is very low and most of the young generation is away from the main stream of education may be
because of the education system, examination pattern, competency of teaching faculty and the level of knowledge received
at previous stages. Hence, it is necessary to provide W- Class institutions to produce highly competent engineers with
advanced knowledge, research aptitude and employability. A modest effort is made here to suggest a step towards W-Class
Institutes.
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Keywords: quality enhancement, quality of education, developing countries, higher education system
1 INTRODUCTION
Institutions of higher technical education are
coming up like mushrooms. It is the fact that adequate
number of experienced teaching faculty is not available.
Even the educational and administrative leadership is
rarely seen. Even though most of the management wish
to keep pace at par with good institutions it is beyond
their reach unless some revamping is practiced in the
overall Higher Education System (HES).
1.
2.
3.
4.
First factor is the infrastructure. It is possible for
any management to acquire/create desired
facilities within a reasonable time period.
Second important component is the availability
of Teaching Faculty.
Third component is the student. It is seen that
the students entering into engineering colleges
are not fully equipped with fundamental
knowledge of the basic subjects like Physics,
Chemistry and Mathematics. Most of the
students have failed in these subjects. This has
negative effect on the confidence level and the
moral of the students.
The industry and the corporate world around is
the place for these budding engineers to
contribute and excel. Mostly it is seen that the
HES do not provide the required employability
skills and inputs to the engineers.
Copyright © 2013 SciResPub.
5.
Last but not the least aspect of education is the
awareness towards social commitment and
proper inputs in this direction and the work
culture are absent.
A good professional development program is job
embedded and tied to learning goals: It provides
activities in the context of practice. The best integration
training for teachers does not simply show them how to
add technology to their what they are doing. "It helps
them learn how to select digital content based on the
needs and learning styles of their students, and infuse it
into the curriculum rather than making it an end in itself,"
notes Fatemi. "Using technology effectively also requires
having a wide repertoire of teaching approaches."
2 REQUIREMENTS
2.1 NEW ROLES FOR TEACHERS
Technology encourages teachers to take on new
and expanded roles, both inside and outside of the
classroom. Within the classroom, technology supports
student-centered instruction. The teacher assumes the
role of coach or facilitator while students work
collaboratively (Jones, Valdez, Nowakowski, &
Rasmussen, 1995; Kupperstein, Gentile, & Zwier, 1999).
Outside of the classroom, technology supports teacher
collaboration. Instead of working in isolation, teachers
can work together on schoolwide programs. They can
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International Journal of Advancements in Research & Technology, Volume 2, Issue 5, M ay-2013
ISSN 2278-7763
292
help find solutions to problems, act as peer advisors to
provide information and feedback, and collect data to test
hypotheses (Lieberman, 1996; Little, 1982). Their new
roles may involve distance collaboration with crossschool peer groups and study groups through
telecommunications (Kosakowski, 1998). Professional
development for technology use provides opportunities
for teachers to become comfortable and effective in these
new roles.
with other teachers, whether face to face, through e-mail,
or by videoconferencing (David, 1996). A networked
computer on every teacher's desk can allow for greater
interaction between educators. The National Commission
on Teaching and America's Future (1996) suggests that
school districts find creative ways to build teacher
networks so that teachers have additional opportunities
to discuss the new instructional methods that technology
promotes.
Teachers are also required to be updated on all
fronts. Hence, the platform for their performance and
presentation is available during Wednesday activity.
Teachers are also required to give a presentation for 25
minutes. A feedback and open discussion is expected to
improve upon the performance. Benefits can be derived
from interaction and guidance from senior faculty. The
teacher forum thus can organize any event for their self
development and a proper work environment can be
created to improve upon the personal and social life of a
teacher.
2.3 ACTIVE PARTICIPATION OF TEACHERS
Academic planning is to be properly designed
and maintained by the institute right from the beginning
of the term. Teaching plan also must be prepared by the
teacher. It is suggested here that in the very first lecture of
the subject teacher is expected to highlight the importance
of the subject and correlate the subject with other subjects
of the same or other allied discipline. After discussing the
syllabus contents the teacher is expected to distribute a
four page handout based on the first unit. This should
include definitions, formulae, equations, short notes,
various rules etc. for ready reference. This would also
help students to come prepared for the next lecture for
better understanding and creating confidence. At the end
of the first unit again a four page hand out for next unit is
to be given. On line examinations should be conducted
frequently to assess the understanding of the basics of the
subjects. Present students have sufficient energy and
potential. The administration should be in a position to
manage all such activities efficiently. Generally we lack in
good managers and loose on the front of developing good
technocrat leaders.
If technology is to be used equitably for all
students, a majority of teachers should be included in the
professional development program. One strategy to
motivate teachers to spend the time and energy necessary
to develop technology competency is to mandate
participation in technology professional development.
Another strategy for encouraging teachers to participate
in professional development for technology use is
creating incentives for technology use. Possible incentives
include the following: a judicious use of contingency pay,
in which a certain segment of the teacher's base pay (such
as 5 percent) is reserved contingent upon participation in
a wide range of professional development activities;
bonuses (Lockwood, 1999; Speck, 1996); or a
compensation system that rewards knowledge and skill
along a career continuum (National Commission on
Teaching and America's Future, 1996). A less traditional
incentive program could give teachers credits for hours
spent in professional development; teachers could use
these credits to earn technology for their classrooms,
loans of hardware and software to be used at home, or
reduced prices on personal equipment (Guhlin, 1996).
Mini-grants might reward teachers who have innovative
ideas for using technology in instruction (Office of
Educational Research and Improvement, 1994).
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2.2 COLLEGIAL LEARNING
A professional development curriculum that
helps teachers use technology for discovery learning,
developing students' higher-order thinking skills, and
communicating ideas is new and demanding and thus
cannot be implemented in isolation (Guhlin, 1996). In
addition to working in pairs or teams, teachers need
access to follow-up discussion and collegial activities, as
required of professionals in other fields (Lockwood,
1999). Teachers also need time to discuss technology use
Copyright © 2013 SciResPub.
Incentives must be used carefully, however.
Although group rewards may motivate some teachers,
individual rewards may increase competition among staff
or lead to less equitable distribution of technology
(Lockwood, 1999). The only way to ensure that all
students have the same opportunities is to require all
teachers to become proficient in the use of technology in
content areas to support student learning.
2.4 ONGOING PROCESS
A high-quality professional development
program is conducted as an ongoing process, not a oneshot approach. Teachers need continued practice to
become comfortable with and to implement change,
especially in technology use. In evaluating the best
practice in professional development, Speck (1996)
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concludes: "Professional development takes time and
must be conducted over several years for significant
change in educational practices to take place. Substantial
change in school practice typically takes four to seven
years, and in some cases longer" (reference paper No. 35).
Administrators must take into account this long time
frame, and teachers must be prepared to be involved in
professional development throughout their careers.
2.5 SUFFICIENT TIME
An effective professional development program
provides "sufficient time and follow-up support for
teachers to master new content and strategies and to
integrate them into their practice," notes Corcoran (1995).
For any professional development activity, teachers need
time to plan, practice skills, try out new ideas, collaborate,
and reflect on ideas. Acquiring technology skills and
becoming proficient at new ways of teaching in which
technology is appropriately integrated requires additional
time (Brand, 1997; David, 1996). "Teachers need large
blocks of time to gain initial familiarity with new
hardware or software, learning and practicing for
sustained periods," states Renyi (1996). Time built into
teachers' schedules can provide teachers with
opportunities to "discover what the technologies can do,
learn how to operate them, and experiment with ways to
apply them," notes the Office of Technology Assessment
(1995, Reference paper No. 6).
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2.7 ADEQUEATE RESOURCES
The overall technology plan and its
professional development component cannot occur
without a significant commitment of resources by the
school district. The district, first of all, must purchase the
type of technical equipment necessary to meet the
learning goals identified and provide for ongoing
maintenance and upgrading. Skimping on this step can
be more expensive in the long run because teachers and
students eventually will want and need access to multiple
technologies (such as CD-ROM, satellite, and full-motion
video) that will enhance the curriculum and expand
learning opportunities. "The education technology that is
implemented today must allow for increased capabilities
in the future, rather than the threat of total replacement of
the system, " note Bell and Ramirez. The technology used
for professional development should be the same as the
technology used in the classroom. Funds should be
available to provide teachers with technology that they
can use at home or in private to become comfortable with
the capabilities it offers. Funding also should be
considered for a networked computer on every teacher's
desk to allow telecommunications support for teachers
and provide easy access to programs and files.
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2.6 ADMINISTRATIVE SUPPORT
Fully implementing an effective
professional development program as part of a welldesigned technology plan requires support from school
administrators and leaders. Administrators must have a
clear vision of technology to support student learning
and an understanding of the roles that all school staff
must play in achieving that vision. They must be the
cheerleaders and visionaries who see beyond the daily
routine to a vision of what is possible through the use of
technology (Byrom, 1998; Guskey, cited in Lockwood,
1999). Administrators also can participate in professional
development activities so they are aware firsthand of how
technology is used and what problems are experienced
by the staff. It also is important for each administrator to
have a networked computer on his or her desk for use in
daily tasks. In fact, professional development in
technology use for teachers will not be successful unless
the principal is invested in the process. "This conception
of leadership sees the principal almost as a master
teacher, rather than an administrator limited to coping
with the minutiae of school life and divorced from the
demand for instructional leadership," notes Lockwood
(1999, p. 17).
Copyright © 2013 SciResPub.
A significant portion of the technology budget
should be allocated for professional development. School
districts typically devote no more than 15 percent of their
technology budget for teacher training, but a better
amount would be 30 percent(Office of Technology
Assessment, 1995).
2.8 CONTINUOUS FUNDING
Finding the funding for ongoing technology
needs and professional development can be difficult.
School funding formulas that depend on residential
property taxes and centralized purchasing and
distribution policies may not be flexible enough to meet
these new needs. Funding strategies that combine shortand long-term measures--including local tax revenues,
bonds, grants, and federal programs--can help meet a
school district's needs. Projects such as Taking Total Cost
of Ownership to the Classroom can help planners
determine all the costs involved in operating networks
and computers. These costs include professional
development, technical support, connectivity, software,
replacement costs, and retrofitting. The costs of using
technology to improve teaching and learning should
become a line item in school budgets. These costs are not
considered a one-time investment but an ongoing
expense. This approach may require rethinking a school
district's funding priorities.
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International Journal of Advancements in Research & Technology, Volume 2, Issue 5, M ay-2013
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Employees Commitment is determined by a
number of factors which can be Individual factors like
age, personality etc or organizational factors like
Communication, benefits, career development, working
conditions etc and non-organizational factors like
availability of alternatives job etc. Employees
Commitment;
Top
Management
Behaviour;
Compensation & benefits; Career Development
Opportunities; and Working Conditions have been the
focus of interest of many studies and there are many
studies on Employees Commitment, a great deal of
research remains to be done, especially from a
multidisciplinary perspective. As Winter and Jackson
argue: “it is desirable that researchers adopt a variety of
theoretical perspectives to examine work environment
conditions that underlie the state of the psychological
contract”. Organizational commitment is a multidimensional concept the dimension used in that study is
affective commitment, which refers to Top Management
Behaviour, Compensation and benefits,
Career
Development Opportunities and Working Conditions.
Employee commitment has been viewed as one of the
most contested and criticized fields of study. A critical
issue for the employee and organization is to understand
how to maintain the employee’s commitment.
294
measurement of procedures and the extent to which they
result in appropriate levels of quality (Jackson, 1996). This
requires HEIs to demonstrate responsible actions in their
professional practices and accountability in the results
they achieve with the resources used (Jackson, 1998:46).
Elton (1992) refers to these as the quality ‘As’ –
accountability, audit and assessment – and suggests that
they are concerned with the control of quality and the
people who control quality. Particular mechanisms for
assurance, such as accreditation and quality audits, are
usually imposed by government and other external
bodies (McKay and Kember, 1999). Harvey (2005:264)
suggests that accountability underpins these processes
but under the banner of ‘efficiency and effectiveness’.
Many countries have national organisations with
responsibility for the management of quality within HEIs.
For example, within the UK, the role of the Quality
Assurance Agency (QAA) is to inspect, audit and report
on the quality procedures within institutions
(www.qaa.ac.uk ). Similarly, the Australian Universities
Quality Agency (AUQA) has been established to monitor,
audit and report on quality assurance in HE
(www.auqa.edu.au). These are external stakeholders
whose role is predominantly concerned with the
measurement and evaluation of institutional quality
assurance procedures. Such bodies are concerned broadly
with the effectiveness and reliability of the quality
assurance systems and processes adopted by institutions
in managing quality and academic standards, rather than
with identifying changes in practice that might lead to
enhancement.
In the UK the QAA reports that, while
enhancement has always been present in national audit
methods, it has not been a prominent aspect of its audit
procedure. Furthermore, it notes that there is
considerable diversity in what ‘enhancement’ means
within an HE context. A HEFCE consultation (HEFCE
2005/35) identified the need to consider enhancement
processes in addition to those of assurance within
external quality audit processes. The QAA subsequently
defined enhancement as ‘the process of taking deliberate
steps at institutional level to improve the quality of
learning opportunities’ (QAA, 2006:16). Nonetheless, it
states that the focus of audit ‘must remain on the
effectiveness of the institution’s own processes for
exploring such matters, putting them into operation and
evaluating them’, (18) rather than the enhancement of
achieved outcomes. Harvey (2005:272) advises that
current audit processes focus on compliance and thus fail
‘to serve an improvement function at the student-lecturer
interface’.
In addition, Avdjieva and Wilson (2002) suggest
that HEIs are now also required to become learning
organisations, where internal stakeholders also interpret
and assess the quality of HE provision. The emphasis for
internal stakeholders is not only on quality assurance, but
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3 MEASURING AND MANAGING QUALITY IN
HE:
Managing quality in HE has proved to be a
challenging task. The literature suggests that there are
two main reasons for this. First, ‘quality’ has different
meanings for different stakeholders. Within HE there are
both internal and external stakeholders who are likely to
have disparate or even contradictory definitions of
quality. Cheng and Tam (1997:23) suggest therefore that
‘education quality is a rather vague and controversial
concept’. Similarly, Pounder (1999:156) argues that
quality is a ‘notoriously ambiguous term’ given that it has
different meanings to different stakeholders. As a result
of the difficulty in defining quality, its measurement and
management has unsurprisingly proved to be
contentious.
Traditionally, external stakeholders have been
concerned with quality assurance procedures. Quality
assurance refers to the ‘planned and systematic actions
[deemed] necessary to provide adequate confidence that
a product or service will satisfy given requirements for
quality’ (Borahan and Ziarati, 2002:914). At an
international level, HE has expanded substantially over
recent decades and has moved up government agendas
as a result of a number of factors. These include drivers to
increase the knowledge and skills-based economies,
participation in HE and social cohesion (OECD, 2006).
The focus on quality for external stakeholders is driven
by these agendas and focuses predominantly on the
Copyright © 2013 SciResPub.
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also on quality enhancement which aims for an overall
increase in the actual quality of teaching and learning,
often through more innovative practices (McKay and
Kember, 1999). Elton (1992) suggests that quality
enhancement focuses on quality ‘Es’: empowerment,
enthusiasm,
expertise
and
excellence.
Quality
enhancement initiatives tend to be less clearly defined
and are often more diverse than quality assurance
initiatives (McKay and Kember, 1999). In HE,
mechanisms adopted by internal stakeholders are likely
to include self-evaluation practices and student feedback.
As students are viewed as an integral part of the learning
process (Wiklund et al., 2003), this type of evaluation
tends to be more formative in nature and therefore more
likely to lead to continual quality improvement efforts.
Furthermore, the involvement of internal stakeholders
often results in a culture of quality management being
embedded within programmes.
The second reason why quality is difficult to
manage in HE is due to the complicated nature of the
educational product. Education has been viewed as a
system or ‘a network of interdependent components that
work together to try to accomplish the aim of the system’
(Deming, 1993:98). The system consists of inputs,
transformation processes and outputs. Sahney et al. (2004)
advise that in education there are human, physical and
financial resource inputs that undergo processes
including teaching, learning, research, administration and
knowledge transformation. The quality of teaching and
learning therefore becomes central in a systems
perspective. Ramsden (1992) advises that high quality
teaching is fundamentally about high quality learning,
which is context-related, uncertain and continuously
improvable. Martens and Prosser (1998) add that high
quality learning must focus on the development of
meaning as characterised by deep learning approaches,
rather than on reproduction. However, Yorke (1999)
cautions that high quality teaching does not always result
in high quality learning or vice versa.
The outputs of the education system can be
tangible, intangible or value addition through, for
example, examination results, employment, earnings and
satisfaction. Harvey (1995) argues, however, that there is
no discernible end product of HE as the transformative
process continues to make an impact after the completion
of HE. Hewitt and Clayton (1999:852) suggest that if the
desired output of HE is viewed as ‘increased capabilities
and knowledge as embodied within the transformed
student, including an enhanced capability for further
learning’ then the system model is appropriate provided
there is recognition of the role of the student within all
three system components.
Despite their support for viewing education as a system,
Sahney et al. (2004) suggest that this creates further
difficulty in conceptualising quality because the different
component parts of the system have different
295
requirements. The literature suggests that there have been
a number of different attempts to articulate the
dimensions of quality in HE as Garvin (1987) did for
services. One of the most clearly defined sets of
dimensions of quality for HE has been identified by
Harvey and Knight (1996), who argue that quality can be
broken down into five different but related dimensions:
• quality as exceptional (for example, high
standards)
• quality as consistency (for example, zero defects)
• quality as fitness for purpose (fitting customer
specifications)
• quality as value for money (as efficiency and
effectiveness)
• quality as transformative (an ongoing process
that includes empowerment to take action and
enhancement of customer satisfaction).
Harvey and Knight (1996) advise that quality as
transformative can incorporate the other dimensions to
some extent, and the first four dimensions are not
necessarily end products themselves. Owlia and
Aspinwall (1996) argue that different stakeholders are
likely to value the importance of these different
dimensions of quality according to their particular
motivations and interest and interpret them differently.
For example, quality as value for money is likely to be
judged differently even by various internal stakeholders.
Students may judge value for money according to tuition
fees paid versus contact time supplied, whereas a
department manager is likely to be more concerned with
the effective use of resources in relation to student
numbers.
The preceding discussion illustrates that quality in
HE is a multi-dimensional construct which is interpreted
in different ways by diverse stakeholders. This, in turn,
creates complexity in its measurement and management.
Accordingly, Cullen et al. (2003) argue that the challenge
is to produce a quality management framework that
permits the equal expression of legitimate voices, even
though they may conflict or compete in some ways. As a
result of this complexity, there has been a wide range of
approaches adopted to managing quality in HEIs. To
date, however, efforts to undertake a consolidated review
of current practice have been relatively limited. This
paper therefore seeks to address this gap in the literature.
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Copyright © 2013 SciResPub.
The paper draws on a review conducted by the
authors to investigate current environmental forces and
their impact on HE and quality management practices in
different national contexts (Brookes and Becket, 2007).
The review comprised 95 articles published in 19 journals
over a ten-year period between 1996 and 2006. The
majority of the articles were published in educational
journals, with Quality Assurance in Education and the
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ISSN 2278-7763
International Journal of Educational Management being the
main sources. In order to be as thorough as possible,
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of an educated workforce which meets labour market
needs), connectivity (international networks and
RANK
COUNTRY
SCORE
1
USA
100.0
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searches were also conducted on industry journals that
focused on service quality such as Total Quality
Management and the International Journal of Quality &
Reliability Management. Drawing from 45 articles included
in the review, this paper identifies current approaches to
quality management in HE. It should be noted that the
authors were limited to articles published in English. As a
result, this review is far from comprehensive, but appears
to be the most extensive review of HE quality
management practice undertaken to date.
3.1 RANKING HES BY NATION:
Research authors at the Melbourne Institute of
Applied Economic and Social Research, University of
Melbourne, looked at the most recent data from 48
countries and territories across 20 different measures. The
range of measures is grouped under four headings:
resources (investment by government and private sector),
output (research and its impact, as well as the production
Copyright © 2013 SciResPub.
collaboration which protects a system against insularity)
and environment (government policy and regulation,
diversity and participation opportunities). Population
size is accounted for in the calculations.
From Table 1, The United States' strong
performance was driven largely by its total output of
research journal articles, the measure
comprised
40
Tablethat
1: Top
10 Countries
in
percent of the ranking. Examining the categories of
resources and connectivity reveals room to grow.
Government funding of higher education per GDP is
highest in Finland, Norway and Denmark. American
universities are forced to rely on private funding more
than other nations do, the researchers found. And when it
comes to international research collaboration, the United
States is at the bottom of the pack, along with China,
India and Japan.
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2
SWEDEN
83.6
3
CANADA
82.8
4
FINLAND
82.0
5
DENMARK
81.0
6
SWITZERLAND
80.3
7
NORWAY
78.0
8
AUSTRALIA
77.8
9
NETHERLANDS
77.4
10
UK
76.8
performance enablers and results. The one
exception is SERVQUAL, a model that focuses on
the assessment of quality solely from the
consumer perspective. Table 2 identifies and
defines the different models that have been
applied internationally in HEIs.
The application of these models has
yielded a number of benefits for HEIs. However,
the authors also identify a number of core
requirements for their successful implementation
and a number of limitations of the models
themselves.
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4 AN ANALYSIS OF CURRENT
INTERNATIONAL
QUALITY
MANAGEMENT PRACTICE:
TQM has the potential to encompass the
quality perspectives of both external and internal
stakeholders in an integrated manner. It thereby
enables a comprehensive approach to quality
management that will assure quality as well as
facilitate change and innovation. Other models
tested emulate TQM and concentrate on
developing systematic business processes that
are required to achieve measurable quality
outputs. For example, the balanced scorecard
requires the identification of appropriate
performance indicators, and the European
framework for quality management (EFQM),
Model
Definition
TQM
A comprehensive management approach which requires contribution from all
participants in the organisation to work towards long-term benefits for those
involved and society as a whole.
EFQM
Non-prescriptive framework that establishes nine criteria (divided between enablers
and results), suitable for any organisation to use to assess progress towards
excellence.
excellence
model
Balanced
scorecard
Performance/strategic management system which utilises four measurement
perspectives: financial; customer; internal process; and learning and growth.
Copyright © 2013 SciResPub.
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Malcolm Bald
298
Based on a framework of performance excellence which can be used by organisations
to improve performance. Seven categories of criteria: leadership; strategic planning;
customer and market focus; measurement, analysis, and knowledge management;
human resource focus; process management; and results.
ridge award
ISO 9000 series
International standard for generic quality assurance systems. Concerned with
continuous improvement through preventative action. Elements are customer
quality and regulatory requirements, and efforts made to enhance customer
satisfaction and achieve continuous improvement.
Business
System to enable redesign of business processes, systems and structures to achieve
improved performance. It is concerned with change in five components: strategy;
processes; technology; organisation; and culture.
process reengineering
SERVQUAL
Instrument designed to measure consumer perceptions and expectations regarding
quality of service in five dimensions: reliability; tangibles; responsiveness; assurance
and empathy; and to identify where gaps exist.
towards World-Class
Table 2: Quality management
models Technical Institutes. In the
initial stage for the journey towards W-Class
technical institutes, it is essential to monitor the
students coming to the institute so also the
teacher. Proper initial training and further
grooming is a must for the students and teachers.
The approach is discussed. Attention is also
drawn to the Communication skills and the
provision is discussed. All the activities are
ultimately leading to improve upon the
employability of the young engineers.
These efforts appear to be divided,
however, with earlier approaches adapted from
industrial models focusing on the quality of
administrative and service functions. In contrast,
critics of industrial models have undertaken
efforts to focus on the quality of the core
products of HE, teaching and learning. Given
current environmental trends, the priority now
must be to achieve greater harmonisation
between the two approaches in HE quality
management practices. Rather than disregard the
benefits of TQM, there appears to be a need to
find another approach that puts teaching and
learning at the core but does not neglect the
efficiency and effectiveness of administrative and
service functions.
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The benefits identified are both tangible
and intangible. In the first instance, the models
are deemed to be relevant within the current
competitive HE environment as they incorporate
the perspective of students as customers. They
also take into account the perspectives of both
internal and external stakeholders (Navarro et al.,
2005). As such, they reflect both quality ‘As’ and
quality ‘Es’ (Elton, 1992) and thus quality
assurance and enhancement are addressed.
Improvements have been reported in areas such
as customer service, administrative processes,
staff and faculty morale, and strategic and
budget planning
5 CONCLUSION:
To be World- Class Technical Institute
1.
2.
3.
4.
Focus on Communication Skills,
Focus on Faculty Development
/Training,
More
Exposure
to
Live
engineering
situations
for
development of analytical mind
of students
More occasions for personal
grooming,
For all these activities budgeting and
accounting for Time is a must. Good managers
with focused views are required for the journey
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