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The practice of continuous improveme...

Thalner, Deborah M.

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The practice of continuous improvement in higher education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The practice of continuous improvement in higher education./
作者:	Thalner, Deborah M.
面頁冊數:	154 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1675.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3177396
ISBN:	9780542167553

The practice of continuous improvement in higher education.
Thalner, Deborah M.

The practice of continuous improvement in higher education. - 154 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1675.

Thesis (Ph.D.)--Western Michigan University, 2005.

Studies on the use of Total Quality Management (TQM) within higher education have primarily focused on the implementation of TQM as an institutional initiative. While TQM has been successful in business and industry and has seen some limited success in higher education, the most recent studies on its use in higher education indicate that it has not been successful institution-wide, and in many cases has been abandoned after two to three years. The problem, therefore, is one of a perceived need for continuous improvement in coupled with mixed results from previous attempts at implementation. This research study focused on higher education's use of continuous improvement methods; however, the focus was on specific departmental initiatives, rather than on institution-wide implementation.

ISBN: 9780542167553Subjects--Topical Terms:

543175
Education, Higher.

The practice of continuous improvement in higher education.
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245 1 4 $a The practice of continuous improvement in higher education.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1675.
500 $a Adviser: Louann Bierlein Palmer.
502 $a Thesis (Ph.D.)--Western Michigan University, 2005.
520 $a Studies on the use of Total Quality Management (TQM) within higher education have primarily focused on the implementation of TQM as an institutional initiative. While TQM has been successful in business and industry and has seen some limited success in higher education, the most recent studies on its use in higher education indicate that it has not been successful institution-wide, and in many cases has been abandoned after two to three years. The problem, therefore, is one of a perceived need for continuous improvement in coupled with mixed results from previous attempts at implementation. This research study focused on higher education's use of continuous improvement methods; however, the focus was on specific departmental initiatives, rather than on institution-wide implementation.
520 $a This study surveyed directors in departments of Financial Services, Facilities Management, Auxiliary Services, and Corporate Training within all public higher education institutions in Michigan. Out of a population of 148 directors surveyed, 54% responded to the survey. Directors of these departments were sent an e-mail with a link to a web-based survey. In addition to determining the level of continuous quality improvement (CQI) use in these departments, the survey also identified common drivers, obstacles, support factors, and outcomes derived from CQI. Key findings included that most had attempted CQI methods at some point in time and continued to pursue CQI. They were able to achieve the outcomes of improved service, quicker response, improved efficiencies, and increased financial returns, while at the same time seeing improved communications within their department and with the institution. These improvements could be realized regardless of institution type, department type, or type of CQI method used, and in spite of the obstacles encountered.
520 $a In summary, TQM purists would suggest that TQM/CQI is no longer in place within higher education institutions as there is limited evidence of institution-wide continuing implementation. This study revealed, however, that department-based implementation is still in effect, and these departments continue to use CQI methods beyond the time period that current literature suggests it takes for higher education institutions to abandon CQI.
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