基于TQM成人教育教学质量保障体系研究

应用全面质量管理(Total Quality Management,TQM)的理论,尝试性地将TQM的手段和方法应用于成人教育教学质量管理,建立成人教育教学质量保障体系,并对其实现方法进行了初步探讨.     

TQM:现代远程高等学校质量控制新观

现代远程高等学校实施全面质量管理（TQM）是非常必要的，也是完全可行的，远程高校TQM具有不同于企业和普通高校TQM的特点，因此实施TQM时要遵循符合远程高等教育实际的基本原则和基本方法。     

Hoops,Swings and Roundabouts in Teacher Education: A Critical Review of the CATE Criteria

Abstract

The article begins by exploring the background and origins of the quality debate in the UK. It distinguishes between a Total Quality Management (TQM) approach and those based on the adoption of some kind of external standard. It goes on to explore the forces acting to encourage organisations to adopt TQM, distinguishing between those active in the public and private sectors. TQM itself is then explored in some depth; two main overarching characteristics of customer focus and cultural change are identified. The focus then shifts to analysis of the place of TQM in higher education. The analysis concludes that many of the features of TQM always have been present in higher education but it is possible that funding and managerial changes are driving institutions away from a TQM ideal. Other approaches might have as much to offer higher education as TQM.     

Applying total quality management principles to faculty selection

This paper outlines a systematic methodology for effecting Total Quality Management in higher education decision making with particular attention to the faculty selection process. Following a brief analysis of the application of TQM to higher education in general and consideration of the contextual and power relations issues associated with implementation of TQM, a model for integrating Total Quality Management principles into the faculty recruitment, identification, and selection process is outlined. This model relates the role of vision, mission, planning and organizational design with quality concepts (understanding a system and systems theory, leadership, empowerment, client/constituet satisfaction, team building, and continuous process improvement). Drawing upon Marchese and Lawrence's (1987) work wherein they identified eight critical processes in the selection of faculty, one critical process—Defining the job is specifically analyzed using the continuous improvement methodology as an example of the specific application of TQM techniques to higher education decision making. The model and this example provide educational leaders/search committees with an enhanced framework within which they can effectively analyze and evaluate faculty selection processes, criteria for selection, and relevant contextual issues that will result in the identification and selection of the best qualified faculty available.     

论TQM在成人教育教学过程中的作用

TQM(Total Quality Management)是企业管理现代化、科学化的一项重要手段和方法。将TQM应用到成人教育中,其核心任务就是提高学校各部门和教师的工作质量,从而保证学校的教育服务质量。它的基本特点是从原来的考试把关为主,变为预防改进为主,从管考试结果变为管影响教学质量的因素,运用科学管理的理论、程序和方法,使成人教育的教学过程完全处于受控状态。     

美国实施教育整体质量改革的经验述评

《国家处在危机中》报告出台以后，美国搬起了教育改革的高潮，整体质量管理的实施让以提高教育质量为核心的改革焕然一新。学校实施整体质量管理的理论起点是明确整体质量管理的特征和优势，根本原因是解决美国教育问题根源的需要，其成功的要素在于教育改革领导者观念的转变、充足的资源、参与者的较强的主动性等几个方面。     

高校教学质量管理探索

不断提高高等教育人才培养质量是当前高等教育面临的主要问题。现代企业质量管理中得到成功运用的全面质量管理(TQM)理念和方法和机制设计理论为高校教学质量管理提供很好的借鉴。     

xTHE QUALITY MOVEMENTS IN HIGHER EDUCATION IN THE UNITED STATES

Writing at a time when applications of Total Quality Management (TQM) in higher education in the United States are in great vogue, the author reminds the reader that TQM is only one of many management strategies that over the years have had their periods of popularity. Strategies come and go. Usually a hot strategy is in vogue for no more than seven years; then other ideas come into vogue as other ways of getting the quick fix are tried. Other strategies in competition with TQM in the United States include outcomes assessment, Deming's fourteen points, the Malcolm Baldridge Award, the ISO 9000 series, restructuring, re‐engineering, and performance indicators. American higher education institutions will probably have recourse to more traditional models than TQM for creating change in the future.     

高等学校人才培养全面质量管理探析

高等学校人才培养质量是高等教育大众化能否顺利实现的关键。高等学校实施全面质量管理 (TQM)是完全可行的。高校人才培养 TQM思想包括 :人才培养质量始终贯穿于人才培养的全过程 ;教育质量不仅是教学质量 ,而且包括人才培养质量有关的所有工作质量 ;全体教职员工都参与质量管理 ;TQM采取的是多种多样的质量管理方法。TQM的特色反映在“事前管理 ,防患于未然”。 TQM体系是整个学校管理体系的中心环节。     

Twenty years of research on total quality management in Higher Education: A systematic literature review

Faced with intensified global education competition, universities and other Higher Education institutions are implementing Total Quality Management (TQM) to keep rivals at bay. Meanwhile, research interest in TQM in Higher Education is growing. This paper reviews the achievements and limitations of extant research on TQM in Higher Education, and discusses directions for future research. The paper finds that extant research focuses on (1) teaching and learning but neglects research and industry engagement; (2) an isolated factor (e.g., teacher) but neglects other factors (e.g., facilities); (3) the Higher Education sector in advanced countries but neglects the Higher Education sector in developing countries; and (4) TQM as a phenomenon but neglects theory development and integration. Future research needs to address these limitations, adopt a more holistic perspective, and take a more inclusive and comprehensive approach to TQM in the Higher Education sector.     

TQM运用PDCA运行模式在普通高校体育教育中的应用研究

全面质量管理（TQM）与戴明循环（PDCA）于上世纪50-60年代发源于美国,因其先进且实用的管理理念而广泛用于企业管理.国内外教育实践证明,TQM与PDCA循环,对学校体育教育教学管理同样具有借鉴意义.我们将此管理模式运用于本校的体育教育教学实践中,取得了良好的效果.     

继续教育质量保证体系的研究

本文引入ISO9000标准和全面质量管理理念,探讨继续教育机构内部质量保证体系的构建。文章首先简要介绍了新的质量管理理念及其在教育质量管理中的应用,在此基础上分析了继续教育特点及其质量体系的构建,并进一步对继续教育质量保证体系的过程控制进行了阐述。     

The University of Santo Tomas viewed from the lens of total quality management: Implications to total quality education

Considered as a major management approach for improving organizational performance and competitive advantage, Total Quality Management (TQM) poses a challenge to dynamic institutions to adopt a systemic philosophy that places emphasis on customer needs and a commitment to a culture of excellence. Higher education institutions (HEIs) as learning organizations are expected to respond proactively to this challenge by examining closely how their educational centerpiece operates in an environment of quality. This inquiry aims to determine how the oldest university in Asia implements TQM as regards its Vision, Involvement, Continuous Improvement, Training and Education, Ownership, Reward, Yearning for Success, and Customer Focus (VICTORY-C). Moreover, it documents the best practices of the institution under study, categorized in the light of TQM principles and identifies implications for total quality education.     

Quality Assurance in an Academic Unit: A Case Study

Total quality management (TQM) is a philosophy that is now accepted worldwide in the business environment. However, in higher education, quality management is not widespread. Quality efforts are mainly limited to specific tasks, such as course development, curriculum design, laboratory certification, etc. The Division of Industrial Management at K. U. Leuven decided in 1990 to develop and implement a total quality approach in its organization. This process recently resulted in a total quality system based upon the implementation of a quality handbook. This paper describes this unique experience of TQM in an academic unit.     

Quality Improvements of Teaching and Learning in Higher Education: a comparison with developments in industrial settings

Abstract

As is the case in many areas of society, quality issues have come into focus also in higher education. One expression is that there are a number of institutions in higher education where a Total Quality Management (TQM) perspective has been adopted. However, most of these examples are found in non‐academic activities. This article discusses the possibility to achieve improvements in teaching and learning from the adoption of a TQM perspective. The discussion will be based upon an analogy with one particular development common in trade and industry, namely the transition towards process orientated structures, and towards less reliance on screening, rework, and scrapping of non‐conformances. The basic argument is that a similar change in higher education accompanied by the adoption of a TQM perspective comprising elements as focus on customer needs, process orientation and continuous improvements could result in improvements in teaching and learning     

TOTAL QUALITY MANAGEMENT IN THE NEW UNIVERSITIES: HOW TO APPROACH HUMAN RESOURCE MANAGEMENT

The view taken in this article is that Total Quality Management (TQM) in the new universities (the former Polytechnics) and the development of a so‐called managerialist ideology has led to the inevitable adoption of an approach to Human Resource Management (HRM) policy and practice that is functionalist. The criteria favoured by managerialism represented by TQM is not only inappropriate in higher education, but more importantly, it limits the productive activity of individuals. This limitation occurs to the extent that at the level of the individual academic in higher education organizations, quality control and assurance, that has traditionally been a localized process of self‐ and close‐peer review, has become formalized by externally imposed systems and procedures ‐ a necessary condition under the current funding arrangements for enabling internal quality assurance systems to meet the requirements of external agencies. However, the authors suggest that only a truly professionalizing, soft, individualistic, and user‐focussed collegial culture will provide a sufficient condition for total quality enhancement to become a reality.     

Improving the process of education: Total quality management for the college classroom

This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.     

Total Quality Management at Virginia Commonwealth University: An urban university struggles with the realities of TQM

The chief administrators at Virginia Commonwealth University (VCU) began formally to explore Total Quality Management (TQM) during the summer of 1991. What they found initially was both surprising and revealing. A major affiliated division of the university, which operates autonomously, had already undertaken a large-scale TQM effort. Early discussions also revealed a core of faculty who were already teaching, conducting research, and providing services to the business community, as well as state and local government agencies, in the TQM arena. These discoveries gave additional impetus for the administrators to pursue a study of TQM. The unfolding of the study and related activities undertaken to date provide insights into theprocess of implementing TQM at a major university.     

论高校全面质量管理

全面质量管理作为企业管理的概念，非常关注用户的需要，这与教育关注社会及教师，家长乃至学生本人的需要这一点不谋而合，因而全面质量管理有移植到高校管理中来的可能性，在今天，高校管理是一个动态的过程，综合的工程，高校有义务让企业管理中的有效思想在高校管理中发挥作, 而达到高校自身培养，塑造精英的目的。     

我国成人高等教育实施全面质量管理探微

从全面质量管理的广泛适用性、我国成人高等教育产业属性的确立、全面质量管理的几个核心理念与我国成人高等教育管理实际的契合等方面来看,我国成人高等教育实施全面质量管理是可行的;从应对新世纪的机遇和挑战、适应高等教育发展需要等方面来看,我国成人高等教育实施全面质量管理是必要的。