Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($7 prepaid, nonmembers; $4.50, members; quantity discounts).
Ways to apply the concepts and processes of Total Quality Management (TQM) to education are discussed in this document. Following the introduction and the preface, chapter 1 provides a historical overview and describes the four cornerstones of TQM--an understanding of systems, psychology, knowledge, and statistics. Chapter 2 describes some of the common meanings of terms used in TQM (benchmarking, continuous improvement, costs, customers, output, paradigm, quality, and quality circles). The third chapter examines how to translate TQM from business to education, drawing on Deming's 14 points (1986). Chapter 4 offers guidelines for implementing TQM with regard to changing leadership roles; recognizing policy considerations; identifying barriers to quality; developing the core mission; setting goals; training staff; planning, doing, checking, and acting; measuring quality; and evaluating students. The conclusion points out that the open-ended nature of TQM means that there is no single, correct point of departure for using its tools and tenets. The greatest benefit of pursuing TQM is that giving workers a stake in their workplace constitutes emancipation from the control of outmoded practices. (Contains 25 references.) (LMI)