Total Quality Management in Education.

Johnson, James H.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED354611

Title: Total Quality Management in Education.

Full-Text Availability Options:

ERIC Full Text (896K) | More Info:
Help Find in a Library

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Total Quality Management in Education.
Authors:	Johnson, James H.
Descriptors:	Educational Change; Educational Improvement; Educational Quality; Elementary Secondary Education; Excellence in Education; Group Unity; Human Relations; Organizational Change; Organizational Development; Participative Decision Making; Total Quality Management
Source:	OSSC Bulletin, v36 n6 Feb 1993
More Info: Help Peer Reviewed:
Publisher:	Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($7 prepaid, nonmembers; $4.50, members; quantity discounts).
Publication Date:	1993-02-00
Pages:	53
Pub Types:	Opinion Papers
Abstract:	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)
Abstractor:	N/A
Reference Count:	N/A

Note:	N/A
Identifiers:	Oregon
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Oregon School Study Council, Eugene.
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0095-6694
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education

Back to Search Results