ERIC Number: ED352869
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Applying Deming's Quality Improvement Strategies to Assessment in Higher Education. Final Report.
Banta, Trudy W.; And Others
A study was done of the possible uses of Total Quality Management (TQM) for enhancing the quality and use of college outcomes assessment in postsecondary institutions in Tennessee. The study involved six meetings of a consortium of assessment coordinators in Tennessee over 3 years, and graduate and employer questionnaire development. Researchers eventually found that the best methodology used a mailed alumni questionnaire that included a form granting permission for employer contact and a mailed survey form for employers that contained a forced-choice response format. Other participants developed a document that translated the TQM concepts from the language of industry to that of academe. All participating institutions initiated TQM projects of one kind or another. In addition, plans were made to form a state-wide organization to continue the work. Extensive appendixes include: a critique of a method for surveying employers; an overview of quality improvement in higher education (by David Sylwester and John Harris); a summary of TQM pilot projects on campuses; materials developed by Samford University; a summary of changes at Tennessee institutions; correspondence from project participants; a reprinted article by Peter Ewell on defining quality driven institutions; and budget information. (JB)
Descriptors: College Outcomes Assessment, Educational Assessment, Educational Quality, Evaluation Methods, Higher Education, Institutional Evaluation, Measures (Individuals), State Colleges, Total Quality Management
Vice Chancellor for Planning, Indiana University-Purdue University at Indianapolis, AO 140, 355 North Lansing St., Indianapolis, IN 46202-2896 ($20).
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Tennessee Univ., Knoxville. Center for Assessment Research and Development.
Identifiers - Location: Tennessee