ERIC Number: ED393204
Record Type: RIE
Publication Date: 1995-Oct
Invitational Theory and Total Quality Management: Implications for Professional Practice and Educational Reform.
Brinson, Kenneth H., Jr.; Miller, Jeanie
Education reform solutions often ignore the people involved and concentrate solely on the systems in which they work. This paper presents an overview of invitational education theory and Total Quality Management (TQM) theory and describes their uses for improving education. Both theories are holistic approaches; stress the cooperative nature of the education process; emphasize a teaching and learning process in which students continually use their initiative; and stress the inclusiveness of the education process (Paxton 1993). Invitational education reminds educators that a commitment to the role of working with students comes first and is derived from two theoretical perspectives--the perceptual tradition and self-concept theory. TQM is based on W. Edwards Deming's Fourteen Points of organizational development; TQM's systems approach is linked to William Glasser's control theory. Invitational education, TQM, and control theory reinforce each other as an appropriate restructuring approach. Humanistic leadership realizes peoples' potential, invites development, empowers players, and enhances quality. (Contains 40 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October 25, 1995).