As a result of global competition in business, Total Quality Management (TQM) has been seen as necessary to provide competitive products and services that customers want and need at attractive prices. In applying the principles of TQM to higher education, however, the perceived need for survival and competition in business and industry does not often exist. TQM is seen as a voluntary effort and commitment may not be total. For TQM to succeed at colleges and universities, students must be viewed as customers and their needs and wants as customers must be identified. Once this view of students is accepted, the operational process must be implemented. This involves creating a steering committee, complete with vision and mission statements and the identification of objectives, rewards, and consequences; undertaking institutional self-assessment, reviewing commitment, cost, resources, timing, and employee involvement and support; selecting the quality improvement process that will be implemented; providing training regarding time requirements, scheduling, costs, and job skills updates; and designing an implementation strategy. One model which can be useful is the Motorola Quality Process, which includes the following stages: (1) identify products created and services provided; (2) identify customers and what they consider important; (3) identify organizational needs with respect to the provision of products and services; (4) define the process; (5) eliminate wasted effort; and (6) ensure continuous improvement through evaluation and feedback. (TGI)