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Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good.

In a rapidly emerging world, knowledge management capabilities, including knowledge creation, acquisition, sharing, and utilization, become more critical for organizational change, growth, and competitiveness. Therefore, this article argues that organizations should consider implementing effective journal club meetings as an opportunity to acquire external knowledge, evaluate and integrate new knowledge into previous existing knowledge, and disseminate and utilize new knowledge to enhance product or service quality, innovation, and the performance of an organization. The article reviews relevant literature, proposes a framework for conducting effective journal club meetings, and aligns those activities with the knowledge management processes. The article proposes a framework for conducting effective journal club meetings and a process that integrates both journal club activities and the knowledge management process. By adopting this framework, journal club activities would be more effective in developing new knowledge management capabilities among individual members and enhancing organizational performance, i.e., implementing evidence-based practices (EBP), improving service quality, and producing research.

The large-scale online teaching amid the pandemic triggered increasing concern over online teaching management and quality assurance. Take the theory of Total Quality Management (TQM) as guidance, a Chinese higher education institution (CHEI) built a multi-level, multi-link, and multi-dimensional teaching quality monitoring system (Online Teaching Quality Assurance Measures) with full participation, whole process, and all-round development by innovating teaching quality management and monitoring mechanism, aiming to ensure the continuous improvement of talent training quality to realize the sustainable development of application-oriented undergraduate universities with quality improvement as the core. The effectiveness of online teaching quality was demonstrated through the Questionnaire of Student Evaluation of Online Teaching Faculty and students' academic performance (GPA) before and after the implementation of Online Teaching Quality Assurance Measures, guided by the principles of Total Quality Management theory. The results indicated that Online Teaching Quality Assurance Measures have a series of positive effects on online teaching in CHEI, and systematically guide online instructors as evidenced by outstanding ratings and feedback in course evaluations and students' academic performance. This study also revealed that CHEI's online teaching is facing some challenges, especially in the effort to promote learning interaction and teaching cooperation. The study underscored the importance of continuous improvement and provided some interventions in enhancing online educational practices, aligning with TQM principles. The findings are expected to make an important contribution to the field of online teaching quality management in higher education.

The objectives of this study were to study (i) the excellence in quality management of basic schools in the Nonthaburi Provincial Administrative Organization, (ii) the innovative organization of basic schools at the Nonthaburi Provincial Administrative Organization, and (iii) the excellence in quality management affecting the innovative organization of primary schools under the Nonthaburi Provincial Administrative Organization. The study involved 240 participants, encompassing administrators, heads of learning groups, and teachers. The research instrument utilized was a questionnaire, and statistical analyses such as frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis were employed to analyze the collected data. Findings reveal significant insights: The study highlights a high level of practice in excellent quality management in basic schools, ranking in descending order as follows: student and stakeholder focus, performance results, strategic planning, faculty, and staff focus, measurement, analysis and knowledge management, process management, and leadership. The innovative organization of basic schools encourages high-level ranking in descending order: key individual, appropriate organizational structure, creative raising climate, effective teamwork, long-term stability, boundary spanning and learning exchange, highinvolvement innovation, shared vision, and intention to create innovation. The study excellence quality management five variables: performance results, leadership strategic planning, process management staff focus that affected the innovation organization of primary schools under the Nonthaburi Provincial Administrative Organization, totaling 84.70 percent, written as a regression analysis equation as follows [lambda]Y[subscript tot]= 0.080 + 0.269X7 +0.091X[subscript 1] + 0.231X[subscript 6] + 0.164X[subscript 2] + 0.133X[subscript 5].

Currently, in the education of adults, including through the studies at the university programs of professional master's degrees, there is an emphasis on initiation into quality management. Quality management, in turn, contributes to the efficiency of the educational process as a whole. Our study also includes the variable education for sustainable development, which is improved by advancing quality standards, with specific indicators and descriptors. All managerial functions, from planning to improvement, must be related to the imperatives of sustainable education in local and global contexts. Thus, we aim to sensitize the investigated subjects and potential readers to the interconnection of education for quality and sustainable development as elements of new education. The latter can offer viable solutions to the problems of the contemporary world. We propose to carry out mixed (qualitative and quantitative) research based on a questionnaire applied to a representative batch of master's students from the State University of Moldova, who study the discipline of Quality Management in Education. Representing different types of educational institutions and localities from the Republic of Moldova, the investigated subjects will evaluate the reflection of education for sustainable development in the quality management system of the institution and will analyze the school documentation from the given perspective. We are interested in ascertaining the level of awareness of the problem reported by us and identifying opportunities and solutions for improvement. The hypothesis of our study is: does the quality management in school influence the efficiency of education for sustainable development. The little representation of objectives for sustainable development in school and community policies and practices causes serious ecological problems and perpetuates local and global crises. Insignificant interventions by decision-makers, community, and educational actors perpetuate ecological catastrophes/bombs and enormously affect the well-being of the population.

The importance of adequate risk management is growing, whereas quality management unifies all managerial processes to direct and manage activities toward the achievement of organisational goals. The goal of this study is to validate the relevance of the link between the application of quality management principles and risk management maturity. This paper constitutes a critical literature review and an analysis of the latest scientific articles, published in international databases, and other scientific sources over a period of 15 years. In summary, organisation can attain a higher level of risk management maturity through the synergistic application of all seven quality management principles. The findings practically are beneficial for all types of organisations that seek to successfully implement risk management processes.

Purpose: The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal's perspective. Design/methodology/approach: A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values. Findings: Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values. Research limitations/implications: This research is based on answers collected from 18 principals in one municipality in Sweden. Practical implications: The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools. Originality/value: Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

Throughout the last 30 years, many European countries have 'modernized' their governance of education. For the Central European school systems of Austria and the German Bundesländer it has been claimed that this 'modernization' was characterised by a sequence of reform 'waves' which culminated in introducing 'evidence-based governance' models characterised by nation-wide comparative performance testing, new school inspections, etc. This paper argues that we recently see the emergence of "revisions of the original 'evidence-based governance' models" which may be understood as a new 'wave of modernization' of school governance. These models aim to react to increasing criticism of the evidence-based philosophy, in particular to its ambivalent attitude to teacher professionalism. The paper at hand analyses the specific aspirations and features of 'revised evidence-based governance instruments' to discuss their potential as a policy future. In a second step, we take the Austrian quality management system SQA as an example for these new governance models. In an explorative study, we use case data to understand how teachers and school leaders evaluate this reform and its impact on their work. In particular, we are interested whether or not educational professionals feel that this reform conveys appreciation of and trust in their professional capacities.

Lean is a process improvement approach to improve organization's efficiency by identifying and eliminate non-value-added activities, while Six Sigma is a methodology focused on reduction of process variation. The integration of both, namely Lean Six Sigma (LSS) drives organization on waste elimination, variation reduction and value creation, which ultimately enhancing organizational performance. LSS has been viewed by prior scholars as one of effective approach for business improvement regardless of manufacturing or services industry. However, the research of LSS in education sector, particularly for business school is relatively lacking. Hence, this research aimed to identify the critical success factors (CSFs) for LSS within a business school in Malaysia. The research also aimed to explore the relationship between the LSS, CSFs, and organization performance. There were six CSFs identified from literature review, while organization performance is assessed via the concept of system theory. The research was quantitative based with the lecturers in the business school as the targeted population. Questionnaire was distributed based on stratified sampling plan with 69 responded. Descriptive and Pearson correlation analysis result revealed that lecturers within the business school perceived that all the six LSS CSFs as "very important", and strongly correlated with organization performance, except CSF "project selection and prioritization". As implication, finding from this research suggested that the adaption of LSS between manufacturing and education sectors shared the commonality in term of CSF. However, the business school should look into project proposal from the lecturers' perspective as an alternate source of process improvement opportunity.

This study analyses variances among four demographic characteristics -- age, gender, continent, and program of study on international students' perception of a Post-1992 UK university's registration process. Analysis was done with respect to six structured survey questions (dependent variables), which serve as dimensions for measuring students' perception. Theoretical assumptions were equally drawn from total quality management and lean synchronization as suggested improvement techniques for achieving quality service objectives of higher education institutions. Primary data was randomly collected through a well-structured questionnaire, after authenticating its validity. The data was obtained from one hundred and nine international students, while a two-way factor analysis of variance was used in testing six main hypotheses formulated with respect to the students' age, gender, continent, and program of study. Results show that no variances exist among students' perception of the registration process with respect to their age, gender, and program of study. However, their perception varies with respect to their continents. Implication of the study to higher education management were also discussed. Even though the sample is not representative of the entire international students' population of study, the study reveals aspects of universities? service operations that requires on-going improvement.

This study investigates the quality of higher education institutes' (HEIs') administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students' perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study's findings indicate that students' expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.

This study developed an approach to assess the quality of education in "Pondok Pesantren" in Indonesia. The study used a descriptive qualitative methodology. The research location is Ma'had Darullughah Wadda'awah, Pasuruan City, East Java, Indonesia. The study results revealed that: (1) The planning of the "Pondok Pesantren"-based curriculum is carried out by the structural parties of an institution and the functionaries to synchronize the educational program in ma'had categorized into two classes, namely, internal and external; (2) The curriculum is implemented by the institution through continuous improvement in response to changing times, cultural changes, organization's quality standards, and harmonious relationships with stakeholders and guardians of students through the development of da'wah media, mastery of Arabic language skills, and application of deep Islamic values ("dirasah al Islamiyyah") at both theological normative and ethical levels; (3) Pondok Pesantren conducts two types of evaluations to measure students' abilities: structural component evaluations and student learning competency evaluations. The former kind of evaluation aims to examine the curriculum that produces conclusions in the form of data, while the latter refers to the process when curriculum developers obtain the requisite data to revise the curriculum more effectively. It is possible to conclude that implementing total quality management (TQM) in "Pondok Pesantren" is one of the key approaches to achieving effective Islamic education goals. The government must devote significant attention and resources to TQM for the growth and development of "Pondok Pesantren" students in Indonesia.

This research aimed to determine teacher qualification requirements of pre-schools implementing national and international pre-school programs in Turkey. Data were obtained from job vacancy advertisements of preschools published on the most popular job search sites, on the websites of pre-schools, and in newspapers. A total of 237 pre-school teacher job vacancy advertisements were collected between August 2020-May 2021 and analyzed with the Document Analysis method. Teacher qualification requirements of the pre-schools were categorized as socio-demographic features, duration of teaching experience, education level, soft and hard skills. Research data may shed light on educational faculties in process of updating and improving their pre-school teaching undergraduate programs. Also, pre-school teachers and candidate teachers can evaluate themselves based on the requirements of pre-schools, see their strong and weak points, and try to improve their weak points to become qualified teachers highly sought by all pre-schools. It is highly recommended to do similar research in other countries to empower future teachers.

Total Quality Management is a concept which any educational institution can attain through a variety of critical success factors. This concept is one of the steps necessary to maximize success in improving quality in higher education institutions. Hence, this qualitative study used a semi-structured interview, endeavors to identify and analyze some of the critical success factors which have significant impact in Moroccan public higher education institutions under the framework of Total Quality Management. As a result of in-depth semi-structured interviews with three experienced university professors in selected public universities in the economical capital city of Morocco, this study is contributing to the literature by empirically determining the critical success factors of the TQM mostly needed in the public higher education institutions. The findings of this study bring an understanding of how certain critical factors are perceived in the Moroccan public higher education context. In addition to expand the body of the current literature, the study findings also provide knowledge that can be used as a basis to address the management needs of quality in higher education institutions. In addition, this study is the first of its kind to be addressed in the Moroccan setting/North African region.

Research has established that "cognitive rehearsal," (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied.

Higher education has jumped into the quality movement with expectations of enhancing the excellence of education being received by students. The total quality management philosophy that dominated the manufacturing industry has found its way into the education industry. W. Edwards Deming developed a set of 14 quality management principles, which can be applied to the education sector (Hughey, 2000; Prasad, 2017). Accreditation is a mechanism to inform the employers, the public and students that a university or program has met the minimum standards for quality. The injection of accountability and accreditation into the educational system has raised the expectations of an institution. External accreditation has been growing worldwide in importance. This paper looks at the development of accreditation within the United States, Vietnam, and Japan. An educational curriculum was seen to be a pillar needed for growth for each country. It became apparent that all three countries realize the importance of quality and are heavily involved in the assessment process. There are some differences in who controls the curriculum and the assessment process. However, continuous improvement is universally shared among the three countries. Developing an understanding of the accreditation process will contribute to the literature surrounding accreditation and quality assurance.

The term Assessment and Verification is an integral part of the student achievement and considered as a fundamental function of higher education. Assessment and verification confirm and assures the academic integrity and standard which has a vital impact on student behaviour, colleagues' involvements, the university reputation and finally the student's future lives. The research aimed to explore various academic and industry-based literatures to analyse the importance of assessment and verification and to identify areas to ensure reliability in assessment by testing skills and knowledge. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. It also has collected data using semi-structured interview from mutually agreed department colleagues from five different higher educational institutes consists of three universities and two alternative providers based in London, United Kingdom. The result showed that assessment in higher educational institutes have not kept pace with the changes and no longer justify the outcomes we expect from a university education in relation to wide-ranging knowledge, skills, and employability. The research findings enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner's expectation and academic performance.

The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).

With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.

Indonesian government is focusing on improving the quality and effectiveness of Vocational High Schools. One of many efforts conducted is transforming vocational schools into vocational school-based enterprises. This study aims to analyze the factors influencing the effectiveness of vocational school-based enterprise management through the implementation of School Governance and Total Quality Management. This study used quantitative and qualitative approaches and PLS-SEM analysis, AHP, and ISM techniques. Questionnaires were distributed to 231 respondents from students, teachers, principals and committees in 25 vocational school-based enterprises in East Java and DKI Jakarta. The results of PLS SEM analysis demonstrated valid, consistent and good modeling. Furthermore, TQM showed a significant and positive effect on SG with R2 of 80.2 percent. Consequently, SG and TQM also had a positive and significant effect on improving the effectiveness of vocational school-based enterprise management with R2 of 92.2 percent. In addition, the strategy reveals an increase in the effectiveness of vocational school-based enterprise based on AHP by increasing the implementation of SG through adding criteria for strong and firm leadership in the human resources in vocational school-based enterprise. Meanwhile, based on ISM result, by increasing TQM as the key factor has the greatest driving force before improving SG. It is recommended to devise a strategy that could help to increase the effectiveness of managing vocational school-based enterprises.

Several studies in higher education have attempted to study the impact of quality management practices on organisational innovation processes and outcomes in higher education institutions (HEIs). However, there is relatively limited research examining the impact of multidimensional quality management practices (QM-practices) on academics' innovative behaviour and performance. This paper aims to explore the relationship between QM-practices and academics' innovative work behaviour and examine how innovative behaviour affects academics' innovative work performance. A total of 586 responses were collected from public and private universities with self-accreditation status in Malaysia. The results indicated a significant and positive relationship between Social QM-practices and academics' innovative work behaviour. Also, a significant and positive relationship was found between innovative work behaviour and work performance. However, there is no direct impact between Social and Technical QM-practices on academic work performance. The relationship between Social QM-practices and work performance is indirectly established through innovative work behaviour. The findings signified the importance of innovative work behaviour on academic's work performance and highlighted the indirect impacts of Social QM-practices on innovative performance through innovative work behaviour in Malaysian HEIs. Efforts to improve Social QM-practices especially in promoting leadership for quality management, developing strategic vision, and providing effective educational support, as well as training may facilitate innovative work behaviour and enhance work performance at Malaysian HEIs.

Higher education (HE) is a challenging area for quality professionals because of its highly complex operational nature. While neither quality management (QM) in HE nor applications of analytics in QM is a new research discipline, few studies have examined the applications of analytics in the context of QM in HE. This study calls for more attention to bridge the gap between these two established research disciplines by conducting a systematic literature review and an in-depth single-case study. A systematic literature review illustrates the missing link of analytics in quality management in HE in the literature; however, in practice, highly ranked universities worldwide demonstrate various ways in which an HE institution can embed analytics and business intelligence into their QM practices. The first Nordic triple-crowned business school was selected as a single-case study to illustrate how analytics can be a powerful tool for QM in HE. This study found that analytics and business intelligence, enabled by a centralised information system, offer great tools for quality professionals at HE institutions to manage by fact and consequently allow them to make more fact-based, data-based operational, tactical, and strategic decisions. The centralised information system also alleviates the challenges associated with applying for multiple accreditations. As this is a highly contextual phenomenon, this study also calls for future research in other contexts, such as in other disciplines or in other regions where HE has significantly different operational characteristics.

The policy of developing remote area schools' quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools' development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school's quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal's performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal's performance on the school quality. Implications of the study's findings from a theoretical and practical lens as well as recommendations for future studies are also discussed.

Purpose: Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach: This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument. Findings: The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic. Practical implications: The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans. Originality/value: This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment.

Purpose: This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders' requirements. Design/methodology/approach: This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan. Findings: This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis. Originality/value: This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.

Aceh grappled with political conflict with the Indonesian government from 1973 to 2005, which coincided with the devastating impact of the mega earthquake and tsunami on December 26, 2004. Subsequently, the province faced the global outbreak of COVID-19 in 2019. Therefore, a thorough evaluation of the education quality of the youth in this province by considering the various complex challenges they encounter over time is warranted. This study sought to describe the implementation of integrated total quality management and explore the correlation and relationship among customer satisfaction, leadership, and control/evaluation regarding the quality of online teaching and learning (QOLT) within senior high schools in Aceh Province, Indonesia, during the COVID-19 pandemic. Approximately 200 participants completed online survey questionnaires for data collection. The findings revealed that all independent variables (customer satisfaction, leadership, and control/evaluation) significantly influenced QOLT. However, a weak relationship existed between customer satisfaction and control/evaluation, and the correlation between leadership and control/evaluation was less pronounced. Overall, this study highlights the importance of integrated total quality management in enhancing QOLT in Aceh Province during the COVID-19 pandemic. The findings contribute to the understanding of the factors that impact education quality and can inform strategies for improving the effectiveness of the education system in similar contexts.

Cybersecurity systems are crucial for safeguarding information assets across various sectors, including government, military, and commercial domains. In Saudi Arabia, cybersecurity has gained significant importance within the national security strategy, resulting in substantial investments in technologies to protect information assets, combat cyber threats, and preserve privacy. In light of Protection Motivation Theory, it is assumed that evaluating the performance of cybersecurity policies and measures (threat appraisal) is vital for their effective implementation (coping appraisal). This study focuses on evaluating the cybersecurity performance of Saudi universities. Employing a mixed-methods design, the study utilizes questionnaires and interviews to collect data. The participants include representatives from 10 Saudi universities, with 107 respondents for the questionnaire phase and 20 participants for the interviews. Diverse job categories and levels within the universities are represented to gather valuable insights from individuals with expertise in cybersecurity and Total Quality Management (TQM) processes. Findings showed that there is room for improvement in the cybersecurity practices of Saudi universities. Only a minority of participants reported regular risk assessments and timely addressing of identified risks. Additionally, participants expressed concerns about the lack of well-defined policies and procedures, insufficient training and awareness programs, and non-compliance with cybersecurity regulations and standards. A significant percentage of participants rated their organization's cybersecurity performance as average or poor. However, the majority of participants affirmed the importance of cybersecurity in relation to strategic objectives and Total Quality Management. The study stressed the need for comprehensive approaches to cybersecurity, including risk assessment, policy development, training, compliance, and continuous monitoring.

This paper studies the service quality (SQ) of higher education institutes (HEI), offering professional courses from the perspective of faculty as they are the service providers as well as a major stakeholder in the educational arena. PHEISQUAL (Professional higher education institute service quality) scale has been developed to measure the service quality of HEI offering professional course using mixed methodology. Four factors namely--Training & Placement, Faculty Resource, Learning Infrastructure, and Assessment & Evaluation have been extracted. The scale has been subjected to rigorous analysis of scale development process and has complied with same. Thus this study accrues a new instrument to measure service quality of professional institutes offering higher education by taking into account the technical as well as operational factors.

The purpose of the study was to investigate the corporate total quality management practices and corresponding results achieved by corporate sector firms of Lahore, Pakistan with implications for the business schools offering TQM courses. The variables studied include leadership, resource management, performance measurement and feedback, continuous improvement, supplier quality management, education and training, work environment and culture, and customer satisfaction as sub-scales and corresponding results achieved by these firms as a consequence of such practices. The data were collected from corporate managers through an adapted instrument and descriptive and inferential statistics were employed. The findings reflected a high to very high level of TQM practices carried out by the companies participating in the study and their corresponding TQM results whereas the sub-scales are rated by corporate managers as customer satisfaction, continuous improvement, leadership, resources management, supplier quality management, education and training, work environment and culture, performance measurement and feedback, in their order of preference. The results indicated that the corporate sector needs to work on incorporating the highest level of TQM practices for maximum corporate success and the business schools offering TQM courses also need to respond the consequences of these findings.

This paper reviews one of the policies which have been removed from implementation as a management approach (Total Quality Approach) in education. The main argument is that barrowing policies from abroad without considering to what extend the characteristics of the existing system would suit to the intended approach or to what extend the major needs of it would been met by the existing system are the major issues to take into account before introducing any policies in education. Therefore, Total Quality management approach and requirements of successful implementations are discussed by setting these arguments in Turkey's education.

Kaizen is the combination of the words kai (change) and zen (better) in Japanese. It means change for the better, continuous improvement (Albayrak, 2019). In Japan, Kaizen is a task for all staff and stakeholders. Kaizen can be regarded as the reflection of two different perspectives on management in terms of two distinct cultures. The difference between these two approaches is that the Western perspective focuses on the result of the premise while Japanese perspective zeroes on the process. While it is aimed to solve the problems by the stakeholders in different positions in terms of Western perspective, it is common to solve them together in Kaizen philosophy. This kind of habit of putting the hand under the stone has brought success in competition for Japan in business and manufacture. Hence, in this study it is aimed to investigate the basic principles of the Kaizen approach in terms of curriculum development and its principles, so the questions given as follows are sought: 1. What are the core principles of the Kaizen approach? 2. How the Kaizen approach is applied in different branches as well as education? 3. What kind of a curriculum development model can be suggested to improve the Kaizen approach in curriculum and development process? Therefore, Kaizen principles will be examined through document analysis technique in order to reveal core principles of it in the context of curriculum development models as well as proposing curriculum development model based on Kaizen approach. It can be inferred that the core principles of the Kaizen approach have many similarities and differences with curriculum and development approaches.

The service sector is a rapidly changing sector and this dynamic culture offers a challenge for the service companies to lead or to actually survive in this competitive environment. As the education sector is a part of the overall service industry, this raises the need for a strong framework to reach for high quality service in the education sector. Though, adoption of TQM in the educational institutions is of common practice in the Western world, however, the history of TQM adoption in the Pakistani educational institutions generally and in special education's institutions is still struggling to get its due status. Therefore, the main purpose of this study was to identify the perceptions of special education's principals about TQM and its implementation along with other unexplored views about TQM. In doing so, this qualitative study was conducted in special education's institutes. 15 principals were interviewed. After collecting the data, standard qualitative data analysis procedure was applied to understand the perceptions of the principals about TQM. The results of this study show that in institutes of special education TQM is still a vague concept and there is still room for improvement that influences the level of TQM practices in these institutions.

International policy trends point to an increased focus on student achievement, teaching quality, and school outcomes. Attention to Swedish students' poor academic achievement over the past two decades has resulted in an increased emphasis on the responsibility of municipalities and schools to create a better educational atmosphere through building quality control systems at the local level. The purpose of this study is to contribute in-depth knowledge of not only how local education authorities (LEAs) support and control schools through quality management systems but also how these local governance strategies are conditioned and obtain legitimacy in relation to the national governance of schools. Based on interviews with LEA actors in one large municipality in Sweden, as well as observations of meetings within the quality management system, this paper uses an organizational theory to explore what appears to be important in a LEA quality management system and the tensions between the state, the municipality, and the school. The results show that the LEAs' quality management system is based on three specific strategies: (1) data use; (2) leadership; and (3) different forms of dialogues, which, in turn, contribute to relatively close system connections. The exception is the LEAs' ability to sustainably contribute to equity in outcomes and quality, where different tensions become clear. There is some support for the LEAs' potential to contribute to stability and coherence in relation to national governance and to the local schools.

Understanding the needs of end users (customers, stakeholders) and the simultaneous application of new methodologies for the implementation of strategic plans in order to meet the needs of external (employers) and internal consumers (students and teachers) are essential elements of quality management in higher education. This article aimed to investigate the general state of modern quality management in higher education. A survey of consumers of educational services in Ukraine was conducted in order to study the current state of quality management in higher education. Interested parties' theory and total quality management methodology in quality management of higher education served as the basis for the research methodology. The requirements of the administration and departments of higher educational institutions, students and employers in Ukraine to the quality of education were studied. Requirements for meeting the needs of consumers of educational services have been developed. During the study, the principle of 'student-centred learning' and the protection of key interests of students were implemented. It was found that the quality of higher education in Ukraine is characterised by a significant level of dissatisfaction. An empirical assessment of the gap between expectations and actual experience of obtaining higher education was carried out and the discrepancy between education in Ukraine and the requirements of stakeholders was proved.

Inequities in education, health care, and other social services are often rooted in systemic challenges that organizations must work together to address. If not done with a focus on advancing equity, improvement efforts risk reproducing or exacerbating inequities instead of eliminating them. In response to this need, Shift, an organization committed to addressing society's most pressing inequities through continuous improvement, partnered with equity leaders, educational experts, and the Bill & Melinda Gates Foundation to design an improvement course, Improvement Methods for Equity (IM4E). IM4E is designed to help education organizations create more equitable outcomes in their education systems while learning and practicing foundational continuous improvement skills. In this article, the authors share important lessons and public resources to design programs that center on equity while building capacity for ongoing learning and improvement.

Education delivers concepts and principles to students over their course of study and positively impacts their personal development. This research explores student perceptions of the influence of a Total Quality Management (TQM) course on their attitudes toward various aspects of everyday life. The critical contribution of this paper is that it empirically evaluates the perceived influence of interactive lectures and teaching techniques on knowledge acquisition and attitudes in daily life from the perspective of the students themselves.

In this study, we explore actual and perceived effectiveness of accounting education (AE) pre/post the application of total quality management in Egypt, which constitutes an interesting educational context. In a mixed-methods approach, we examine the effect of applying quality measures on accounting-major senior students' performance, measured by test scores. Then, we target various stakeholders to assess deficiencies and potential quality improvement. Using in-depth interviews and survey questionnaires, we identify eight performance-improvement dimensions for the application of quality measures in AE institutions using a sample of 513 respondents. Results show that the current practice of AE generally suffer from deficiencies that can be significantly improved by applying quality measures related to students, instructors, institution, program, facilities, training/internships, financing costs, and employer feedback. The findings are relevant to educators and policymakers seeking to sustain competitive advantage of graduates in a fiercely competitive market. We provide future avenues for research to accounting scholars.

The study determined the total quality management (TQM) practices adopted by head teachers for sustainable primary education in Northern Senatorial District of Ondo State. Two specific purposes were formulated and two research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised all the 250 head-teachers and teachers in all the 250 primary schools in the six LGAs in Northern Senatorial District of Ondo State. Proportionate stratified sampling technique was used to sample 200 respondents made up of 50 head-teachers and 150 teachers in the six LGAs. The researchers-developed instrument titled ''Total Quality Management Practices adopted by Head Teachers Questionnaire (TQMHQ)'' was used for data collection. The 14 items instrument was validated by three research experts. The reliability of the instrument was ascertained using Cronbach alpha which yielded the overall reliability co-efficients of 0.76. Data analysis was done using mean and standard deviation. The findings of the study revealed among others that both head teachers and teachers' agreed that head teachers adopt most of the teamwork practices for sustainable primary education in Northern Senatorial District of Ondo State by; involving teachers in developing the school vision and mission, encouraging teachers to work in teams to promote continuous improvement, collaborating with teachers to attain the school goals, setting up school committees to enhance teamwork among staff, and encouraging inter personal relationship with teachers to build healthy team spirit in the school. It was recommended among others that School leaders should partner with the State of Ministry of Education in organizing continuous training pragrammes for both teaching and non teaching staff and also sponsor teachers on conferences, ICT proficiency courses, and grant them study leave to update their existing knowledge. Conclusion was drawn based on the finding.

The basic aim of this paper is to investigate the contribution of Total Quality Management (TQM) approach to improve the quality of electronic administrative services of the Department of Primary Education of the University of the Aegean. This research conducted during the second semester of the academic year 2016-17 and aims to implement specific TQM tools. A questionnaire responded by 128 undergraduate students were used to select the processes in which the TQM tools were implemented and an interview was conducted with two persons from the staff of the academic administration. The results of the survey show that the causes of failures were the human factor (students, academic staff and administrative staff) and weaknesses in the electronic services. Corrective actions are also proposed to correct to some extent the identified failures. Finally, the triptych-man, Information and Communication Technologies (ICT) and TQM contribute to the quality of electronic administrative services.