Quality Management Practices in Higher Education Institution:

The Case of Institute of Science and Technology

1
Saleh Mohammed Maruf, 2Md. Ujjal Hossain
Department of Computer Science and Engineering, Institute of Science and Technology (IST)
Department of Business Administration, Institute of Science and Technology (IST)
Corresponding Author Email: [email protected]
Abstract:
Although a great number of studies had been done on the concept of quality management in
higher education, none had been done within the context of higher education institute that are
affiliated under National University in Bangladesh, the case of the Institute of Science and
Technology (IST). There was need therefore for a study to be carried out focusing on the IST’s
academic services in conjunction with the main QM features. A survey on 36 academic and
administrative employees using random sampling were carried out and prepared by SPSS
software to find the central tendency and dispersion as well as reliability test was carried out.
Collected data were analyzed using Likert Scale (5 point rating scale). From the findings one
can conclude that, based on the objectives of the study; Firstly, Institute of Science and
Technology has applied quality management to an average extent that is appropriate to its
purpose. IST should implement policies and practices to implement quality management to great
extent and remove the status quo to be supportive to any formulation of new ideas in order to
respond to an ever-changing environment in H.E. Crucially further research should be done to
determine how Quality management can contribute to organizational financial performance and
customer satisfaction and establish a conceptual model pertinent to the culture and environment
of H.E. in Bangladesh.

Keywords: Total Quality Management/Quality Management, Higher Education Institution,

External and Internal Customer, Major problems, Recommendations, Dhaka, Bangladesh.

1. INTRODUCTION
Recent times has experienced an increased concern over quality of higher education. This
includes learning of emerging quality management techniques, performance indicators, program,
and institutional assessment and quality audits, and there have been attempts to import models
from the private sector in to higher education institutions [1]. This has led to extensive
discussion on the applicability of quality management principles, methodologies, and tools to
the Higher Education sector.

Quality is the heart of education. It influences what students learn, how well they learn and what
benefits they draw from their education. The quest to ensure that students achieve learning
outcomes and acquire values and skills that help them play a positive role in their societies is an
issue on the policy agenda of nearly every country [2].

The overall scenario of higher education management practices in Institute of Science and
Technology (IST) does not follow global Quality standards. Hence, there is enough justification
for increased assessment of the quality of the institution’s management practices. The usual
belief of educational institutions is that Quality could be determined by their internal resources,
i.e., faculty with dignified degrees and experience, number of books and journals in the library
or by efficient use of resources, producing uniquely educated, highly satisfied and employable
graduates. Higher Education has to be about quality and excellence, not just, it is rather the
quality of effective presence they share with students, teachers, systems, and stakeholders, and
the relationships they shared with each other (Jordan). The TQM evaluation model is a key tool
for assessing the three-dimension function of higher education institutions [3].

Improving the performance of higher education institutions is a global concern in all countries in
the world. Among the most important characteristics that distinguish a community from other
communities, is its ability to manage institutions and vital programs, not only effectively, but
fairly innovative (Jordan). Success of Higher Education (HE) is success in its management,
hence the importance of management's commitment to HE institutions to improve the overall
philosophy constantly in order of arrival to TQM in universities which need the participation of
all to ensure survival and continuity of universities [4].

Questions have arisen about how HE institutions should be managed, and by whom. How should
they be governed? Who should be the teachers, and toward what ends should the students be
taught? And how can they be financed, or how the finance for all this expanding advanced
education? The questions that are largely internal to universities are assaulted by fundamental
external changes in the societies in which the universities carry out their activities. This double
load of pressures has contributed to the increasing demise of traditional patterns in the way
universities are run [5].

Numerous studies focus on dimensions of service quality. What composes quality is varied and
diversified and so quality cannot be measured by a single dimension. According to Gr Önroos [6]
service quality could be further divided into technical quality and functional quality. While
technical quality answers “what” the consumer obtains and functional quality answers “how” the
consumer obtains it. Technical quality is the practical result of service and functional quality
indicates the process of carrying out the service [7].

Parasuraman et al. [8] mention ten factors for evaluating service quality: tangibles, reliability,
responsiveness, competence, courtesy, credibility, security, accessibility, communication, and
understanding the customer. These factors were simplified and revised into five factors, i.e.
tangibles, reliability, responsiveness, assurance, and empathy [9]. Bitner et al. [10] stressed the
importance of the human interaction component on customer’s evaluation of service quality.
Lehtinen and Lehtinen [11] state that service quality has three dimensions: physical quality,
corporate quality and interactive quality. Interactive quality is based on the relationship between
the organization’s personnel and the customer, as well as the interaction between customers.

Accepting the large number of stakeholders that an educational system has, this study confines
itself to the administrative staff and the faculty as internal customers of the system and the
students and the industry as the external customers of education. Each of these groups has
diverse requirements/expectations that need to be prioritized and reconciled.

The literature review helped identify certain items/requirements of these categories of

customers. These items were tested for reliability and validity, so as to arrive at statistically
proven items that could be identified as customer requirements for the various categories of
respondents. Qualitative validity was tested through the theoretical study as well as through
expert comments. The test for quantitative validity was done through an exploratory factor
analysis. This Paper follows a theoretically model of TQM implementation by Zabadi [12]
particularly for higher education sector.
To check the reliability aspect of the items and its factorial groups, internal consistency analysis
using SPSS was performed. The items were grouped into its respective factorial group and
coefficient alpha (Cronbach’s) was computed. The Cronbach’s a model, inter-item correlation
and co-variances was used and alpha values over 0.60 were considered [13].

2. RESEARCH OBJECTIVES
1. To review (TQM) literature related to higher education sector.
2. To collect data academic and administrative staffs on management practices in IST.
3. To propose policies based on TQM philosophy.

3. ORGANIZATION OVERVIEW
Institute of Science and Technology or simply called IST is a non-profitable and non-political
educational Institution. IST was conceptually designed and constructed in view of MIT-USA &
IIT-India. However, this institution gives priority to the hopes and dreams of Bangladeshi
people & perspective. Thus only the highly demanding Honor's and Master's course are being
offered currently. Furthermore, it is privately tutored Institution and the certificate is provided
by the National University of Bangladesh.
Initially, Institute of Technology for Women (ITW) was founded by Prof. Dr. Shahida Rafique
in 1993 and inaugurated in presence of the Nobel Laureate Professor Dr. Abdus Salam & by the
then honorable prime minister of Bangladesh. Later, to broaden the aspect, ITW was converted
to IST and it is the first affiliated institute of National University of Bangladesh. It takes pride in
affiliation with National University of Bangladesh, since 8th May, 1993. At present there are
three departments Department of Computer Science and Technology, Department of Electronics
and Communication Engineering and Department of Business Administration consisting around
One Thousand and Five Hundred Students.
Vision
• To achieve the status of first graduate certificate giving Institution.
• To offer PhD & Post Doc. Degree.
• To provide highly qualified work force for the country.
 4. LITERATURE REVIEW:

The word “quality” has been derived from the Latin word qualis, meaning, “what kind of”.With
a wide variety of meanings and connotations attached to it, quality is a difficult and elusive term
to define [14]. Quality management is a method for ensuring that all the activities necessary to
design, develop and implement a product or service are effective and efficient with respect to the
system and its performance [15]. Quality management (QM), also called total quality
management, evolved from many different management practices and improvement processes.
QM is not specific to managing people, but rather is related to improving the quality of goods
and services that are produced in order to satisfy customer demands [14].

International Organization for Standardization (ISO) [16] defines TQM as management

approach of an organization centered on quality, based on the participation of all the members
and aiming at long term success though customer satisfaction and benefits to all members of the
organization and to society. Similarly, TQM is a way of managing to improve the effectiveness,
efficiency, cohesiveness, flexibility, and competitiveness of a business as a whole [17]. It is a
comprehensive system approach that works horizontally across an organization, involving all
departments and employees and extending backward and forward to include both suppliers and
clients/customers [18].

The term “quality”, has been defined with varying perspectives. Quality may be viewed as, a
property of products or services, or processes producing these products or services. It may also
be viewed as meeting and exceeding the expectations of the customers and thus, satisfying
goods and services. The varying perspectives and definitions of quality, may be classified into
two broad genres: “Nordic”, emphasizing functional and technical quality; and “American”,
emphasizing service quality as a function of dimensions of quality that affect the service
encounter [19]. The measurement of quality in the service sector is based on customer’s
perceptions of the service and is highly multidimensional [20]. An essential facet of managing
service quality is the identification of client expectations and requirements and then designing
the service system to focus on these requirements, so as to fulfill these and ultimately satisfy the
customers. It is essential that customers be identified and processes be established in order to
determine specific needs and maintain customer-oriented service [21]. However, the very
definition of the “customer’’ is debatable, given the large number of complementary and
contradictory customers that the educational system has [22].

A customer is anyone being served. Customers may be both internal and external, depending on
whether they are located within or outside the organization. So one must be able to identify
one’s customers, meet their needs and satisfy them. In education, the criteria for quality, and
therefore the customer requirements, involves a much greater number of interested parties –
students, staff, faculty, industry, parents and the society [22]. A customer is anyone, to whom a
product or service is provided [23]. The primary customer in an education system is the student;
who is both an internal and an external customer [24].

Customers are classified as input customers, transformation customers and output customers
[25]. While the parents and students are included as input customers, the faculty is the
transformation customer and the corporations and the society are the output customers.

In HEI students as the primary customers [26], with the customer relationship being somewhat
different – the student may not know what they need to learn and it does not necessarily mean
that they must be given whatever they request. It is the faculty that can determine the needs of
the students and balance those with the needs of other customers, i.e. the employer and other
educators who may later provide advanced instruction. Customers are of two types – external
(students, employers, the community at large, taxpayers, other educators from different
institutions) and internal (other instructors, service department staff) [26].

Customers of higher education can also be primary and secondary groups on the basis of their
locations, i.e. whether internal or external, and the frequency of interactions the institution has
with them [27]. While the educator (as employee) is defined as the primary internal customer,
the student (as educational partner) is the secondary internal customer. Similarly, the student is
also the primary external customer and the government, industry and parents are the secondary
external customers.

Education is a service – value added to learners, where the learner is the primary external
customer or client; parents and employers are secondary external customers; the labor/job
market, government and society are the tertiary external customers; and, teachers, administrators
and support staff are regarded as external customers [28].

Quality in higher education is important because universities must be accountable to society, to

employers, to students, and each other [29]. TQM has become the most significant quality
philosophies for measuring the overall HEI quality [30]. One of the main contributions of TQM
application in the HEIs is this philosophy will contribute positively in increasing the
stakeholders’ satisfactions [31]. Recent researches on TQM have brought a widely updated plan
for educational reforms and modernization of educational organizations [32].
Increasing importance is paid to evaluating service quality and diagnostic procedures in the
areas of service and delivery [9,10]. Reasearchers have use a variety of multivariate analysis
techniques to derive service quality factors based on customer requirements [6,8].

Human interaction component on customer’s evaluation of service quality is highly stressed

[10]. Service quality has three dimensions: physical quality, corporate quality and interactive
quality [11]. Interactive quality is based on the relationship between the organization’s
personnel and the customer, as well as the interaction between customers. Because the
performance of contact personnel and the personnel-customer interaction that takes place during
service delivery as important indicators of quality [33,34].

There is still no consensus on how best to measure and manage quality within higher education
institutions, in spite of many approaches and models have been adopted, because quality is
dependent process and the success of any process is dependent on how others are working well,
it's more effective to judge quality through a systematic assessment [12]. Correctly manage and
implementing the TQM concepts and indicators is one of such measures. Accordingly, it can be
concluded that TQM can be implemented in HEIs but still there is a gap of knowledge of how to
achieve successful implementation of TQM in HEIs [35].

Accepting the large number of stakeholders that an educational system has, this study confines
itself to the administrative staff and the faculty as internal customers of the system and the
students and the industry as the external customers of education. Each of these groups has
diverse requirements/expectations that need to be prioritized and reconciled. The current study
explores the Quality Management practices in IST and proposes some policies to improve
quality management practices.

5. METHODOLOGY

The focus of the study was on identifying the ongoing management practices in IST together
with proposal for further improvement of the quality of the management. So, the study is
exploratory and diagnostic in nature with an emphasis on discovery of insights and ideas.

The study was confined to Institute of Science and Technology. The sample included the
internal customers of the organization – the administrative staff and the faculty. The respondents
were selected by random sampling.

After a literature review, certain variables/constructs/dimensions were identified, that were

adapted and incorporated in the questionnaires that were distributed to the respondents. The
scale used was a five-point Likert scale ranging from unimportant to very important (valued
from 1 for unimportant to 5 for very important).

This paper is a study on the quality management practices in Bangladesh (higher educational
institutions), particularly at the Institute of Science and Technology (IST). This research on the
methodology employed in attaining information about quality management through a survey
especially on university’s teachers and management of IST. The survey questionnaire is
designed and distributed to targeted respondents 36. Questionnaire is designed on the basis of
some statements. There are five point rating scale is used to know the quality management of
IST. These scales are as follows: 1= Very Great Extent, 2 = Great Extent, 3 = Neutral, 4 = Little
Extent, 5 = Very Little Extent.

Case Processing Summery

N %
Reliability Statistics
Cases Valid 36 100.0
Cronbach’s No. of Items
Excluded a
0 .0 Alpha

Total 36 100.0 .799 36

(a) (b)
Table 1: Reliability Test
Reference value of Cronbach’s Alpha :
This above table shows that finally these data is more reliable as Cronbach’s Alpha value is .725
which is nearer to 1.

Sl Statement Mean Standard

No. Deviation
1 There are available funding for research and 3.7778 1.20185
Development
2 There exist an well-organized administrative framework 3.2222 .97183
3 Decisions are made by The Chairman of the Governing 1.8889 1.26930
Body together with CND members, Academic members
and CAO
4 Teachings staffs are motivated in research 3.3333 1.22474
5 Employee morale 3.0000 1.32288
6 Student involvement in quality improvement 3.1111 1.45297
Table 2: Mean and Standard-Deviation of the responses

6. ANALYSIS AND FINDINGS

This paper has taken a few important statement to know the quality management practices of
Institute of Science and Technology. The respondents replied according to Likert chart.

First, There are available funding for research and Development: In this survey we found that
mean score is 3.7778 which represents respondents want to say that funding for research and
development neither very great nor very little extent. So it can be said that this institute is neutral
in case of funding to research and development. As a quality institute it must be great extent as
minimum requirement. Besides in this point standard deviation is 1.20185 in terms of
availability of funding for research and Development which is risky for organization compare
with other standard deviation.
 Frequency Percent Valid Percent
Valid Great Extent 4 11.1 11.1 11.1
Neutral 16 44.4 44.4 55.6
Very Little Extent 16 44.4 44.4 100.0
Total 36 100.0 100.0
Table 3: Descriptive frequency distribution for statement 1

Second, There exist an well-organized administrative framework: In this survey we found that
mean score is 3.2222 which represents respondents want to say that administrative framework
neither very great nor very little extent. So this institute needs to introduce well organized
administrative framework. As a quality institute it must be great extent as minimum
requirement. Besides in this point standard deviation is .97183 in terms of well-organized
administrative framework which is more favorable position for organization compare with other
standard deviation as lower standard deviation.

Frequency Percent Valid Percent

Valid Great Extent 8 22.2 22.2 22.2
Neutral 16 44.4 44.4 66.7
Little Extent 8 22.2 22.2 88.9
Very Little Extent 4 11.1 11.1 100.0
Total 36 100.0 100.0

Table 4: Descriptive frequency distribution for statement 2

Third, Decisions are made by The Chairman of the Governing Body together with CND
members, Academic members and CAO: It is found that mean score is 1.8889 which represents
respondents want to say that all the decisions are made by the Chairman of the governing body
together with CND members, Academic members and CAO in great extent. So this institute,
decision must be taken by chairman but decentralized way to save time, money, energy and
other cyclical cost. Besides in this point standard deviation is 1.26930 in terms of decisions are
made by the Chairman of the governing body together with CND members, Academic members
and CAO which is less favorable for organization compare with other standard deviation as
higher standard deviation.

Frequency Percent Valid Percent

Valid Very Great Extent 20 55.6 55.6 55.6
Great Extent 8 22.2 22.2 77.8
Little Extent 8 22.2 22.2 100.0
Total 36 100.0 100.0

Table 5: Descriptive frequency distribution for statement 3

Fourth, Teachings staffs are motivated in research: It is found that mean score is 3.3333 which
represents respondents want to say that all teachings staffs are motivated in research neither very
great nor very little extent. Besides by personal interviewing with respondent they ensure in this
institute, teachings staffs are motivated in research only for promotion purpose but not actually
develop for society as well as country. Besides in this point standard deviation is 1.22474 in
terms of Teachings staffs are motivated in research which is less favorable for organization
compare with other standard deviation as higher standard deviation.

Frequency Percent Valid Percent

Valid Very Great Extent 4 11.1 11.1 11.1
Great Extent 4 11.1 11.1 22.2
Neutral 8 22.2 22.2 44.4
Little Extent 16 44.4 44.4 88.9
Very Little Extent 4 11.1 11.1 100.0
Total 36 100.0 100.0

Table 6: Descriptive frequency distribution for statement 4

Fifthly, Employee morale: It is found that mean score is 3.0000 which represents respondents
want to say that Employee morale neither very great nor very little extent and it is absolute
point. Besides by personal interviewing with respondent they ensure in this institute employee
morale need to some great extent because of quality management practices it is badly needed.
Besides in this point standard deviation 1.32288 in terms of employee morale which is less
favorable for organization compare with other standard deviation as higher standard deviation.

Frequency Percent Valid Percent

Valid Great Extent 20 55.6 55.6 55.6
Neutral 4 11.1 11.1 66.7
Little Extent 4 11.1 11.1 77.8
Very Little Extent 8 22.2 22.2 100.0
Total 36 100.0 100.0

Table 6: Descriptive frequency distribution for statement 5

Sixthly Student involvement in quality improvement: It is found that mean score is 3.1111
which represents respondents want to say that student involvement in quality improvement
neither very great nor very little extent. Besides by personal interviewing with respondent they
ensure in this institute student involvement in quality improvement need to some great extent
because of quality management practices it is badly needed student involvement. Besides in this
point standard deviation is 1.45297 in terms of employee morale which is less favorable for
organization compare with other standard deviation as higher standard deviation.

Frequency Percent Valid Percent

Valid Very Great Extent 4 11.1 11.1 11.1
Great Extent 12 33.3 33.3 44.4
Neutral 4 11.1 11.1 55.6
Little Extent 8 22.2 22.2 77.8
Very Little Extent 8 22.2 22.2 100.0
Total 36 100.0 100.0
Table 6: Descriptive frequency distribution for statement 6
 7. RECOMMENDATIONS

From the data analysis carried out in previous chapter the author would like to propose the
following recommendations as means for improving the quality management in IST.
1. IST management should emphasize on funding in research and development to ensure
quality management and become a research oriented organization. The following
policies should be implemented
I) IST should allocate budget solely for research projects.
II) As an affiliated institute under National University, IST should pursue National
University in allocating funding for research in IST
III) Involving large organization for sponsoring for research projects which will be
instrumental for the development of the organizations’ research and development.
2. The overall management and decision making should be made more autonomous to
circumvent lingering decision making. With more independence with added
accountability the management will encourage innovative and productive ideas. Hence
employee morale would greatly escalate.
3. Teachers should be made concentrating more on pedagogy and research and less involve
in administrative duties. This will reduce conflict with administrative human resources
and create more harmonized overall managerial work structure.
4. More student involvement in decision making in areas such as teacher’s assessment,
policy making in extra-curricular activities will greatly enhance a sense of belonging and
student, i.e. customer satisfaction.

8. CONCLUSION
A quality management policy is important for an organization which is committed to quality
service delivery. Institute of Science and Technology is not an exception. A well-defined quality
objectives which can be used to ensure more reliable and error free outputs from its services and
activities is necessary. In fact, most of the educational reforms that have been carried out
throughout the world emphasized more on the quality aspect. Considering the relevance of TQM
in education, it is important to identify the varied customers of the educational system and
identify their requirements and satisfy them. The importance assigned to such requirements or
their constructs may vary across customer groups and also amongst the institutions themselves.

To test the extent to which IST has applied quality management in its academic and
administrative services is not an easy task due to various challenges. The respondents were very
busy and as such getting time to fill the questionnaire was not easy. Also some of the
respondents did not understand the quality management practices in place in IST thus making it
difficult to give relevant information. The data were collected through questionnaires and as
such may have been subject to limitations of such surveys. The sample size for the category of
administrative staff was small due to the smaller percentage of officials in the administration.
The unwillingness of the individuals to present honest and clear opinions and their hesitation in
filling up questionnaires made data collection difficult and this accounts for the smaller size of
sample for this category of respondents. Further sophistication could have been built into the
variables considered.

The present study has explored various management practices in IST for studying quality
assurance, and determined the critical success factors in higher education based on total quality
management (TQM) philosophy. Findings show that IST has implemented QM measures to
limited extent and to ensure significant success based on TQM philosophy an array of policy
recommendation was suggested based on the findings.

9. LIMITATIONS AND RECOMMENDATIONS FOR FUTURE

RESEARCH OF THE STUDY
The current study has collected the data from one HEI only due to financial and time constraints.
It is recommended that the future researchers collect data from more than one Higher Education
Institute for such studies. It will be helpful in doing comparative study. Further this will help
constructing a TQM model suitable for HEI in Bangladesh.

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