FINAL PROJECT

CHAPTER ONE

1.0 BACKGROUND OF THE STUDY.

The worth of any educational system as an investment lies in its capacity to

continuously serve its customers (students, parents, employees or labor, the

society) better and remain relevant. Educational planners are therefore faced

with two main challenges providing for quality and for quantity.

Similarly the desire of all parents is to have qualitative and functional

educational programs for their children from nursery school to the university

level. This is in conformity with the general belief that a sound education is the

only permanent legacy that parents can pass on to their children to ensure their

future. However what we see nowadays is that much country’s education

system is turning out of unemployable graduates. Hallack (1990) emphasized

that the quality of the education system depends on the quality of its teachers.

Alloy Ejiogu (1990) stated that the quality of education in any given society

depend considerably on the number and the quality of its personnel.

David (1995) affirmed that the need for administrative training program in

education is crucial to the success and quality of the new educational system

which currently lacks visible subsystem of administrative training program.

Efforts of the Nigerian government on education can be seen through its policy

document, National Policy on Education with its first edition in 1977 and have

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been revised severally with its last in 2004. The policy document addresses the

issues of imbalance in the provision of education in different parts of the

country with regard to access quality of resources and girls education.

Education is organized into (6, 3, 3, and 4) 6 years of primary education, 3

years of junior secondary school, 3 years of senior secondary education and 4

years university/ polytechnic/college education.

The policy document was revised in 1981 and 1990 which brought about the re-

launch of the Universal Basic Education in 1999 with the system of 9-3-4 as

one of government’s top priorities. The last revision done on the policy

document in 2004 has brought about the re-enactment of the Universal Basic

Education reform program of the federal government of Nigeria which is aimed

at removing distortions and in consistencies in basic education delivery and

reinforce the implementation of the National Policy on Education as well as

provide great access to and ensure quality of basic education throughout

Nigeria. In summary it is intended to:

- Ensure an un-interrupted access to 9 year formal education by providing

free, compulsory Universal Basic Education for every child of school going

age;

- Reduce school drop-out and improve relevance, quality and efficiency;

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- Acquire literacy, numeracy, like skills and values for lifelong education and

useful living.

- Provide mid-day meals to enhance children access, retention and

completion of the school cycle;

- Emphasize on curriculum diversification and relevance to effectively and

adequately cover individual and community needs and aspirations;

- Disarticulate junior secondary education from senior secondary school;

- Realign / integrate junior secondary education with primary education;

- Individualize teaching method;

- Introduce rudiments of computer literacy;

- Appropriate continuous teacher profession development and

- Encourage community ownership of school including participation in

decision- making process in schools.

The National Policy on Education have continuously being looked into to spell

out methods of improving the quality of education, the inclusion of courses like

peace and conflict resolution, Entrepreneurial Development and host of others

in the university curriculum; and also the recent rebranding campaign to

reposition the education sector are all efforts embarked by the government but it

all seem ineffective to produce the desired result.

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It therefore becomes highly necessary that school administrators address

themselves to those managerial activities that would lead to improvement of

performance there by leading to academic excellence in schools. Abugbe (2000)

affirmed that, a functional educational system is the cry of educationist world

over. Therefore, there is an urgent need for an organization wide approach and

commitment to quality improvement since no one organization can boast of

holding franchise to the development and delivery of quality products/services.

Many organizations have embraced the Total Quality Management concept as a

way of survival.

In view of the strategic position of the university education, there to introduce

Quality consciousness by involving all the stakeholders especially the Vice

chancellor, Deans, Heads of department, lecturers, students and even the

community. It must be emphasized that the success of education rest in no small

measure on informed planning, efficient organization and dedicated leadership,

just as learning cannot take place in a classroom manned by ill-prepared and un-

skilled teacher, no educational system can rise above the quality of its

administration. The diversified nature of our society demands a different, more

creative solution to our basic education problem (ojo 2007).

Total Quality Management style is based upon producing quality service as

defined by the customer and supplier. Total quality management is an

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organizational wide approach to quality with improvement under taken on a

continuous basis by everyone in the organization. Dale and Bunney(2003)

defined TQM as a quality centered, customer-focused, task based, team driven,

seminar- management led process to achieve an organization strategic

imperative through continuous process improvement. This is why TQM

principles are also being referred to as total quality improvement, world class

quality, continuous quality improvement, total service quality and total quality

leadership.

Wilkinson et al (1998) say that TQM is a continuous, formalized and systematic

process of seeking, achieving and sustaining continuous improvement of an

organization for the purpose of satisfying the organization’s customers and

consequently improving the overall performance of an organization. Very often

people ask how total quality management is different from other management

styles such as Management by Objective (MBO) and Strategic Planning or

Management; after all they are also designed for helping organizations to

achieve excellent performance. This question is both critical and legitimate

especially from the stand point of management and employees whose

excitement about MBO and Strategic planning not so long ago have waned.

In respect to the fore going affirmed that though TQM like other management

strategies seeks to help organizations achieve superior performance and growth,

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however the difference between TQM and other management lies not in

objectives but in focus.

Thus miller (1996) asserted that there will be two kinds of organization in the

future. Organizations which have not introduced TQM and thus will be out of

business in the near future. Miller observed that many organizations today

experience errors and variances in stock control records, wrong location and

specification of materials, pilferage, and application of wrong codes, supply and

receipt into the stores of materials that were never ordered or that were proved

by the established quality. Since it is generally acknowledged that materials

usually account for between 60% and 75% of the cost of production. The

existence of the above problem means that effectiveness of an organization can

be improved by concentrating action on the elimination of these problems.

In education sector / tertiary institution, the cost of producing a graduate can be

attributed to lecturers’ inputs, teaching aid/structures, and other non- academic

services. The concentration on improving these elements of production will

definitely yield quality graduates. The quality of output depends upon the

quality of inputs and process in that order and therefore organizational

efficiency and effectiveness depends to a large extent on the quality of materials

used by the organization

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In other words, improvement in organizational performance through enhanced

product quality can and will be more easily achieved by solving the problems

acknowledge in the area of materials management. Steps taken to solve the

above problems have given rise to an embrace of Total Quality Management, a

philosophy which can help not only to reduce and ultimately eradicate these

problems but indeed to turn material management as a whole into a quality

operation by revolutionizing thinking and practice in the area.

The pillars of Total Quality Management constitute a major force for

organization change. One of them of who is Edward. F Deming which can be

regarded as the father of the quality revolution. His philosophy on quality

model centered on improving quality that result into higher productivity which

brings down cost and prices and increase markets which enable firms to stay in

business, creating more jobs and better return on investment. In a bid to achieve

his philosophy of quality improvement Deming developed his 14 point theory

for management of quality, productivity and competition position.

Another major pillar of TQM is Joseph. M Juran like Deming concluded that

organizations face a major crisis due to the loss of sales to foreign competition

and the huge cost of poor quality and that solving this crisis require new

thinking that includes all the levels of the managerial hierarchy. Juran states that

the first step this new orientation is the belief that change is desirable and

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feasible in all aspects of operation within an organization in the long term and

prescribed that focus on quality should be on three major areas. (Juran Trilogy).

Philip B Crosby is another TQM pillar. Crosby opines that opine of the crucial

principles in discussing quality is that we are dealing with people situation. He

states that integrating quality management in an organization is based on the

concept of five stages in quality maturity: Uncertainty, Awakening,

Enlightenment, Wisdom and Certainty.

Philip Crosby also opines that the only performance standard is zero defects

with the theme of “doing it right the first time” thus eliminating wastes.

The essence of TQM demands a new view of the world, new behaviors and new

thinking about the work of an organization. TQM is hence the application of

quality principles for integrating all functions. The ultimate goal is customer

satisfaction; the way to achieve it is through continuous improvement.

1.1 STATEMENT OF THE PROBLEM.

The falling standard of education in Nigeria over the years has brought about a

near constant struggle in trying to improve the overall quality and standard. The

problem which arise from poor preparation and placement of students,

malpractice, brain drain, inadequate funding, tool for teaching and reporting,

job satisfaction etc are all responsible for falling standard in tertiary institution.

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Over the years experience have shown that no organization can achieve and

sustain a good image without strategic vision, effective management or good

leadership.

Invariably with Total Quality Management, management is able to establish and

maintain good image and social acceptance through quality products and

services to customers. It is thus on this premise that the research intend to see

how TQM can be integrated into tertiary institution in Nigeria to address the

decay and falling standard currently be devilling the system.

1.2 RESEARCH QUESTIONS.

1- Is falling standard as a result of lack of Quality consciousness among the

management and employee in the system?

2- Can the falling standard of education in Nigeria be improved through Total

Quality Management?

3- If yes, how well is the university management adhering and conforming to

the philosophy?

4- Are there other managerial philosophies that can intervene in the current

quagmire?

5- What is the management attitude towards Quality improvement within the

system?

6- Are there Quality Assurance measures the university pays attention to?

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7- What are some of the ways the institution adopt to internalize Quality

Culture in the system?

1.3 PURPOSE OF THE STUDY.

Every successful organization should be a matter of policy to be constantly

seeking ways and opportunities to improve the quality of its products/services

and process. It is object of this study to:

1- Analyses the falling standard as a result of lack of quality consciousness

among the management and employee.

2- Establish factors that promote integration of TQM into the institution asides

other managerial philosophy

3- Ascertain to what extent the university management is adhering and

conforming to the philosophy.

4- Investigate into whether the university pay attention to any Quality

Assurance measures.

1.4 HPOTHESIS

Ho: falling standard is not as a result of lack of Quality consciousness within

tertiary institution in Nigeria.

Hi: falling standard is as a result of lack of Quality consciousness within

tertiary institution in Nigeria.

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1.5SIGNIFICANCE OF THE STUDY.

The researcher study is useful to tertiary institutions in Nigeria as a means of

identifying and utilizing effectively the knowledge and experiences gained in

the implementation and application of total Quality management technique,

with the aim of improving the education standard and excellent graduates.

This research will therefore help top management determine the areas in the

organization that needs to be improved upon and adequate measures be taken

as a means of improving standards through the use of the Total Quality

management(TQM) technique. Thus the study will have the following

significance:

1- It will reveal the trend of the institutions services.

2- It will show to what extent TQM practices in tertiary institution will

facilitate better services / products.

3- The study will justify the investment in TQM as regard service/ product

standard.

4- It will ascertain management commitment to the TQM programme.

1.6 SCOPE OF THE STUDY.

This study is strictly geared towards the integration of Total Quality

Management as a strategy for management in meeting customer requirements.

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This study is thus delimited to the management and staff of the University of

Jos.

1.7 LIMITATION OF THE STUDY.

A major limitation of this study was the inability to get many Academic staff

respondents to quickly fill the questionnaires. It was fairly difficult to get most

of the Non Academic staff respondents involved in the study because of their

various dispositions to area of study; some completely refuse to fill the

questionnaire. Besides not all the questionnaires were properly filled.

1.8 DEFINITION OF TERMS.

1- TOTAL QUALITY MANAGEMENT.

Is a philosophy with tools and process for practical implementation aimed at

achieving a culture of continuous improvement driven by all members of an

organization in order to satisfy and delight customer.

2- CUSTOMER.

A customer is also called a client, buyer or purchaser. It is usually used to

refer to a current or potential buyer or user of the products of an individual

or organization called the supplier, seller, vendor or provider. However in

certain context, the term customer also includes by extension anyone who

uses or experiences the service of another.

3- CONTINUOUS IMPROVEMENT (CI).

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Is an ongoing effort to improve products, services or processes. These efforts

can seek incremental over time or break through improvement all at once.

4- COMMUNICATION.

This is the process by which we assign and convey meaning in an attempt to

create shared understanding. This process requires a vast repertoire of skills

in intrapersonal and interpersonal processing, listening, observing, speaking,

questioning, analyzing and evaluating. Uses of these processes are

developmental and transfer to all areas of life.

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CHAPTER TWO

LITERATURE REVIEW

2.1 BACKGROUND HISTORY OF QUALITY MANAGEMENT

Given the current enthusiasm for the quality movement, Wilkinson and

Wilmott (1998), note that there is a danger of assuming that the concern for

quality is of recent origin. He maintains that it is an age-old concern. For the

craft guides of the Middle Ages, for example, he states that the maintenance of

quality was one of the key functions, with only those workers who could achieve

acceptable quality standards being admitted to membership of an organization.

Until the advent of mass production, building quality into a product was

the job of a craftsman, what Feigenbaum (1983: 49) referred to as “operator

quality control”. However, with the advent of standardized mass production,

things changed considerably, According to Garvin (1988), the adoption of jigs

and gauges, due to pressure from the defense establishment to mass produce

reliable weapons with interchangeable parts was the major breakthrough which

enabled US’ manufacturers to benefit from economies of scale and still retain

the ability to produce a reliable product.

Thus, modern quality control has its origin in the mass production of

components and in the need to ensure the interchangeability of products made in

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batches. In specific terms, the techniques and philosophy of modern quality

control are usually seen as driven from the work of W.A Shewart and his

colleagues, W.E Deming and Joseph Juran. Shewart’s text Economic Control of

Quality of manufactured Products (1931) is viewed as a landmark in the

development of quality management. After the second world war in particular,

when Japan had been devastated, she resolved to win the ensuring economic war

by ensuring at all cost that she made in — roads into the world market for the

exportable goods and services. Though she lacked the latest technology of the

time, she however resolved to make her own products which were regarded in the

West as being synonymous with cheap and shoddy consumer goods.

The emphasis as at that time was “Quantity” than ‘Quality’ goods and

services. The simple reasoning was that increase quality will necessarily lead to

increase in cost of production and hence lower profit margin. With this simple

merchantilism model, (Merchantilism is simply described as a situation where

international trade is at war, and winners are those nation states with favorable

balance of trade curn favorable balance of payment and losers are those nation

states with adverse balance of trade cum adverse balance of payment —

Kirkpatrick and Martinez — Lucio, 1995: 8). Japan soon acquired notoriety the

world over for fake and inferior products. The result was a boomerang for Japan

in terms of international trade. Then, it occurred to the Japanese government that

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they needed technological and management knowledge from more

technologically advanced countries at that time.

Consequently, in 1950, the Japanese Union of science and Engineering

decided to invite a management guru from the United States of America to teach

them about Quality control that guru was no other person than Prof. W.E.

Deming who at that time was already renowned for his Quality Management

philosophy in United States of America.

Wilkinson et al (1998: 49) observed that Japanese industry was particularly

receptive to the quality message for three reasons. First, the long established

Japanese tradition of fine craftsmanship and attention to detail through

miniaturization struck chord with its ideas about how wastage rates could be

substantially reduced and how the reliability of manufacturing process improved,

secondly, the strong statistical flavour of the early work of Deming et al.

The result of the adoption of this new concept by Japan placed her on

course of revolutionary recovery and improvement through 1950s to 1970 when

she infact overtook the West. Prof. Deming is still revered in Japan till date as the

father of Quality Management.

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The irony today is that Japan now exports Qua1ity Management know-

how” to the rest of the world, including United States of America — the home of

Prof. W. Edward Deming.

2.2 The Concept of Quality

Before going into the discussion of the meaning of the concept, Quality as

a principle of Total Quality Management derives from the concept Quality. Thus

we state by asking, what is quality?

Quality has proved to be a difficult concept to pin down. What is even

more surprising according to Wilkinson et al (1998:57) is that despite the volume

of writing on quality management there have been only limited attentions paid to

defining exactly what is meant by the term “quality”.

Powell (1995: 10) believes that the neglect of defining quality stems from

the difficulty in doing so. In his words, quality is an unusually slippery concept,

easy to visualize and yet exasperatingly difficult to define”. Be it as it may, the

word ‘quality’ normally conveys notions of nebulous factors that are not readily

measured or tied down. Arguably, these vague but nonetheless positive

associations make the appeal of quality immediate and extensive.

Pascale (1992: 248) in his own contribution has this to say:

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Quality can be a compelling value in its own right; it is robust enough

to pertain to products, innovations, service standards, and caliber of

people... Everyone at every level can do something about it and feel the

satisfaction of having made a difference. Making products that work or providing

first class service is something we can identify with from our own experience.

However, some scholars have made attempts at defining the

Quality concept. Feigenbaum (1983: 31) defined it as being about value, Crosby

(1979) says quality is conformance to standards, specifications or requirements.

Juran, (1989) says it is fitness for use. Peters and Waterman (1985) view quality

as excellence while Parasuraman et al (1993) are of the opinion that quality is

meeting or exceeding customers’ expectations.

After a critical evaluation of the above approaches or definitions of quality,

Wilkinson and Willmott (1992) claim that each approach to defining quality has

strengths and weakness in terms of generalisability case of measurement and

utility. Kordupleski et al (1993) thus proposes that it would help in the

understanding of quality if we differentiate between customers perceived quality,

which they term ‘internal quality’. Success in quality management is thus seen as

deriving from linking up both aspects of quality.

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2.3 The meaning of Total Quality Management Concept.

TQM is often seen as a general business management philosophy, which is

about the attainment of continuously improving customer satisfaction by quality

— led company — wide management. This goes beyond the mere application of

total quality ideas to the whole organization and its management by any one-

business function to being a new approach to corporate management itself. Thus

to Wilkinson and Witcher (1991), quality becomes a way of life which permeates

every part and aspect of the organization.

Dean and Bowen’s (1994) review of the TQM literature suggests that its

key principles are customer focus, continuous improvement and team work.

Each of these principles is then implemented through series of practices,

such as collecting customer information and analyzing processes supported by

the use of specific quality management techniques such as team-building. Raffio

(1992) Adds, employee involvement and senior management’s commitment to

these as the ‘basic principle’ of TQM whilst Hart and Bogan (1992: 4) identified

TQM’s distinctive features as a strong and pervasive customer orientation and an

approach to managing quality for competitive advantage.

TQM is a management approach of an organization centered on quality,

based on the participation of all its members and aiming at long-term success.

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This is achieved through customer satisfaction and benefits to all members of the

organization and to society. In other words TQM is a philosophy for managing an

organization in a way which enables it to meet stakeholders’ needs and

expectations efficiently and effectively, without compromising ethical values.

It is a way of thinking about goals, organizations, processes and people to

ensure that the right things are done right first time. This thought process can

change attitudes, behaviors and hence results for the better. Evans and Lindsay

(1993: 28) define TQM as an integrative management concept for continuously

improving the quality of goods and services delivered through the participation of

all levels and functions. To Steingard and Fritzgibbons (1993), TQM is a set of

techniques and procedures used to reduce or eliminate variation from a

production process, or service delivering system in order to improve efficiency,

reliability and quality. James (1996: 15) defines TQM as “a management

philosophy that is based on seeing the entire work process as fully integrated.

According to him, the management pro-28-cess under TQM is based o the

fundamental principles that focus on the energies on consistently meeting its

customer’s expectation. He said TQM, being a philosophy that relies on team

work, trust, simplicity, confidence and freedom to ask questions and provide

answers, when translated into action becomes a culture in which the entire work

are all together, perpetually committed to quality.

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James also described TQM as management of all aspects of the quality of

services provided to the customers. He maintains that TQM transcends quality

control and quality assurance, and culture of service excellence, which is more

like the philosophy, which it evolves in.

Arene explains that TQM stands for customer satisfaction which implies

meeting customer requirements in products and service and exceeding them at

lowest cost. She said Quality” in TQM is integrity, it is righteousness and

honesty. Honesty in her opinion is self-vindicating

TQM is a participative management style that stresses total staff commitment to

customer satisfaction. It is a holistic approach to management of complex

organizations and replaces top-down management with decentralized customer

driven decision making. TQM is an integrated management system for creating

and implementing a continuous improvement process eventually producing

results that exceed customer expectations. It is based on the assumption that

ninety percent of problems are a result of process, not employees. It is a process

and strategy that in certain situations can improve an organization effectiveness

and efficiency. TQM places responsibility for quality problems with management

than on the workers. A principal concept of TQM is the management of process

variation, which seeks to identify special and common needs.

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There are eight principles by which management strive hard by to meet

these special and common needs: They are

1) Customer Focused Organization: Organizations depend on their

customers and therefore should understand current and future customer

needs, meet customer requirements and strive to exceed customer

expectations.

2) Leadership: Leaders establish unity of purpose, direction and the internal

Environment of the organization. They create the environment in which people

can become fully involved in achieving the organizations objectives.

3) Involvement of people: People at all levels are the essence of an organization

and their full involvement enables their abilities to be used for the organizations

benefit.

4) Process Approach: A desired result is achieved more efficiently when related

resources and activities are managed as a process.

5) System approach to Management: Identifying, understanding and managing

a System of interrelated processes for a given objective contributes to the

effectiveness and efficiency of the organization.

6) Continual Improvement: This is a permanent strive for perfection and

Innovation, the objective of an organization.

7) Factual approach to decision making: Effective decisions are based on the

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Logical and intuitive analysis of data and information.

8) Mutually beneficial supplier relationships: The relationship that exists

between the organization and its customers should enhance the ability of both

parties to create and realize value.

Aside these eight principles of TQM proposed by Deming, Juran, Crosby,

Feigenbaum, Ishikawa and Imal, Hill and Wilkinson (1995) identified these same

principles as a generic approach to the management of organizations and

categorized them into three major principles. These principles are:

(1) Customer Orientation: From the stance of customer orientation, quality

means meeting customer requirements. Customers are both external and

internal and the orientation of quality management is to satisfy its

customers. It provides a common goal for all organizational activities and

members and incorporates both quality of design and conformance to

quality specification.

(2) Process Orientation: This implies that activities performed within an

organization can be broken down into basic tasks or process

(transformations of inputs into outputs) Basic processes are linked in

services or ‘quality chains’ to form extended processes. Explaining,

Isikawa (1993) observes that each process in the quality chain also has a

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customer, stretching back from the external customer through the various

internal customers to the start of the series. In this way, he further notes,

TQM attempts to emphasize that all employees are ultimately involved in

serving the final customer so that quality matters at all stages, whilst team

work and cooperation are essential.

(3) Continuous Improvement: Satisfying customer requirements involves

the continuous improvement of product and processes. Hill and Wilkinson (1995)

posit that the most effective means of improvement is to use the people who do

the job to identify and implement appropriate changes. However, they explain

that the aim of involving all workers in continuous improvement in no way

detracts from the view that management is ultimately responsible for designing

the system. The role of the work force according to him is to assist in weeding

out the last bugs from a product and process whilst giving workers an uplifting

opportunity to use their brains and make a contribution to the improvement of

their organizations. In essence, TQM is seen as a way of overcoming

organizational inertia.

2.4 Reasons for the Adoption of Total Quality Management

The TQM concept came as an aftermath of the Second World War, when

the Japanese embarked on a course of reaching national goals by trade rather than

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by military means. Unfortunately, the goods or products produced were tagged

fake and inferior; hence they were not purchased by the international

community’s especially the West.

To solve its quality problems, the Japanese under took to learn how other

countries managed for quality. To this end, the then Japanese government sent

teams abroad to visit foreign companies and study their approach. They also

invited foreign lecturers and experts into the country. From this and other inputs,

the Japanese devised some unprecedented strategies for creating a revolution in

quality.

In the early post-war period, the affected American companies logically

considered Japanese competition to be in price rather than in quality, their

response was to shift the manufacture of labour-intensive products to low labour

cost areas, often off shore.

During the 1960s and 1970s, numerous manufacturers greatly increased

their share of American market they were Japanese manufacturers. However, the

American companies generally failed to notice the trends. They adhered to the

belief that Japanese competition was primarily price rather than quality

competition.

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The most obvious effect of the Japanese quality revolution was the massive

export of goods. The impact on the United States was considerable, especially in

certain sensitive areas; the affected companies were damaged by the resulting

1oss of sales. The workforce and their Unions were damaged by the resulting

“export of jobs”, which in turn engendered unfavorable trade balance.

While the foregoing indicates why and how Japanese. achieved a quality

revolution, their issue also dramatically demonstrates why TQM has become an

absolute necessity for all organizations today. TQM should be inculcated for the

following reasons;

Profit Making

Crosby (1984: 6) says quality is free. It’s not a gift, but it is free. What

costs money are the inequalities of things. i.e. all the nations that involve in not

doing jobs right the first time. According to him quality is not only free, it is

honest. Every penny you do not spend on doing things wrong instead, becomes

half a penny right on the bottom line. He further stated that in these days of “who

knows what is going to happen to our business tomorrow”, there are not many

left to make a profit improvement. He said, if you contribute positively and

concentrate on making quality certain, you can probably increase your profit by

26

an amount equal to 5 to 10 percent of your sales. According to him again, this is a

lot of money for free.

Competitive Advantage

The quest for quality is essentially a search for competitive advantage.

According to Oakland (1993) quality management is driven by the competitive

environment and is universal in its appeal. Lillrank and Kano (1989), also

observed that employers concern with quality are nothing new, but the notion that

quality is the key to competitive advantage is quite a recent development.

Essentially, TQM is an enabling strategy, which facilitates the search for

competitive advantage through market strategies and technological innovation

once their competitive position is no longer hindered by poor quality products

(Madu, and Kuei, 1993).

Camp (1994: 6) writing on the Japanese case notes, the Japanese word

‘dantotsu’ means striving to be the best of the best. It captures the essence of

benchmarking (perhaps the most exciting new tool of quality field) which is a

positive, proactive process designed to change operations in a structured fashion

to achieve superior performance. He explains that this process can fuel the

motivation of everyone involved, often producing break through results.

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Revival of an Age-Old Wisdom

Morita (1994: 7) states this wisdom in the following words; “there is no

secret ingredient or hidden formulary responsible for the success of the best

Japanese Companies No theory or plan or government policy will make a

business a success, it can only be done by people”. He said the most important

mission for a Japanese manager is to develop a healthy relationship with his

employees, to create a family like feeling within the corporation, a feeling that

employees and managers share the same fate.

Those companies that are most successful in Japan are those that have

managed to create a sheer sense of fate among all employees, what Americans

call labor and management and shareholders interactions. Morita explains further

in these words:

“I have not found this simple management system applied anywhere else in the

world and yet we have demonstrated it convincingly, I believe that it works.

However for others to adopt the Japanese system, it may not be possible because

they may be too traditionally bound or too timid. The emphasis on people must

be genuine and sometimes very bold and daring and it can even be quite risky.

But in the long run, Morita emphasized “no matter how clever or crafty any

management can be, its future are in the hands of the people you hire. To put it

28

differently, the fate of your business is actually in the hands of the youngest

recruit of the staff”.

Customers Demand of Quality

According to Juran (1989: 8) another significant post war phenomenon

was the rise of quality product to a position of prominence in the public’s mind.

This growth in prominence was the result of the convergence of multiple trends.

Industrialization confers many benefits on society but it also makes dependent on

the continuing performance and good behavior of a huge array of technological

goods and services. This is the phenomenon of “life behind the quality dikes” a

form of securing benefits but living dangerously.

Solarin (1997: 17) also identified reasons why a quality company is

necessary. They are;

- The need to match rising expectations of customers with quality

products/services

- Success in international competition

- For competitive advantage

- For sustained growth in market share

- Provides basis for profit improvement in market strategy

29

- For sustained cost advantages, better cash flow

- For avoidance of high cost and catastrophic factors

- Enhances job satisfaction and boosts workers morale.

2.5 Total Quality Management Features

According to Solarin (1997: 18), TQM has the following features;

1) It recognizes that at least eighty-five percent of the failures in any

organization are the fault of systems controlled by management, while less

than fifteen percent of the problem is actually worker related. The role of

top management in an organization is best understood by looking at the

responsibilities which management may not delegate.

Deming (1986: 7) identified fourteen principles essential to quality and

improvement that cannot be delegated by management. These principles are

- Create constancy of purpose for improvement of products and services

- Adopt the new philosophy

- End the practice of award business at a price tag alone

- Improve constancy and for every system of production and service

- Institute training and retraining

30

- Institute leadership

- Drive out fear

- Break down barriers between staff area

- Eliminate slogan, exhortations and target for the workforce

- Remove barriers to pride of workmanship

- Institute a vigorous programme of education and retraining

- Take action to accomplish the transformation

2) TQM processes must be standardized and standardized procedure must be

followed.

According to Iyayi (1994: 22), this is done by benchmarking. He explains

that benchmarking is the process of establishing Total Quality standards (TQS)

using best industry practices. In other words, it is the process of continually

measuring products, service and practices against the best that are available

anywhere and developing strategies for meeting and exceeding the best standards

available. The benchmarking process consists of five essential phases.

PHASE 1 PLANNING: This stage involves deciding what to Benchmark. Every

function has a product or an output. These are priority candidates to benchmark

31

with a view to improving performance. It also involves deciding whom to

benchmark. World class companies with superior work practices and functions

where ever they exist are the appropriate comparisons. Besides, planning

involves determining data source and data collection. This can be done through

an electronic search of recently published information dealing with the areas of

interest.

PHASE 2 ANALYSIS: This is done by measuring the gap in order to have a full

understanding of internal business processes before attempting comparison with

external organizations to provide the base line for analyzing best practices.

Furthermore, analysis may involve projecting the gap whether negative, positive

or parity. These categories provide an objective basis on which to act and to

determine and to achieve a performance edge.

PHASE 3 INTEGRATION: For an effective integration progress should be

reported to all employees. On the basis of benchmarking finding; a vision or end-

product picture of the operation can be developed.

PHASE 4 ACTION: This can be carried out in terms of periodic measurements

and assessment of achievement of people who actually perform the work, who

should be responsible for implementing the benchmarking practices.

32

PHASE 5 MATURITY: This is achieved when best practices incorporate in all

business processes and benchmarking approach is institutionalized.

3) TQM has a customer focus: an obsession with Quality. According to

Drucker (1984: 37), here the firm recognizes that there is only one valid

definition of business purpose, that, is, to create a customer, in view of

this, the firm can satisfy its share — holders, management and workers

only when it is successful in its marketing. In other words the objective of

the firm will be achieved by success in marketing and marketing success in

turn depends on the firms’ ability to find a customer and satisfy him.

Further explanation from Drucker identified the logic of customer satisfaction. In

his words before becoming a customer, a person has certain wants and needs and

a desire to satisfy them.

This satisfaction is anticipated in imagination before purchase.

This applies to both the ‘planned’ purchases and to so-called impulse purchases,

the only difference is the time interval between recognition of a want or need and

its satisfaction.

Since the satisfaction of a need or want is anticipated before purchase, it is

also the reason for purchase. However, customer dissatisfaction may result where

the anticipation is not realized. Wilmshurt (1990) says that customer satisfaction

33

or marketing concept means “putting the customer first, so we must find out what

the customers need in order to supply satisfaction to those needs which we can do

by offering the right marketing mix.

In Iyayi’s (1994: 4) view, TQM concept of the customer implies that each

organization serves two categories of customers, it is the external and internal

customer. The external customer is as traditionally conceived, the end user of an

organization’s final product or service. The internal customer on the other hand is

the employee inside the organization who uses the end product or service of

another employees work as an input for his own work.

Since in an organization, each employee will both receive and give

services from other employees the full implication of this is that all the employee

in an organization are, at different times customer to one another and therefore

need to be regarded in exactly the same way as the external customer is regarded.

Parker and Slaughter (1993) contributing say that TQM concept of customer also

creates the requirement that suppliers and customers must be identified for any

transaction or series of transactions and that following this, the needs of the

customer must be translated into performance indicators for the supplier. Such

indicators will be with respect to the output which the supplier will be providing

to the customer as they constitute the measures of the quality of the output.

34

They stand on the position that elevating the internal customer to the same

level as the external customer makes it possible for an organization to change its

entire work culture and work relationship so that all the superlatives usually

reserved for the external customer such as the customer is king”, the customer is

always right” e.t.c also becomes applicable to the internal customer.

Consequent upon this, Madu and Kuei (1993) believe that the TQM

concept of the customer requires that all suppliers (employees) acquire a common

ground in customer orientation as the satisfaction of all requirements of the

internal customers will guarantee the satisfaction of the external customers.

4) Quality Improvement Procedures

According to Solarin (1997: 22), the two goals of quality improvement are:

satisfying customer requirement and reducing cost of poor quality. In this

explanation, he observes that when an organization decides to be involved in

TQM it is undertaking a serious business. He thus cautions that the whole

exercise should be well started and well sustained at every stage.

Robinson (1994: 16) is of the opinion that the first stage of organization for

quality improvement is “Health check” for the company. According to him this is

necessary because the introduction of total quality processes into an unhealthy

35

Organization Of will be a waste of time efforts and resources as the processes

will sooner or later disintegrate. He thus described the TQM introduction process

as “Marathon race through a difficult and unfamiliar terrain “which one must be

fully prepared for”.

He identified five areas that an organization needs to check before

introducing TQM. The areas are

i) The originations structure: This should not have too many levels of

authority In other words, too many levels of authority are not ideal for

TQM. Also decision point should be as close as possible to the customers.

This means limiting head office staff to the barest minimum.

ii) Communication: An open door communication policy must be

established. All staff must have access to one another.

iii) Management: Management set up should be checked and identified

deficiencies corrected.

iv) Customer Orientation: The satisfaction of customers should be the

watch word.

v) Ownership of the Company: The spirit of ownership and sense of

belonging must be established so as to promote loyalty in staff. In essence,

36

all staff must have interest in the company as well as the equity

shareholders.

Another stage of organizing quality improvement suggested by Robinson is by

organizing ‘quality groups’. Employees are to be organized into quality

improvement groups. Ishikawa (1993) advocated and developed quality circles as

the improvement group approach. On the other hand, Juran (1989) recommended

the use of existing organization structure in developing the groups, while. Hill

and Wilkinson (1995) suggest the combination of quantity circles and

departmental groups.

5) Communication systems are adapted to the needs of the workers, not to

the needs of the hierarchy.

Onasusi (1995: 71) called this staff empowerment. This is an environment

of continuous improvement and employee, Madu and Kuei (1995) advocated for

a reversal of communication system in which the management teams set the

agenda of communication.

They further opined that those who do the job should be given free hand to set

their own agenda and ask management for support in achieving the agenda. They

also remarked that the TQM journey needs very careful stewardship based on

some care issues, one of which is providing the process or the systems and tools

37

to be used in making quality happen in an organization. In effect, a good TQM

process is one that will continuously bring about the potentials of everyone

involved in work process and ultimately the organization will attain a world class

standard to the delight of the internal and external customers.

6) TQM employs team building and constancy of purpose throughout the

organization.

Ilorin (1997: 2) defines teams as a group of people pooling their skills, talents

and knowledge towards a common goal. He believes a team works best when

everyone understands or confusion they work to resolve the issues. He stresses

the importance of brainstorming in team building as it is a tool a team uses

practically at every meeting those that help them explore ideas and make

decisions. However, a decision is made after a broad range of options have been

observed.

Iribhogbe (1995: 48) concludes that once on organization has teams in place with

these characteristics and secures its management commitment to the ideals of

TQM, such an organization would be better positioned to use its human resource

as a strategic tool for attaining competitive advantage. And it is within the

scenario captured above; that he also concluded on the note that team building is

a critical function which must be proactively executed as a means of enhancing

38

organizational efforts, to attain quantum leap in results, through TQM

implementation.

(7) Quality Advantage in TQM

According to lribhogbe (1996:4) quality improvement processes will have direct

impact on an organizations success through the following

(a) Increased customer satisfaction.

(b) Enhanced image and reputation. Image is how the customer sees the

organization, whilst reputation is what the customer tells others about the

organization.

(c) Increased customer loyalty: consistent efforts to satisfy customers result in

customers trust which leads to customer loyalty which is indicated by

consistent patronage.

(d) Higher productivity levels: with quality services and products, there is less

work delays.

(e) Improved employee moral: Employee participation in work

- related decisions (empowerment), a fundamental aspect of TQM, helps to

39

Unleash the creative and technical potential of employees and this

increases job satisfaction and high moral.

(f) Greater profitability: Increases in productivity, accountability,

commitment at levels in the organization, reduction of errors, rework,

waste and inventory, all combined to improve profitability. These

advantages are depicted in the quality wheel.

Great Employee

Satisfaction

Increased

Of Business Motivation

High Service of

Service quality

Great Customer

Satisfaction

40

Figure 1: The Quality Wheel.

Source: Walker, 992:9) Creating Quality improvement that 1asts

lribhogbe (1996: 5) also explained that cost of poor quality

Which he classified into two;

-Internal failure costs which includes waste, scrap, rework or rectification, re-

inspection, downgrading and failure analysis.

-External failure cost which include repair and serving, warrant claim,

complaints, returns liability, lost business and loss of good will.

Experts in TQM previously would have believed that an educational institution

would not have been able to achieve an atmosphere of total quaintly and

continuous improvement, but university of Uganda has demonstrated that such an

achievement is indeed possible. TQM obliviously has been achievable at

university of Uganda, and in meaningful and lasting ways – employee turnover

has dropped to less than 30 percent in an industry where “normal” is 100 percent

and customer satisfaction perennially remains at 97 percent.

University of Uganda and employee have recognized that continuous

improvement is the key to quality commitment.

41

In summary, this chapter has covered area such as the content and history of

quality. The background of total quality management and its origin provided as

tracked back to various schools such as Deming, Juran, Crosby and to Japan

which adopted quality philosophy as a means of survival.

The various literatures on Total Quality Management review that TQM is a way

of life of an organization as a whole, committed.

To total customer satisfaction through a continues process of improvement and

the contribution and in involvement of people. Reasons of the adoption TQM

among order things are for competitive advantage, profit making through

customer satisfaction via improved product and service quality.

TQM feature are branch making, teamwork, management and employee

commitment, cost analysis of quality, education, training and retraining.

2.6 TQM and Tertiary institution.

P.Neema-Aboki (2004) contends that the advocated-for principles,hence,the

integration of all functions and processes, is incumbent on educational

institutions, be they higher or otherwise, just as it is in any other organization. In

as much as TQM works very well both in the production and service sector, it is

not quit popular in the educational sector. Dia (1998) maintains that it would be

42

futile to “advocate for quality in all enterprises and discourage its use in training

institution”.

With falling standards in education in Nigeria and the international community’s

especially the west tag Nigerian universities graduates as fake and inferior have

given the need to appraise the educational system and possible prescription. TQM

and its management principles can strive to change the falling standards.

Principles such as the following can be adopted in the integration of

TQM.Customer focused organization(understand customer current and future

needs, meet and exceed customer expectation),Leadership, Involvement of

people(people in all levels are the essence of an organization and their full

involvement enables their abilities to be used for the organizations

benefits),Process approach, System Approach to management, continual

Improvement(this is a permanent strive for perfection and innovation, the

objective of an organization),Factual Approach to Decision Making(logic and

intuitive analysis),Mutual beneficial supplier relationship(both parties creates

and realize value)

Also the universities can adopt orientations like; Customer orientation, here

quality means meeting customer requirements. Customer is both external and

internal and the orientation of quality management is to satisfy its customer

43

(university’s employees, students etc). Process Orientation; this implies that

activities performed within an organization can be broken down into basic tasks

or process (transformation of input into outputs). The last orientation to consider

is the Continuous improvement, satisfying customer requirements involves the

continuous improvement of product and processes. Hill and Wilkinson (1995)

posit that the most effective means of improvement is to use the people who do

the job to identify implement appropriate changes.

The above enumerated principles and orientation can be adopted into universities

management as it can be seen that TQM has direct relevance for higher

education’s, as it did in Oregon State University in the Americas and proximately

at the Mondlane University in Mozambique, its dictates can work with similar

good effects in Universities in Nigeria.

Amidst scarce literature on this study, the researcher delved into this study due to

the benefits of TQM and its effects on other universities that have adopted and

integrated it into their management approach. It is on this premise that the

researcher is proposing the integration Total Quality Management in the

Management of Universities in Nigeria.

CHAPTER THREE

RESEARCH METHODOLOGY

44

3.0 INTRODUCTION.

This chapter focuses attention on the procedure and methodology to be used in the

conduct of this study. A methodology is merely an operation of frame work within

which facts are placed so that their meaning may be used in data collection and

data analysis. It also represents the model of data collection, techniques and

justification for the adoption of techniques.

3.1 RESEARCH DESIGN.

This study is designed to analyze the integration of Total Quality Management into

the management of universities in Nigeria, a case study university of Jos. This

study is a descriptive research hence survey is adopted for it.

The research design enabled the researcher to collect a large amount of data with

relative case from a variety of people. The survey research for this study will focus

on the use of self designed questionnaires in collecting data from the respondents,

base on the research objectives.

3.2 SOURCES OF DATA.

45

For this research study to be properly accomplished, data need to be source from

the population in the University of Jos which the researcher is covering. Data

which is described as facts, observation or information in isolation and relating to

the subject of the study can however be sourced from the two main sources namely

primary and secondary sources.

1- PRIMARY DATA:

These are reports or raw data given by people who were either physically

present at the scenes of the events or they actually participated in those

events. The questionnaire method, normally used to generate raw data will

be used in this study to get data to analyze the integration of TQM.

2- SECONDARY DATA:

The accounts in secondary sources are given by people who did not witness

or participate in the events. The reporters might have received the

information from people who witnessed or participated in the events. It is

strongly suggested that secondary sources should only be used when primary

sources are not available as they are prone to a lot of distortions. (bulus,

2007)the secondary data used in this study was gotten from the university’s

record of its population data.

3.3 POPULATION AND SAMPLE.

46

The approach in this study is to reach as many stakeholders in the university

as possible. It is necessary to specify which group is going to be studied. A

population is all the individuals that fit a certain specification. A population

may be divided into sub-population or strata. They are mutually exclusive

groups (mojukwu, 1995)

For the purpose of this study, the population shall be the University of Jos

which is stratified into Academic staff and Non-academic staff. The

sampling technique (leabo 1972) that was adopted for the study was

stratified random sampling (with some elements of convenience sampling).

It involves the examination of the target population from which the sample

is drawn. Here the subjects in each strata have an equal chance of being

included in the sample. The chance is based on the law of probability and it

is stratified mathematically.

3.4 DETERMINATION OF SAMPLE SIZE.

To determine the size of the sample used, a famous formulae referred to as

taro yamani’s formula was used. It states that the desired sample size is a

function of the target population and the maximum acceptable margin of

error (known as the sampling error) and it is express mathematically thus:

n= N

47

1+N (e)2

Where n= desired sample size

N= population size

e= maximum acceptable margin of error.

Thus, in this study the desired sample size given that there are

approximately 2394 staff in the University of Jos is

n= 2394 1+2394(0.05)2

n= 2394 1+2394(0.0025)

n= 2394 1+5.985

n= 2394

6.985

n= 343

The research used 5% margin of error, therefore, 343 respondents are sampled by

the use of questionnaires. The analysis of the breakdown of the instrument

administration is as follows:

Academic = 124

Non- Academic = 219

3.5 METHOD OF DATA COLLECTION.

48

In carrying out the study all necessary data were collected from the University of

Jos through the following techniques:

1- PERSONAL INTERVIEW.

Personal interview were unstructured and appeared as short discussion

especially the non – academic staffs.

2- QUESTIONNAIRE DESIGN.

Questionnaire shall be used and the questions contained therein were

structured and unstructured to elicit information on TQM integration.

3- THE UNIVERSITY’S RECORD.

Information was obtained from the records of the University of Jos (e.g

numbers of academic staffs and non academic staffs).

3.6 STATISTICAL INSTRUMENT FOR DATA ANALYSIS.

The simple percentage and frequency counts will be used to analyze the data

collected through the questionnaire. The response on each item will be scored on

the basis of frequency distribution.

In determining the percentage the frequency of each category will be divided by

the total number of frequencies 343 then multiplied the quotient. Respondents of

the unstructured interview will also be used to complement the discussion of the

finding.

49

CHAPTER FOUR

4.0 DATA ANALYSIS AND DISCUSSION OF FINDS

In this chapter, the data collected through the questionnaire are presented

analyzed and discussed.

4.1 DEMOGRAPHIC DATA

The first part (section A) of the questionnaires provided the demographic

data. One hundred and twenty four (124) were distributed to Academic staffs of the

university, while two hundred and nineteen (219) well given to the non-Academic

staffs. The entire questionnaires were retrieved.

TABLE4.1(A)CLASSIFICATIONS OF ACADEMIC STAFF

RESPONDENTS BY EDUCATIONAL QUALIFICATION

Qualification No %

50

Above second degree 36 29%

Masters degree 88 71%

BA/BSc/HND/Equivalent - -

A level, Hsc, NCE or OND - -

O’level or WAEC - -

Total 124 100%

Table 4.1 indicates that 29% of the Academic staff respondents have above

second degree is master and above while 71% of majority have master degree as

their qualification. No respondents for BA, Bsc, HND and other qualification.

TABLE 4.1 (B) COMPOSITION OF NON-ACADEMIC RESPONDENTS BY

EDUCATIONAL QUALIFICATION

Qualification No %

Above second degree 4 2%

Masters degree 44 20%

BA/BSc/HND/Equivalent 81 37%

A level, Hsc, NCE or OND 71 32%

O Level or WAEC 19 9%

Total 219 100%

51

This table indicates that only 2% of the non academic staff surveyed have

above second degree, 20% of the respondents have their masters degree 37% of

BA/BSc/HND holders constitutes the largest respondents A level/ OND holders

also amounted to 32% while just 9% of the respondents possessed O’level

educational qualification.

TABLE 4.1 (A) DISTRIBUTION OF ACADEMIC STAFF RESPONDENTS

BY NUMBER OF YEARS IN SERVICE

Years bracket No %

0 -5 31 25%

6 -10 23 18.5%

11 – 15 22 17%

16 – 20 18 15%

21 – 25 18 15%

26 – 30 12 9.5%

Total 124 100%

Table 4.2 shows that the bulk of academic staff respondents have being in

service for the past 0-5 years representing 25% of the total sample size 18.5% have

being in service between 6 -10 years. 17% of the respondents are within the

bracket of 11-15 years of service 15% respectively for both within 16 -20 and 21 -

52

25 year of service. The least of the sample size are those in service for the past 26-

30 year of 9.5%.

TABLE4.1(B)DISTRIBUTION OF NON-ACADEMIC STAFF

RESPONDENTS BY NUMBER OF YEARS IN SERVICE

Years bracket No %

0 -5 47 21%

6 -10 42 19%

11 – 15 43 20%

16 – 20 37 17%

21 – 25 30 14%

26 – 30 20 9%

Total 219 100%

Table 4.2 b shows that bulk of the non-academic staff respondents have

being in service for the past 0-5 year respondents 21%. 15% represents those in

service for the past 6-10years. Those in service for the past 11-15year are

represented by 20%. For those in service for the past 16-20year are also

53

represented by 17%. And 14% for those in servicer for the past 21-25years and the

least of 9% represent those in service for the past 20-30years.

4.2 RESEARCH QUESTION ONE

Is there an existing guiding philosophy (i.e. mission/vision) in the

institution?

This research question sought to determine if there is proper awareness of

the university philosophy and to discover the extent to which staffs are in tune with

the mission and vision i.e. unity of purpose. The findings are presented in the table

below.

TABLE 4.3

Academic staff Non-Academic staff

Response No % Response No %

Yes 124 100% Yes 164 75%

No - - No 55 25%

54

Total 124 100% Total 219 100%

Taking an overall look at the table, all the academic staff respondents indicated

that they are aware of the university’s philosophy, its mission and vision and are in

tune with it while the non-academic staff, 75% of them indicated that they are

aware and in tune and 25% says that they are not aware and neither in tune with the

vision and mission that they are just working.

4.3 RESEARCH QUESTION TWO

If yes, how well is the university management adhering and conforming to

the philosophy?

This research question sought to find out the level of implementation and

pursuit of the university vision and mission in actualizing them. The table below

show staff response regarding university’s management effort.

TABLE 4.4

Academic staff Non academic staff

Response No % Response No %

V. Good 31 30% V. Good 36 22%

55

Good 18 15% Good 42 26%

Fair 24 19% Fair 36 22%

Poor 45 36% Poor 30 18%

No response - - No response 20 12%

Total 124 100% Total 164 100%

The table shows the different responses of the staffs to the level of

implementation and pursuit of university, philosophy.

From the total number of Academic staff respondents 30% agreed that the

university is doing very good, 15% agreed the university is doing good, 15% also

agreed on fair while 36% are of the opinion that the university management has so

far performed poor in adhering and conforming to its philosophy. Also the non-

academic staff gave their own opinion. 22% agreed the management is doing very

good, 26% agreed the management is doing very good.22% also agreed the

university management is doing fairly well while 18% holds that the management

is doing poorly. And 12% of respondents did not give any response on the

question.

56

Sequel to these things, it can be referred that university management effort

in implementing and pursuing its philosophy has not reached a commendable

point. If positive responses is a measure of management effort being realized, then

it can be said that their efforts are fair but needing a lot to be done.

4.4 RESEARCH QUESTION THREE.

Do you understand the university strategic plan?

This research question sought to find out if the university strategic plan is

well communicated to the point of providing the staff’s grasp of the strategic plan.

The staff’s responses in table 4.5 are

Academic staff Non- Academic staff

RESPONSE NO. % RESPONSE NO. %

YES 46 37% YES 104 481%

NO. 78 63% NO. 111 51%

NO.

RESPONSE

- - NO.

RESPONSE

4 1%

TOTAL 124 100% TOTAL 219 100%

57

Indications on table 4.5 shows that respondent are mostly of the opinion that they

don’t understand the university’s strategic plan and that management might be

holding back information for its own benefit.

37% of academic staff surveyed agreed to understanding the strategic plan while

63% majority is of the opinion that they do not understand the strategic plan.

Whereas for the non- academic staff 48% agreed to understand the strategic plan

and 51% agreed to not understanding the strategic plan.

The finding here is that management need to do more in communication its interior

and program’s more to its staff to enhance unity of purpose for better service and

timing.

4.5 RESEARCH QUESTION FOUR.

What is the management attitude towards employee’s involvement?

This question sought to find out the practice of employees involvement in the

university system as regards time and space in job satisfaction. Response from both

Academic and Non- academic staffs are shown in table 4.6.

Practice Academic Non-Academic

No. % No. %

Initiative/ autonomy to work 8 7% 20% 9%

Brain storming/ suggestion 39 31% 88 40%

58

Management dictates 53 43% 101 46%

A mixed practice 24 19% 10 4%

Total 124 100% 219 100%

From the number of academic staff surveyed 7% of the respondents are of

the opinion that the system allows for initiative and autonomy to work freely in

delivery of services. 31% also agreed that the system allows for Brain storming

and suggestion is performing their jobs. And a higher number of respondents said

that their job is carried out strictly by the management dictates. 19% of the

respondents are also of the opinion that they often practice mix of the practices

listed. The Non- academic staff holds a similar view. 9% agreed that they practice

initiative and autonomy to perform their jobs in service delivery. 40% agreed they

are allowed to brain storm and also a higher number of 46% opined that job

performances are strictly management dictates condition. Again 5% agreed to

mixed practice.

The above findings, shows that regardless of the fact that they are traces for

staff self actualization and job satisfaction the management stills confine staffs to

its dictates.

4.6 RESEARCH QUESTION FIVE

59

The university’s management emphasis on decision making is on- students,

employees, parent, government or university interest?

The question sought to find out management emphasis in it decision making

an analysis was carried out when high score on students, employee and parents

indicate emphasis on quality product students while a high score on government

and university interest indicated quantity of products. Table 4.7 shows the

respondents view.

Academic staff Non academic staff

Emphasis No % Emphasis No %

Quality products 44 35% Quality products 133 61%

Quantity products 80 65% Quantity products 86 39%

Total 124 100% Total 219 100%

From the survey carried out the academic staff respondents, 35% hold the

opinion that the management emphasis in decision making is on quality products

output i.e. students while a majority of 65% holds that management is only

interested in quantity and university interest. For the non-academic 61% holds that

management emphasis on decision making is on quality of products and 39% holds

that its emphasis is on quantity for more revenue in university interest.

60

The above finding shows a difference in opinion between the academic staff

and non-academic staff majority of the academic staffs hold that the university

management is more interested in their own agenda than graduating quality

students where as the non-academic staff majority are of the opinion that

university, management emphasis on product quality while minority saying

otherwise.

4.7 RESEARCH QUESTION SIX

Are there common practice booze words or mantra in use within the

university system and your section?

This research question sought to determine the level of spirit of unity among

the university staff. The respondents opinion are shown in table 4.8

Academic staff Non-academic

Response No % Response No %

Yes 52 42% Yes 72 33%

No 72 58% No 13

1

60%

No response No response 16 7%

Total 124 100% Total 21 100%

61

9

From the table above 42%, of the academic staff agreed there are common

practice booze words or mantra in use in the system but could hardly specify which

while 58% disagreed that there is no such in the system. And for the non-academic

staff 33% agreed that such exist within the system and their section but 60%, of the

respondents disagree to such practice existence and a minor 7% sis not respond to

the research question.

From the finding, there is hardly such common practice, booze words or

mantra on use within the system to foster spirit of unity among staffs.

4.8 RESEARCH QUESTION SEVEN

What are the bases for providing training opportunity?

This research question sought to find out on what bases is staff training done

or approved. Table 4.9 shows the respondent opinion.

Academic staff Non-academic staff

Bases No % Bases No %

Strategic plan 61 54% Strategic plan 185 84%

Personal needs 39 32% Personal needs 34 16%

62

Both 18 14% Both

Total 124 100% Total 219 100%

The figure above are 54%, of academic staff agreed that training

opportunities are open through the university strategic plan and not in personal

needs. 32% of the respondents opined that training opportunity is by personal

needs while 14% opined it can be in both bases. For the non-academic staff 84%,

agreed it is basically on university, strategic plan while 16% holds its on personal

needs.

The finding shows that staff training are mainly on bases of the university

strategic plan even when personal needs still requires approval.

4.9 RESEARCH QUESTION EIGHT

Are there quality Assurance measures the university pays attention to?

For this research question it sought to find out what measure the university

put in place to avoid low turnout or output of students. Table 4.10 below shows the

respondents opinions.

Academic Non-academic

Opinion No % Opinion No %

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Yes 55 44% Yes 80 37%

No 69 56% No 124 57%

No response Response 15 6%

Total 12

4

100% Total 219 100%

Results in the table shows that, for the total number of academic staffs

surveyed 56% disagreed there are quality Assurance measures in place while 44%

of opined there are quality assurance while for the non academic staff 37% of them

opined there are quality measure the university pay attention to, a majority 57%

disagree that there are no Quality Assurance measures in place and 6% of non-

response was obtained.

From the finding there is no consciousness or awareness on quality

assurance measures within the university.

4.10 RESEARCH QUESTION NINE

What keeps you on the Job?

This research question sought to find out what are the motivating factors that

keeps the staffs on the job. Table 4.11 shows their responses.

Academic staff Non-academic

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Factors No % Factors No %

Monetary 33 29% Monetary 150 68%

Non-Monetary 91 73% Non-monetary 69 32%

Total 124 100% Total 219 100%

Results in the table shows that for the academic staffs 27% of respondents

are motivated by monetary terms and a majority of 73% are motivated by non-

monetary terms. For the non-academic a majority of 68%, are mainly motivated by

the monetary benefit attached to their services while 32% are motivated by non-

monetary term.

From the findings most of the academic staffs are trying to contribute and

also develop themselves. While most of the non-academic are just doing their job

for the pay they take home.

4.11 RESEARCH QUESTION TEN

What are some of the ways the constitution adopt to internalize quality

culture in the system?

This research question sought to find out if there are ways the institution

adopts to create and make quality a culture in the system. Table 4.12 shows the

pattern of response.

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Academic staff Non-academic

Methods No % Methods No %

Training 90 57% Training 124 57%

Standard 42 34% Standard 61 28%

None 12 91% None 34 51%

Total 124 100% Total 219 100%

From the table of the total respondents of academic staff 57% agreed that the

institution uses training of staffs as a way of internalizing and improving quality

culture, 34% opined it internalizes quality through standards set and adherence

while 91, non response were obtained. And for non-academic staff 57%, also

agreed to training as ways the institution internalize quality culture and 28% of the

respondents’ opined standard as also a way of internalizing quality culture and also

15%. Non response was obtained.

From the findings, above it is observed that training was the major way with

which the institution uses alongside standards to internalize quality culture.

4.12 TEST OF HYPOTHESIS

Question eight will be used to test the hypothesis, when asked if there are Quality

assurance measures the university pays to, from the responses, percentage of 56%

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and frequency of 193 of the total sample obtained from this question shows that

quality Assurance is not a common practice in the university therefore lack Quality

consciousness in the context of this study.

Therefore it can be deduced from the hypothesis that falling standard is as a result

of lack of Quality consciousness.

4.13 DISCUSSION OF FINDINGS

Having investigating into the concept of integrating of Total Quality Management

in the management of university of Jos. I contend that TQM have an- all embracing

perspective and its integration is incumbent upon all social sector organization of

which the university is part and parcel.

The results presented in the previous chapter are quite revealing; the results have

shown that the management seems not to really understand what quality actually

stands for. Every manager should know that the onus rest on them that they should

have a total commitment to quality and that all aspects of production should focus

on the consumer. This is because the consumer is the most important part of

production; once the products are rolled out, it is usually very difficult it recall

them.

Crosby (1984) in agreeing with this study stated that quality is established in the

market place and not in executive suites. The principles of doing a task right the

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first time has to be established as “doing a task well” in order to measure up to

societal demands on education. Within the education set up where products are

humans, producing mass unemployable graduates will take any country nowhere;

the present practice of mass production of graduates as indicated in Table 4.8 in

chapter 4, good or bad has to be reviewed.

Section 4.5, Table 4.7 analyzed Employee involvement within the university

showed that management dictates was the common practice obtainable in the

system and that does not allow for employees’ job satisfaction and improvement as

there are no rooms to develop ideas on the job. Employees often carry out or

adhere to management dictates in job performance and this management style

creates too much bureaucracy in the system and kills innovative thinking.

Also section 4.4, Table 4.5, where the issue of employee understands the university

strategic plan was surveyed; it showed that the management communication

system is poor only administrative officers understand it. It is the management

efforts that will enable the employees understand and align themselves with the

strategic plan of the university and will help enhance the unity of purpose within

the institution.

On the Quality Assurance in section 4.9, table 4.10, it showed that management is

doing a lot on quality assurance but from a wrong perspective. Emphasis on quality

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does not come from mass inspection of results after an examination has been

conducted at the end of a semester, lecturers do better when at every stage there is

quality check on every work done.

Section4.7, table 4.8 on common practice booze words or mantra in use within the

system which sought out the principle of spirit of unity among the employees was

low except when are in a common struggle on an agenda. This does not show a

good teamwork spirit which could be useful in enhancing product quality.

CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATIONS.

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5.1 CONCLUSION.

The analysis of this study has shown vividly that the integration of Total Quality

Management in the management of the university of Jos will have a direct impact

on customer satisfaction and quality product i.e. student / graduates. Quality needs

to be a major plank in an organization’s strategy and needs to be approached

systematically using rigorous strategic planning process. Fullan (1991)

administrators must stop focusing upon the judgment of results instead must start

focusing upon the improvement process-learning, teaching and do whatever task

which needs to be done.

For total improvement to be achieved in the university, the fourteen principles of

Deming can be adopted as a working philosophy for the school. In the university

factors that are conducive to the integration of TQM are present but there are not

fully operational.

5.2 RECOMMENDATIONS.

In the light of the discoveries in this study the following suggestion and

recommendations are made:

1- University of Jos should fully integrate in their current system people-Base

management styles.

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2- The university should adhere to and communicate their mission and vision

to ensure unity of purpose within the institution and all members of each

academic community should be committed to the perennial imperative of

change.

3- University of Jos should create and maintain the internal environment in

which people can be fully involved in achieving the institution objectives.

The university should take a leaf from the Quality management slogan;

“Quality is for everybody.” TQM is every ones job.

4- To create awareness, the federal government through the ministry of

education should introduce Total Quality Management as a course in all

tertiary institutions in Nigeria. The course should be compulsory course for

all discipline. This will enable every Nigerian graduate to have a good grasp

of TQM.

5- Staff training and development serves as a veritable tool to successful

implementation of total quality management; funds should be made

available and staffs should be encouraged to go for TQM workshops,

conferences, seminars and short courses.

6- The government should encourage practitioners and consultants who have

developed a wealth of experience in the area of TQM and its implementation

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to share their experience by writing books or articles that can be real and

learned.

5.3 SUGGESTION FOR FURTHER STUDY.

This study was carried out using a descriptive case study method. Further

studies should be carried out using other research methods such as correlation,

experimental comparative method. This study only covered university of Jos. A

similar study can be conducted in other universities in the country.

Also similar research could be conducted on motivation, performance

improvement and practice among the lecturers in the university. The quantity

and quality of lecturers within the university and the rate of lecturer turnover for

the total economy of Nigeria can also be researched upon.

This research study with its resultant findings can be as a beginning towards

more researches into the use of Total Quality Management especially TQM

Assurance in relation to personnel management in universities.

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