TOTAL QUALITY MANAGEMENT IN GRADUATE TEACHER EDUCATION by Maria Michelle Lainez-Arevalo

EM 207Trends, Issues and

Techniques in Educational Management

Dr. Danilo Castro Tongohan II, Ed. D

TOTAL QUALITY MANAGEMENT IN

GRADUATE TEACHER EDUCATION

Reporter: Maria Michelle L. Arevalo

What is TQM or Total Quality Management?noun: a system of management based on the principle that every staff member must be committed to maintaining high standards of work in every aspect of a company's operations.https://www.google.com.ph/#q=total+quality+management+definition

• consists of organization-wide efforts to install and make permanent a climate in which an organization continuously improves its ability to deliver high-quality products and services to customers.

http://en.wikipedia.org/wiki/Total_quality_management

• A business philosophy that emphasizes a systems approach to quality (Rao et al., 1996)

• utilizes techniques that improve helping a firm improve its competitive performance (Grant et al., 1994)

William Edwards Deming (October 14, 1900 – December 20, 1993) was an American statistician, professor, author, lecturer, and consultant. He is perhaps best known for the "Plan-Do-Check-Act" cycle popularly named after him. In Japan, from 1950 onward, he taught top business managers how to improve design (and thus service), product quality, testing, and sales (the last through global markets) by various means, including the application of statistical methods.

TOTAL Quality Management (TQM) was first espoused by Dr. W. Edwards Deming in the late 1950's. His ideas were not accepted by US industry but were heartily endorsed by Japan in their recovery from World War II.

Largely as a result of the implementation of TQM, `Made in Japan‘ has changed from a derogatory term to high praise

Source: http://en.wikipedia.org/wiki/W._Edwards_Deming

The 14 points of Dr. W. Edwards Deming form a framework for the implementation of TQM.

1. Create constancy of purpose toward improvement of product and service, with the aim to become competitive, to stay in business and to provide jobs.2. Adopt the new philosophy. We are in a new economic age.

3. Cease dependence on inspection to achieve quality.

4. End the practice of awarding business on the basis of a price tag. Instead, minimize total cost. 5. Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs.6. Institute training on the job.

7. Institute leadership. The aim of supervision should be to help people and machines and gadgets do a better job.

8. Drive out fear, so that everyone may work effectively for the company. 

9. Break down barriers between departments. People in research, design, sales, and production must work as a team, in order to foresee problems of production and usage that may be encountered with the product or service.

10. Eliminate slogans, exhortations, and targets for the work force asking for zero defects and new levels of productivity.

11. Remove barriers that rob the hourly worker of his right to pride of workmanship.

12. Remove barriers that rob people in management and in engineering of their right to pride of workmanship. 13. Institute a vigorous program of education and self-improvement.

14. Put everybody in the company to work to accomplish the transformation. The transformation is everybody's job.

1. TQM In the Context of Teacher Education

The British Higher Education Council admitted that quality is difficult to define but concluded that “quality is the central mystery of British higher education – a mystery in all the variants of meaning and nuance of which the world is capable.

Password to the 21st century

Total Quality Management (TQM) is recognized as an important management philosophy and iswidely used in US industry. It has been used very successfully in the development and acquisition ofsystems such as satellites and aircraft to preparing officer performance reports. Over the last fewyears, TQM has been applied in the education industry.

Applying Total Quality Management to theEducational Process

ROBERT C. WINN & ROBERT S. GREEN, USA

Most of the applications have been in theadministrative side of the institutions, but some schools have applied TQM to curriculumdevelopment.

The Air Force Academy has been a leader in this application of TQM. Source: Int. J. Eng. Ed. Vol. 14, No. 1, p. 24±29, 1998 Printed in Great Britain.

The United States Higher Education Council also stated that NO single workable definition of quality is possible and concluded that the best approach is to look for characteristics or indicators which are valued by those whose needs the institution is seeking to meet.

CHED Exec. Director Dr. Roger Perez offers a pragmatic definition: “Quality is not perfection. It is improving your previous best and showing that you are at the leading edge in most aspects.”

Dr. Rosita L. Navarro

Chairman

Quality is degree of excellence or relative goodness: so quality is not excellence per se but refers to the ascending degree of excellence – perhaps low quality, moderate quality, and high quality.

(Philippine Association of Colleges and Universities Commission on Accreditation)

Management is getting things done through the efforts of others (office staff, faculty, students, alumni, parents, employers & general public).Total is a word used to refer to the whole, the absolute, including everything and everyone.

Even among items or objects with “ high quality” one can have higher quality and another one may possess the highest quality.

TOTAL QUALITY MANAGEMENT therefore refers to a set of concepts, principles and activities of the highest degree of excellence actually practiced and consistently implemented in an organization from the highest officials cascading down the line of the office staff, faculty, students, alumni, parents, employers & agencies with which the institution relates.

CHED Memorandum OrderNo. 36, Series of 1998

“Philippine graduate education shall, if feasible, be vertically articulated by discipline. Graduate programs shall emanate from strong undergraduate programs across all the higher education disciplines.”

Consistent with this provision is the requirement in section 3 that Level III accreditation of undergraduate programs shall be a major consideration in granting permits to open new graduate programs.

2. TQM In Graduate Teacher Education

In 1992, two identically famous surveys of graduate education were conducted: Survey of the Master’s program in the United States and Survey of the Doctoral Programs in four English-speaking countries: Australia, Great Britain, Canada and United States.

2.1 GLOBAL PERSPECTIVE

In the survey of the United States

Master’s Program:

• 78students/faculty/administrators/alumni/employers in 31 college and Universities in the United States connected with 47 Master’s programs were the respondents

Doctoral Programs:

• 67 scholars from four English-speaking countries: Australia, Great Britain, Canada and United States were the respondents

The following year…

Similar survey of Graduate Master’s and Doctoral Programs were done on the Philippines by the Philippine Association for Graduate Education (PAGE) involving 65% of the graduate institutions (189 out if the total 290) in School Year 1993-1994.

It is interesting to note that the three surveys independently done of each

year yielded similar results.

2. An overwhelming opinion is the need to improve the faculty advising, directing or supervising of the thesis/ dissertation writing.

1. The highest concentration of enrolment and graduates was in teacher education.

3. Two common types of Master’s programs were the traditional or ancillary also called the gatekeeper for the Ph.D. (M.A./M.S.) because those who enrolled saw them as a good preparation for the Ph. D. programs; and the second were the career advancement Master’s programs; client-centered and career-oriented (M.B.A, M. Ed., and M.P.A.) 

4. Doctoral research should add to knowledge but may include applied or practical research.

5. Graduate students should be required to acquire writing skills before they write their thesis/dissertation writing.

6. Graduate students should be assisted financially in thesis/ dissertation writing.

7. Graduate teacher education includes a one-year, non degree post-bachelor’s program for non-education graduates to qualify them for elementary and secondary school teaching.

8. The graduate teacher education degree program form master’s to doctorate include three divisions:

1. Curriculum and instruction for teacher career advancement (M. Ed., M.S. in College Teaching, M.A. in Teaching)

2. Educational leadership and policy studies to prepare professionals to fill administrative, supervisory, and policy-making roles

3. Psychology in Education which prepares graduate students for leadership roles as educators, researchers, clinicians, counselors, and practitioners. 

2.2 ANDRAGOGICAL PRINCIPLES IN ADULT LEARNING

1. Adult learners prefer to be involved rather than passively listening for extended periods of time.2. Adult learners need to be more self directing.3. Adult learners expect that their previous experiences and knowledge will be respected.4. Adult learners tend to be present, rather than future-oriented. 

Four (4) Andragogical Principles were found effective:

2.3 LIFELONG LEARNING FOR PROFESSIONAL TEACHER

In 1992, Feseler and Christensen concluded form empirical studies over a twenty-year period that a teacher’s professional career passes through six stages.These six stages can well apply to Filipino professional teachers. Teacher educators, the Department of Education, and the Teacher Education Council are advised to provide for pre-service and in-service activities that will assist the teachers as they go through these phases of their professional life.

1Preservi

ce

2Inductio

n

Stage Stage Stage StageStage

3Compete

ncy Building

4Growth

and Enthusias

m Dissatisfac

tion

5Career

Stability/ Career

Frustration

6Career

Wind-down/ Bitter

exit

Huberman, Thompson, and Weiland in their article “Perspective on the Teaching Career.” (in Biddle et al, p. 52) proposed a chart of lifelong career for professional teachers.

http://www.tcrecord.org/Content.asp?ContentID=407

This is an integrated model showing how the induction to teaching from one to three years can lead to stabilization for

the next 2-3 years which is temporary, however, because depending on the development on the third stage, the division can lead either to serene or satisfactory disengagement or a bitter disengagement from the teaching career.

GRADUATE TEACHER EDUCATIONCAREER MODEL

Specialization enhancement

Master’s program

Doctoral program

Research and/Or Teaching

skills Enhancement

Post-Doctoralenrichment

An adaptation of lifelong career model is presented that can serve as guide in the development and continuing improvement of graduate teacher

education. “Becoming a professional teacher is not a destination; rather, it is a journey, a long journey; in fact, a lifelong journey.”

http://www.edudemic.com/great-education-quotes-motivate-since-coming-back-break-blows-chunks/