Tqm in the Management of Universities

CHAPTER ONE1.0

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 countrys 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

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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 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 governments 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:

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- 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; - 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.3

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. 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 success4

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 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 organizations customers and consequently improving the overall5

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, 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% of6

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 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.

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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 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 organization8

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 conforming to the philosophy? 4- Are there other managerial philosophies that can intervene in the current quagmire?10

management adhering and

5- What is the management attitude towards Quality improvement within the system? 6- Are there Quality Assurance measures the university pays attention to?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.

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Establish factors that promote integration of TQM into the institution asides other managerial philosophy

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Ascertain to what extent the university management is adhering and conforming to the philosophy.

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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.

1.5

SIGNIFICANCE OF THE STUDY. study is useful to tertiary institutions in Nigeria as a

The researcher

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:12

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. 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

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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.

REFERENCES15

Abugbe, E.2000. Attitude of senior secondary schools students towards their environment at Asamarkasa District Ghana African journal of Educational planning and policy studies 3(1). David, J.1995. School administration in Nigeria. Revival,lagos, john west publication ltd Ejiogwo, A . M. 1990. Educational management. A system approach, lagos lantern book ltd. Goite, M. Total Quality Management, handout, department of management sciences. University of Jos. Hallak, cited in ojo, L.B.2006. Total quality management and teacher productivity improvement in private schools in lagos state Nigeria, university of Ibadan, unpublished. Madu, C. N. And Kuei, C. 1993. Strategic Total Quality Managements Coporate performance And Product Quality. London: Quorum Books. Miller, C.1995. Organizational communication approaches and process. 2nd edition. London. Quorum Books. Ojo, B.A.2007. Supervision and quality assurance strategies in education. Implications for education policy making. African research review 1(2)

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P. Neema Aboki. Integration of Total Quality Management in the Management of University in Uganda. Mekerere Journal of Higher Education vol 12004 Nwagu, N.A, Ehiametator, E.T. current issues in educational management in Nigeria. A publication of the national association for educational administration and planning. The national policy on education. 1st and 4th edition. Wilkinson, A., Redman, T., Snape, E. and Marchington, M. 1998. Management With Total Quality Management: Theory and Practice. London: Macmillian Press Ltd.

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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.

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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 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. Shewarts 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 adverse19

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 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.

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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. 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 that21

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: 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 the22

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. 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 Bowens (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 managements commitment to these as the basic principle of TQM whilst Hart and Bogan23

(1992: 4) identified TQMs 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. 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 the24

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 customers 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. 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 continuous25

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. There are eight principles by which management strive hard by to meet these special and common needs: They are1)

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 for26

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 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 both27

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 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 management28

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 by military means. Unfortunately, the goods or products produced were tagged fake and inferior; hence they were not purchased by the international communitys 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.

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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. 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;30

Profit Making Crosby (1984: 6) says quality is free. Its 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 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.

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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. 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.32

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 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 publics 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 array33

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 - 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;

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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 - Institute leadership - Drive out fear - Break down barriers between staff area

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- 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 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.36

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. PHASE 5 MATURITY: This is achieved when best practices incorporate in all business processes and benchmarking approach is institutionalized.37

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 or marketing concept means putting the customer first, so we38

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 Iyayis (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 organizations 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

39

supplier will be providing to the customer as they constitute the measures of the quality of the output. 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.

40

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 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 arei)

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.41

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, 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.42

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 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 the43

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 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) (b) Increased customer satisfaction. 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.44

(e)

Improved employee moral: Employee participation in work - related decisions (empowerment), a fundamental aspect of TQM, helps to 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.

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Great Employee Satisfaction

Increased Of Business Motivation

High Service of Service quality Great Customer Satisfaction 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;46

-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. 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.

47

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 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 communitys especially the west tag Nigerian universities graduates as fake and inferior have given the need to appraise the educational system and48

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 (universitys 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 and49

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 educations, 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.

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REFERENCES Arene, M. B. 1996. Beyond TQM, Chichester: John Wiley and Sons. Crosby, P. B. 1979. Quality is free: The Art of making Quality Certain New York: McGraw- Hill. Crosby, P. B.1984. Quality without Tears, New York: McGraw- Hill. Deming, E. 1986. Out of the Crisis, Dlee MIT Press, Massachusetts. Dean, J. and Bowen, D. Management Theory and Total Quality Improving Research and practice Through Theory Development. Academy of Management Review. Vol, 19, no 3;pp392-418 Dia, cited in P. Neema Aboki. Integration of Total Quality Management in the Management of University in Uganda. Mekerere Journal of Higher Education vol 1 2004 Evan, J. R and Lindsay, W. M. 1993. The Management and Control of Quality. Freedownloadbooks.net Feigenbaum, A. V. 1992 Total Quality Control, 5th ed. New York: McGrawHill

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Gavin, D. 1998. Managing quality. New York free press. Ishikawa, K. 1993 What is Total Quality Control? The Japanese Way. 4th ed New Jersey: prentice Hill Iyayi, F. 1994. Philosophy of Total Quality Management Mobil News, Vol 3 no4 pp.9. Iyayi, F. 1994. Philosophy of Total Quality Management Mobil News, Vol 3 no4 pp.9. Juran, J. M. 1989 Management Breakthrough. 5th ed. New York:McGrawHill. Kirkpatrick, I. and Martinez-Lucio, M. 1995, The Politics of Quality:The Management of Change in The public Sector. London: Routledge. Kordupleski, R. E, Rust, R, T and Zarkorik, A. J. Why Improving Quality Doesnt Improve Quality California Management Review. Vol. 35. No. 3 pp. 82-95, 1993. Parasuraman, A., Zeithaml, V. A. and Beity, L. L. A. Conceptual Model of Service Quality and its Implications for Further Research. Journal of marking. No49.pp. 41-50

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Parker, M. and Slaughter, J.1993. Should The Labour Market Buy TQM Journal of Organisational Change Management. Vol.6, No.4, pp. 43-56. Pascale, 1991 Managing on the Edge. Harmondsworth: Penguin. Peter Drucker, 1984. Temptation to Do Good, Heinemann, London Powell,T. C. 1995 Total Quality Management As Comparative Advantage: A Review and Empirical Study. Strategic management Review. 16(1): pp. 1537 P. Neema Aboki. Integration of Total Quality Management in the Management of University in Uganda. Mekerere Journal of Higher Education vol 12004 Raffio, T. 1992 TQM in a Small High Technology Firm. Sloan Management Review. Vol. 34, no. 1, pp.101-110 Robinson, M. 1994. Journey to Excellence in TQM, New York: Macdonald and Evans Inc. Steingard, D. S. and Fritzzibbons, D. E. 1993 A Postmodern Deconstruction of TQM. Journal of Organizational Change Management. Wilkinson, A. and Willmott, H. 1995 Total Quality Asking The Critical Questions: Academy of Management Review; Vol. 20, no. 4:pp789-771.53

CHAPTER THREE RESEARCH METHODOLOGY 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.

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3.2 SOURCES OF DATA. 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

55

of distortions. (bulus, 2007)the secondary data used in this study was gotten from the universitys record of its population data. 3.3 POPULATION AND SAMPLE. 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 yamanis formula was used. It states that the desired sample size56

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

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 6.98557

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. 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 UNIVERSITYS RECORD. Information was obtained from the records of the University of Jos (e.g numbers of academic staffs and non academic staffs).58

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.

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REFERENCES Leabo, D.A. 1972. basic statistics, 4th edition pp.211-285. Mojekwu, I. 1995. Business statistics. Lagos. University of Lagos press. Pp10-15 Yamani, T.1967. Statistics, an introductory analysis 2nd edition. New York. Harper and row.

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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 Above second degree Masters degree BA/BSc/HND/Equivalent A level, Hsc, NCE or OND Olevel or WAEC Total No 36 88 124 % 29% 71% 100%

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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 Above second degree Masters degree BA/BSc/HND/Equivalent A level, Hsc, NCE or OND O Level or WAEC Total No 4 44 81 71 19 219 % 2% 20% 37% 32% 9% 100%

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 Olevel educational qualification.

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TABLE

4.1

(A)

DISTRIBUTION

OF

ACADEMIC

STAFF

RESPONDENTS BY NUMBER OF YEARS IN SERVICE Years bracket 0 -5 6 -10 11 15 16 20 21 25 26 30 Total No 31 23 22 18 18 12 124 % 25% 18.5% 17% 15% 15% 9.5% 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 -25 year of service. The least of the sample size are those in service for the past 26-30 year of 9.5%.

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TABLE4.1(B)

DISTRIBUTION

OF

NON-ACADEMIC

STAFF

RESPONDENTS BY NUMBER OF YEARS IN SERVICE Years bracket 0 -5 6 -10 11 15 16 20 21 25 26 30 Total No 47 42 43 37 30 20 219 % 21% 19% 20% 17% 14% 9% 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 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.

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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 Response Yes No Total No 124 124 % Non-Academic staff Response No 164 55 219 % 75% 25% 100%

100% Yes No

100% Total

Taking an overall look at the table, all the academic staff respondents indicated that they are aware of the universitys 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.65

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 universitys management effort. TABLE 4.4 Academic staff Response V. Good Good Fair Poor No 31 18 24 45 % 30% 15% 19% 36% Non academic staff Response V. Good Good Fair Poor No response No 36 42 36 30 20 164 % 22% 26% 22% 18% 12% 100%

No response Total 124

100% Total

The table shows the different responses of the staffs to the level of implementation and pursuit of university, philosophy.

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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. 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 staffs grasp of the strategic plan. The staffs responses in table 4.5 are

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Academic staff RESPONSE YES NO. NO. RESPONSE TOTAL NO. 46 78 124 % 37% 63% 100%

Non- Academic staff RESPONSE NO. YES NO. NO. 104 111 4 % 481% 51% 1% 100%

RESPONSE TOTAL 219

Indications on table 4.5 shows that respondent are mostly of the opinion that they dont understand the universitys 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 programs more to its staff to enhance unity of purpose for better service and timing.

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4.5

RESEARCH QUESTION FOUR.

What is the management attitude towards employees 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 Initiative/ autonomy to work Brain storming/ suggestion Management dictates A mixed practice Total Academic No. 8 39 53 24 124 Non-Academic No. % 20% 9% 88 40% 101 46% 10 4% 219 100%

% 7% 31% 43% 19% 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

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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 The universitys 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 Emphasis Quality products No 44 % 35%70

Non academic staff Emphasis Quality products No 133 % 61%

Quantity products 80 Total 124

65% Quantity products 86 100% Total 219

39% 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. 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?

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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 Response Yes No No response Total 124 100% No 52 72 % 42% 58% Non-academic Response Yes No No 72 131 % 33% 60% 7% 100%

No response 16 Total 219

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 SEVEN72

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 Bases Strategic plan Personal needs Both Total No 61 39 18 124 % 54% 32% 14% Non-academic staff Bases Strategic plan Personal needs Both 219 100% No 185 34 % 84% 16%

100% Total

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 nonacademic 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.

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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 Opinion Yes No No response Total 12 4 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. No 55 69 % 44% 56% Non-academic Opinion Yes No Response 100% Total No 80 124 15 219 % 37% 57% 6% 100%

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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 Factors Monetary Non-Monetary Total No 33 91 124 % 29% 73% Non-academic Factors Monetary Non-monetary No 150 69 219 % 68% 32% 100%

100% Total

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.

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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. Academic staff Methods Training Standard None No 90 42 12 % 57% 34% 91% Non-academic Methods No Training 124 Standard 61 None 34 % 57% 28% 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

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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% 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.77

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 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 this78

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 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.

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CHAPTER FIVE 5.0 5.1 CONCLUSION AND RECOMMENDATIONS. 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 organizations 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:80

1- University of Jos should fully integrate in their current system peopleBase management styles. 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

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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 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 Management82

especially TQM Assurance in relation to personnel management in universities.

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REFERENCES Crosby, P. B.1984. Quality without Tears, New York: McGraw- Hill. Fullan, M.1991. The new meaning of educational change. New York. Teacher college press.

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BIBLIOGRAPHY Abugbe, E.2000. Attitude of senior secondary schools students towards their environment at Asamarkasa District Ghana African journal of Educational planning and policy studies 3(1). Arene, M. B. 1996. Beyond TQM, Chichester: John Wiley and Sons. Crosby, P. B. 1979. Quality is free: The Art of making Quality Certain New York: McGraw- Hill. Crosby, P. B.1984. Quality without Tears, New York: McGraw- Hill. David, J.1995. School administration in Nigeria. Revival,lagos, john west publication ltd Deming, E. 1986. Out of the Crisis, Dlee MIT Press, Massachusetts. Dean, J. and Bowen, D. Management Theory and Total Quality Improving Research and practice Through Theory Development. Academy of Management Review. Vol, 19, no 3;pp392-418 Dia, cited in P. Neema Aboki. Integration of Total Quality Management in the Management of University in Uganda. Mekerere Journal of Higher Education Vol 1 2004

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Ejiogwo, A . M. 1990. Educational management. A system approach, lagos lantern book ltd. Evan, J. R and Lindsay, W. M. 1993. The Management and Control of Quality. Freedownloadbooks.net Feigenbaum, A. V. 1992 Total Quality Control, 5th ed. New York: McGrawHill Fullan, M.1991. The new meaning of educational change. New York. Teacher college press. Gavin, D. 1998. Managing quality. New York free press. Goite, M. Total Quality Management, handout, department of management sciences. University of Jos. Hallak, cited in ojo, L.B.2006. Total quality management and teacher productivity improvement in private schools in lagos state Nigeria, university of Ibadan, unpublished. Hashimu, B. 2007. Lecture note on research methodology (management sciences department, University of Jos) unpublished

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Iribhogbe, I. 14 July 1996. Quality, Benchmarking Strategies and Globalisation Paper Presented at Sheraton Hotel, Lagos. Ishikawa, K. 1993 What is Total Quality Control? The Japanese Way. 4th ed New Jersey: prentice Hill Iyayi, F. 1994. Philosophy of Total Quality Management Mobil News, Vol 3 no4 pp.9. Juran, J. M. 1989 Management Breakthrough. 5th ed. New York:McGrawHill. Kirkpatrick, I. and Martinez-Lucio, M. 1995, The Politics of Quality:The Management of Change in The public Sector. London: Routledge. Kordupleski, R. E, Rust, R, T and Zarkorik, A. J. Why Improving Quality Doesnt Improve Quality California Management Review. Vol. 35. No. 3 pp. 82-95, 1993. Leabo, D.A. 1972. basic statistics, 4th edition pp.211-285. Madu, C. N. And Kuei, C. 1993. Strategic Total Quality Managements Coporate performance And Product Quality. London: Quorum Books.

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Miller, C.1995. Organizational communication approaches and process. 2nd edition. London. Quorum Books. Mojekwu, I. 1995. Business statistics. Lagos. University of Lagos press. Pp10-15 Oakland, I. S. 1993. Total Quality Management, London:Butterworth, Heineman. Madu, C. N. And Kuei, C. 1993. Strategic Total Quality Managements Coporate performance And Product Quality. London: Quorum Books. Miller, C.1995. Organizational communication approaches and process. 2nd edition. London. Quorum Books. Ojo, B.A.2007. Supervision and quality assurance strategies in education. Implications for education policy making. African research review 1(2) Parasuraman, A., Zeithaml, V. A. and Beity, L. L. A. Conceptual Model of Service Quality and its Implications for Further Research. Journal of marking. No49.pp. 41-50 Parker, M. and Slaughter, J.1993. Should The Labour Market Buy TQM Journal of Organisational Change Management. Vol.6, No.4, pp. 43-56. Pascale, 1991 Managing on the Edge. Harmondsworth: Penguin.88

Peter Drucker, 1984. Temptation to Do Good, Heinemann, London Powell,T. C. 1995 Total Quality Management As Comparative Advantage: A Review and Empirical Study. Strategic management Review. 16(1): pp. 15-37 P. Neema Aboki. Integration of Total Quality Management in the Management of University in Uganda. Mekerere Journal of Higher Education vol 12004 Nwagu, N.A, Ehiametator, E.T. current issues in educational management in Nigeria. A publication of the national association for educational administration and planning. Raffio, T. 1992 TQM in a Small High Technology F