Quality management in education

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I. Contents of quality management in education

==================
INDIAWith changing patterns of education delivery from face-to-face to online, coursecontent,
nature of learner, and organizational structures, the concept of quality hasbecome an inherent
component of the educational process for its success. Globallyvarious bodies have been
established to develop guidelines for quality products andservices; and their maintenance. The
globalization of education, migration of studentsfrom one community to other, one country to
another, provides adequate causes forconcerns to the educationists and administrators. Total
Quality Management (TQM) inEducation is a timely tool, which must be clearly understood,
adopted and implementedas soon as possible. The book under review discusses various concepts,
issues,processes, models and implementation strategies for TQM in educational settings.
Thebook has consulted heavily the research conducted in the field by various researchersand
scholars and thus gives an authentic touch to the quality movement in the schools.Lets see what
this book offers. The volume is organized under 12 chapters. Chapter 1stexplains the basic issues
of quality as such and various concerns of qualitymanagement related to its concept among the
people and the techniques of qualitymanagement. The issues of absolute vs. relative quality,
quality control to total qualitymanagement have been very well reviewed. Next chapter is on
quality in educationfrom both Indian and Western point of view. The author asserts that the
quality of education is judged by the kind of humans it produces, and takes quality as a
holisticconcept. Chapter 3rd reveals the two hidden dimensions of TQM, 'total quality'
and'quality management'. Here the basic tenets of TQM have been minutely examined
byexpressing views of Deming, Crosby, Juran, Saylor, Yudof and Busch-Vishnian etc whodid a
pioneering work in establishing the significance of TQM. An explanation of Gurukala

(Perceptor's family) system in the ancient India is a most suited example of quality management
in education. The readers will find the discussion on the feasibilityof adopting TQM in modern
post-colonial Indian educational setting very useful andinformative which cites work done by
various scholars. This chapter concludesreporting status of TQM in Indian schools.Systems
approach in education occupies important place. Different components of asystem and
educational institution as a system have been examined in fourth chapter.Next chapter focuses on
customer or client orientation towards TQM. There may be twokinds of clients when applying
TQM in education, internal and external. Parents,employer, community, the state government,
and the society at large constitute theexternal clients whereas teacher, non-academic staff,
principal, manager andmanaging committee form the internal clients. Students in this concept
occupy aunique position of belonging to both internal and external clients. The author goes on
toexplain certain input and process specifications for schools, built around clienteducation and
awareness.Chapter 6th deals with assessment of institution. This chapter provides a
wonderfulreading experience in knowing about different parameters and tools of assessment.
Various parameters as applicable to students, teachers, and parents have beendiscussed while
highlighting factors as pointed out by Frazier, Boyer, Vanvught & Westerheijden and the equally
excellent work done by Sallis. Cheng & Tam proposedseven models of education quality by
contending conditions for model usefulness andindicators or key areas for quality-evaluation for
these different models. Afterexamining the work done by these scholars, the author developed a
comprehensivemodel, called as Mukhopadhyay's Institutional Assessment System, which deals
withboth qualitative and quantitative methods of assessment. In this chapter, the section ontools
for assessment shall be of special interest to the researchers on how to know thestrengths and
weaknesses of an institution. There are several tools which may be usedlike developed by
Department of Education, Government of Maharastara (India);Johnston County Schools Total
Quality in Education; and Mukhopadhyay InstitutionalProfile Questionnaire (MIPQ). The MIPQ
has largely been used to seek teachers' viewon their institution; it has also been used for the
principals and non-academic staff. Thisquestionnaire has identified eleven areas as indicators of
quality like leadership,teacher quality, linkage and interface, students, co-curricular activities,
teaching, officemanagement, relationship, material resources, examination and job satisfaction;
andhas 110 items with 10 items on each of these areas. This chapter ends by discussingSWOT
(Strength, Weaknesses, Opportunities, and Threats) Analysis method's(developed in 1989 by the
author of this present book) role in institutional assessment.Here the procedure of administration,
sequence of activities in SWOT analysis and usesof assessment data has been very well
explained.The concept of participatory management and teamwork has been described in
chapter7th by taking relevant examples from the work done by scholars earlier in this area.The
reader gets an understanding of the diverse roles of members in a team, how theteams can be
formed, features of effective and in-effective teams, and how the teamsmake or mar an
institution. Chapter 8th deals with leadership. The author has clarifiedvarious concepts of
leadership like power and authority; leadership labels and styles,etc. Various characteristics of an
effective leadership in a TQM institution are also nicelyspelt out.Next chapter focuses on data,

information systems and decision making in theinstitution for continuous quality improvement.
Various decision situations andprocesses like Top-down approach or informal discussions,
Rational decision makingprovide a sound base for fundamental understanding to the reader.
Different stepsleading to creating the data, i.e., choice of tools, data collection, and data
storage,analysis of data, data presentation etc are the necessary skills need to be developed inthe
school staff for effective decision-making.'Understanding others' is the main theme of chapter
10th. This theme can be achievedby having clear cut picture on some commitment areas,
performance areas andcompetency areas which have been beautifully explained by the author to
know eachindividual teacher. He has also cited another model of 'can-do-will-do' for assessing
thedegree of competence and willingness in the individuals. This chapter concludesdescribing
some approaches to HRD like induction, on-the-job-training, participating intraining
programmes, and participating in Open and Distance Education programmes,for effective
Human Resources Development for TQM. The author then presentsstrategic planning for TQM
in the next chapter. This chapter gives an understanding of different strategic plan models like
Four Generic Strategies of Schooling (Murgatroyaland Morgan); and Four Level Strategic
Planning (by Kaufman). On the basis of thesemodels, the author worked out a strategic plan for
adoption of TQM in Indian schools,comprising of seven steps: Belief, Vision, Mission, Goals;
Learner Need Assessment andClient Education; Institutional Assessment and SWOT Analysis;
Quality Policy andIntervention Plan; Cost of Quality; Planning for Implementation; and
Evaluation andFeedback.Finally the author has summed up various issues of quality management
and takingstrategic plans to their execution in the final chapter on 'Implementing Total Quality
Management'. Here some of the parameters having direct relevance to implementationof TQM
have been reviewed. The author has discussed various stages of adoption of innovation,
categories of adopters (on the basis of their reactions and disposition),models of change, and
factors on resistance to change. This chapter further suggestsseveral ways in finalizing a plan or
a road-map for implementing TQM in a school. Theplans put forward by Crawford, Frazier,
Yudof and Busch-Vishniac, and Chaffe andTierney are worth reading. In the end the author sums
up the process of TQM byexplaining the following steps: prepare the ground; define the base
line; set targets;plan for implementation; implement; and revise base line and take off.
==================

III. Quality management tools

1. Check sheet

The check sheet is a form (document) used to collect data

in real time at the location where the data is generated.
The data it captures can be quantitative or qualitative.
When the information is quantitative, the check sheet is
sometimes called a tally sheet.
The defining characteristic of a check sheet is that data
are recorded by making marks ("checks") on it. A typical
check sheet is divided into regions, and marks made in
different regions have different significance. Data are
read by observing the location and number of marks on
the sheet.
Check sheets typically employ a heading that answers the
Five Ws:

Who filled out the check sheet

What was collected (what each check represents,
an identifying batch or lot number)
Where the collection took place (facility, room,
apparatus)
When the collection took place (hour, shift, day of
the week)
Why the data were collected

2. Control chart
Control charts, also known as Shewhart charts
(after Walter A. Shewhart) or process-behavior
charts, in statistical process control are tools used
to determine if a manufacturing or business
process is in a state of statistical control.
If analysis of the control chart indicates that the
process is currently under control (i.e., is stable,
with variation only coming from sources common
to the process), then no corrections or changes to
process control parameters are needed or desired.

In addition, data from the process can be used to

predict the future performance of the process. If
the chart indicates that the monitored process is
not in control, analysis of the chart can help
determine the sources of variation, as this will
result in degraded process performance.[1] A
process that is stable but operating outside of
desired (specification) limits (e.g., scrap rates
may be in statistical control but above desired
limits) needs to be improved through a deliberate
effort to understand the causes of current
performance and fundamentally improve the
process.
The control chart is one of the seven basic tools of
quality control.[3] Typically control charts are
used for time-series data, though they can be used
for data that have logical comparability (i.e. you
want to compare samples that were taken all at
the same time, or the performance of different
individuals), however the type of chart used to do
this requires consideration.

3. Pareto chart

A Pareto chart, named after Vilfredo Pareto, is a type

of chart that contains both bars and a line graph, where
individual values are represented in descending order
by bars, and the cumulative total is represented by the
line.
The left vertical axis is the frequency of occurrence,
but it can alternatively represent cost or another
important unit of measure. The right vertical axis is
the cumulative percentage of the total number of
occurrences, total cost, or total of the particular unit of
measure. Because the reasons are in decreasing order,
the cumulative function is a concave function. To take
the example above, in order to lower the amount of
late arrivals by 78%, it is sufficient to solve the first
three issues.
The purpose of the Pareto chart is to highlight the
most important among a (typically large) set of
factors. In quality control, it often represents the most
common sources of defects, the highest occurring type
of defect, or the most frequent reasons for customer
complaints, and so on. Wilkinson (2006) devised an
algorithm for producing statistically based acceptance
limits (similar to confidence intervals) for each bar in
the Pareto chart.

4. Scatter plot Method

A scatter plot, scatterplot, or scattergraph is a type of

mathematical diagram using Cartesian coordinates to
display values for two variables for a set of data.
The data is displayed as a collection of points, each
having the value of one variable determining the position
on the horizontal axis and the value of the other variable
determining the position on the vertical axis.[2] This kind
of plot is also called a scatter chart, scattergram, scatter
diagram,[3] or scatter graph.
A scatter plot is used when a variable exists that is under
the control of the experimenter. If a parameter exists that
is systematically incremented and/or decremented by the
other, it is called the control parameter or independent
variable and is customarily plotted along the horizontal
axis. The measured or dependent variable is customarily
plotted along the vertical axis. If no dependent variable
exists, either type of variable can be plotted on either axis
and a scatter plot will illustrate only the degree of
correlation (not causation) between two variables.
A scatter plot can suggest various kinds of correlations
between variables with a certain confidence interval. For
example, weight and height, weight would be on x axis
and height would be on the y axis. Correlations may be
positive (rising), negative (falling), or null (uncorrelated).
If the pattern of dots slopes from lower left to upper right,
it suggests a positive correlation between the variables
being studied. If the pattern of dots slopes from upper left
to lower right, it suggests a negative correlation. A line of
best fit (alternatively called 'trendline') can be drawn in
order to study the correlation between the variables. An
equation for the correlation between the variables can be
determined by established best-fit procedures. For a linear
correlation, the best-fit procedure is known as linear
regression and is guaranteed to generate a correct solution
in a finite time. No universal best-fit procedure is
guaranteed to generate a correct solution for arbitrary
relationships. A scatter plot is also very useful when we
wish to see how two comparable data sets agree with each

other. In this case, an identity line, i.e., a y=x line, or an

1:1 line, is often drawn as a reference. The more the two
data sets agree, the more the scatters tend to concentrate in
the vicinity of the identity line; if the two data sets are
numerically identical, the scatters fall on the identity line
exactly.

5.Ishikawa diagram
Ishikawa diagrams (also called fishbone diagrams,
herringbone diagrams, cause-and-effect diagrams, or
Fishikawa) are causal diagrams created by Kaoru
Ishikawa (1968) that show the causes of a specific event.
[1][2] Common uses of the Ishikawa diagram are product
design and quality defect prevention, to identify potential
factors causing an overall effect. Each cause or reason for
imperfection is a source of variation. Causes are usually
grouped into major categories to identify these sources of
variation. The categories typically include
People: Anyone involved with the process
Methods: How the process is performed and the
specific requirements for doing it, such as policies,
procedures, rules, regulations and laws
Machines: Any equipment, computers, tools, etc.
required to accomplish the job
Materials: Raw materials, parts, pens, paper, etc.
used to produce the final product
Measurements: Data generated from the process
that are used to evaluate its quality
Environment: The conditions, such as location,
time, temperature, and culture in which the process
operates

6. Histogram method

A histogram is a graphical representation of the

distribution of data. It is an estimate of the probability
distribution of a continuous variable (quantitative
variable) and was first introduced by Karl Pearson.[1] To
construct a histogram, the first step is to "bin" the range of
values -- that is, divide the entire range of values into a
series of small intervals -- and then count how many
values fall into each interval. A rectangle is drawn with
height proportional to the count and width equal to the bin
size, so that rectangles abut each other. A histogram may
also be normalized displaying relative frequencies. It then
shows the proportion of cases that fall into each of several
categories, with the sum of the heights equaling 1. The
bins are usually specified as consecutive, non-overlapping
intervals of a variable. The bins (intervals) must be
adjacent, and usually equal size.[2] The rectangles of a
histogram are drawn so that they touch each other to
indicate that the original variable is continuous.[3]

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