Tqm - Total Quality Management

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INTERNATIONAL JOURNAL OF CURRENT RESEARCH
International Journal of Current Research Vol. 3, Issue, 3, pp.149-153, March, 2011 3

ISSN: 0975-833X

REVIEW ARTICLE TOTAL QUALITY MANAGEMENT IN EDUCATION
1Jayakumaran, M. and 2Manoharan, C. 1Department of Management Studies, Kalasalingam University, Virudhunagar (Dt.)

Tamil Nadu, India
2Department of Education, Bharathiar University, Coimbatore, Tamil Nadu, India

ARTICLE INFO
Article History:
Received 18th December, 2010 Received in revised form 21st January, 2011 Accepted 29th February, 2011 Published online 13th March, 2011

ABSTRACT
After Second World War the United States of America was forced to improve the production of Quality of goods and services. Total Quality Management (TQM) concept was developed by an American W. EDWARDS DEMING. Still 1980s the Japanese only were concentrating in TQM concept where they dominated in world markets. There is a myth the use of TQM which is applicable only in Business and Industry where the production process are being made but the new concept of TQM is also applicable to Academics. Many educators strongly believe that the Deming concept provides guiding principles to make reform in educational system. Also Mr. John Joy Bonstingl, an educationalist out lines the TQM principles. Hence the authors of this paper strongly believe the TQM principles are most relevant to education. © Copy Right, IJCR, 2011, Academic Journals. All rights reserved.

Key words:
Business and In Educational system Total Quality Management

INTRODUCTION
In any organization when the term “Quality Management principle” first it must focus on its suppliers and customers. In a TQM organization, everyone is both a customer and supplier; this confusing concept emphasizes “the systematic nature of the work in which all are involved”. In other words, teamwork and collaboration are essential. Traditionally, education has been prone to individual and departmental isolation. However, according to Bostingl, this outdated practice no longer serves us: “When I close the classroom door, those Kids are mine!” is a notion too narrow to survive in a world in which teamwork and collaboration result in high quality benefits for the greatest number of people. The application of the first pillar of TQM in education emphasizes the synergistic relationship between the “suppliers” and “customers”. *Corresponding author: c_manoharan58@yahoo.com The concept of synergy suggests that performance and production is enhanced by pooling the talent and experience of individuals. In a classroom, teacherstudent teams are the equivalent of industry’s front-line workers. The product of their successful work together is the development of the student’s capabilities, interests, and character. In one sense, the student is the teacher’s customer, as the recipient of educational services provided for the student’s growth and improvement. Viewed in this way, the teacher and the school are suppliers of effective learning tools, environments, and systems to the student, who is the school’s primary customer. The school is responsible for providing for the long-term educational welfare of students by teaching them how to learn and communicate in high-quality ways, how to access quality in their own work and in that of others, and how to invest in their own lifelong and life-wide learning processes by maximizing

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International Journal of Current Research, Vol. 3, Issue 3, pp.149-153, March, 2011

opportunities for growth in every aspect of daily life. In another sense, the student is also a worker, whose product is essentially his or her own continuous improvement and personal growth. Continuous Improvement and Self Evaluation The second pillar of TQM applied to education is the total dedication to continuous improvement, personally and collectively. Within a Total Quality school setting, administrators work collaboratively with...
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