Total Quality Management (TQM): A Continuous Improvement Framework for Boosting Higher Education in Ghana

Abstract

Many researchers argue that the total quality management model should be modified in order to fit the higher education context. Yet, there is no quality management model which takes into account the nature of higher education and the need for professional autonomy, academic freedom and peer review. The purpose of this position paper is to develop a Total Quality Management (TQM) theoretical model that enhances and promotes professional autonomy, academic freedom and enhances quality academic teaching, learning and research processes of universities in Ghana. The purpose and objectives were addressed through a TQM theoretical and analytical review of literature in higher education. The paper further identifies areas of improvement in public sector higher education institutions in Ghana. Conclusions drawn from the review of related literature are that TQM is being adopted in higher educational institution but at a slower pace. Areas for further improvement include leadership, vision, ownership, evaluation, standardization, process and continuous improvement, employee training and student focus. Policy makers in higher educational institutions can opt for affirmative actions in order to bridge the gaps regarding TQM implementation which would in turn maximize the benefit to stakeholders. The authors of this paper espoused the implications of the new model on the quality practices of the institutions of higher learning in Ghana, especially the three major universities (University of Ghana, University of Cape Coast and the University of Science and Technology). Then based on the prevailing circumstances, they drew conclusion that even though, TQM emanated from the corporate sector, its significance is felt in the Higher Education sector too. This, in part, suggests TQM is an all-embracing, robust management tool needed for promoting quality delivery of education in institutions of higher learning.