Why Are Educators Stonewalling TQM?

Abstract

Educational reform has been called for over the past several decades with answers resulting in fragmented programmes and mixed research findings. Reluctance and unfulfilled promises of post‐reform movements have caused dismay and scepticism among educators and community members alike. These concerns too often take the place of objective analysis and cause educators to be overly cautious about newly promised panaceas. TQM will meet these concerns and objections, but this systematic, structural management process may be the key to the reform movement afoot. Presents many of the common concerns about a business model being applied to education as a way to achieve quality. Answers provided to these concerns are rational and have proved effective in education today, but are not typically viewed in a business perspective. TQM can and will work if objectives are put in educational terms.

Citation

Weller, L.D. and Hartley, S.A. (1994), "Why Are Educators Stonewalling TQM?", The TQM Magazine, Vol. 6 No. 3, pp. 23-28. https://doi.org/10.1108/09544789410057854