TY  - JOUR
AB  - Purpose– This paper aims to provide a TQM framework that stresses continuous improvements in teaching as a plausible means of TQM implementation in higher education programs.Design/methodology/approach– The literature survey of the TQM philosophies and the comparative analysis of TQM adoption in industry versus higher education provide the theoretical and practical background for this work. The analysis of TQM in higher education was done considering various critical factors such as existing educational practices, the barriers of TQM and the return on investment (ROI) of TQM implementations. These explorations led to the development of a TQM framework that adopts Deming's wheel of Plan‐Do‐Check‐Act (PDCA) cycle for implementing continuous improvements in higher education programs.Findings– Unlike the scenario in industry, TQM philosophies have to be adapted suitably for a successful implementation in higher education. The proposed TQM framework with six core quality elements encompassing the seven‐step course evaluation process flow provides a systematic guideline for an effective and efficient implementation of TQM in higher education.Originality/value– This paper fulfils the need for a systematic, feasible and cost‐effective TQM framework for higher education. The new seven‐step course evaluation process flow offers a practical guidance for academics to implement TQM in higher education programs.
VL  - 15
IS  - 1
SN  - 0968-4883
DO  - 10.1108/09684880710723052
UR  - https://doi.org/10.1108/09684880710723052
AU  - Venkatraman Sitalakshmi
PY  - 2007
Y1  - 2007/01/01
TI  - A framework for implementing TQM in higher education programs
T2  - Quality Assurance in Education
PB  - Emerald Group Publishing Limited
SP  - 92
EP  - 112
Y2  - 2024/04/24
ER  -