Customer requirement constructs: the premise for TQM in education: A comparative study of select engineering and management institutions in the Indian context

Abstract

Amidst the tremendous pressures faced by educational institutions, both from internal as well as from external forces, the higher educational institutions in India, as elsewhere in the world, have begun to understand and accept the significance of customer‐centered philosophies, with the answer to such pressures being in “delighting the customer”, which is the rule for survival in the long run. “Delighting the customer”, is one of the core elements of total quality management (TQM), which emphasizes the service relationship between an organization/institution and its customers. A number of success stories about incorporating TQM principles in the educational setting have been reported. In TQM, the focus is on the customer. Ultimately, the objective of TQM is to build an institution that produces products or performs services, which fulfill customer requirements, and thereby delights them. Such customer requirements thus, form the very premise for TQM. So it is important not only to identify the numerous and varied customers of the educational system, but also to identify their requirements and satisfy them. The importance/degree assigned to such requirements or their constructs may vary across customer groups and also amongst the institutions themselves. The paper presents the results of an empirical study conducted on select higher educational institutions to assess the importance/degree assigned to the various customer requirement constructs across the various internal and external customer groups. Starting with a theoretical background, an empirical study is presented with analysis and results.

Citation

Sahney, S., Banwet, D.K. and Karunes, S. (2004), "Customer requirement constructs: the premise for TQM in education: A comparative study of select engineering and management institutions in the Indian context", International Journal of Productivity and Performance Management, Vol. 53 No. 6, pp. 499-520. https://doi.org/10.1108/17410400410556174