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Total quality management (TQM) programs have been popularized for changing the culture and performance of service and manufacturing firms. These ubiquitous techniques have also been applied to educational settings to improve administrative processes but have found little success in improving the quality of faculty teaching, research, and service. Some colleges and universities have faced difficulties implementing TQM in these areas because of strong tenure systems in place. This article will review the history of tenure and post‐tenure review, the theory of TQM, the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post‐tenure programs. The article concludes with suggestions and changes educational institutions can adopt so tenure, post‐tenure review and TQM can work compatibly together.

The purpose of this paper is to examine the relationships between quality education and human resource management practices of faculty supervisor’s support, job autonomy and working condition in the private universities. Specifically, how does the working atmosphere in the private universities in Bangladesh play a mediating role in the links between faculty supervisory support and job autonomy toward excelling quality education?

To answer this question, a theoretical framework using the strategic contingency theory as its basis was established. Data (n = 515) were analyzed using structural equation modeling.

The findings of the study indicate that faculty supervisor’s support and working condition have significant positive relations with quality education and the working condition has an important mediating role in the links between supervisor’s support, job autonomy and quality education in the private universities in Bangladesh.

First, the study used faculty as respondents from only 19 private universities in Bangladesh where more than 100 universities are in active operation at present. Second, the study included only top-ranking private universities and ignored other low-grade local private universities ranked by the university grant commission and they should be included in the study. Third, this study did not include public universities in the survey. Fourth, only two antecedents to the working environment toward quality education were included. Finally, this study collected data only from the faculty of the school of business and economics for examining their opinion.

From an academic and practical perspective, as a cumulative body of study on the relationship between different HRM practices and quality education, this paper will be better able to advise concerned authorities of higher education intuitions on the elements they need to address to ensure quality teaching and learning in their institutes.

Several factors that directly and indirectly influence quality education through pleasant working environments appear to the surface. Thus, to create a vital working condition in private universities, academic leaders or authorities should be aware to make some improvements.

The study reveals a paramount finding that can help academicians and authorities of private higher education institutes.

Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India.

The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method.

The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82.

The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries.

When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments.

The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education.

The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies.

The purpose of this paper is twofold: first, to examine the influence of working condition on faculty retention and quality education in the private higher education sector; and second, to see whether there is any mediating role of faculty retention linking working condition and quality education in the private universities in Bangladesh.

To attain these objectives, a total of 516 data were collected from the faculty members of the private universities located all over the country based on random sampling procedure. Data were analyzed using structural equation modeling technique.

The findings of the study reveal that though working condition has a direct significant influence on both faculty retention and quality education and faculty retention has a partial mediating influence on quality education in private higher education institutes in Bangladesh.

From a research perspective, the study results demonstrate once again the robustness of the Muslow’s hierarchy need theory of motivation for helping to explain the faculty members of the private universities. As more and more studies of faculty behavior and its antecedents are done within the similar framework, the author is more able to discover and confirm which antecedents are most important, helping the author build a robust theory of quality education affected based on human resource practices by the management of the institutes.

From a practical perspective, as a cumulative body of work on the nexus between human resource management and quality education emerges, the author will be better able to advise private university authorities on the elements they need to address in order to excel quality education. In this study, the one area of findings that may help university authorities the most concerns work environment. These findings imply that in order to excel quality education the authorities of the private universities should focus more on friendly and enjoyable working environment for prolonging faculty retention and excelling quality education.

This study has revealed an important contribution focusing the influence of working condition on faculty retention as well as quality education in private universities in Bangladesh.

The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.

This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching.

Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching.

This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.

The purpose of this paper is to apply psychological contract theory to the study of faculty‐doctoral student collaborations.

Through a survey of 170 doctoral students, four types of psychological contracts were investigated and reliable measures of relationship quality were developed.

The results showed that the quality of collaborations differ significantly across the four contract types. In addition, quality of collaboration varied significantly across collaborations using different research methods (e.g. laboratory work, theory building) and disciplinary paradigms (i.e. high and low consensus). Several other factors conducive to enhanced evaluation of relationship quality were also identified, including similarity in research philosophy, perceived motives for being in the research collaboration, meeting frequency, and conflict resolution.

The present study is somewhat limited in its sample, which is drawn from one university from the student perspective using self‐report measures. Future research might benefit from matching student and faculty assessments of particular collaborations.

Insights from the analyses suggest that greater awareness of the contract‐making mechanisms that operate in graduate education can help improve the quality of student experiences in research collaborations.

The framework of psychological contracts offers a novel perspective in understanding the dynamics of faculty‐student relationships.

The purpose of this paper is to study the extent and the quality of student involvement in the quality assurance process (QAP) in Egyptian higher education institutions (HEIs).

In this study, two qualitative methods were used to explore the extent and the quality of student involvement; these were focus groups and interviews. The aim of the study was achieved by collecting data from samples of students and staff members belonging to 14 public and private universities and institutes in Egypt.

The results indicated that students were not efficiently involved in the QAP at the Egyptian HEIs. They were involved in responding to QA-related questionnaires to a large extent in the case when the HEI was on its way to be accredited or if it was accredited already. It revealed that students were not widely involved in committees regarding QAP. They were invited to meet the external review panel members that were sent by the national accreditation body, but they did not participate in writing the self-evaluation report or even reviewing it. Three factors influencing the extent of student involvement are highlighted.

The paper provides an empirical insight of the extent and the quality of student involvement in Egyptian HEIs. The importance of this study comes from the fact that after the Egypt’s uprising in January 25, 2011; community pressures appeared to precede positive changes, specifically in the educational sector. From that point of time, higher education (HE) students wanted to be seen as partners in developing their HEIs. Therefore, this study introduces a set of recommendations to increase student involvement to three main Egyptian institutions; these are the ministry of HE, the national quality assurance body and the HEIs.

The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.

The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.

Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.

Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.

This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

This study aims to examine the mediating role of employee commitment between the quality of work-life (QWL) and job performance among the faculty of technical institutions established in the province of Punjab (India).

The data collected from 434 faculty members with a response rate of 72% is analyzed and the mediation effect of employee commitment between the QWL and job performance of the faculty is modeled through partial least square-structural equation modeling.

The results indicate that employee commitment partially mediates between QWL and job performance. To strengthen the result, mediation of employee commitment is also tested for each dimension of the QWL with job performance. All the factors of QWL also supported a partial mediation effect.

The findings of the study may help the policymakers to understand, frame and implement appropriate policies for improving the work-life quality and commitment among the faculty. This may further assist in augmenting the overall performance of the faculty amidst a crisis in the sector.

The study highlights the role of employee commitment as a mediator between the QWL and job performance of the faculty in the technical education sector which is one of its kind and possibly not yet explored. Besides, the study proposes some measures in improving the work-life quality and job performance of the faculty.

Realizing the role of signals in the evaluation of teaching quality as well as the advantage of a set-theoretic approach to education research, the purpose of this paper is to employ a signaling framework and fuzzy-set qualitative comparative analysis (fsQCA) to configure the roles of signal quality, including signal consistency, signal clarity, signal credibility and teaching investment in the teaching quality of Master of Business Administration (MBA) faculty members.

A sample of 342 MBA students in Ho Chi Minh City, Vietnam was surveyed to collect the data. fsQCA was employed to configure the conditions – signal consistency, signal clarity, signal credibility and teaching investment – for the occurrence of teaching quality, and structural equation modeling (SEM) was used to test the net effects of these conditions on teaching quality.

fsQCA findings reveal that teaching investment combines with signal clarity, signal consistency and signal credibility to form sufficient conditions for the occurrence of teaching quality. SEM results confirm the net effects of these conditions on teaching quality.

This study suggests that MBA faculty members should invest in their teaching and send clear, consistent and credible signals to their students in order to enhance their teaching quality perceived by their students.

The application of signaling theory to evaluate teaching quality, which has largely been ignored in prior research, and the use of fsQCA to better understand the complexity of necessary and sufficient conditions for teaching quality are two contributions of this study to the literature.