Candidate: Deborah M. Thalner

Degree of: Doctor of Philosophy

Department: Teaching, Learning and Leadership

Title:The Practice of Continuous Improvement in Higher Education

Committee: Dr. Louann Bierlein-Palmer, Chair
Dr. Donald Green
Dr. Andrea Beach

Date: Tuesday, May 17, 2005 12:30 p.m.-2:30 p.m.
Ferris State University-FLITE bldg, room 438

Abstract: To date, studies on Total Quality Management (TQM) conducted in higher education institutions have primarily been on its use as an institutional initiative with recent studies indicating that TQM, in many cases, has not been successful institution-wide. The problem, therefore, is one of a perceived need for continuous improvement in higher education coupled with mixed results from previous attempts at implementation. This research study focused on higher education’s use of continuous improvement methods; however, the focus was on specific departmental initiatives, rather than on institution-wide implementation. This study surveyed directors in departments of Financial Services, Facilities Management, Auxiliary Services, and Corporate Training within all public higher education institutions in Michigan. Out of a population of 148 directors surveyed, 54% responded to the survey. Directors of these departments were sent an email with a link to a web-based survey. In addition to determining the level of continuous quality improvement (CQI) use in these departments, the survey also identified common drivers, obstacles, support factors, and outcomes derived from CQI. Key findings included that most had attempted CQI methods at some point in time and continued to pursue CQI. They were driven to implement CQI to respond to budget reductions, to improve efficiencies, to improve their product or service quality, and to become more competitive. They were able to achieve the outcomes of improved service, quicker response, improved efficiencies, and increased financial returns, while at the same time seeing improved communications within their department and with the institution. These improvements could be realized regardless of institution type, department type, or type of CQI method used. The improvements were also realized in spite of obstacles, such as a lack of staff time to commit to the program.
In summary, TQM purists would suggest that TQM/CQI is no longer in place within higher education institutions as there is limited evidence of institution-wide continuing implementation. This study revealed, however, that while TQM may not be embodied in the overall culture of the institution, departments within an institution may still successfully implement CQI and achieve results such as improved financial returns and improved service.

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