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CHAPTER ONE
1.0 BACKGROUND OF THE STUDY.
The worth of any educational system as an investment lies in its capacity to
continuously serve its customers (students, parents, employees or labor, the
society) better and remain relevant. Educational planners are therefore faced
with two main challenges providing for quality and for quantity.
Similarly the desire of all parents is to have qualitative and functional
educational programs for their children from nursery school to the university
level. This is in conformity with the general belief that a sound education is the
only permanent legacy that parents can pass on to their children to ensure their
future. However what we see nowadays is that much country’s education
system is turning out of unemployable graduates. Hallack (1990) emphasized
that the quality of the education system depends on the quality of its teachers.
Alloy Ejiogu (1990) stated that the quality of education in any given society
depend considerably on the number and the quality of its personnel.
David (1995) affirmed that the need for administrative training program in
education is crucial to the success and quality of the new educational system
which currently lacks visible subsystem of administrative training program.
Efforts of the Nigerian government on education can be seen through its policy
document, National Policy on Education with its first edition in 1977 and have
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been revised severally with its last in 2004. The policy document addresses the
issues of imbalance in the provision of education in different parts of the
country with regard to access quality of resources and girls education.
Education is organized into (6, 3, 3, and 4) 6 years of primary education, 3
years of junior secondary school, 3 years of senior secondary education and 4
years university/ polytechnic/college education.
The policy document was revised in 1981 and 1990 which brought about the re-
launch of the Universal Basic Education in 1999 with the system of 9-3-4 as
one of government’s top priorities. The last revision done on the policy
document in 2004 has brought about the re-enactment of the Universal Basic
Education reform program of the federal government of Nigeria which is aimed
at removing distortions and in consistencies in basic education delivery and
reinforce the implementation of the National Policy on Education as well as
provide great access to and ensure quality of basic education throughout
Nigeria. In summary it is intended to:
- Ensure an un-interrupted access to 9 year formal education by providing
free, compulsory Universal Basic Education for every child of school going
age;
- Reduce school drop-out and improve relevance, quality and efficiency;
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- Acquire literacy, numeracy, like skills and values for lifelong education and
useful living.
- Provide mid-day meals to enhance children access, retention and
completion of the school cycle;
- Emphasize on curriculum diversification and relevance to effectively and
adequately cover individual and community needs and aspirations;
- Disarticulate junior secondary education from senior secondary school;
- Realign / integrate junior secondary education with primary education;
- Individualize teaching method;
- Introduce rudiments of computer literacy;
- Appropriate continuous teacher profession development and
- Encourage community ownership of school including participation in
decision- making process in schools.
The National Policy on Education have continuously being looked into to spell
out methods of improving the quality of education, the inclusion of courses like
peace and conflict resolution, Entrepreneurial Development and host of others
in the university curriculum; and also the recent rebranding campaign to
reposition the education sector are all efforts embarked by the government but it
all seem ineffective to produce the desired result.
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It therefore becomes highly necessary that school administrators address
themselves to those managerial activities that would lead to improvement of
performance there by leading to academic excellence in schools. Abugbe (2000)
affirmed that, a functional educational system is the cry of educationist world
over. Therefore, there is an urgent need for an organization wide approach and
commitment to quality improvement since no one organization can boast of
holding franchise to the development and delivery of quality products/services.
Many organizations have embraced the Total Quality Management concept as a
way of survival.
In view of the strategic position of the university education, there to introduce
Quality consciousness by involving all the stakeholders especially the Vice
chancellor, Deans, Heads of department, lecturers, students and even the
community. It must be emphasized that the success of education rest in no small
measure on informed planning, efficient organization and dedicated leadership,
just as learning cannot take place in a classroom manned by ill-prepared and un-
skilled teacher, no educational system can rise above the quality of its
administration. The diversified nature of our society demands a different, more
creative solution to our basic education problem (ojo 2007).
Total Quality Management style is based upon producing quality service as
defined by the customer and supplier. Total quality management is an
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organizational wide approach to quality with improvement under taken on a
continuous basis by everyone in the organization. Dale and Bunney(2003)
defined TQM as a quality centered, customer-focused, task based, team driven,
seminar- management led process to achieve an organization strategic
imperative through continuous process improvement. This is why TQM
principles are also being referred to as total quality improvement, world class
quality, continuous quality improvement, total service quality and total quality
leadership.
Wilkinson et al (1998) say that TQM is a continuous, formalized and systematic
process of seeking, achieving and sustaining continuous improvement of an
organization for the purpose of satisfying the organization’s customers and
consequently improving the overall performance of an organization. Very often
people ask how total quality management is different from other management
styles such as Management by Objective (MBO) and Strategic Planning or
Management; after all they are also designed for helping organizations to
achieve excellent performance. This question is both critical and legitimate
especially from the stand point of management and employees whose
excitement about MBO and Strategic planning not so long ago have waned.
In respect to the fore going affirmed that though TQM like other management
strategies seeks to help organizations achieve superior performance and growth,
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however the difference between TQM and other management lies not in
objectives but in focus.
Thus miller (1996) asserted that there will be two kinds of organization in the
future. Organizations which have not introduced TQM and thus will be out of
business in the near future. Miller observed that many organizations today
experience errors and variances in stock control records, wrong location and
specification of materials, pilferage, and application of wrong codes, supply and
receipt into the stores of materials that were never ordered or that were proved
by the established quality. Since it is generally acknowledged that materials
usually account for between 60% and 75% of the cost of production. The
existence of the above problem means that effectiveness of an organization can
be improved by concentrating action on the elimination of these problems.
In education sector / tertiary institution, the cost of producing a graduate can be
attributed to lecturers’ inputs, teaching aid/structures, and other non- academic
services. The concentration on improving these elements of production will
definitely yield quality graduates. The quality of output depends upon the
quality of inputs and process in that order and therefore organizational
efficiency and effectiveness depends to a large extent on the quality of materials
used by the organization
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In other words, improvement in organizational performance through enhanced
product quality can and will be more easily achieved by solving the problems
acknowledge in the area of materials management. Steps taken to solve the
above problems have given rise to an embrace of Total Quality Management, a
philosophy which can help not only to reduce and ultimately eradicate these
problems but indeed to turn material management as a whole into a quality
operation by revolutionizing thinking and practice in the area.
The pillars of Total Quality Management constitute a major force for
organization change. One of them of who is Edward. F Deming which can be
regarded as the father of the quality revolution. His philosophy on quality
model centered on improving quality that result into higher productivity which
brings down cost and prices and increase markets which enable firms to stay in
business, creating more jobs and better return on investment. In a bid to achieve
his philosophy of quality improvement Deming developed his 14 point theory
for management of quality, productivity and competition position.
Another major pillar of TQM is Joseph. M Juran like Deming concluded that
organizations face a major crisis due to the loss of sales to foreign competition
and the huge cost of poor quality and that solving this crisis require new
thinking that includes all the levels of the managerial hierarchy. Juran states that
the first step this new orientation is the belief that change is desirable and
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feasible in all aspects of operation within an organization in the long term and
prescribed that focus on quality should be on three major areas. (Juran Trilogy).
Philip B Crosby is another TQM pillar. Crosby opines that opine of the crucial
principles in discussing quality is that we are dealing with people situation. He
states that integrating quality management in an organization is based on the
concept of five stages in quality maturity: Uncertainty, Awakening,
Enlightenment, Wisdom and Certainty.
Philip Crosby also opines that the only performance standard is zero defects
with the theme of “doing it right the first time” thus eliminating wastes.
The essence of TQM demands a new view of the world, new behaviors and new
thinking about the work of an organization. TQM is hence the application of
quality principles for integrating all functions. The ultimate goal is customer
satisfaction; the way to achieve it is through continuous improvement.
1.1 STATEMENT OF THE PROBLEM.
The falling standard of education in Nigeria over the years has brought about a
near constant struggle in trying to improve the overall quality and standard. The
problem which arise from poor preparation and placement of students,
malpractice, brain drain, inadequate funding, tool for teaching and reporting,
job satisfaction etc are all responsible for falling standard in tertiary institution.
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Over the years experience have shown that no organization can achieve and
sustain a good image without strategic vision, effective management or good
leadership.
Invariably with Total Quality Management, management is able to establish and
maintain good image and social acceptance through quality products and
services to customers. It is thus on this premise that the research intend to see
how TQM can be integrated into tertiary institution in Nigeria to address the
decay and falling standard currently be devilling the system.
1.2 RESEARCH QUESTIONS.
1- Is falling standard as a result of lack of Quality consciousness among the
management and employee in the system?
2- Can the falling standard of education in Nigeria be improved through Total
Quality Management?
3- If yes, how well is the university management adhering and conforming to
the philosophy?
4- Are there other managerial philosophies that can intervene in the current
quagmire?
5- What is the management attitude towards Quality improvement within the
system?
6- Are there Quality Assurance measures the university pays attention to?
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7- What are some of the ways the institution adopt to internalize Quality
Culture in the system?
1.3 PURPOSE OF THE STUDY.
Every successful organization should be a matter of policy to be constantly
seeking ways and opportunities to improve the quality of its products/services
and process. It is object of this study to:
1- Analyses the falling standard as a result of lack of quality consciousness
among the management and employee.
2- Establish factors that promote integration of TQM into the institution asides
other managerial philosophy
3- Ascertain to what extent the university management is adhering and
conforming to the philosophy.
4- Investigate into whether the university pay attention to any Quality
Assurance measures.
1.4 HPOTHESIS
Ho: falling standard is not as a result of lack of Quality consciousness within
tertiary institution in Nigeria.
Hi: falling standard is as a result of lack of Quality consciousness within
tertiary institution in Nigeria.
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1.5SIGNIFICANCE OF THE STUDY.
The researcher study is useful to tertiary institutions in Nigeria as a means of
identifying and utilizing effectively the knowledge and experiences gained in
the implementation and application of total Quality management technique,
with the aim of improving the education standard and excellent graduates.
This research will therefore help top management determine the areas in the
organization that needs to be improved upon and adequate measures be taken
as a means of improving standards through the use of the Total Quality
management(TQM) technique. Thus the study will have the following
significance:
1- It will reveal the trend of the institutions services.
2- It will show to what extent TQM practices in tertiary institution will
facilitate better services / products.
3- The study will justify the investment in TQM as regard service/ product
standard.
4- It will ascertain management commitment to the TQM programme.
1.6 SCOPE OF THE STUDY.
This study is strictly geared towards the integration of Total Quality
Management as a strategy for management in meeting customer requirements.
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This study is thus delimited to the management and staff of the University of
Jos.
1.7 LIMITATION OF THE STUDY.
A major limitation of this study was the inability to get many Academic staff
respondents to quickly fill the questionnaires. It was fairly difficult to get most
of the Non Academic staff respondents involved in the study because of their
various dispositions to area of study; some completely refuse to fill the
questionnaire. Besides not all the questionnaires were properly filled.
1.8 DEFINITION OF TERMS.
1- TOTAL QUALITY MANAGEMENT.
Is a philosophy with tools and process for practical implementation aimed at
achieving a culture of continuous improvement driven by all members of an
organization in order to satisfy and delight customer.
2- CUSTOMER.
A customer is also called a client, buyer or purchaser. It is usually used to
refer to a current or potential buyer or user of the products of an individual
or organization called the supplier, seller, vendor or provider. However in
certain context, the term customer also includes by extension anyone who
uses or experiences the service of another.
3- CONTINUOUS IMPROVEMENT (CI).
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Is an ongoing effort to improve products, services or processes. These efforts
can seek incremental over time or break through improvement all at once.
4- COMMUNICATION.
This is the process by which we assign and convey meaning in an attempt to
create shared understanding. This process requires a vast repertoire of skills
in intrapersonal and interpersonal processing, listening, observing, speaking,
questioning, analyzing and evaluating. Uses of these processes are
developmental and transfer to all areas of life.
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CHAPTER TWO
LITERATURE REVIEW
2.1 BACKGROUND HISTORY OF QUALITY MANAGEMENT
Given the current enthusiasm for the quality movement, Wilkinson and
Wilmott (1998), note that there is a danger of assuming that the concern for
quality is of recent origin. He maintains that it is an age-old concern. For the
craft guides of the Middle Ages, for example, he states that the maintenance of
quality was one of the key functions, with only those workers who could achieve
acceptable quality standards being admitted to membership of an organization.
Until the advent of mass production, building quality into a product was
the job of a craftsman, what Feigenbaum (1983: 49) referred to as “operator
quality control”. However, with the advent of standardized mass production,
things changed considerably, According to Garvin (1988), the adoption of jigs
and gauges, due to pressure from the defense establishment to mass produce
reliable weapons with interchangeable parts was the major breakthrough which
enabled US’ manufacturers to benefit from economies of scale and still retain
the ability to produce a reliable product.
Thus, modern quality control has its origin in the mass production of
components and in the need to ensure the interchangeability of products made in
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batches. In specific terms, the techniques and philosophy of modern quality
control are usually seen as driven from the work of W.A Shewart and his
colleagues, W.E Deming and Joseph Juran. Shewart’s text Economic Control of
Quality of manufactured Products (1931) is viewed as a landmark in the
development of quality management. After the second world war in particular,
when Japan had been devastated, she resolved to win the ensuring economic war
by ensuring at all cost that she made in — roads into the world market for the
exportable goods and services. Though she lacked the latest technology of the
time, she however resolved to make her own products which were regarded in the
West as being synonymous with cheap and shoddy consumer goods.
The emphasis as at that time was “Quantity” than ‘Quality’ goods and
services. The simple reasoning was that increase quality will necessarily lead to
increase in cost of production and hence lower profit margin. With this simple
merchantilism model, (Merchantilism is simply described as a situation where
international trade is at war, and winners are those nation states with favorable
balance of trade curn favorable balance of payment and losers are those nation
states with adverse balance of trade cum adverse balance of payment —
Kirkpatrick and Martinez — Lucio, 1995: 8). Japan soon acquired notoriety the
world over for fake and inferior products. The result was a boomerang for Japan
in terms of international trade. Then, it occurred to the Japanese government that
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they needed technological and management knowledge from more
technologically advanced countries at that time.
Consequently, in 1950, the Japanese Union of science and Engineering
decided to invite a management guru from the United States of America to teach
them about Quality control that guru was no other person than Prof. W.E.
Deming who at that time was already renowned for his Quality Management
philosophy in United States of America.
Wilkinson et al (1998: 49) observed that Japanese industry was particularly
receptive to the quality message for three reasons. First, the long established
Japanese tradition of fine craftsmanship and attention to detail through
miniaturization struck chord with its ideas about how wastage rates could be
substantially reduced and how the reliability of manufacturing process improved,
secondly, the strong statistical flavour of the early work of Deming et al.
The result of the adoption of this new concept by Japan placed her on
course of revolutionary recovery and improvement through 1950s to 1970 when
she infact overtook the West. Prof. Deming is still revered in Japan till date as the
father of Quality Management.
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The irony today is that Japan now exports Qua1ity Management know-
how” to the rest of the world, including United States of America — the home of
Prof. W. Edward Deming.
2.2 The Concept of Quality
Before going into the discussion of the meaning of the concept, Quality as
a principle of Total Quality Management derives from the concept Quality. Thus
we state by asking, what is quality?
Quality has proved to be a difficult concept to pin down. What is even
more surprising according to Wilkinson et al (1998:57) is that despite the volume
of writing on quality management there have been only limited attentions paid to
defining exactly what is meant by the term “quality”.
Powell (1995: 10) believes that the neglect of defining quality stems from
the difficulty in doing so. In his words, quality is an unusually slippery concept,
easy to visualize and yet exasperatingly difficult to define”. Be it as it may, the
word ‘quality’ normally conveys notions of nebulous factors that are not readily
measured or tied down. Arguably, these vague but nonetheless positive
associations make the appeal of quality immediate and extensive.
Pascale (1992: 248) in his own contribution has this to say:
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Quality can be a compelling value in its own right; it is robust enough
to pertain to products, innovations, service standards, and caliber of
people... Everyone at every level can do something about it and feel the
satisfaction of having made a difference. Making products that work or providing
first class service is something we can identify with from our own experience.
However, some scholars have made attempts at defining the
Quality concept. Feigenbaum (1983: 31) defined it as being about value, Crosby
(1979) says quality is conformance to standards, specifications or requirements.
Juran, (1989) says it is fitness for use. Peters and Waterman (1985) view quality
as excellence while Parasuraman et al (1993) are of the opinion that quality is
meeting or exceeding customers’ expectations.
After a critical evaluation of the above approaches or definitions of quality,
Wilkinson and Willmott (1992) claim that each approach to defining quality has
strengths and weakness in terms of generalisability case of measurement and
utility. Kordupleski et al (1993) thus proposes that it would help in the
understanding of quality if we differentiate between customers perceived quality,
which they term ‘internal quality’. Success in quality management is thus seen as
deriving from linking up both aspects of quality.
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2.3 The meaning of Total Quality Management Concept.
TQM is often seen as a general business management philosophy, which is
about the attainment of continuously improving customer satisfaction by quality
— led company — wide management. This goes beyond the mere application of
total quality ideas to the whole organization and its management by any one-
business function to being a new approach to corporate management itself. Thus
to Wilkinson and Witcher (1991), quality becomes a way of life which permeates
every part and aspect of the organization.
Dean and Bowen’s (1994) review of the TQM literature suggests that its
key principles are customer focus, continuous improvement and team work.
Each of these principles is then implemented through series of practices,
such as collecting customer information and analyzing processes supported by
the use of specific quality management techniques such as team-building. Raffio
(1992) Adds, employee involvement and senior management’s commitment to
these as the ‘basic principle’ of TQM whilst Hart and Bogan (1992: 4) identified
TQM’s distinctive features as a strong and pervasive customer orientation and an
approach to managing quality for competitive advantage.
TQM is a management approach of an organization centered on quality,
based on the participation of all its members and aiming at long-term success.
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This is achieved through customer satisfaction and benefits to all members of the
organization and to society. In other words TQM is a philosophy for managing an
organization in a way which enables it to meet stakeholders’ needs and
expectations efficiently and effectively, without compromising ethical values.
It is a way of thinking about goals, organizations, processes and people to
ensure that the right things are done right first time. This thought process can
change attitudes, behaviors and hence results for the better. Evans and Lindsay
(1993: 28) define TQM as an integrative management concept for continuously
improving the quality of goods and services delivered through the participation of
all levels and functions. To Steingard and Fritzgibbons (1993), TQM is a set of
techniques and procedures used to reduce or eliminate variation from a
production process, or service delivering system in order to improve efficiency,
reliability and quality. James (1996: 15) defines TQM as “a management
philosophy that is based on seeing the entire work process as fully integrated.
According to him, the management pro-28-cess under TQM is based o the
fundamental principles that focus on the energies on consistently meeting its
customer’s expectation. He said TQM, being a philosophy that relies on team
work, trust, simplicity, confidence and freedom to ask questions and provide
answers, when translated into action becomes a culture in which the entire work
are all together, perpetually committed to quality.
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James also described TQM as management of all aspects of the quality of
services provided to the customers. He maintains that TQM transcends quality
control and quality assurance, and culture of service excellence, which is more
like the philosophy, which it evolves in.
Arene explains that TQM stands for customer satisfaction which implies
meeting customer requirements in products and service and exceeding them at
lowest cost. She said Quality” in TQM is integrity, it is righteousness and
honesty. Honesty in her opinion is self-vindicating
TQM is a participative management style that stresses total staff commitment to
customer satisfaction. It is a holistic approach to management of complex
organizations and replaces top-down management with decentralized customer
driven decision making. TQM is an integrated management system for creating
and implementing a continuous improvement process eventually producing
results that exceed customer expectations. It is based on the assumption that
ninety percent of problems are a result of process, not employees. It is a process
and strategy that in certain situations can improve an organization effectiveness
and efficiency. TQM places responsibility for quality problems with management
than on the workers. A principal concept of TQM is the management of process
variation, which seeks to identify special and common needs.
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There are eight principles by which management strive hard by to meet
these special and common needs: They are
1) Customer Focused Organization: Organizations depend on their
customers and therefore should understand current and future customer
needs, meet customer requirements and strive to exceed customer
expectations.
2) Leadership: Leaders establish unity of purpose, direction and the internal
Environment of the organization. They create the environment in which people
can become fully involved in achieving the organizations objectives.
3) Involvement of people: People at all levels are the essence of an organization
and their full involvement enables their abilities to be used for the organizations
benefit.
4) Process Approach: A desired result is achieved more efficiently when related
resources and activities are managed as a process.
5) System approach to Management: Identifying, understanding and managing
a System of interrelated processes for a given objective contributes to the
effectiveness and efficiency of the organization.
6) Continual Improvement: This is a permanent strive for perfection and
Innovation, the objective of an organization.
7) Factual approach to decision making: Effective decisions are based on the
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Logical and intuitive analysis of data and information.
8) Mutually beneficial supplier relationships: The relationship that exists
between the organization and its customers should enhance the ability of both
parties to create and realize value.
Aside these eight principles of TQM proposed by Deming, Juran, Crosby,
Feigenbaum, Ishikawa and Imal, Hill and Wilkinson (1995) identified these same
principles as a generic approach to the management of organizations and
categorized them into three major principles. These principles are:
(1) Customer Orientation: From the stance of customer orientation, quality
means meeting customer requirements. Customers are both external and
internal and the orientation of quality management is to satisfy its
customers. It provides a common goal for all organizational activities and
members and incorporates both quality of design and conformance to
quality specification.
(2) Process Orientation: This implies that activities performed within an
organization can be broken down into basic tasks or process
(transformations of inputs into outputs) Basic processes are linked in
services or ‘quality chains’ to form extended processes. Explaining,
Isikawa (1993) observes that each process in the quality chain also has a
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customer, stretching back from the external customer through the various
internal customers to the start of the series. In this way, he further notes,
TQM attempts to emphasize that all employees are ultimately involved in
serving the final customer so that quality matters at all stages, whilst team
work and cooperation are essential.
(3) Continuous Improvement: Satisfying customer requirements involves
the continuous improvement of product and processes. Hill and Wilkinson (1995)
posit that the most effective means of improvement is to use the people who do
the job to identify and implement appropriate changes. However, they explain
that the aim of involving all workers in continuous improvement in no way
detracts from the view that management is ultimately responsible for designing
the system. The role of the work force according to him is to assist in weeding
out the last bugs from a product and process whilst giving workers an uplifting
opportunity to use their brains and make a contribution to the improvement of
their organizations. In essence, TQM is seen as a way of overcoming
organizational inertia.
2.4 Reasons for the Adoption of Total Quality Management
The TQM concept came as an aftermath of the Second World War, when
the Japanese embarked on a course of reaching national goals by trade rather than
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by military means. Unfortunately, the goods or products produced were tagged
fake and inferior; hence they were not purchased by the international
community’s especially the West.
To solve its quality problems, the Japanese under took to learn how other
countries managed for quality. To this end, the then Japanese government sent
teams abroad to visit foreign companies and study their approach. They also
invited foreign lecturers and experts into the country. From this and other inputs,
the Japanese devised some unprecedented strategies for creating a revolution in
quality.
In the early post-war period, the affected American companies logically
considered Japanese competition to be in price rather than in quality, their
response was to shift the manufacture of labour-intensive products to low labour
cost areas, often off shore.
During the 1960s and 1970s, numerous manufacturers greatly increased
their share of American market they were Japanese manufacturers. However, the
American companies generally failed to notice the trends. They adhered to the
belief that Japanese competition was primarily price rather than quality
competition.
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The most obvious effect of the Japanese quality revolution was the massive
export of goods. The impact on the United States was considerable, especially in
certain sensitive areas; the affected companies were damaged by the resulting
1oss of sales. The workforce and their Unions were damaged by the resulting
“export of jobs”, which in turn engendered unfavorable trade balance.
While the foregoing indicates why and how Japanese. achieved a quality
revolution, their issue also dramatically demonstrates why TQM has become an
absolute necessity for all organizations today. TQM should be inculcated for the
following reasons;
Profit Making
Crosby (1984: 6) says quality is free. It’s not a gift, but it is free. What
costs money are the inequalities of things. i.e. all the nations that involve in not
doing jobs right the first time. According to him quality is not only free, it is
honest. Every penny you do not spend on doing things wrong instead, becomes
half a penny right on the bottom line. He further stated that in these days of “who
knows what is going to happen to our business tomorrow”, there are not many
left to make a profit improvement. He said, if you contribute positively and
concentrate on making quality certain, you can probably increase your profit by
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an amount equal to 5 to 10 percent of your sales. According to him again, this is a
lot of money for free.
Competitive Advantage
The quest for quality is essentially a search for competitive advantage.
According to Oakland (1993) quality management is driven by the competitive
environment and is universal in its appeal. Lillrank and Kano (1989), also
observed that employers concern with quality are nothing new, but the notion that
quality is the key to competitive advantage is quite a recent development.
Essentially, TQM is an enabling strategy, which facilitates the search for
competitive advantage through market strategies and technological innovation
once their competitive position is no longer hindered by poor quality products
(Madu, and Kuei, 1993).
Camp (1994: 6) writing on the Japanese case notes, the Japanese word
‘dantotsu’ means striving to be the best of the best. It captures the essence of
benchmarking (perhaps the most exciting new tool of quality field) which is a
positive, proactive process designed to change operations in a structured fashion
to achieve superior performance. He explains that this process can fuel the
motivation of everyone involved, often producing break through results.
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Revival of an Age-Old Wisdom
Morita (1994: 7) states this wisdom in the following words; “there is no
secret ingredient or hidden formulary responsible for the success of the best
Japanese Companies No theory or plan or government policy will make a
business a success, it can only be done by people”. He said the most important
mission for a Japanese manager is to develop a healthy relationship with his
employees, to create a family like feeling within the corporation, a feeling that
employees and managers share the same fate.
Those companies that are most successful in Japan are those that have
managed to create a sheer sense of fate among all employees, what Americans
call labor and management and shareholders interactions. Morita explains further
in these words:
“I have not found this simple management system applied anywhere else in the
world and yet we have demonstrated it convincingly, I believe that it works.
However for others to adopt the Japanese system, it may not be possible because
they may be too traditionally bound or too timid. The emphasis on people must
be genuine and sometimes very bold and daring and it can even be quite risky.
But in the long run, Morita emphasized “no matter how clever or crafty any
management can be, its future are in the hands of the people you hire. To put it
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differently, the fate of your business is actually in the hands of the youngest
recruit of the staff”.
Customers Demand of Quality
According to Juran (1989: 8) another significant post war phenomenon
was the rise of quality product to a position of prominence in the public’s mind.
This growth in prominence was the result of the convergence of multiple trends.
Industrialization confers many benefits on society but it also makes dependent on
the continuing performance and good behavior of a huge array of technological
goods and services. This is the phenomenon of “life behind the quality dikes” a
form of securing benefits but living dangerously.
Solarin (1997: 17) also identified reasons why a quality company is
necessary. They are;
- The need to match rising expectations of customers with quality
products/services
- Success in international competition
- For competitive advantage
- For sustained growth in market share
- Provides basis for profit improvement in market strategy
29
- For sustained cost advantages, better cash flow
- For avoidance of high cost and catastrophic factors
- Enhances job satisfaction and boosts workers morale.
2.5 Total Quality Management Features
According to Solarin (1997: 18), TQM has the following features;
1) It recognizes that at least eighty-five percent of the failures in any
organization are the fault of systems controlled by management, while less
than fifteen percent of the problem is actually worker related. The role of
top management in an organization is best understood by looking at the
responsibilities which management may not delegate.
Deming (1986: 7) identified fourteen principles essential to quality and
improvement that cannot be delegated by management. These principles are
- Create constancy of purpose for improvement of products and services
- Adopt the new philosophy
- End the practice of award business at a price tag alone
- Improve constancy and for every system of production and service
- Institute training and retraining
30
- Institute leadership
- Drive out fear
- Break down barriers between staff area
- Eliminate slogan, exhortations and target for the workforce
- Remove barriers to pride of workmanship
- Institute a vigorous programme of education and retraining
- Take action to accomplish the transformation
2) TQM processes must be standardized and standardized procedure must be
followed.
According to Iyayi (1994: 22), this is done by benchmarking. He explains
that benchmarking is the process of establishing Total Quality standards (TQS)
using best industry practices. In other words, it is the process of continually
measuring products, service and practices against the best that are available
anywhere and developing strategies for meeting and exceeding the best standards
available. The benchmarking process consists of five essential phases.
PHASE 1 PLANNING: This stage involves deciding what to Benchmark. Every
function has a product or an output. These are priority candidates to benchmark
31
with a view to improving performance. It also involves deciding whom to
benchmark. World class companies with superior work practices and functions
where ever they exist are the appropriate comparisons. Besides, planning
involves determining data source and data collection. This can be done through
an electronic search of recently published information dealing with the areas of
interest.
PHASE 2 ANALYSIS: This is done by measuring the gap in order to have a full
understanding of internal business processes before attempting comparison with
external organizations to provide the base line for analyzing best practices.
Furthermore, analysis may involve projecting the gap whether negative, positive
or parity. These categories provide an objective basis on which to act and to
determine and to achieve a performance edge.
PHASE 3 INTEGRATION: For an effective integration progress should be
reported to all employees. On the basis of benchmarking finding; a vision or end-
product picture of the operation can be developed.
PHASE 4 ACTION: This can be carried out in terms of periodic measurements
and assessment of achievement of people who actually perform the work, who
should be responsible for implementing the benchmarking practices.
32
PHASE 5 MATURITY: This is achieved when best practices incorporate in all
business processes and benchmarking approach is institutionalized.
3) TQM has a customer focus: an obsession with Quality. According to
Drucker (1984: 37), here the firm recognizes that there is only one valid
definition of business purpose, that, is, to create a customer, in view of
this, the firm can satisfy its share — holders, management and workers
only when it is successful in its marketing. In other words the objective of
the firm will be achieved by success in marketing and marketing success in
turn depends on the firms’ ability to find a customer and satisfy him.
Further explanation from Drucker identified the logic of customer satisfaction. In
his words before becoming a customer, a person has certain wants and needs and
a desire to satisfy them.
This satisfaction is anticipated in imagination before purchase.
This applies to both the ‘planned’ purchases and to so-called impulse purchases,
the only difference is the time interval between recognition of a want or need and
its satisfaction.
Since the satisfaction of a need or want is anticipated before purchase, it is
also the reason for purchase. However, customer dissatisfaction may result where
the anticipation is not realized. Wilmshurt (1990) says that customer satisfaction
33
or marketing concept means “putting the customer first, so we must find out what
the customers need in order to supply satisfaction to those needs which we can do
by offering the right marketing mix.
In Iyayi’s (1994: 4) view, TQM concept of the customer implies that each
organization serves two categories of customers, it is the external and internal
customer. The external customer is as traditionally conceived, the end user of an
organization’s final product or service. The internal customer on the other hand is
the employee inside the organization who uses the end product or service of
another employees work as an input for his own work.
Since in an organization, each employee will both receive and give
services from other employees the full implication of this is that all the employee
in an organization are, at different times customer to one another and therefore
need to be regarded in exactly the same way as the external customer is regarded.
Parker and Slaughter (1993) contributing say that TQM concept of customer also
creates the requirement that suppliers and customers must be identified for any
transaction or series of transactions and that following this, the needs of the
customer must be translated into performance indicators for the supplier. Such
indicators will be with respect to the output which the supplier will be providing
to the customer as they constitute the measures of the quality of the output.
34
They stand on the position that elevating the internal customer to the same
level as the external customer makes it possible for an organization to change its
entire work culture and work relationship so that all the superlatives usually
reserved for the external customer such as the customer is king”, the customer is
always right” e.t.c also becomes applicable to the internal customer.
Consequent upon this, Madu and Kuei (1993) believe that the TQM
concept of the customer requires that all suppliers (employees) acquire a common
ground in customer orientation as the satisfaction of all requirements of the
internal customers will guarantee the satisfaction of the external customers.
4) Quality Improvement Procedures
According to Solarin (1997: 22), the two goals of quality improvement are:
satisfying customer requirement and reducing cost of poor quality. In this
explanation, he observes that when an organization decides to be involved in
TQM it is undertaking a serious business. He thus cautions that the whole
exercise should be well started and well sustained at every stage.
Robinson (1994: 16) is of the opinion that the first stage of organization for
quality improvement is “Health check” for the company. According to him this is
necessary because the introduction of total quality processes into an unhealthy
35
Organization Of will be a waste of time efforts and resources as the processes
will sooner or later disintegrate. He thus described the TQM introduction process
as “Marathon race through a difficult and unfamiliar terrain “which one must be
fully prepared for”.
He identified five areas that an organization needs to check before
introducing TQM. The areas are
i) The originations structure: This should not have too many levels of
authority In other words, too many levels of authority are not ideal for
TQM. Also decision point should be as close as possible to the customers.
This means limiting head office staff to the barest minimum.
ii) Communication: An open door communication policy must be
established. All staff must have access to one another.
iii) Management: Management set up should be checked and identified
deficiencies corrected.
iv) Customer Orientation: The satisfaction of customers should be the
watch word.
v) Ownership of the Company: The spirit of ownership and sense of
belonging must be established so as to promote loyalty in staff. In essence,
36
all staff must have interest in the company as well as the equity
shareholders.
Another stage of organizing quality improvement suggested by Robinson is by
organizing ‘quality groups’. Employees are to be organized into quality
improvement groups. Ishikawa (1993) advocated and developed quality circles as
the improvement group approach. On the other hand, Juran (1989) recommended
the use of existing organization structure in developing the groups, while. Hill
and Wilkinson (1995) suggest the combination of quantity circles and
departmental groups.
5) Communication systems are adapted to the needs of the workers, not to
the needs of the hierarchy.
Onasusi (1995: 71) called this staff empowerment. This is an environment
of continuous improvement and employee, Madu and Kuei (1995) advocated for
a reversal of communication system in which the management teams set the
agenda of communication.
They further opined that those who do the job should be given free hand to set
their own agenda and ask management for support in achieving the agenda. They
also remarked that the TQM journey needs very careful stewardship based on
some care issues, one of which is providing the process or the systems and tools
37
to be used in making quality happen in an organization. In effect, a good TQM
process is one that will continuously bring about the potentials of everyone
involved in work process and ultimately the organization will attain a world class
standard to the delight of the internal and external customers.
6) TQM employs team building and constancy of purpose throughout the
organization.
Ilorin (1997: 2) defines teams as a group of people pooling their skills, talents
and knowledge towards a common goal. He believes a team works best when
everyone understands or confusion they work to resolve the issues. He stresses
the importance of brainstorming in team building as it is a tool a team uses
practically at every meeting those that help them explore ideas and make
decisions. However, a decision is made after a broad range of options have been
observed.
Iribhogbe (1995: 48) concludes that once on organization has teams in place with
these characteristics and secures its management commitment to the ideals of
TQM, such an organization would be better positioned to use its human resource
as a strategic tool for attaining competitive advantage. And it is within the
scenario captured above; that he also concluded on the note that team building is
a critical function which must be proactively executed as a means of enhancing
38
organizational efforts, to attain quantum leap in results, through TQM
implementation.
(7) Quality Advantage in TQM
According to lribhogbe (1996:4) quality improvement processes will have direct
impact on an organizations success through the following
(a) Increased customer satisfaction.
(b) Enhanced image and reputation. Image is how the customer sees the
organization, whilst reputation is what the customer tells others about the
organization.
(c) Increased customer loyalty: consistent efforts to satisfy customers result in
customers trust which leads to customer loyalty which is indicated by
consistent patronage.
(d) Higher productivity levels: with quality services and products, there is less
work delays.
(e) Improved employee moral: Employee participation in work
- related decisions (empowerment), a fundamental aspect of TQM, helps to
39
Unleash the creative and technical potential of employees and this
increases job satisfaction and high moral.
(f) Greater profitability: Increases in productivity, accountability,
commitment at levels in the organization, reduction of errors, rework,
waste and inventory, all combined to improve profitability. These
advantages are depicted in the quality wheel.
Great Employee
Satisfaction
Increased
Of Business Motivation
High Service of
Service quality
Great Customer
Satisfaction
40
Figure 1: The Quality Wheel.
Source: Walker, 992:9) Creating Quality improvement that 1asts
lribhogbe (1996: 5) also explained that cost of poor quality
Which he classified into two;
-Internal failure costs which includes waste, scrap, rework or rectification, re-
inspection, downgrading and failure analysis.
-External failure cost which include repair and serving, warrant claim,
complaints, returns liability, lost business and loss of good will.
Experts in TQM previously would have believed that an educational institution
would not have been able to achieve an atmosphere of total quaintly and
continuous improvement, but university of Uganda has demonstrated that such an
achievement is indeed possible. TQM obliviously has been achievable at
university of Uganda, and in meaningful and lasting ways – employee turnover
has dropped to less than 30 percent in an industry where “normal” is 100 percent
and customer satisfaction perennially remains at 97 percent.
University of Uganda and employee have recognized that continuous
improvement is the key to quality commitment.
41
In summary, this chapter has covered area such as the content and history of
quality. The background of total quality management and its origin provided as
tracked back to various schools such as Deming, Juran, Crosby and to Japan
which adopted quality philosophy as a means of survival.
The various literatures on Total Quality Management review that TQM is a way
of life of an organization as a whole, committed.
To total customer satisfaction through a continues process of improvement and
the contribution and in involvement of people. Reasons of the adoption TQM
among order things are for competitive advantage, profit making through
customer satisfaction via improved product and service quality.
TQM feature are branch making, teamwork, management and employee
commitment, cost analysis of quality, education, training and retraining.
2.6 TQM and Tertiary institution.
P.Neema-Aboki (2004) contends that the advocated-for principles,hence,the
integration of all functions and processes, is incumbent on educational
institutions, be they higher or otherwise, just as it is in any other organization. In
as much as TQM works very well both in the production and service sector, it is
not quit popular in the educational sector. Dia (1998) maintains that it would be
42
futile to “advocate for quality in all enterprises and discourage its use in training
institution”.
With falling standards in education in Nigeria and the international community’s
especially the west tag Nigerian universities graduates as fake and inferior have
given the need to appraise the educational system and possible prescription. TQM
and its management principles can strive to change the falling standards.
Principles such as the following can be adopted in the integration of
TQM.Customer focused organization(understand customer current and future
needs, meet and exceed customer expectation),Leadership, Involvement of
people(people in all levels are the essence of an organization and their full
involvement enables their abilities to be used for the organizations
benefits),Process approach, System Approach to management, continual
Improvement(this is a permanent strive for perfection and innovation, the
objective of an organization),Factual Approach to Decision Making(logic and
intuitive analysis),Mutual beneficial supplier relationship(both parties creates
and realize value)
Also the universities can adopt orientations like; Customer orientation, here
quality means meeting customer requirements. Customer is both external and
internal and the orientation of quality management is to satisfy its customer
43
(university’s employees, students etc). Process Orientation; this implies that
activities performed within an organization can be broken down into basic tasks
or process (transformation of input into outputs). The last orientation to consider
is the Continuous improvement, satisfying customer requirements involves the
continuous improvement of product and processes. Hill and Wilkinson (1995)
posit that the most effective means of improvement is to use the people who do
the job to identify implement appropriate changes.
The above enumerated principles and orientation can be adopted into universities
management as it can be seen that TQM has direct relevance for higher
education’s, as it did in Oregon State University in the Americas and proximately
at the Mondlane University in Mozambique, its dictates can work with similar
good effects in Universities in Nigeria.
Amidst scarce literature on this study, the researcher delved into this study due to
the benefits of TQM and its effects on other universities that have adopted and
integrated it into their management approach. It is on this premise that the
researcher is proposing the integration Total Quality Management in the
Management of Universities in Nigeria.
CHAPTER THREE
RESEARCH METHODOLOGY
44
3.0 INTRODUCTION.
This chapter focuses attention on the procedure and methodology to be used in the
conduct of this study. A methodology is merely an operation of frame work within
which facts are placed so that their meaning may be used in data collection and
data analysis. It also represents the model of data collection, techniques and
justification for the adoption of techniques.
3.1 RESEARCH DESIGN.
This study is designed to analyze the integration of Total Quality Management into
the management of universities in Nigeria, a case study university of Jos. This
study is a descriptive research hence survey is adopted for it.
The research design enabled the researcher to collect a large amount of data with
relative case from a variety of people. The survey research for this study will focus
on the use of self designed questionnaires in collecting data from the respondents,
base on the research objectives.
3.2 SOURCES OF DATA.
45
For this research study to be properly accomplished, data need to be source from
the population in the University of Jos which the researcher is covering. Data
which is described as facts, observation or information in isolation and relating to
the subject of the study can however be sourced from the two main sources namely
primary and secondary sources.
1- PRIMARY DATA:
These are reports or raw data given by people who were either physically
present at the scenes of the events or they actually participated in those
events. The questionnaire method, normally used to generate raw data will
be used in this study to get data to analyze the integration of TQM.
2- SECONDARY DATA:
The accounts in secondary sources are given by people who did not witness
or participate in the events. The reporters might have received the
information from people who witnessed or participated in the events. It is
strongly suggested that secondary sources should only be used when primary
sources are not available as they are prone to a lot of distortions. (bulus,
2007)the secondary data used in this study was gotten from the university’s
record of its population data.
3.3 POPULATION AND SAMPLE.
46
The approach in this study is to reach as many stakeholders in the university
as possible. It is necessary to specify which group is going to be studied. A
population is all the individuals that fit a certain specification. A population
may be divided into sub-population or strata. They are mutually exclusive
groups (mojukwu, 1995)
For the purpose of this study, the population shall be the University of Jos
which is stratified into Academic staff and Non-academic staff. The
sampling technique (leabo 1972) that was adopted for the study was
stratified random sampling (with some elements of convenience sampling).
It involves the examination of the target population from which the sample
is drawn. Here the subjects in each strata have an equal chance of being
included in the sample. The chance is based on the law of probability and it
is stratified mathematically.
3.4 DETERMINATION OF SAMPLE SIZE.
To determine the size of the sample used, a famous formulae referred to as
taro yamani’s formula was used. It states that the desired sample size is a
function of the target population and the maximum acceptable margin of
error (known as the sampling error) and it is express mathematically thus:
n= N
47
1+N (e)2
Where n= desired sample size
N= population size
e= maximum acceptable margin of error.
Thus, in this study the desired sample size given that there are
approximately 2394 staff in the University of Jos is
n= 2394 1+2394(0.05)2
n= 2394 1+2394(0.0025)
n= 2394 1+5.985
n= 2394
6.985
n= 343
The research used 5% margin of error, therefore, 343 respondents are sampled by
the use of questionnaires. The analysis of the breakdown of the instrument
administration is as follows:
Academic = 124
Non- Academic = 219
3.5 METHOD OF DATA COLLECTION.
48
In carrying out the study all necessary data were collected from the University of
Jos through the following techniques:
1- PERSONAL INTERVIEW.
Personal interview were unstructured and appeared as short discussion
especially the non – academic staffs.
2- QUESTIONNAIRE DESIGN.
Questionnaire shall be used and the questions contained therein were
structured and unstructured to elicit information on TQM integration.
3- THE UNIVERSITY’S RECORD.
Information was obtained from the records of the University of Jos (e.g
numbers of academic staffs and non academic staffs).
3.6 STATISTICAL INSTRUMENT FOR DATA ANALYSIS.
The simple percentage and frequency counts will be used to analyze the data
collected through the questionnaire. The response on each item will be scored on
the basis of frequency distribution.
In determining the percentage the frequency of each category will be divided by
the total number of frequencies 343 then multiplied the quotient. Respondents of
the unstructured interview will also be used to complement the discussion of the
finding.
49
CHAPTER FOUR
4.0 DATA ANALYSIS AND DISCUSSION OF FINDS
In this chapter, the data collected through the questionnaire are presented
analyzed and discussed.
4.1 DEMOGRAPHIC DATA
The first part (section A) of the questionnaires provided the demographic
data. One hundred and twenty four (124) were distributed to Academic staffs of the
university, while two hundred and nineteen (219) well given to the non-Academic
staffs. The entire questionnaires were retrieved.
TABLE4.1(A)CLASSIFICATIONS OF ACADEMIC STAFF
RESPONDENTS BY EDUCATIONAL QUALIFICATION
Qualification No %
50
Above second degree 36 29%
Masters degree 88 71%
BA/BSc/HND/Equivalent - -
A level, Hsc, NCE or OND - -
O’level or WAEC - -
Total 124 100%
Table 4.1 indicates that 29% of the Academic staff respondents have above
second degree is master and above while 71% of majority have master degree as
their qualification. No respondents for BA, Bsc, HND and other qualification.
TABLE 4.1 (B) COMPOSITION OF NON-ACADEMIC RESPONDENTS BY
EDUCATIONAL QUALIFICATION
Qualification No %
Above second degree 4 2%
Masters degree 44 20%
BA/BSc/HND/Equivalent 81 37%
A level, Hsc, NCE or OND 71 32%
O Level or WAEC 19 9%
Total 219 100%
51
This table indicates that only 2% of the non academic staff surveyed have
above second degree, 20% of the respondents have their masters degree 37% of
BA/BSc/HND holders constitutes the largest respondents A level/ OND holders
also amounted to 32% while just 9% of the respondents possessed O’level
educational qualification.
TABLE 4.1 (A) DISTRIBUTION OF ACADEMIC STAFF RESPONDENTS
BY NUMBER OF YEARS IN SERVICE
Years bracket No %
0 -5 31 25%
6 -10 23 18.5%
11 – 15 22 17%
16 – 20 18 15%
21 – 25 18 15%
26 – 30 12 9.5%
Total 124 100%
Table 4.2 shows that the bulk of academic staff respondents have being in
service for the past 0-5 years representing 25% of the total sample size 18.5% have
being in service between 6 -10 years. 17% of the respondents are within the
bracket of 11-15 years of service 15% respectively for both within 16 -20 and 21 -
52
25 year of service. The least of the sample size are those in service for the past 26-
30 year of 9.5%.
TABLE4.1(B)DISTRIBUTION OF NON-ACADEMIC STAFF
RESPONDENTS BY NUMBER OF YEARS IN SERVICE
Years bracket No %
0 -5 47 21%
6 -10 42 19%
11 – 15 43 20%
16 – 20 37 17%
21 – 25 30 14%
26 – 30 20 9%
Total 219 100%
Table 4.2 b shows that bulk of the non-academic staff respondents have
being in service for the past 0-5 year respondents 21%. 15% represents those in
service for the past 6-10years. Those in service for the past 11-15year are
represented by 20%. For those in service for the past 16-20year are also
53
represented by 17%. And 14% for those in servicer for the past 21-25years and the
least of 9% represent those in service for the past 20-30years.
4.2 RESEARCH QUESTION ONE
Is there an existing guiding philosophy (i.e. mission/vision) in the
institution?
This research question sought to determine if there is proper awareness of
the university philosophy and to discover the extent to which staffs are in tune with
the mission and vision i.e. unity of purpose. The findings are presented in the table
below.
TABLE 4.3
Academic staff Non-Academic staff
Response No % Response No %
Yes 124 100% Yes 164 75%
No - - No 55 25%
54
Total 124 100% Total 219 100%
Taking an overall look at the table, all the academic staff respondents indicated
that they are aware of the university’s philosophy, its mission and vision and are in
tune with it while the non-academic staff, 75% of them indicated that they are
aware and in tune and 25% says that they are not aware and neither in tune with the
vision and mission that they are just working.
4.3 RESEARCH QUESTION TWO
If yes, how well is the university management adhering and conforming to
the philosophy?
This research question sought to find out the level of implementation and
pursuit of the university vision and mission in actualizing them. The table below
show staff response regarding university’s management effort.
TABLE 4.4
Academic staff Non academic staff
Response No % Response No %
V. Good 31 30% V. Good 36 22%
55
Good 18 15% Good 42 26%
Fair 24 19% Fair 36 22%
Poor 45 36% Poor 30 18%
No response - - No response 20 12%
Total 124 100% Total 164 100%
The table shows the different responses of the staffs to the level of
implementation and pursuit of university, philosophy.
From the total number of Academic staff respondents 30% agreed that the
university is doing very good, 15% agreed the university is doing good, 15% also
agreed on fair while 36% are of the opinion that the university management has so
far performed poor in adhering and conforming to its philosophy. Also the non-
academic staff gave their own opinion. 22% agreed the management is doing very
good, 26% agreed the management is doing very good.22% also agreed the
university management is doing fairly well while 18% holds that the management
is doing poorly. And 12% of respondents did not give any response on the
question.
56
Sequel to these things, it can be referred that university management effort
in implementing and pursuing its philosophy has not reached a commendable
point. If positive responses is a measure of management effort being realized, then
it can be said that their efforts are fair but needing a lot to be done.
4.4 RESEARCH QUESTION THREE.
Do you understand the university strategic plan?
This research question sought to find out if the university strategic plan is
well communicated to the point of providing the staff’s grasp of the strategic plan.
The staff’s responses in table 4.5 are
Academic staff Non- Academic staff
RESPONSE NO. % RESPONSE NO. %
YES 46 37% YES 104 481%
NO. 78 63% NO. 111 51%
NO.
RESPONSE
- - NO.
RESPONSE
4 1%
TOTAL 124 100% TOTAL 219 100%
57
Indications on table 4.5 shows that respondent are mostly of the opinion that they
don’t understand the university’s strategic plan and that management might be
holding back information for its own benefit.
37% of academic staff surveyed agreed to understanding the strategic plan while
63% majority is of the opinion that they do not understand the strategic plan.
Whereas for the non- academic staff 48% agreed to understand the strategic plan
and 51% agreed to not understanding the strategic plan.
The finding here is that management need to do more in communication its interior
and program’s more to its staff to enhance unity of purpose for better service and
timing.
4.5 RESEARCH QUESTION FOUR.
What is the management attitude towards employee’s involvement?
This question sought to find out the practice of employees involvement in the
university system as regards time and space in job satisfaction. Response from both
Academic and Non- academic staffs are shown in table 4.6.
Practice Academic Non-Academic
No. % No. %
Initiative/ autonomy to work 8 7% 20% 9%
Brain storming/ suggestion 39 31% 88 40%
58
Management dictates 53 43% 101 46%
A mixed practice 24 19% 10 4%
Total 124 100% 219 100%
From the number of academic staff surveyed 7% of the respondents are of
the opinion that the system allows for initiative and autonomy to work freely in
delivery of services. 31% also agreed that the system allows for Brain storming
and suggestion is performing their jobs. And a higher number of respondents said
that their job is carried out strictly by the management dictates. 19% of the
respondents are also of the opinion that they often practice mix of the practices
listed. The Non- academic staff holds a similar view. 9% agreed that they practice
initiative and autonomy to perform their jobs in service delivery. 40% agreed they
are allowed to brain storm and also a higher number of 46% opined that job
performances are strictly management dictates condition. Again 5% agreed to
mixed practice.
The above findings, shows that regardless of the fact that they are traces for
staff self actualization and job satisfaction the management stills confine staffs to
its dictates.
4.6 RESEARCH QUESTION FIVE
59
The university’s management emphasis on decision making is on- students,
employees, parent, government or university interest?
The question sought to find out management emphasis in it decision making
an analysis was carried out when high score on students, employee and parents
indicate emphasis on quality product students while a high score on government
and university interest indicated quantity of products. Table 4.7 shows the
respondents view.
Academic staff Non academic staff
Emphasis No % Emphasis No %
Quality products 44 35% Quality products 133 61%
Quantity products 80 65% Quantity products 86 39%
Total 124 100% Total 219 100%
From the survey carried out the academic staff respondents, 35% hold the
opinion that the management emphasis in decision making is on quality products
output i.e. students while a majority of 65% holds that management is only
interested in quantity and university interest. For the non-academic 61% holds that
management emphasis on decision making is on quality of products and 39% holds
that its emphasis is on quantity for more revenue in university interest.
60
The above finding shows a difference in opinion between the academic staff
and non-academic staff majority of the academic staffs hold that the university
management is more interested in their own agenda than graduating quality
students where as the non-academic staff majority are of the opinion that
university, management emphasis on product quality while minority saying
otherwise.
4.7 RESEARCH QUESTION SIX
Are there common practice booze words or mantra in use within the
university system and your section?
This research question sought to determine the level of spirit of unity among
the university staff. The respondents opinion are shown in table 4.8
Academic staff Non-academic
Response No % Response No %
Yes 52 42% Yes 72 33%
No 72 58% No 13
1
60%
No response No response 16 7%
Total 124 100% Total 21 100%
61
9
From the table above 42%, of the academic staff agreed there are common
practice booze words or mantra in use in the system but could hardly specify which
while 58% disagreed that there is no such in the system. And for the non-academic
staff 33% agreed that such exist within the system and their section but 60%, of the
respondents disagree to such practice existence and a minor 7% sis not respond to
the research question.
From the finding, there is hardly such common practice, booze words or
mantra on use within the system to foster spirit of unity among staffs.
4.8 RESEARCH QUESTION SEVEN
What are the bases for providing training opportunity?
This research question sought to find out on what bases is staff training done
or approved. Table 4.9 shows the respondent opinion.
Academic staff Non-academic staff
Bases No % Bases No %
Strategic plan 61 54% Strategic plan 185 84%
Personal needs 39 32% Personal needs 34 16%
62
Both 18 14% Both
Total 124 100% Total 219 100%
The figure above are 54%, of academic staff agreed that training
opportunities are open through the university strategic plan and not in personal
needs. 32% of the respondents opined that training opportunity is by personal
needs while 14% opined it can be in both bases. For the non-academic staff 84%,
agreed it is basically on university, strategic plan while 16% holds its on personal
needs.
The finding shows that staff training are mainly on bases of the university
strategic plan even when personal needs still requires approval.
4.9 RESEARCH QUESTION EIGHT
Are there quality Assurance measures the university pays attention to?
For this research question it sought to find out what measure the university
put in place to avoid low turnout or output of students. Table 4.10 below shows the
respondents opinions.
Academic Non-academic
Opinion No % Opinion No %
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Yes 55 44% Yes 80 37%
No 69 56% No 124 57%
No response Response 15 6%
Total 12
4
100% Total 219 100%
Results in the table shows that, for the total number of academic staffs
surveyed 56% disagreed there are quality Assurance measures in place while 44%
of opined there are quality assurance while for the non academic staff 37% of them
opined there are quality measure the university pay attention to, a majority 57%
disagree that there are no Quality Assurance measures in place and 6% of non-
response was obtained.
From the finding there is no consciousness or awareness on quality
assurance measures within the university.
4.10 RESEARCH QUESTION NINE
What keeps you on the Job?
This research question sought to find out what are the motivating factors that
keeps the staffs on the job. Table 4.11 shows their responses.
Academic staff Non-academic
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Factors No % Factors No %
Monetary 33 29% Monetary 150 68%
Non-Monetary 91 73% Non-monetary 69 32%
Total 124 100% Total 219 100%
Results in the table shows that for the academic staffs 27% of respondents
are motivated by monetary terms and a majority of 73% are motivated by non-
monetary terms. For the non-academic a majority of 68%, are mainly motivated by
the monetary benefit attached to their services while 32% are motivated by non-
monetary term.
From the findings most of the academic staffs are trying to contribute and
also develop themselves. While most of the non-academic are just doing their job
for the pay they take home.
4.11 RESEARCH QUESTION TEN
What are some of the ways the constitution adopt to internalize quality
culture in the system?
This research question sought to find out if there are ways the institution
adopts to create and make quality a culture in the system. Table 4.12 shows the
pattern of response.
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Academic staff Non-academic
Methods No % Methods No %
Training 90 57% Training 124 57%
Standard 42 34% Standard 61 28%
None 12 91% None 34 51%
Total 124 100% Total 219 100%
From the table of the total respondents of academic staff 57% agreed that the
institution uses training of staffs as a way of internalizing and improving quality
culture, 34% opined it internalizes quality through standards set and adherence
while 91, non response were obtained. And for non-academic staff 57%, also
agreed to training as ways the institution internalize quality culture and 28% of the
respondents’ opined standard as also a way of internalizing quality culture and also
15%. Non response was obtained.
From the findings, above it is observed that training was the major way with
which the institution uses alongside standards to internalize quality culture.
4.12 TEST OF HYPOTHESIS
Question eight will be used to test the hypothesis, when asked if there are Quality
assurance measures the university pays to, from the responses, percentage of 56%
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and frequency of 193 of the total sample obtained from this question shows that
quality Assurance is not a common practice in the university therefore lack Quality
consciousness in the context of this study.
Therefore it can be deduced from the hypothesis that falling standard is as a result
of lack of Quality consciousness.
4.13 DISCUSSION OF FINDINGS
Having investigating into the concept of integrating of Total Quality Management
in the management of university of Jos. I contend that TQM have an- all embracing
perspective and its integration is incumbent upon all social sector organization of
which the university is part and parcel.
The results presented in the previous chapter are quite revealing; the results have
shown that the management seems not to really understand what quality actually
stands for. Every manager should know that the onus rest on them that they should
have a total commitment to quality and that all aspects of production should focus
on the consumer. This is because the consumer is the most important part of
production; once the products are rolled out, it is usually very difficult it recall
them.
Crosby (1984) in agreeing with this study stated that quality is established in the
market place and not in executive suites. The principles of doing a task right the
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first time has to be established as “doing a task well” in order to measure up to
societal demands on education. Within the education set up where products are
humans, producing mass unemployable graduates will take any country nowhere;
the present practice of mass production of graduates as indicated in Table 4.8 in
chapter 4, good or bad has to be reviewed.
Section 4.5, Table 4.7 analyzed Employee involvement within the university
showed that management dictates was the common practice obtainable in the
system and that does not allow for employees’ job satisfaction and improvement as
there are no rooms to develop ideas on the job. Employees often carry out or
adhere to management dictates in job performance and this management style
creates too much bureaucracy in the system and kills innovative thinking.
Also section 4.4, Table 4.5, where the issue of employee understands the university
strategic plan was surveyed; it showed that the management communication
system is poor only administrative officers understand it. It is the management
efforts that will enable the employees understand and align themselves with the
strategic plan of the university and will help enhance the unity of purpose within
the institution.
On the Quality Assurance in section 4.9, table 4.10, it showed that management is
doing a lot on quality assurance but from a wrong perspective. Emphasis on quality
68
does not come from mass inspection of results after an examination has been
conducted at the end of a semester, lecturers do better when at every stage there is
quality check on every work done.
Section4.7, table 4.8 on common practice booze words or mantra in use within the
system which sought out the principle of spirit of unity among the employees was
low except when are in a common struggle on an agenda. This does not show a
good teamwork spirit which could be useful in enhancing product quality.
CHAPTER FIVE
5.0 CONCLUSION AND RECOMMENDATIONS.
69
5.1 CONCLUSION.
The analysis of this study has shown vividly that the integration of Total Quality
Management in the management of the university of Jos will have a direct impact
on customer satisfaction and quality product i.e. student / graduates. Quality needs
to be a major plank in an organization’s strategy and needs to be approached
systematically using rigorous strategic planning process. Fullan (1991)
administrators must stop focusing upon the judgment of results instead must start
focusing upon the improvement process-learning, teaching and do whatever task
which needs to be done.
For total improvement to be achieved in the university, the fourteen principles of
Deming can be adopted as a working philosophy for the school. In the university
factors that are conducive to the integration of TQM are present but there are not
fully operational.
5.2 RECOMMENDATIONS.
In the light of the discoveries in this study the following suggestion and
recommendations are made:
1- University of Jos should fully integrate in their current system people-Base
management styles.
70
2- The university should adhere to and communicate their mission and vision
to ensure unity of purpose within the institution and all members of each
academic community should be committed to the perennial imperative of
change.
3- University of Jos should create and maintain the internal environment in
which people can be fully involved in achieving the institution objectives.
The university should take a leaf from the Quality management slogan;
“Quality is for everybody.” TQM is every ones job.
4- To create awareness, the federal government through the ministry of
education should introduce Total Quality Management as a course in all
tertiary institutions in Nigeria. The course should be compulsory course for
all discipline. This will enable every Nigerian graduate to have a good grasp
of TQM.
5- Staff training and development serves as a veritable tool to successful
implementation of total quality management; funds should be made
available and staffs should be encouraged to go for TQM workshops,
conferences, seminars and short courses.
6- The government should encourage practitioners and consultants who have
developed a wealth of experience in the area of TQM and its implementation
71
to share their experience by writing books or articles that can be real and
learned.
5.3 SUGGESTION FOR FURTHER STUDY.
This study was carried out using a descriptive case study method. Further
studies should be carried out using other research methods such as correlation,
experimental comparative method. This study only covered university of Jos. A
similar study can be conducted in other universities in the country.
Also similar research could be conducted on motivation, performance
improvement and practice among the lecturers in the university. The quantity
and quality of lecturers within the university and the rate of lecturer turnover for
the total economy of Nigeria can also be researched upon.
This research study with its resultant findings can be as a beginning towards
more researches into the use of Total Quality Management especially TQM
Assurance in relation to personnel management in universities.
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