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Chapter I

THE PROBLEM

Excellence is an art won by training and habituation. We do not act rightly because wehave virtue or excellence, but rather we have those because we have acted rightly. Weare what we repeatedly do. Excellence, then, is not an act but a habit. (Aristotle)

Background of the study.

All parents desire to have quality 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 many

educational institutions are turning out unemployable illiterates (Ojo, 2008). Hallak

(2006) emphasized that the quality of the education system depends on the quality of its

teachers. On the other hand, Alloy Ejiogu (2000) stressed that the quality of education in

any given society depends considerably on the number and the quality of its personnel.

The need for administrative training program in education was affirmed by David (2005)

as crucial to the success and quality of the new educational system which currently lacks

visible subsystem of administrative training program. Therefore it becomes necessary

that school administrators address themselves to those managerial activities that would

lead to the improvement of performance, thereby leading to academic excellence in

schools.

Accordingly, Pador (2007), stressed that the role and importance of education

may vary along various profession and trades, but it is indispensable in providing basic

training and assuring the social standard. Aside from the function of preparing

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enlightened citizens and replicating the labor force, education also fulfills the functions of

advancing and consolidating scientific and technological development.

Furthermore, institutions of higher learning serve as centers for scientific and

technological research and development of productive forces of society. With these

objectives, higher learning institution must necessarily offer quality programs or degree

courses that would provide the best end-benefits to graduates who will become part of

future labor force (Pador, 2007).

Likewise, Tujan (2004), also points out that education fulfils a crucial social

function to insure that the productive forces of the society will replicate and develop.

From the managers, supervisors, the technologist, scientist and technicians, to the factory

workers need, education will fulfils a responsibility in their preparation and training.

The last few decades have witnessed the integration of the world economy as a

result of multiple factors, including the deregulation of world capital markets, market

liberalization and most importantly, the explosion of worldwide telecommunications.

This has in turn created an intensively competitive and dynamic environment which often

creates conflicting pressures on organizations to rapidly adapt and respond to changing

scenarios (McGregor, 2002).

With increasing levels of awareness and sophistication of local and international

communities, Higher Education Providers (HEPs) have to accommodate and satisfy

increasing demands from stakeholders. Furthermore, these institutions that were once

protected from free market dynamics are now forced to become much more competitive,

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in order to attract and retain students and to meet performance demands of the global

market (Grey, 2004).

According to Suwanwela (2007), the rapid rate of scientific and technological

advancement that we are observing to-day owes to a large extent to competition. A

significant scientific discovery requires a lot of efforts intellectually and otherwise. The

prospect of return may not be the sole incentive for scientists to pursue their interest, but

on many occasions prevent them from shifting to other lead. Innovation often comes after

untiring determination. On the other hand, from a promising discovery, a lot of efforts

and investments are needed to explore many possible leads in order to find a

breakthrough. Thus, the necessary investments depend on the prospect of big return, and

competition leads to innovation.

However, while competition has become more intense, resources have become

scarcer. Organizations that employ public funds such as educational institutions are no

exception, as they face increasing pressures to demonstrate sufficient value in return for

resources employed (Pounder and Coleman, 2002).

Competition by private providers necessitates change in public universities

regarding their course offerings. Competition by providers from abroad stimulates

broader vision and wider perception of market demand among local universities

regarding quality and cost. Teaching and learning including curriculum and learning

experiences are adjusted with the use of more effective modes and approaches. Teachers

which are the most important element in the quality of education and research are

actively sought, developed and preserved as well as provide conducive environment for

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their productivity. Students are considered both as the source of revenue and as best

brains for quality outputs. New methods and technologies are sought, invested and

appropriately used. Innovations are not only allowed, but encouraged and rewarded.

Relevance becomes an important part of quality for competitiveness in the market

(Suwanwela, 2007).

This was affirmed, by Abugbe (2002), a functional educational system is the cry

of educationists the world over. This is because, we are inclined to believe that

educational advancement and innovations can only come forth from disciplined and

committed minds, which operate within an enabling work organizational culture, a

culture pervaded by quality consciousness. 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.

According to Ojo (2008), with the strategic position of the university, there is

need for the introduction of total quality management that will involve all the

stakeholders especially the principal, teachers, students, parents and even the community.

It must be emphasized that the success of education rests 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 unskilled teacher, no

educational system can rise above the quality of its administration. The diversified nature

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of our society demands a different, more creative solution to our basic education

problem.

Human productivity towards Total Quality Management (TQM) of a higher

education can not be measured into this level, but rather it must always start at the

beginning of the process of quality teaching and learning. The success of TQM

approach will depend on the quality systems of basic education and motivation values

that are embedded to human person. Earlier detection of defect will be a good sign to be

more aware of continuous improvement of instructions, and facilities in achieving a

productive citizen. Productivity depends on the quality of inputs, if there is a grater

quality on the inputs there is a quality of an output (PIDS, 2006)

Pagas (2009), likewise stressed that the increased competition of higher education

both at national and international level has led to an emerging interest on universities

profile. On a national level, Padilla (2006) describes the Philippine higher education as a

unique system with unusual number of college students. In fact, there are one thousand

seven hundred twenty six (1,726) colleges and universities in the country and about 88%

of which or one thousand five hundred twenty three (1,523) are privately owned

(Angeles, 2009). Neighboring countries in Asia and the Pacific do not have such number

and large majority are government-owned. But in general, quality and quality assurance

have become issues for higher education since the decade of 90s. Haman stated that:

The main issue is the quality debate about higher education acre the

maintenance and improvement of level of teaching and learning, research,scholarship, improvement in quality and adaptability of graduates, how to define

and measure quality, whether management approaches of university and colleges

improve outcomes; the use of benchmarking and performance indicator; and howto convince stakeholders that institutions and systems are doing a competent job

in ensuring quality outputs (1996,2).

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In an article entitled: Strategies for Quality and Excellence as published by the

UNESCO National Commission of Philippine Education Committee in 2000, mention

was made of the observation that the quality of graduates in the Philippines is generally

poor. This was attributed to poor quality of teachers, inadequate teaching and learning

facilities of the institutions, and ill-instructed curricular offerings. There is also an

observation that higher education has failed to live up to the national expectation of

providing quality education and training that would match the requirements of the

changing and developing economy of the Philippines (Quacquarelli Symonds, 2008).

Quality education in our country is supervised and monitored by the government

agencies like Commission on Higher Education (CHED) and Technical Education Skills

and Development Authority (TESDA) to promote quality education. Voluntary

accreditation-process was encouraged to insure quality graduates.

The Commissions thrust and program on quality assurance for Philippine higher

education has three components, namely: a) accreditation which is voluntary and done by

accrediting bodies and certified by their federations; b) benchmarking for the

development of policies, standards and guidelines (PSGs); and c) institutional quality

assurance though monitoring and evaluation (IQuAME). The Commission on Higher

Education issued CMO No. 15, Series of 2005 entitled Institutional Monitoring and

Evaluation for Quality Assurance of All Higher Education Institutions in the

Philippines. The CMO was issued pursuant to:

Article XIV, Section 1 of the 1987 Philippine Constitution, whichprovides that the State shall protect and promote the right of all citizens to

quality education at all levels and shall take appropriate steps to make such

education accessible to all. In line with this Constitutional provision, Section 8

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(e) of Republic Act No. 7722 otherwise known as the Higher Education Act of

1994, provides that the Commission shall have the power and function to

monitor and evaluate performance of programs and institutions of higherlearning for appropriate incentives as well as the imposition of sanctions such as,

but not limited to, diminution or withdrawal of subsidy, recommendation on thedowngrading or withdrawal of accreditation, program termination or school

closure.

It is the declared policy of the Commission to support and value the significant

role of higher education institutions, academic community, and other stakeholders in

establishing a quality assurance system for the higher education sector. Institutional

monitoring and evaluation for quality assurance is deemed complementary to

accreditation. It looks into the effectiveness of an institution in its entirety, particularly

the development of institutional systems that ensure the quality and standards of

programs (www.pagenational.org/ iquamehclagrada.doc).

The thrusts of the Medium Term Development of the Philippine Higher Education

(MTDPHE) are based on the Medium-Term Philippine Development Plan: 2005-2010

(MTPDP, 2005-2010) and the Unifying Human Resources Development Framework of

the Philippines (UHRDFP). The MTPDP outlines the governments development goals,

strategies and action plans in the next six years to reduce the incidence of poverty and

spread the fruits of economic prosperity to the greatest number of Filipinos. The primary

goal is to improve access to and success in higher education through improved quality of

higher education institutions, stronger research and extension, and rationalized

governance and financing of higher education.

In Region I, there are 85 private and 29 public higher education institutions,

directly or indirectly competing with degree programs or even non-degree programs in

terms of the total quality management and productivity of their products. The

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performance of every institutions will take a lead accelerating their institutional

productivity in terms of enrolment, retention, licensure examination/board examination,

academic and social achievements, and most important the employability of their

graduates (www.ched.gov.ph/hes/index.html).

The quality of education is always a major issue in human resource development

of our country. It is always address to every educational institutions that their operations

are focus to quality service delivery of their customer and stakeholder, therefore their

corporate image and reputation are at stake. Are they competent enough to compete

globally or locally in the employment market? Do they have enough knowledge, skills,

attitudes and values to compete in a global arena? These are a challenge to graduates

who should make their best share, work, collaborate and used their knowledge in a

changing world.

Its a common trends now a days that every educational institution market their

programs based on the performance of quality education quality in facilities,

instruction, service delivery of school, thus it follows productivity. The knowledge of

quality and abilities of the school manager and its corporate leaders are key factor for the

total qualitys success of an institution, thus it continuously improve its inputs, processes,

and outputs that will assure quality and productivity success. Efficiency and effectiveness

of educational managers, leaders and every member of the organization apply the total

quality managements principles and productivity that will lead to the success and

prosperity of the educational institution. For this reasons the researcher is challenge to

undertake the study.

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Statement of the Problem

This study aimed to assess the Total Quality Management Practices and Productivity

(TQMP) of Higher Education Institutions (HEIs) in Region I.

Specifically, it sought to answer the following questions:

1. What is the profile of Higher Education Institutions (HEIs) in Region I in

terms of the following:

a) Type of Institution;

b) Date Established;

c) Location;

d) Enrolment Size;

e) Number of Faculty;

f) Number of Curricular Offerings/Programs;

g) Number of Level of accreditation on curricular

offerings/programs

2. What is the of level total quality management practices (TQM) of HEIs in

terms of the following indicators:

a) Corporate Leadership;

b) Human Resource-Training & Development;

c) Student Development & Learning;

d) Teaching Methods and Strategies;

e) Instructional materials & facilities;

f) Curriculum and Program delivery and

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g) Assessment and Learning Outcomes?

3. Is there a significant difference in the level of Total Quality Management

among HEIs as determined by the following respondents;

a. Administrators;

b. Faculty and;

c. Students?

4. What is the level of productivity of HEIs along the areas of:

a) Innovative technology application;

b) Job Satisfaction;

c) Management Commitment to quality and;

d) Market Competition?

5. Is there a significant difference in the HEIs level of

productivity in relation to the identified indicators as determined by the

following respondents;

Administrators;

Faculty and;

Students?

6. Is there a significant relationship between the levels of

productivity and total quality management practices?

7. What model may be proposed to attain higher levels of total

quality management and productivity in higher education institution?

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Research Hypotheses

The following research hypotheses were tested in their null forms at 0.05 level of

significance:

1. There is no significant difference in the Total Quality Management practices

among HEIs as determined by the followings:

1. Administrator;

2. Faculty; and

3. Students?

2. There is no significant difference in the level of productivity of HEIs in

relation to the identified indicators as determined by the respondents?

3. There is no significant relationship between the levels of productivity and

the application of total quality management among Higher Education Institutions?

Significance of the Study

The study was conceived to provide empirical information that could benefit the

following clientele/ groups;

School Administrators. The results of this study will keep the school

organization intact and with a sense of direction. It will provide the significant

information to serve as guide in their activities. This will help them better understand

total quality management as to how the graduates become productive after completion of

the course and achieving quality performance in organization and administration, which

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has been adopted by the Philippine Association of Colleges and Universities'

Commission On Accreditation (PACUCOA).

Deans/Heads/Directors. This study would enable them to have a better

understanding on evaluating the productivity and total quality management of

administrators and faculty through their responses on the areas of organization and

administration as identified in this study. This study is of great help to the deans and

directors in as much as they are responsible for the implementation of quality system of

the higher education program in their specialized unit.

Graduate Students and other young professionals. This could be used as

reference to provides empirical data in administration of quality management and

productivity improvements of private or public higher education institutions. It is through

this study, that quality management through systematic organization and administration

can be well applied.

Legislators/Policy Makers. This study will provide data for the legislators/policy

makers such as the Commission on Higher Education (CHED), Philippine Accrediting

Association of Schools, Colleges and Universities (PAASCU), the Philippine Association

of Colleges and Universities' Commission On Accreditation (PACUCOA), and the

Association of Christian Schools, Colleges and Universities Accrediting Association Inc.

(ACSCU-AAI)in the formulation of necessary provisions, policies and standards in order

to improve the educational system.

Other concerned private tertiary education. This study will provide valuable

information after documentary analysis as corroborated by the responses of faculty and

administrators on the current performance of the educational institutions on to total

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quality management and productivity of an individual or their own organization. It shall

give them the opportunity to evaluate their current status through the results of this study.

Scope and Delimitation of the Study

This study attempted to describe and evaluate the of total quality management

practices and the productivity of Higher Education Institutions (HEIs) in Region I

along with institutional profile, TQM application, academic and administrative service

delivery, and the outcome of productivity. Geographical scope of this study covered the

provinces of Pangasinan, La Union, Ilocos Sur and Ilocos Norte.

Definition of Terms

Total quality Management. This refers to the wholistic of quality management

system that encompasses all activities in achieving the goals and objectives of

institutions, society and all stakeholders concern. It also refers to continuous

improvement process of educational system that produces quality and employable

graduates.

Productivity. It is the ratio of the outputs over the inputs. It is the relationship

between the utilization of innovative technologies, committed and competent human

resources of an educational institution that provides continuous improvement of quality

outputs and uses of cost-efficient and effective strategy.

Education Quality. Itis the character of the set of elements in the input, process,

and output of the education system that provides services that completely satisfy both

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internal and external strategic constituencies by meeting their explicit and implicit

expectations (Cheng, 1995).

Quality Education. It is a product of effective and efficient teaching-learning

process involving administration, instruction, research & extension and academic

services that use acceptable and innovative methods and strategies, to achieve the desired

goals and objectives of the institution and the government. It also refers to continues

improvement process of educating and developing the potentials of learners and acquires

knowledge, skills and attitudes that become a productive in our society.

Educational Attainment. It refers to the level of educational qualification

achieved by administrators and faculty in order to be competent to academic work in the

institution of learning. It also refers to completion or possession of professional academic

qualification in the field of instruction such as baccalaureate, masteral and doctoral

degree.

Type of Institution. It refers to the type of institution whether it be a private or a

public educational institution offering educational services. Public institutions are run by

the government like State Universities and Colleges (SUCs), CHED Supervised-

Government Owned or Controlled Corporations-(GOCCs) and Local Universities and

Colleges (LUCs). On the other hand, private institutions are run by private individuals

who have the capacity and ability to run an educational institution.

Date Established. This refers to the date of existence of an establishment or

institution and the first operation of its curricular offerings and programs. This could also

refers to the number of years of its operation and how long it has been producing quality

graduates.

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Location of Institution. This refers to the place where an institution is situated or

located and where its business operation takes place. It is also the place where it

conducts training and development of its human resources.

Enrollment Size. This refers to the number of students enrolled in the different

courses or programs offered by the institution.

Number of Faculty. This refers to the size of the teaching personnel in an

institution that provides quality services to students to make them productive in the

future.

Curricular Offerings/Programs. This refers to the number of programs offered

by the institution which are relevant to the needs of the community. These are programs

of study that will make students learn and develop their knowledge, skills and attitudes.

Level of Accredited Curricular Offerings/Programs. Thisrefers to the level of

status of accredited programs offered by the institution that meet the quality standards of

the accrediting agency like Philippine Association of Colleges and Universities'

Commission On Accreditation (PACUCOA), Philippine Accrediting Association of

Schools, Colleges and Universities (PAASCU), and Association of Christian Schools,

Colleges and Universities Accrediting Association Inc. (ACSCU-AAIs). It also identifies

the status level of accredited programs.

Corporate Leadership. This refers to top management to oversee the daily

operation of the organization, which is to develop guides and create strategic plan to

achieve the goals and objectives of future success. It also refers to the leadership skills of

administrators and members of an educational organization to transform the knowledge,

skills and attitudes to its clientele.

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Human Resource-Training and development. It is the process of improving

human resource capability to gain knowledge, skill and work attitude towards

development of organizational effectiveness and become productive in their work

functions to achieve desired and acceptable performance of the institution.

Student development and Learning. This refers to the situation that requires

enhancement of learners productivity thru effective teaching methods and strategies in

acquiring knowledge, skills and attitudes. It also refers to the development of human sas

a person that has intellectual capability to improve its abilities and contribute more

productive efforts for development of the society. In addition, it is the process of

improving the capability of learners to make them efficient and responsive to changes in

their organizational environment.

Teaching methods and strategies. This refers to theuse methods of teaching-

learning strategies; classroom management, as well the implementation of innovative and

creative teaching technologies provided by the institution. Thus, it also includes the

characteristics of acquired knowledge, experience, skills and attitudes that help transform

the students involved in the learning process.

Curriculum content. This refers to the program of study that described the goals

and objectives of course and its subjects specifying the duration, course description,

subjects, learning materials, tools and facilities, methods & strategies that used to

facilitate quality of teaching-learning activities. It also refers to the pattern or a guide of

program of study in delivery of teaching-learning process that makes the learner attained

quality education.

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Instructional materials and facilities. This refers to the materials or facilities

needed in the teaching and learning process, such as audio visual aids, library,

laboratories, and computers. These resources are essential for the efficient, and effective

and quality standard of teaching-learning process.

Assessment methods and Learning Outcomes. These refer to the results of

various test or examinations of the students which assess the effectiveness of acquiring

knowledge, skills and good attitudes towards a productive learning outcomes. This also

includes the evaluations of test/examination or outcomes which purposely determine the

problems to be analyzed, and provide in the solution and apply the principles of

continuous improvement.

Innovative Technology Application. This refers to the utilization of innovative

technologies and methods of learning to develop and apply the usefulness of technology

as a means to improve the productivity of the learners. Furthermore, it is the process of

applying the right technologies in order to be more efficient and productive.

Management Commitment To Quality. This refers to the commitment of the

top management to support quality policy in the implementation and development of

human resource, products or services, financial viability, training and thru effective

leadership in the attainment of the vision and mission of an institution.

Job Satisfaction - it refers to the satisfactions of an employee motivated by

different factors such as compensation package, security of tenure, policies and incentive

through attainment of goals and objectives of the educational institution or organization.

It also refers to the motivational factors that influence the employees in the effective and

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efficient delivery of services to its stakeholders, such as: conditions of work, and benefits,

adequacy of support facilities used by faculty & students, and leadership culture.

Market Competition. This refers to the competitive awareness of every member

of organization or educational institutions to know their market standing or positions, and

which will lead to the development of a marketing or information dissemination

campaign, or positive performances, and ensure the competitiveness of programs and

services. It also refers to the relationship of quality improvement that serves as a

motivational force to challenge the increase profitability and attain excellent performance

in productivity. This will serve as the key indicators as to the competitiveness in the local

or international market.

School Administrator/Head. They are the executive officers either the President

or Directors with the Deans, Department Heads and other officers of Public or Private

Higher Education Institutions (HEIs).

Faculty. This sector is composed of professional teachers/instructors who may

either be full-time part-time, contractual, temporary or permanent in their status of

appointment, and who are teaching in the aforementioned schools.

Students. They are the main customers or clients of educational institution who

are involved in academic pursuits or whose activities are directly related to instructional

processes purposely to complete or to graduate a program of study.

Academic Programs. This refers to the curricular activities and guidance in the

private higher education institutions participated in by students and teachers, which

develop the students character and intellect.

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Perception. This involves interpretation of stimulus and recognition of the object that

produces a sensation, based on earlier experience and is the process by which one

becomes acquainted with his environment. The respondents perceptions referred to in

this study are their personal knowledge on the areas of total quality and productivity

improvements in their respective schools.

of the conduct of operation of educational institution in terms of its quality management

practices that make its goals and objectives are achieved as well as satisfy the needs and

wants of stakeholders.

Total Quality Management is a structured system for satisfying internal and

external customers and suppliers integrated in the business environment, continuous

improvement, and breakthroughs with development, and maintenance cycles while

changing organizational culture (TQM, 2000). According to Bader (2001) TQM -

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refers to a management process and set of disciplines that are coordinated to ensure that

the organization consistently meets and exceeds customer requirements. TQM engages

all divisions, departments and levels of the organization. Top management organizes all

of its strategy and operations around customer needs and develops a culture with high

level employee participation. TQM companies are focused on the systematic

management of data in all processes and practices to eliminate waste and pursue

continuous improvement.

).

Total Quality The culture of an organization where continuous improvement is

integrated into all activities with the objective of improving the quality.

(www.bpic.co.uk/jargon.htm

Articles will move to.

Higher education system in the Philippines is a key player in the education and

the integral formation of professionally competent, service-oriented, principled, and

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productive citizens (Long -Term Higher Education Development Plan 2001 -2010, 2005).

It is, however, in crisis. Inadequate government resources for education, inequitable

distribution of public higher education and public funds and inefficient use of public

funds are among the issues that are being discussed to rationalize public higher education.

There has been several cost analyses conducted for universities and colleges in the

Philippines. Many have shown that the performance, quality, and efficiency of these

HEIs are being studied with the purpose of improving and assessing the higher education

system in the country. However, these investigations focused in university costs and their

implications for the scale and scope of the provision of the various aspects of HEIs.

However, despite the vast amount of literature on the topic of quality, there is

very little agreement on the fundamental precepts that underpin quality in Higher

Education (HE). Most studies on quality focus on students levels of satisfaction within

particular institutions while the views of other stakeholders have not been adequately

examined. It is apparently taken for granted that as the core issues in managing quality

have already been identified by experienced educators and relevant bodies such as

accreditation agencies, it is not necessary to validate these assumptions by exploring the

views of those who are directly involved or affected by the process of HE.

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Consequently, the issue of service quality in higher education (HE) has raised to

the top of the research agenda with the main focus on service satisfaction from the

perspective of the student (Wright and ONeill, 2002).

Srikanthan and Dalrymple (2007) point to the elaborate measures initiated by many

governments to regulate standards and improve quality, as an indication of the desperate

need to bring about fundamental improvements in the management of quality in Higher

Education (HE).

[ RL Technological breakthrough may create gap in skills and knowledge to the

learner or students if they will not be trained to use technologies, and they lag behind in

terms of their economic prosperity. In the third world countries, like Philippines where it

is not productive enough, it cannot be attributed to poor quality education per se, but in

some aspect like as corruption in the government as major consideration. Other countries

such USA, Europe, Japan, Taiwan, Korea and China are committed in the development

of their human resources and make their country productive as well. They are innovative

and productive, enough to sustain their economic success and continuously improving;

because they tap the advance technology as the means of their productivity and quality

life. RL]

[ RL Total quality management (TQM) is a management style based upon

producing quality service as defined by the customers and suppliers. TQM is an

organizational wide approach to quality with improvement undertaken on a continuous

basis by everyone in the organizations. Dale and Bunney (2003) defined TQM as a

quality centered, customer-focused, facts based, team-driven, seminar-managements led

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process to achieve an organizations 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. (www.academicleadership.org/emprical_research/459.shtml)

444 RL ]

[ RL

Quality is not limited to academic instruction but also adequate facilities, well

designed curriculum and policies & procedures, which are entrusted by the Commission

on Higher Education (CHED) to challenge higher educational institution to plan, do,

check and act (PDCA). Being an institution that gives quality education requires a long

process that is focus to customer satisfaction and continuous improvement process. The

management must be aware of quality management operations, thus keeping all people

empowered to perform their functions and make them available to the customer

requirements. It involves effective research and development process, but it also depends

on the quality management. They must have one direction in providing quality

management in their educational operations that will enable them achieve their goals and

objectives. RL]

[ Interpretation and analysis Based on my own experience and observations, schools

which failed to provide total quality and effective-efficient management resulted to the

natural death of the institution or a closed shop operation, where it cannot be restored

again due to lost of reputation and trust that it can not provide quality education.

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While its true, as observation that our country produce graduates in different field

of specialization and that every educational institution are shouting that they produce

quality graduates, you can see the graduates experiencing a long waiting time for

employment, or if ever he will be employed for the mean time in business establishment

like SM, Robinsons and other malls as clerks. You will see your graduates in Computer

Science or Information Technology working as bagger or sales representatives. If medical

graduates, you will see them in every barangay office or hospitals working as volunteer

worker without any remuneration, since cost of medical courses are expensive in

education. Technology graduates may be competent enough but they lack

communications skills so they compete globally until they are trained as call center

agents. Are we really producing quality education? or it is just a virtual word that we

employ in our educational system, does our government had enough funds to polish our

educational system or do we have enough financial capability or just an illusion that we

have quality but poor quality in general.

Thats the reason why the researcher is very curios and spirited to look into the

key indicators or dimensions of managing total quality and productivity of higher

education institutions ******* ]

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