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Applying Deming's Philosophy and Principles to the Instructional Process in Higher Education Jane Anne Andrews Iowa State University

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Applying Deming's Philosophy and Principles to the Instructional Process in Higher Education Jane Anne Andrews Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1994 Applying Deming's philosophy and principles to the instructional process in higher education Jane Anne Andrews Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education and Teaching Commons Recommended Citation Andrews, Jane Anne, "Applying Deming's philosophy and principles to the instructional process in higher education " (1994). Retrospective Theses and Dissertations. 10533. https://lib.dr.iastate.edu/rtd/10533 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from aii^ type of computer printer. The quality of this reprodnctioii is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photogrs^hs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313.'761-4700 800/521-0600 Order Number 9518353 Applying Deming's philosophy and principles to the instructional process in higher education Andrews, Jane Anne, Ph.D. Iowa State University, 1994 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 Applying Deming's philosophy and principles to the instructional process in higher education by Jane Anne Andrews A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHIL,OSOPHY Department: Professional Studies in Education Major: Education Approved: Signature was redacted for privacy. Signature was redacted for privacy. In Charge rk Signature was redacted for privacy. For the Major Department Signature was redacted for privacy. For t jge Iowa State University Ames, Iowa 1994 ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION TO THE STUDY 1 Rationale for the Study 1 Assumptions 2 Limitations 3 Significance 4 Questions 4 Methods 5 Definition of Terms 7 Organization of the Study 8 CHAPTER n. REVIEW OF SELECTED UTERATURE 10 Quality 11 A Definition 11 Quality and Higher Education 12 Deming's Influence on Quality 16 History of the Quality Movement 16 Deming's Philosophy: Profound Knowledge 19 Deming's Principles; The Fourteen Points 22 Applying Deming's Quality to the Classroom 31 Empowering Students 33 Creating Continuous Improvement 34 Collection and Use of Information 42 Summary of Selected Literature 48 CHAPTER m. RESEARCH METHODS 51 Research Questions 51 Methodology 53 Sources of Data 54 Methods of Data Collection 60 Methods of Data Analysis 68 Trustworthiness 69 Truth-value 70 Transferability 74 Consistency 74 Ethics 75 iii CHAPTER IV. RESEARCH FINDINGS 76 The Major Respondents 77 Introduction to Dr. Joe 77 Introduction to Maynard M. 79 Introduction to Rob 82 Analysis of the Major Respondents 87 The Respondents' Characteristics 88 Attitudes about Customers 88 Analysis of Attitudes about Customers 92 Roles as Classroom Educators 92 Analysis of Roles as Classroom Educators 97 Perceptions from Others 97 Analysis of Perceptions from Others 107 The Instructional Process 108 Preparation for Instruction 109 Analysis of Preparation for Instruction 116 Involving Students in Learning 117 Analysis of Involving Students in Learning 132 Collecting Feedback from Students 133 Analysis of Collecting Feedback from Students 139 Assessing Students' Progress 140 Analysis of Assessing Students' Progress 150 Summary of Research Findings 151 CHAPTER V. CONCLUSIONS Responses to the Research Questions 152 Research Question 0 153 Research Question 1 154 Research Question 2 154 Research Question 3 155 Research Question 4 156 Research Question 5 156 Research Question 6 157 Research Question 7 157 Research Question 8 158 A Synopsis of a Deming Educator 158 Personal Characteristics of a Deming Educator 159 The Instructional Process of a Deming Educator 162 A System for a Deming Educator 166 A Conceptual Model of a Deming Educator 172 Implications for Future Research 173 iv REFERENCES 175 APPENDIX A. FOCUS GROUP INTERVIEW MEMBERS 181 APPENDIX B. QUESTIONNAIRE, LETfER, AND RESPONDENTS 182 APPENDIX C. MAJOR RESPONDENTS' RELEASE FORM 188 APPENDIX D. ASSURANCES TO STUDENTS 189 APPENDIX E. ADVISORY COMMITTEE RESPONDENTS' RELEASE FORM 190 APPENDIX F. JOE'S STUDENT SURVEY 191 APPENDIX G. MAYNARD'S STUDENT SURVEY 192 APPENDIX H. MAYNARD'S SYLLABUS 199 APPENDIX I. MAYNARD'S STUDY GUIDE 207 APPENDIX J. MAYNARD'S STUDY GUIDE EVALUATION 212 APPENDIX K. ROB'S DACUM COMPETENCIES 214 APPENDIX L. ROB'S SYLLABUS 215 APPENDIX M. ROB'S COURSE DATA FILE 218 APPENDIX N. JOE'S MINUTE PAPERS 224 APPENDIX O. JOE'S PARETO CHARTS 227 APPENDIX P. MAYNARD'S FORCE FIELD ANALYSIS 231 APPENDIX Q. ROB'S TEMPORARY ASSESSMENT POLICY 235 APPENDIX R. ROB'S MATRIX 236 1 CHAPTER I INTRODUCTION TO THE STUDY A new management philosophy for business and industry, based on customer satisfaction, empowerment of employees, and use of data in decision-making has emerged over the last decade. Credit for the origin of this philosophy, known by a variety of names like Total Quality Management (Sherr & Lozier, 1991), Continuous Quality Improvement (Fischer, 1992), and Strategic Process Improvement (Spanbauer, 1992), is given primarily to William Edwards Deming (Walton, 1986). Although Deming originally applied his philosophy and principles to Japanese businesses after World War H, Americans did not begin to adopt them until the 1970's and 1980's. In recent years, educational institutions have begun to follow business and industry's lead. Authors of articles in current literature, who embrace the Deming philosophy, write that educational paradigms are changing. They suggest that educators are giving more emphasis to satisfying customers identified as students, parents, employers, other educators and educational institutions, boards of trustees, accrediting agencies, and the general public (Seymour, 1992). Rationale for the Study Where adopted by colleges and universities, Deming's principles have been applied primarily to non-instructional fimctions of the institutions like physical plant maintenance, payroll, registration procedures, or mail distribution (Seymour & CoUett, 1991). Despite 2 the fact that teaching and learning are the nucleus of an educational institution, Deming's principles and practices have not yet emerged to any great extent in the instructional areas (Seymour and Collett, 1991). Little research exists linking the philosophy and principles of Deming with postsecondary classroom instruction. Assumptions The purpose of this study is to identify, describe, examine, and understand the attitudes, teaching strategies, teaching techniques, and assessment methods of selected postsecondary educators who apply the philosophy and principles of William Edwards Deming to their classroom instructional process. The study examines why and how the educators have tried to improve the learning process for their students by adopting Deming's theory. In doing this, a conceptual model of a "Deming" educator is developed. In this study, four assumptions are made. First, the classroom is regarded as an organization where the instructor or professor acts as the leader of the teaching and learning process. The second assumption is that the numbers of instructors and professors who have adopted the Deming philosophy, and consequently put it into practical use in their classrooms, are relatively low. The third assumption is that instructors and professors want to learn more about the Deming philosophy and principles. Furthermore, educators want to learn how Deming's philosophy and principles can be applied to college and university classroom instruction. 3 The fourth assumption is that students are the primary customers of instructors and professors. When, as in this study, the idea that learning is the product of education is adopted, then students become the people most directly affected by the instructional process as their pathway to learning. Although groups of customers such as professors of courses that follow, potential or current employers, and receiving institutions are important, students are viewed as instructors' and professors'
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