Quality Management in Higher Education: Abandoned Or Embedded?
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QUALITY MANAGEMENT IN HIGHER EDUCATION: ABANDONED OR EMBEDDED? by LYNN LABUDA (Under the Direction of James C. Hearn) ABSTRACT Financial, legislative, and competitive pressures in the 1980s caused many higher education institutions to pursue quality management, and the late-1980s and 1990s saw the adoption of quality management principles by a variety of public and private universities, community and technical colleges, and professional schools. Quality management tools and methodologies were applied to a variety of administrative and academic processes, and customers, e.g., students, alumni, employers. This research aims to determine the extent to which the quality management movement during the late-1980s and 1990s continued at three four-year public higher education institutions, and the factors that led to quality management being embedded or abandonment at these institutions. The three case study institutions are the Georgia Institute of Technology, University of Maryland College Park, and Pennsylvania State University - University Park. Leadership theory and organizational theory conceptual frameworks were used to inform my research. The research results indicated that individuals with certain engaging trait, participative, and transformational leadership styles may be more successful in implementing and sustaining change initiatives such as quality management. In addition, change initiatives may experience greater success and sustainability in collegial organizations than bureaucratic and political organizations. The research results also identified five additional factors contributing to quality management being embedded in the three institutions. The research suggests that external influence (business, industry, governing entities, legislative, public, etc.) may have a positive and/or negative effect on a quality management initiative, and care should be taken to consider but not primarily let external influences drive the strategy of the quality management initiative. Adapting the language and methodologies of quality management to various campus constituents may reduce apprehension and enhance acceptance of quality management. In addition, the research results suggest that creating an internal department that supports the organization’s quality management activities facilitates the implementation and continuation of quality management. The inclusion of quality management principles in the strategic planning process and as a strategic initiative communicates organizational commitment, and emphasizes its strategic importance. Finally, the research results suggest that developing and assigning responsibility of key performance measures and an organizational culture of assessment to drive accountability and measure progress may help quality management endure. INDEX WORDS: Total Quality Management, Continuous Quality Improvement, Quality Management, Georgia Institute of Technology, University of Maryland College Park, Pennsylvania State University – University Park QUALITY MANAGEMENT IN HIGHER EDUCATION: ABANDONED OR EMBEDDED? by LYNN LABUDA EMBA, Emory University’s Goizueta Business School, 2009 BBA, Kaplan University, 2007 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION ATHENS, GEORGIA 2015 © 2015 Lynn Labuda All Rights Reserved QUALITY MANAGEMENT IN HIGHER EDUCATION: ABANDONED OR EMBEDDED? by LYNN LABUDA Major Professor: James Hearn Committee: Erik Ness Karen Webber Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia December 2015 DEDICATION My parents taught me much about hard work, ethics, and commitment, and made so many sacrifices to provide my siblings and me with a strong educational foundation and appreciation for learning. This is for you, Mom and Dad! iv ACKNOWLEDGEMENTS From the day she was born, my daughter has been my greatest inspiration and my proudest accomplishment. She has been an immense source of personal encouragement and practical support during my doctoral studies and dissertation writing. Thank you for doing so many of my errands, the endless meals and snacks, and sending the boys my way when I needed a break! My major professor, Jim Hearn, has provided infinite patience with my endless questions and invaluable advice during my dissertation proposal, research, analysis, and writing. My dissertation committee members – Erik Ness and Karen Webber – offered many insightful comments and helpful feedback on my dissertation proposal and the final product. My classmates helped increase my knowledge of higher education, provided invaluable support and encouragement, and became my lifelong friends. Elisabeth Hughes has the patience of a saint. I want to personally thank her for all of her tireless efforts to answer my endless questions, fixing all manner of my mistakes, ensuring we were properly fed at all times during and after class, coordinating numerous residencies and international trips, and most important for the gift of her friendship. My Emory Law School colleagues – especially Andrea Schmoyer and Jessica Dworkin - covered for me many times during the past two years, and I thank them for their support. Brooks Seay offered such an outstanding example of and inspiration for my doctorate. Her invaluable editing skills, and enduring professional support and personal friendship have been irreplaceable. v Rob provided the competitive motivation to achieve my doctorate. Anything you can do, I can do better! Thank you all from the bottom of my heart! vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................................v LIST OF TABLES ......................................................................................................................... ix CHAPTER 1 STATEMENT OF PROBLEM ......................................................................................1 2 LITERATURE REVIEW ..............................................................................................4 The Evolution of Quality Management ...................................................................4 Assuring Quality in Higher Education: A Brief History .........................................6 The Impetus for Quality Management ...................................................................10 Quality and Quality Management Methodologies .................................................12 Successful Quality Management Initiatives ...........................................................15 Unsuccessful Quality Management Initiatives and Implementation Barriers .......18 Conceptual Frameworks ........................................................................................20 Summary and Conclusion ......................................................................................24 3 RESEARCH DESIGN .................................................................................................26 Research Method ...................................................................................................26 Case Study Selection..............................................................................................28 Data Sources and Collection ..................................................................................32 Data Analysis and Coding Methods ......................................................................37 Limitations .............................................................................................................38 vii Trustworthiness ......................................................................................................39 4 RESEARCH RESULTS ..............................................................................................41 Georgia Institute of Technology ............................................................................42 The University of Maryland College Park .............................................................62 Pennsylvania State University – University Park ..................................................81 Summary ................................................................................................................98 5 CONCLUSION ..........................................................................................................100 The Seven Factors ................................................................................................101 Final Thoughts on Quality Management Initiatives in Higher Education ...........109 Suggestions for Future Research .........................................................................111 REFERENCES ............................................................................................................................113 APPENDICES .............................................................................................................................119 A Guiding Interview Questions .....................................................................................119 B Invitation Email to Prospective Participants ..............................................................120 viii LIST OF TABLES Page Table 1: Higher Education Institutions by Type Involved in Quality Management......................28 Table 2: Georgia Institute of Technology Targeted Interview Participant Summary ...................34 Table 3: University of Maryland College Park Targeted Interview Participant