Looks at the concept of organizational culture according to Schein, where the system of basic assumptions is developed by the organization during its history. These assumptions are bound to influence the management’s choice of TQM approaches and quality training methods. First, presents a model of different kinds of assumptions about the nature of the human being, about the concept of quality, and about the nature of learning, held by the management. Suggests how they should be considered in choosing the total quality approaches for optimal results. Second, tests the model and gives an illustration of each of the three types of basic assumptions by giving outlines of selected case studies. The cases featured seem to support the opin‐ion that choosing the “match” approach, where the assumptions included are similar to those that constitute the historic base of the culture of the organization, leads to good results with less resource utilization. Again, cultural mismatch seems to be one of the reasons for friction or direct failures in implementing a TQM approach.

No abstract

No abstract

Under Title IX, both the Department of Education and private individuals are authorized to bring enforcement actions. In 2011, the U.S. Office of Civil Rights issued a "Dear Colleague" letter, advising higher education institutions on the crafting of an effective response to complaints of sexual harassment. The letter proposed three steps toward the "prompt and equitable" handling of complaints: the creation and dissemination of a nondiscrimination policy, training the parties involved in the investigation and adjudication phases on how to respond to sexual harassment allegations, and the need for prompt investigation. (15 ref)-University of Kentucky.After the establishment of the University of Eastern Finland through a merger, interviews were conducted with 42 members of the teaching and research staff. The participants had mixed emotions about the changes wrought by the merger process. They recognized that the diminishing number of young people, declining government revenues, and a directive from the Ministry of Education to reduce the number of institutions made merger inevitable. Their main complaint was that too much happened in too short a time and the rapid top-down process of the merger, but they remained committed to their tasks and colleagues. These findings suggest the importance of involving university personnel in merger-related decision making. (40 ref)-

No abstract