Purpose -The purpose of this paper is to investigate the dimensions of TQM, analyse interrelationships and their combined influence on results achieved in ISO certified engineering institutes in India. Design/methodology/approach -This study is based on the questionnaire survey of a sample of 216 faculty members serving in various ISO certified institutes of southern states of India. The data were obtained using a questionnaire that is in line with the self-assessment philosophy of European Foundation for Quality Management Excellence Model (EFQM). The dataset was subjected to exploratory factor analysis using SPSS17.0 program for Windows. The confirmatory and causal analyses were carried out using AMOS 16.0 software. Findings -The factor analysis confirmed the existence of ten important dimensions of TQM that guide ISO institutes in their quality journey. Structural equation modelling was used to validate the developed TQM model. Leadership of top management was the main driving force for establishing an effective quality management system (QMS) in engineering institutes.Research limitations/implications -The main limitation is related to the notion of causality. The study has considered perception data for the predictive analysis. Practical implications -The paper unfolds ten important TQM factors that need attention from education administrators to manage quality in engineering education. The six enablers of the proposed TQM model significantly influence result criteria. The results obtained in this study encourage academic leaders to implement TQM concepts in their institutes to achieve a higher level of stakeholder satisfaction. Originality/value -The paper is a new contribution to broad understanding of TQM concepts and their impact on performance measures in engineering education in India.
An entrant to engineering has to undergo many fundamental courses in the first year of curriculum. Basic electrical engineering is one amongst these courses. The traditional way of teaching the course was teacher-centric and aid used for teaching was chalk and talk. Less emphasis was given for student interaction. Traditional style of teaching rarely gives students the opportunity to apply their newfound knowledge to actual situations, resulting in a serious time lag between students learning and applying new knowledge. As a result many students have trouble determining the relevance of what they are being taught, and thus lacking any obvious need to learn and fail to engage in the learning process. To provide an opportunity for collaborative experiential learning to reinforce the theoretical concepts imbibed in students we proposed a model on collaborative experiential learning which concentrates on the beginning of instruction referring to Fink's Model containing Knowledge of subject matter, Design of Course, Teacher-student interaction and Course management. In particular, the "Teacher-student interaction" is adopted which is an umbrella term that refers to all the different ways teachers interact with their students. For better interfacing, Kolb's experiential learning theory based on a four-stage learning cycle is applied. In addition to the above interaction in teaching learning process learning style of an individual is important to undergo different learning cycle. The three main types of learning styles are, auditory, visual, and kinesthetic. Whenever the task is given for an individual the above learning styles can be adopted, meanwhile if the task is for a team with different learning style of a student then we need to focus on style of learning. The three styles of learning are active learning, cooperative learning and problem based learning. The proposed model is applied to the course on Fundamentals of Electrical Engineering, Apart from the regular classroom teaching we used principles of instruction to select, plan and develop an activity based on Industry visit to enhance students learning. To realize the impact of learning happened through the industry visit pertaining to topics like actuators and/or sensors, the written examination was conducted and feedback at two intervals, before and after the industry Minal Salunke 1 KLE Technological University, Hubballi. 1 minal@bvb.edu visit was taken. Individual question wise inferential statistical analysis using paired t-test was performed and inferred that the activity improved the knowledge and exposure level of a student.
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