Critical Success Factors of TQM for Sustainability in Higher Education Institutions: A Theoretical Contribution

Nogueiro, Teresa; Saraiva, Margarida; Pires, António Ramos

doi:10.1007/978-3-031-12914-8_8

Cited by 2 publications

(3 citation statements)

References 32 publications

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“…It was possible to determine the alignment between the CSFs for the implementation of TQM and the CSFs for the implementation of sustainability in HEIs, specifically those that are common to both (such as leadership; education and training; the involvement of all employees; measurement, evaluation, and control; and other stakeholders), thanks to the studies conducted by Nogueiro et al (2022a) and Bayraktar et al (2008), corroborated/validated by Nadim and Al-Hinai (2016). Griebeler et al (2022) defined education quality as the ability to impart information/knowledge to students within a set of requirements established by all those who would need this highly skilled workforce in the future, such as corporations, government agencies, and professional societies.…”

Section: Discussion and Final Considerations Limitations And Future R...mentioning

confidence: 90%

“…Based on the research conducted by Nogueiro et al (2022a), it was possible to identify leadership; education and training; the involvement of all employees; measurement, evaluation, and control; and other stakeholders as common fundamental elements or critical factors for the successful implementation of TQM and sustainability in HEIs. Table 1 presents a description of each of the critical success factors common to TQM and sustainability.…”

Section: Total Quality Management and Sustainabilitymentioning

confidence: 99%

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TQM and SDGs for Erasmus+ Programme—Quality Education, Reducing Inequalities, Climate Change, Peace and Justice

Nogueiro

Saraiva

2023

Social Sciences

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Any element that enables higher education institutions (HEIs) to set themselves apart in a positive and superior way in terms of their performance would be advantageous given the competitive climate in which they operate. The Erasmus+ Programme provides HEIs with yet another option to become more competitive and to contribute to the Sustainable Development Goals (SDGs) via the improvement of educational quality (SDG 4), reducing inequalities (SDG 10), climate action (SDG 13), and peace and justice (SDG 16). The goal of this work was to explore the potential relationships and synergies between HE sustainability and Total Quality Management (TQM) issues through the SDGs. The methodological approach was concentrated on the qualitative study of academic papers on TQM, sustainability, and the SDGs in HE as well as on the analysis of Regulation (EU) 2021/817, which established Erasmus+. We concluded that TQM and sustainability have synergies related to the SDGs, and the Erasmus+ Programme can support the sustainability of HEIs by promoting these SDGs. Leadership; education and training; the participation of staff members; measurement, evaluation, and control; and other stakeholders are essential factors for the effective implementation of TQM and sustainability in HEIs.

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Section: Discussion and Final Considerations Limitations And Future R...mentioning

confidence: 90%

Section: Total Quality Management and Sustainabilitymentioning

confidence: 99%

TQM and SDGs for Erasmus+ Programme—Quality Education, Reducing Inequalities, Climate Change, Peace and Justice

Nogueiro

Saraiva

2023

Social Sciences

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“…Considering THE Impact Ranking as a structured, globally comparable approach to measuring HEI SDG performance as well as an opportunity for HEIs from small countries to promote their higher education globally [14], we review the sustainability management and reporting model, focused on SDGs, as developed and implemented by the University of Split, Croatia (UNIST). There is a dual purpose to this study.…”

Section: Introductionmentioning

confidence: 99%

Sustainability Reporting and International Rankings in Higher Education: A Case of the University of Split, Croatia

Alfirević,

Jerković,

Jelić

et al. 2024

World

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We offer practical, case-based experiences on sustainability reporting in higher education institutions (HEIs), with a focus on the integration of sustainability activities into strategic planning and quality management. A proposed approach is based on the experience of the University of Split, Croatia, and the lessons learned from the SEA-EU University Alliance. In line with the Sustainable Development Goals (SDGs), our model emphasizes the active engagement of stakeholders and the continuous collection and review of sustainability data. In addition, we propose to automate the collection and dissemination of sustainability research findings through the implementation of a Current Research Information System (CRIS). Our case study provides a roadmap for improving sustainability performance and reporting. The experience of the University of Split (Croatia) could be helpful and generalizable to a number of universities with an intermediate level of maturity in sustainability management and reporting, trying to improve their university rankings.

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Critical Success Factors of TQM for Sustainability in Higher Education Institutions: A Theoretical Contribution

Cited by 2 publications

References 32 publications

TQM and SDGs for Erasmus+ Programme—Quality Education, Reducing Inequalities, Climate Change, Peace and Justice

TQM and SDGs for Erasmus+ Programme—Quality Education, Reducing Inequalities, Climate Change, Peace and Justice

Sustainability Reporting and International Rankings in Higher Education: A Case of the University of Split, Croatia

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