The degree of implementing total quality management (TQM) standards in Arab minority higher education institutions in Israel

Abstract

The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards. Results revealed that Arab higher education need more involvement and decentralization in decision making. The Arab higher institutions need to rely on scientific mechanisms to check efficiency of the lecturer's staff on both scientific and professional levels. Also, there were significant differences that were attributed to the effect of the variables of gender, job position, and specialization, while there were not any significant differences that can be attributed to the effect of education, job title, and years of experience.

Quality management of higher education within the framework of the socio-investment model of economic growth: State audit and financial control

“…The theoretical substantiation of the standards of quality and management in higher education is based on the provisions of the competence-based approach to personnel training (Noaman et al, 2017;Alzafari and Ursin, 2019). Educational standards allow guaranteeing the required integration and close connection between the labor market and the higher education services market (Gerasimova et al, 2019;Dallasheh and Zubeidat, 2022). This is an advantage of educational standards compared to the absolute power of universities, since its absence of control may lead to the critical reduction of the quality of higher education services and the gap between them and the realities of the labor market (Bazarsky et al, 2022).…”