TQM and the transformation from an élite to a mass system of
higher education in the UK

Eriksen, Scott

doi:10.1108/09684889510146795

Cited by 48 publications

(36 citation statements)

References 9 publications

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“…The government is requiring universities to accept increased student numbers, heralding a move from an elite system to a mass system of higher education (Eriksen, 1995). This encompasses the government's 'widening participation' agenda which aims to encourage applications from those whose participation in higher education is low, such as the working class and ethnic minorities.…”

Section: Uk Higher Educationmentioning

confidence: 99%

Reflecting on Reflection: Scale Extension and a Comparison of Undergraduate Business Students in the United States and the United Kingdom

Peltier

Hay

Drago

2006

Journal of Marketing Education

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In the Peltier, Hay, and Drago (2005) article entitled "The Reflective Learning Continuum: Reflecting on Reflection," a reflective learning continuum was conceptualized and tested. This is a follow-up article based on three extensions: (1) determine whether the continuum could be expanded, (2) further validating the continuum using additional schools, and (3) determining whether the continuum could also be applied to undergraduate business education. The findings from a study of U.S. and UK students show that the revised scale is valid and reliable and that U.S. students in the sample universities rated their educational experience higher and were more likely to use reflective thinking practices. 2 INTRODUCTIONThe previous article in this issue of the Journal of Marketing Education (Peltier, Hay, and Drago, 2005) entitled "The Reflective Learning Continuum: Reflecting on Reflection," reviewed the reflective learning literature, conceptualized a reflective learning continuum, utilized an instrument to measure student learning along this continuum, and presented findings from an empirical study showing the validity and reliability of measures of reflective learning (and non-reflective learning) across the proposed continuum. Based on that research, the manuscript reviewers and JME editor recommended three extensions to consider: (1) determining whether the continuum could be expanded to include additional dimensions, (2) further validating the continuum using additional schools, and (3) determining whether the continuum could also be applied to undergraduate business education.This follow-up study is designed to further develop, test, and implement the reflective learning continuum on a global scale. Consistent with the recommended extensions, the article has three objectives. First, as with any continuum, some overlap exists at the intersection of various dimensions along that continuum. With this in mind, we expand the number of items in our reflection questionnaire for the purpose of better delineating dimensions along the reflective learning continuum. Second, partially in response to the business community and AACSB concerns for developing decision making skills in graduate students, our first manuscript validated the reflective learning instrument using a sample of recent alumni from an MBA program. Here, we take our revised continuum and examine whether reflective thinking is an important component of undergraduate business education. Because graduate and undergraduate students often exhibit disparate patterns of behaviours and learning approaches (Clarke and Flaherty, 2002), cross-validation across these two student populations is important. Third, 3 concerns surfaced regarding whether the validity of our reflective learning continuum was in any way compromised given that our initial study utilized students from a single U.S. university. To address this concern we validate our revised reflective learning continuum using undergraduate students in the U.S. and the United Kingdom. This approach has two bene...

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Section: Uk Higher Educationmentioning

confidence: 99%

Reflecting on Reflection: Scale Extension and a Comparison of Undergraduate Business Students in the United States and the United Kingdom

Peltier

Hay

Drago

2006

Journal of Marketing Education

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“…TQM is in part about processes but, more importantly, it is about attitudes and TQM places quality as the primary objective within the organisation (Eriksen, 1995). Fundamentally, one of the notions of TQM embraces the principle that organisations should listen to those whom they serve, continually evaluate how well they are responding to the needs of their constituencies and initiate change to meet or exceed the expectations of these groups (Yudof & Busch-Vishniac, 1996).…”

Section: Total Quality Management (Tqm)mentioning

confidence: 99%

“…TQM is a means of achieving and maintaining excellence in higher education (Eriksen, 1995), just as is OBE, aimed at the achievement of high standards by all learners in reaching high quality outcomes (Lemmer & Lebeloane, 1998). Furthermore, TQM requires a change, placing quality of services/outputs as the primary objective within the organisation (Eriksen, 1995), whilst the outcomes-based approach necessitates a change in the teaching and learning process and how learning should empower the learner through the achievement of outcomes.…”

Section: Linkages Between Tqm and Obementioning

confidence: 99%

Linkages Between Total Quality Management and the Outcomes‐based Approach in an Education Environment

Jager

Nieuwenhuis

2005

Quality in Higher Education

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South Africa has embarked on a process of education renewal by adopting outcomesbased education (OBE). This paper focuses on the linkages between total quality management (TQM) and the outcomes-based approach in an education context. Quality assurance in academic programmes in higher education in South Africa is, in some instances, based on the TQM model because of a strong focus on the employers of graduates. The development of performance standards and the identification of outcomes are highly relevant to quality management in educational systems.This is directly applicable to OBE, therefore, the purpose of this paper is to illustrate the linkages between TQM and OBE in an educational environment. The challenge is to successfully align TQM principles with OBE principles so that quality in higher education provisioning could be assured. This comparison will illustrate that the implementation of OBE in an academic environment does contribute to quality improvement. The future of an economic system is directly tied to the ability of a nation to establish and maintain a high quality higher education system with a strong focus on quality teaching and learning.

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“…The arguments for the student-as-customer metaphor have relied on the literature to claim that it is justified in order to achieve quality management with in the higher education sector (Williams, 1993;Eriksen, 1995;Owlia, 1996;Kanji, Malek & Tambi, 1999;Kanji, Tambi & Wallace, 1999;Hwarng & Teo, 2001;Brookes, 2003;Sirvanci, 2004;Tan & Kek, 2004;Voss, Gruber & Szmigin, 2007;Houston, 2008;Hasan, Ilias & Rahman, 2009).…”

Section: Quality Contextmentioning

confidence: 99%

The Student - as - Customer Metaphor: A Deconstruction Using Foucauldian Constructs

Laing

2016

AABFJ

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This paper examines the social impact of the 'student-as-customer' metaphor on the role of academic leadership and objectivity of the assessment process in the higher education sector. A hybrid approach is used in which Deconstruction seeks to render visible the Foucauldian constructs of power and privilege. The paper draws on the existing literature to explore the problematic relationship between the student as customer metaphor, academic leadership, and student assessment. The paper raises awareness of the inherent tensions with the present reliance on the student as customer metaphor and the resulting negative impact on both students and academic staff. This addresses a gap in the literature in regards to the effect that the use of the student-as-customer metaphor has on academic leadership and assessment in higher education. This paper examines the social impact of the 'student-as-customer' metaphor on the role of academic leadership and objectivity of the assessment process in the higher education sector. A hybrid approach is used in which Deconstruction seeks to render visible the Foucauldian constructs of power and privilege. The paper draws on the existing literature to explore the problematic relationship between the student as customer metaphor, academic leadership, and student assessment. The paper raises awareness of the inherent tensions with the present reliance on the student as customer metaphor and the resulting negative impact on both students and academic staff. This addresses a gap in the literature in regards to the effect that the use of the student-as-customer metaphor has on academic leadership and assessment in higher education. JEL Classification: M41

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TQM and the transformation from an élite to a mass system of higher education in the UK

Cited by 48 publications

References 9 publications

Reflecting on Reflection: Scale Extension and a Comparison of Undergraduate Business Students in the United States and the United Kingdom

Reflecting on Reflection: Scale Extension and a Comparison of Undergraduate Business Students in the United States and the United Kingdom

Linkages Between Total Quality Management and the Outcomes‐based Approach in an Education Environment

The Student - as - Customer Metaphor: A Deconstruction Using Foucauldian Constructs

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