A global look at quality managemenr in universities Research Paper

A world(a) look at quality managemenr in universities - Research Paper ExampleUniversities across the world pee-pee been positing themselves as frontmost in view of the market opportunities presented by globoseization (Xavier and Alsagoff, 2013). In a ball-shaped scenario, quality and perception of quality of a university is defined and determined by many internal as well as external mechanisms. In this context, quality of education has become a decisive divisor while determining the management strategy for any university (Dobrzanski and Roszak, 2007, p.223). Xavier and Alsagoff (2013) defend detect how universities present themselves as world-class to the global markets through many strategies, thereby attracting students from all over the world. Any examination of the quality of universities in global context will have to start with addressing the questions, what is defined by quality, and whether there are global standards of quality in education (Paradeise and Thoenig, 20 13, p.189). Quality in the context of university education is often defined as Expression of significant range of educational effectiveness and reflection of a new approach in which need of systematic evaluation of undertaken activities is taking essential meaning including improvement and making endeavors towards accreditation which aim to suffer that all the standards of educational effectiveness are provided (Dobrzanski and Roszak, 2007, p.223-4). Quality of university education can also be defined in terms of financial effectiveness, academic standards, and public usefulness as well (Dobrzanski and Roszak, 2007, p.224). ... This is an approach that ensures participation, plans long-term, aims at customer satisfaction, and brings benefits to all the academic and social stakeholders (Becket and Brookes, n.d., p.43). Fotopoulos and Psomas (2008) have studied TQM in the context of Greece and observed that any TQM model must have a soft and hard typeface, the soft side creation a plan to address long term issues and related to leadership, employee empowerment and culture (p.151). The hard side on the other hand refers to quality improvement tools and techniques (Fotopoulos and Psomas, 2008, p.151). It is pointed out by Fotopoulos and Psomas (2008) that there is no eccentric model for a good TQM programme and TQM is a network of interdependent elements, namely, critical factors, practices, techniques and tools (Fotopoulos and Psomas, 2008, p.151). Yet, there have been a number of TQM elements identified through various research projects and they are, leadership, strategic quality planning, employee management and involvement, provider management, customer focus, process management, continuous improvement, information and analysis, knowledge and education, and TQM tools such as flow charts, relations diagram, bedspread diagram, control charts, pareto analysis, quality function deployment, design of experiments and so on (Fotopoulos and Psomas, 2008, p.152-3) . There are widely authentic quality frame works for universities other than TQM such as European Framework for Quality counseling (EFQM) and SERVQUAL that approaches the issue from the customers perspective (Becket and Brookes, n.d., p.43). The dynamics of the process of attaining