Total Quality Management (TQM) or Continuous Improvement System (CIS) in Education Sector and Its Implementation Framework towards Sustainable National Development
Total Quality Management (TQM) or Continuous Improvement System (CIS) in Education Sector and Its Implementation Framework towards Sustainable National Development
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教育部门全面质量管理（TQM）或持续改进体系（CIS）及其实现国家可持续发展的实施框架
DOI：
10.2991/erms-18.2018.26
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Dr.Vijayan Gurumurthy Iyer
中科院分区：
文献类型：
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作者：
Dr.Vijayan Gurumurthy Iyer
国家可持续发展（SND）是一种国家发展，既满足当前的需求，又不损害后代满足自身需求的能力和效率[@25，26，27 Vijayan Gurumurthy Iyer，2004年世界工程师大会（WEC），中国上海]。全面质量管理（TQM）或持续改进系统（CIS）可以被定义为一个机构进行的一系列系统性活动，以有效地实现机构目标，并在适当的时间和价格满足受益人。全面质量管理或CIS可以是一种全面的、结构化的教育管理方法，旨在通过不断的反馈改进教育服务。教育质量被定义为服务的特征和特点的总和，这些特征和特点在满足给定或隐含的需要的知识和特性方面影响其能力和效率。教育部门的全面质量管理，应实现学术和研究卓越，从而导致SND。国际标准化组织（ISO）的9000系列标准主要针对各种组织的持续改进体系（CIS）或质量管理（TQM）。它定义了质量管理体系（QMS）需要具备的特征，以确保机构识别并专注于改进其存在重大缺陷的领域。本研究的目的是：（i）对CIS进行以行动为基础的实地研究，以提出质量管理的教育理念，（ii）根据在印度南部12个教育机构正式启动的质量圈（QC）进行的教育研究，确定教育部门遵守既定标准的质量合规要求（QCR）;促进可持续的政策建议，以提高教育服务的质量和数量。教育与创业过程相结合是一个复杂的可持续发展过程，这是一个有针对性的研究领域，旨在从新兴的创业精神中减轻贫困。该进程的产出是向受益者提供有关教育质量和数量管理的国际和国家教育服务。TQM或CIS过程分为四个连续的类别，如计划，执行，检查和行动（PDCA循环），以实现持续的过程改进。在计划阶段，教育工作者确定要解决的问题，收集相关数据，并确定学术问题的根本原因;在实施阶段，教育工作者制定和实施一个全面的解决方案，并决定一个衡量其效率的措施;在检查阶段，教育工作者通过前后数据比较确认结果;在行动阶段，教育工作者记录他们的结果，告知其他人过程的变化，并为下一个PDCA循环中要解决的问题提出建议。它的结论是，CIS作为一个教育机构的管理方法为中心的质量，其所有成员的参与的基础上，旨在通过受益人的满意度和利益的机构和社会的所有成员的长期成功。教育部门的CIS是以从受益者的角度进行质量管理为基础的。基于对CIS或TQM的行动研究和实地研究，可以提出可持续的政策建议，以加强教育部门在知识和品格方面的质量和数量教育服务。在本文中，可能包括独联体的重要性和步骤所涉及的框架在教育部门的实施进行了讨论。教育改革与管理科学国际会议（ERMS 2018）版权所有© 2018，作者。由亚特兰蒂斯出版社出版。这是一个在CC BY-NC许可证下的开放获取文章（http：//creativecommons.org/licenses/by-nc/4.0/）。社会科学、教育和人文研究进展，第177卷
Sustainable national development (SND) is a kind of national development that meets the needs of the present without compromising the ability and efficacy of future generations to meet their own needs [@25,26,27 Vijayan Gurumurthy Iyer, World Engineers’ Convention(WEC) 2004, Shanghai, China]. Total quality management (TQM) or Continuous Improvements System (CIS) can be defined as set of systematic activities carried by an institution to efficiently achieve institutional objectives that satisfies beneficiaries at the appropriate time and price. TQM or CIS can be a comprehensive and structured approach to an educational management that seeks to improve the educational services through refinements in response to continuous feedback. Educational quality is defined as the totality of features and characteristics of services that bear on its ability and efficiency in terms of knowledge and character to satisfy a given or implied need. TQM of an education sector that shall achieve academic and research excellence and thus lead to SND. International Organizational for Standardization (ISO)’s 9000 standards focus continuous improvement system (CIS) or quality management (TQM) of all sorts of organizations. It defines the features on quality management system (QMS) that need to be in place to ensure that institutions identify and focus on improving areas where they have significant deficiencies. The objectives of the study are (i) to conduct action-based and field research on CIS to present QM ideas on education, (ii) to identify quality compliance requirements (QCRs) for an educational sector adherence to established standards based on an educational research conducted on quality circles (QCs) duly launched in twelve educational institutions in south India and (iii) to promote sustainable policy recommendation to strengthen quality and quantity educational services. Education coupled with entrepreneurial process is an intricate SND process which is a targeted area of research to alleviate poverty from the emerging enterprising spirit. Output of the process is an international and national educational service to the beneficiaries concerning to both educational quality and quantity management. TQM or CIS processes are divided into four sequential categories such as plan, do, check, and act (PDCA cycle) for continuous process improvement. In the planning phase, educationalists define the problem to be addressed, collect relevant data, and ascertain the root cause of the academic problem; in the doing phase, educationalists develop and implement a comprehensive solution , and decide upon a measurement to gauge its and efficiency; in the checking phase, educationalists confirm the result through before-and–after data comparison; in the acting phase, educationalists document their results, inform others about process changes, and make recommendations for the problem to be addressed in the next PDCA cycle. It is concluded that CIS as a management approach of an educational institution centered on quality, based on the participation of all its members and aiming at long term success through beneficiary satisfaction and benefits to all members of the institution and society. CIS in an educational sector is based on quality management from the beneficiary’s point of view. Based on this action-based and field research conducted on CIS or TQM, sustainable policy recommendation may be taken to strengthen both quality and quantity educational services concerned to both knowledge and character in educational sector. In the present article, importance of possible inclusion of CIS and steps involved for an implementation of framework in education sector are discussed. International Conference on Education Reform and Management Science (ERMS 2018) Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 177