Criteria of Total Quality Management of Faculty Teaching Skills: Perceptions of University Students

The quality of education is one of the controversial topics and vital issues that need more emphasis from researchers due to the current challenges in education at the university level. The focus of some studies in this area covers studying the concept of total quality management, its objectives, basics, standards, ways of achieving it and the constraints of applying it. Hertzier (1994) presented a comprehensive account of the literature on implementing TQM in higher education. She reported and discussed historical development in TQM, implementation of TQM in educational settings and barriers to implementation. She suggested that the only barriers to TQM were lack of leadership in college and the reluctance of faculty members to treat students “customers”.

However, it seems that there is a need to focus on teaching skills such as communication, planning, implementation and evaluation more than providing students with knowledge and information. This is one of the main concerns and fundamental objectives of the teaching staff at the universities and higher institutes that include a set of factors; the scholars, students, university curricula, and university management. These factors overlap together to affect the quality of university teaching, positively or negatively; and this depends on the availability of quality requirements in all of these factors and to the high level of the quality of university teaching.

Moreover, Political, technological, economic and social changes are other factors that have forced the higher educational systems to respond to these challenges so as to meet the needs of university students. University education is one of the most important pillars of human development since it is a primary factor in the preparation of specialized skills in various areas of life.

The criteria of Total Quality Management require developing the competencies of the teaching staff. A great number of universities have established centers for developing the staff’s teaching skills and competences. Morsi (2002) indicates that the emergence of the need to prepare a well-qualified academic teaching staff started in the nineteenth century. Alwan (2006) points out that it has become necessary for the universities to work on introducing modern systems and typical standards in each administrative level in universities in order to ensure survival and compete with universities at the local, regional and global levels. The trend towards developing teaching skills for university professors achieved more attention as they are directly responsible for achieving the quality of higher education. It is assumed that university professors should keep up with all the current challenges so as to minimize the gap between them and the prospects of this digital generation of students since the concerns of this generation are completely different from those of their teaching staff. Moreover, Williams (1999) claims that the educational curricula give students no chance to show their initiatives and creation. Alsirr (2004) assures that as far as the quality of university education is guaranteed, as far as ensuring the quality of the teaching staff competencies. Hence, there is an urgent need to apply the total quality management criteria for faculty members through developing their teaching skills.

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(Author: Awatif M. Abu-Al-Sha’r, Mohammad Aboud AL-Harahsheh

Published by Macrothink Institute)