Total Quality Management as a mechanism to enhance quality in higher education in Libya

• Main Author: Errabou, Abulgasem Ali
• Format: Dissertation
• Language: English
• Published: Coventry University 2013

In recent years, Total Quality Management (TQM) has received worldwide attention and been adopted in many educational institutions, particularly in developed countries. However, in developing countries this field has received little attention with little research conducted into successful implementation of TQM approach in these countries. This research assessed the adoption of TQM factors in the Libyan Higher Education institutions(LHEIs) identified the main obstacles to successful adoption. The main aim of the study is to propose a model for effective Total Quality Management (TQM) implementation in Higher Education (HE) applicable to the Libyan context. A theoretical framework of the Critical Success Factors(CSFs)for implementing TQM was developed from the literature and endorsed by practitioners and experiences from other universities around the world. Also, because the current climate in higher education places students as primary consumers, this study adopts the SERVQUAL instrument to assess the quality services from the point view of the students in the LHEIs. In order to achieve the aim and objectives of this study, a case study approach was adopted, with the Academy of Graduate Studies (AGS) representing the private sector, and the El-fath University (FU) representing the public sector. Both questionnaires and semi-structured interviews were utilised to fulfill the study objectives. The questionnaire aimed to investigate the implementation of TQM in both case studies, while the semi-structured interviews with top management aimed to achieve an understanding of subjects which had emerged from the questionnaire .In order to fully understand and assess the quality of services, the questionnaire and semi-structured interviews were conducted with the students. The research indicates a low level of critical TQM success factors within the Libyan universities, mostly caused by minimal awareness of quality culture and it role in implementing TQM successfully. It also indicates that quality initiatives and practices in Libyan higher education institutions are still in the early stages and most of the universities are dealing with quality as a secondary issue. Based on these results, the original TQM framework was modified for use within Libyan higher education institutions. It prescribes guidelines for introducing TQM in three stages, and is designed to help LHEIs get started and move step-by-step towards TQM culture.