TQM implementation in the Distance Education Institute: A case of North Cyprus

Abstract

Problem Statement: Since e-learning business models provide an innovative platform for higher education programmes to compete with one another, there is an intensified need to conduct studies of the organizational practices of the Distance Education Institute within the higher education field, considering that most of the recent studies have paid attention only to the pedagogical aspects of distance education practices. Less attention has been paid to distance education organizational practices; this study, therefore, provides fodder for an academic debate on the role that the organizational structure and practices by Total Quality Management (TQM) play in order to provide continuous quality improvements. Purpose of the Study: The research aims to investigate the perceptions of Distance Education Institute members on Total Quality Management implementation. These organizational aspects need to be considered alongside the pedagogical practices in the Distance Education Institute. Methods: This research study encompasses a qualitative research model to collect in-depth data from institute members by in-depth interviews, researcher observation rating scaling, and self-reports, The multiple data were triangulated and analysed thematically. Findings and Results: Triangulated data reveal that the institute has not efficiently implemented and developed six quality dimensions. In leadership, although the organization has a fair leader, there isn't commitment and team work within the organization. In educational management, there is an intensified need for collaboration among staff on course designs for student-centred education. In respect to human resources, facilities are limited in providing professional growth for staff. Managerial instabilities, economical and technological problems created limitations on information management where communication flow among staff is not enough. Students and staff are not satisfied in acquiring their needs and expectations as customer focus and satisfaction. Moreover, partnership is not practicing well, although there are internal collaborations with other departments and also external collaborations with universities in Turkey. Conclusions and Recommendations: The research findings support that there is an unconscious TQM implementation within the institute. Although the institute has strong practices in leadership, information management, customer focus and satisfaction, it has weak practices on human resources management, educational management, and partnership quality dimension. Furthermore, the research provides an academic debate on quality improvements in the Distance Education Institute. For further studies, an organizational model can be developed based on TQM framework and shared by other higher education institutions. Furthermore, different institutes' performances on the TQM framework can be compared to restructure their organizational structures for continuous quality improvement.