Implementing a quality management framework in a higher education organisation. A case study
| DOI | https://doi.org/10.1108/09684881211219767 |
| Published date | 20 April 2012 |
| Pages | 184-200 |
| Date | 20 April 2012 |
| Author | Kim O'Mahony,Thomas N. Garavan |
| Subject Matter | Education |
Implementing a quality
management framework in a
higher education organisation
A case study
Kim O’Mahony
Information Technology Division, University of Limerick, Limerick, Ireland, and
Thomas N. Garavan
Department of Personnel & Employment Relations, Kemmy Business School,
University of Limerick, Limerick, Ireland
Abstract
Purpose – This paper aims to report and analyse the lessons learned from a case study on the
implementation of a quality management system within an IT Division in a higher education (HE)
organisation.
Design/methodology/approach – The paper is based on a review of the relevant literatures and
the use of primary sources such as document analysis, participant observation and interviews to
develop a case study that describes and evaluates the implementation process.
Findings – The case study identifies four factors central to the effective implementation of the
quality management system within a Division of a HE institution: senior leadership and sponsorship;
stakeholder engagement; the management of culture change; and implementing quality processes.
Practical implications – The case study reveals that the implementation of quality management
systems requires sustained effort, continuous leadership, and the long term commitment of resources
and systematic auditing of performance and is best done on an incremental basis.
Originality/value – The paper is based on a single organisation case study, and utilises a variety of
data collection methods to generate findings. The study findings illustrate that HE institutions may
achieve greater success in implementing quality management systems if they focus on a particular
division rather than an organisation-wide approach.
Keywords Quality management,Higher education, Continuous improvement, Ireland,
Organizationalstructures
Paper type Case study
Introduction
Quality management systems are increasingly common in many organisations
(Psychogios and Priporas, 2007; Brookes and Becket, 2008). In order to enhance
competitiveness and effectiveness, organisations are seeking an increased level of
effectiveness across functions and processes. Quality management systems are
considered an appropriate intervention to realise those objectives (Baidoun, 2003). A
variety of quality management frameworks have been put forward; however the most
widely used example is the ISO9000 series. This is founded on eight quality
management principles: customer focus, leadership, involvement of people, process
management, system approach to management, continuous improvement, factual
approach to decision making and mutually beneficial supplier relationships (Lin and
The current issue and full text archive of this journal is available at
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QAE
20,2
184
Quality Assurance in Education
Vol. 20 No. 2, 2012
pp. 184-200
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684881211219767
Wa, 2005). There is scope however to more fully understand how the context influence s
the implementation of quality management systems. HE therefore represents an
interesting context given the focus is not on profit but on compliance and regulation.
Quality management initiatives have made their way into higher education (HE)
(Sayeda et al., 2010). The HE sector increasingly operates in a highly dynamic and
turbulent environment (Baker, 2002; Alashloo et al., 2005). Mok (2005) argues that the
providers of higher education operate in a competitive environment, where resources
are scarce and they are required to accommodate increasing competitive demands
(Becket and Brookes, 2006). The majority of the research on quality management
systems in industrial and educational settings emphasises a number of factors that
facilitate the successful implementation of these systems, such as top management
commitment, involvement of employees and the development of a continuous
improvement culture (Curry and Kadasah, 2002; Montes et al., 2003; Petrov, 2006).
There is, however, a significant gap in our knowledge concerning context and the
challenges presented when implementing quality management systems. O’Neill and
Palmer (2004) point out that while it is well accepted that service quality is an
important strategic imperative for HE, these organisations face many implementation
challenges. Much of the prescriptive quality management literature ignores issues of
context, the nature of work processes, structural characteristics and the strategic
objectives of the organisation. Studies have concluded that the implementation of
quality management in HE is a Herculean but potentially beneficial task if the
implementation process is effectively undertaken (Wiklund et al., 2003; Welsh and Dey,
2002). Given that quality management systems emphasise a culture of managerialism
in higher education, they evoke a mixed reaction from academics in particular. They
are espoused by senior management in HE on the basis that they lead to increased
accountability and better resource allocation. Houston (2010) argues that quality
assurance systems have not created a culture of continuous improvement. He
expresses significant scepticism about the achievement of quality assurance systems
in a HE context.
The purpose of this paper is to report and analyse the lessons learned from a case
study on the implementation of a quality management system in a specific division
within a HE organisation. We focus on four specific themes that proved particularly
salient in the case organisation: top management commitment and sponsorship;
stakeholder involvement; cultural issues and process issues. The paper is structured as
follows: We first discuss the HE context and the characteristics of tha t context. We
then review the literature on the four themes selected for this case study. We then
present and analyse the key features of the case study. We conclude with a discussion
of the implications of our findings for the implementation of quality management
systems in HE organisations.
The higher education context: challenges and paradoxes
The HE context is a particularly challenging one when implementing quality
management systems. HE organisations have a unique set of external drivers for
change: they have particular notions of what constitutes quality; complex politics
around quality and the conflict between quality for accountability and quality of
teaching. We consider each of these issues in turn because they provide an important
context against which to evaluate the case study findings.
Implementing a
framework
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