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A Research on Total Quality Management of Iubat: a Survey on Faculty and Student Perspective

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“A RESEARCH ON TOTAL QUALITY MANAGEMENT OF IUBAT: AN ANALYSIS ON FACULTY AND STUDENTS PERSPECTIVE”

ART203 Career Planning and Development

Prepared for

Mohammad Musa
Faculty
College of Tourism and Hospitability Management
IUBAT

Prepared by

Shahriar Rawshon
ID# 09102095
Program: BBA
Section: B

IUBAT—International University of Business Agriculture and Technology

10th March, 2012

Letter of Transmittal

10h March, 2012

Mohammad Musa
Course Instructor ART203 Career Planning and Development
Faculty, College of Tourism and Hospitability Management
IUBAT—International University of Business Agriculture and Technology
4 Embankment Drive Road, Uttara, Sector 10
Dhaka 1230

Dear Sir,

It is great pleasure for me to submit my research on the topic of “A Research on Total Quality Management of IUBAT: An Analysis on Faculty and Students Perspective”. I have prepared this research, as partial fulfillment of the course ART203 Career Planning and Development. To make this research up to the standard I tried my best to fulfill the requirements, by implementing the knowledge I have gathered from the course.

Thank you very much for providing me this type of opportunity and giving us the necessary guidance and direction needed for preparing the research report.

I express my heart full gratitude to you to go through this research and make your valuable comments. I hope this type of research will be able to fulfill your expectation towards us.

Sincerely Yours

………………………
Shahriar Rawshon
ID# 09102095

Student Declaration

I am the students of Bachelor of Business Administration (BBA), at IUBAT-International University of Business Agriculture and Technology and declaring that, this research report on the topic of “A Research on Total Quality Management of IUBAT: An Analysis on Faculty and Students Perspective” has only been prepared for the fulfillment of the course of ART203 Career Planning and Development

Shahriar Rawshon |
ID# 09102095

Acknowledgement

All praise to almighty Allah my creator, my sustainer to whom we all have to return. We bear the witness that there is none worthy of worship except Allah merciful and benevolent and I also bear the witness that Mohammad (Sallallahu alliha wa sallam) is Allah’s slave and messenger.

In the process of doing and preparing my research report, I would like to pay my gratitude and respect to some person for their immense help and enormous cooperation.

I would like to pay my gratitude to my respectable faculty Mohammad Musa who gave the opportunity of doing research on “A Research on Total Quality Management of IUBAT: An Analysis on Faculty and Students Perspective” that will be very helpful for my prospective career.

Many thanks are due to Mozaffar Alam Chowdhury faculty of College of Business Administration & Imran Mahmud, department of CSE for their help and encouragement.

I am grateful to all of them, their help and support made it possible for to make this report into a desired & successful ending.

Executive Summary

The overall objective of this research is to highlight the general principles of TQM involved and to point out how this approach has been and can be used to improve the quality of an academic institution. This work has been specified for higher education of IUBAT—International University of Business Agriculture and Technology, and it will cover the whole of institution’s academic area, students, faculty rather than administrative structure, specific program, department, or services. This objective is conducted towards an evaluation and assessment of the current quality work of this university. In fact, the way in which this university is working with quality issues now, will be compared with a TQM approach and the weaknesses and strengthens of the quality work of this institution will be recognized. After reviewing the current situation of this university college in the context of quality and identifying possible existing problems, I will offer some recommendations and suggestions for improvement. For this purpose, in the theoretical frame of reference, a specific TQM approach will be developed and some detail descriptions of terms involved in this approach will be reviewed.

In order to reach to the objectives of this research, I will use primary data in the form of interviews, and secondary data from literatures, scientific articles, and books and WebPages. In addition, the researchers will use abduction methodology within this research.

In conclusion, my aim to provide a complete documentation in its kind in the field of quality and Total Quality Management, which can facilitate this university college to improve the quality of its higher education.

1. INTRODUCTION
This chapter will cover some backgrounds to the research area, which will also serve to form the purpose of this project work. In addition, it also consists of defining research area, purpose of the research, delimitation. Finally, this will describe the structure of the research. The purpose of the area by itself is to provide precise information about the whole task. 2.1. Background
In fact, the vital role of quality in higher education in a highly competitive environment has approved, and administrators and educators of Higher Education Institutions are continually seeking for ways to have more effective and meaningful educational instruction, Babbar (1995, pp. 35-55), IUBAT administrators have started to establish quality sector to improve the quality, standards of their higher education, and to make their educational system more effective. Recently, one philosophy has emerged in the concepts of quality and management, named as Total Quality Management.
TQM has been successfully implemented in some Higher Education Institutions (HEIs), and it has improved the quality of higher education in those institutions. Since, this institution has decided to do an assessment of its quality work and this task has defined in the form of this research work, I found that this evaluation could be done in the form of a benchmarking with TQM philosophy. Therefore, the aim here is to compare the quality work of this university with the principles of a TQM approach. 2.2. Overview of IUBAT
IUBAT—International University of Business Agriculture and Technology is the first non-government university established in Bangladesh. The initial planning began in 1989 and the university was established in 1991. Degree programs started in 1992 with agreement with Assumption University of Bangkok, Thailand. IUBAT strongly lobbied for the creation of non-government universities and supported the initiative of the Government of Bangladesh in passing legislation for formal establishment of non-government universities in the country. IUBAT now operates as a government approved university under the Non-Government University Act of 1992.

The tremendous need for developing human resources of the society to bring in socioeconomic transformation through the agroeconomicindustrial development process constituted the background for establishing IUBAT. The less than satisfactory condition of existing universities and the wide gap between demand and supply (in quantity, quality and variety) provided additional basis to think of making an investment in human resources development through which fundamental economic and social problems of the society can be tackled by the people on a self-reliant basis. This thought process was accelerated in March, 1989 during a 3 week visit to Kansas State University by Dr. M. Alimullah Miyan, Director of Institute of Business Administration (IBA), Dhaka University, where research and consultation led to development of a paper incorporating the idea of a non-government university and also that of a cooperative agreement with the Kansas State University to support the realization of the idea. A formal representation was made to the Ministry of Education, Government of Bangladesh in June, 1989 on the establishment of this new university.

IUBAT is geared to effectively contribute to agroeconomic, technological and social development of Bangladesh. The aim is to promote higher professional education with relevance to those growth areas of the economy which require qualified human resources and create a climate of professionalism and scholasticism to promote further development of the society. It is contended that the fundamental economic problems of the society can be tackled by people through an investment in human resources development and in the process promote self reliance in agroeconomic development and higher education.

Since establishment, IUBAT has grown steadily. IUBAT now offers one program leading to a post graduate degree, nine programs leading to professional bachelor degrees and two programs leading to professional diplomas. In the short run, IUBAT has plans to add a few new programs. In the long run, IUBAT plans to offer programs in most of the professional disciplines relevant to a developing society. IUBAT operates as a non-profit institution and offers academically rigorous, but practical, instruction in professional disciplines. Md. Alimullah Miyan is the Founder of IUBAT and recognized by the Government of Bangladesh as the Founder of the university. The institution derived inspiration from a group of educationists and professionals from within the country and abroad.

2.3.1. Mission
The overall mission of IUBAT is human resources development through appropriate teaching, training and guidance as well as creation of knowledge conducive to socio-agro-economic development of developing societies in general and that of Bangladesh in particular. This overall mission is being attained through offering courses and curricula relating to various aspects of knowledge as well as providing opportunities for individuals to acquire skill and relevant experience in the chosen field of specialization.

2.3.2. Educational Requirements

* Masters Program:

The minimum educational requirement for admission application to MBA program is sixteen years of formal education in schools or colleges/universities. Candidate must have either 4 years graduation degree (BBA, BSc (Engg), BAg, MBBS, LLB (Hons), etc.) or Master’s degree in any discipline or other fields. To be eligible to apply, the person must have a minimum of second divisions/class in all public examinations or a CGPA of 2.50 in a 4.00 point scale.

Applicants having 2/3 years bachelor degree in any subject or equivalent can also apply for admission provided they have minimum of second divisions in all certificate and degree examinations. However, they will be required to undergo additional course work to overcome deficiencies and reach Masters level study standard.

* Bachelor Programs:

The minimum educational requirement for admission application to bachelor programs is Higher Secondary Certificate (HSC) or twelve years of formal education in schools or college in science, commerce, humanities or other fields. Polytechnic, agricultural, nursing diploma or General Education Diploma (GED) holders are also qualified. In case of Madrasha students, the minimum educational requirement for application is Alim certificate. To be eligible to apply, the person must meet the following requirements: has at least GPA of 2.00 in Higher Secondary Certificate (HSC) or equivalent and Secondary School Certificate (SSC) or equivalent examinations, or has at least second divisions in HSC and SSC or equivalent examinations, or has passed three subjects of `O' level along with two subjects of ‘A’ level with minimum of C grades, or has score of at least 410 out of 800 in each of the five courses and an average score of 450 in GED

For other types of education, IUBAT Admissions Office may be contacted for determining equivalence.

* Diploma Programs:

The minimum educational requirement for admission to diploma programs is twelve years of formal education (HSC or equivalent) in schools or college in science, social science, commerce, humanities, agriculture, polytechnic, madrasha or other fields. Preference is given to those who completed 14 years of formal education (B.Sc, B.Com, B.A. or equivalent) and to technical and professional diploma holders.

For other types of education, IUBAT Admissions Office may be contacted for determining equivalence.

* Certificate Courses:

Certificate courses in disaster management and executive development have bachelor degree as the entry requirement; however, the same can be relaxed for experience of work in the relevant field. Certificate courses in Computer, English Language and Engineering have HSC as the entry requirement unless otherwise specified in a specific course offering.
IUBAT Admissions Office may be contacted for educational entry requirements for certificate courses.

2.3.3. Objective * To supply best-quality service to the organization. * To provide prompt technical supports to minimize the time. * To endeavor for continuous improvement of their services. * To ensure the accuracy of transaction. * To make the operation and the service secure.

2.3. OBJECTIVE 2.4.4. Broad Objective
The primary objective of this research is about an assessment of the quality work of the International University of Business Agriculture and Technology 2.4.5. Specific objective 2.4. SCOPE
The scope of this report is to cover the whole IUBAT inside and outside quality management. The area of this report is total quality management concept analysis and proposed some quality tools to develop the quality of higher education as well as service development of IUBAT 2.5. RATIONAL OF STUDY
Accordingly, this project work is aimed to see where the quality work at this university stands today. This evaluation and assessment will be in the form of comparing of a TQM approach with the quality system of this university. This means that there will be some investigations about how this institution work with quality, then findings will be compare with a specific approach to find the weaknesses and strengthens of the quality system of this university.
This evaluation and assessment in the form of benchmarking with a TQM approach will lead to highlighting the general principles of TQM. It will also motivate the question of how this approach can be use to improve the quality of an academic institution, which is the overall objective of this work.
In conclusion, my aim is to provide a complete documentation in the context of quality and a particular TQM approach, which will facilitate this university college to satisfy its stakeholders, including students, employees, management board, authorities, different national and international unions and agencies as well as achieving the university’s visions and strategic goals. 2. THEORETICAL REVIEW
In this chapter, the theoretical frame of reference is discussed. Defining some basic concepts such as Quality, Total Quality Management will cover the frame of this chapter. However, these notions should be clarified in the context of higher education, which is mainly in focus in this work. Therefore, providing a comprehensive understanding of all named concepts in the context of higher education will be the issues under discussion in this chapter as well as some other terms.
In addition, after defining a specific TQM approach a model for implementation of TQM will be discussed.

3.6. Quality
The starting point for this work will be surly the definition of the quality and accordingly its definition in higher education. In the context of quality, there are abundant definitions; however, still some gurus are looking for a unique definition, which can cover different perspectives. * Some of these definitions are as fallow: * “The degree to which a set of inherent characteristics fulfills the requirements, needs or expectations that are stated, generally implied or obligatory” (ISO 9000:2000). * “The lack of quality is the losses a product imparts to the society from the time the product is shipped” (Genichi Taguchi). * “Quality should be aimed at the needs of the customer, present and future” (Edwards Deming). * “Fitness for use” (Joseph Juran).

Mikel Harry from Six-Sigma Academy defines:”quality is a state in which value entitlement is realized for the customer and provider in every aspect of the business relationship”.
In addition to these definitions, Bergman and Klefsjö (2003) have defined quality as:”The quality of a product is its ability to satisfy, or preferably exceed, the needs and expectations of the customer”. Each of these definitions comes from different perspectives and emphasizes on different issues. For instance, Crosby has defined quality as “conformance to requirements” that has a producer perspective, and Deming’s and Juran’s definitions have a user-based perspective.

Although, almost all of these definitions are used for manufacturing products and services, since no one has yet satisfactorily defined or measured quality, the marketing of quality remains problematic (ibid).Nevertheless, here the definition of quality may be differing from those described above, since we have a higher education perspective to the concept of quality.

3.7. Quality of Higher Education
In fact, main concern in this work is about definition of quality of higher education that has proved to be even more difficult rather than manufacturing products and services. There is no doubt about the point that quality plays an important role in today’s higher education, Owlia and Aspinwall (1997, pp. 527-543). Feigenbaum (1994, pp. 83-4) believes that in “invisible” Competition between countries the quality of education is the main and important factor, and this is because quality of products and services is defined by the action, decision-making, and thoughts of managers, engineers, workers, and teachers in the quality work. Like other businesses, in today’s market, education and in particular higher education has entered to commercial competition, which is due to economical forces, Seymour (1992).

For instance Campell and Rozsnayi (2002, pp. 19–20), have defined the concept of quality of higher education in several ways related to industry: i. Quality as excellence: this definition is considered to be the traditional academic view that holds as its goal to be the best. ii. Quality as zero errors: this is defined most easily in mass industry in which product specifications can be established in detail, and standardized measurements of uniform products can show conformity to them. As the products of higher education, the graduates, are not expected to be identical, this view is not always considered to be applicable in higher education. iii. Quality as fitness for purposes: this approach requires that the product or service has conformity with customer needs, requirements, or desires. iv. Quality as transformation: this concept focuses firmly on the learners: the better the higher education institution, the more it achieves the goal of empowering students with specific skills, knowledge and attitudes that enable them to live and work in the knowledge society. v. Quality as threshold: defining a threshold for quality means to set certain norms and criteria. Any institution that reaches these norms and criteria is deemed to be of quality. vi. Quality as value for money: The notion of accountability is central to this definition of quality with accountability being based on the need for restraint in public expenditure. vii. Quality as enhancement or improvement: This concept emphasizes the pursuit of continuous improvement and is predicated on the notion that achieving quality is central to the academic ethos and that it is academics themselves who know best what quality is at any point in time.

In this circumstance, Tribus (1994, pp. 37-40) believes that we must keep in mind some differences between education and businesses, which some of them are as follows: * The school is not a factory. * The student is not a "product". * The education of the student is the product. * Successful completion of the product requires the student to participate as a worker, co managing the learning process.

3.8. Customer of Higher Education
However, it is important to identify the customer of higher education; on the other hand many higher education institutions think that it’s really big challenge to do so, Lawrence and Robert (1997, pp. 279-91) . According to Owlia and Aspinwall, (1998, pp. 501-18), “From different customers of higher education, students were given the highest rank. The remainders, in rank order, were employers, society, faculty, and families”. The philosophy behind ranking was that since needs/expectations of different groups of customers may differ or even oppose each other, giving a priority to them is essential.

Michael and Sower (1997, pp. 104-120) claim that no university or college wants to have a specific definition of customer in higher education, while they see it even worse to define students as customer of higher education. This point serves a sticky problem for administrators and HEIs. Most faculties do not agree with the point to define students as customer of education, since it refers to assumption that “customer is always right”.

Michael and Sower (ibid) believe that quality of education does not mean necessarily to give students whatever they want. In fact, their point of view comes from the point that students are mostly engage with short-term satisfaction and students are just concern about passes the classes and graduates, which is in the contrast of real learning and long-term purposes of education.

According to Venkatraman (2007 pp. 92-112), customer in higher education must be regarded as stakeholders, which in this case we take into consideration both internal stakeholders like employees and external stakeholders such as students and society.

3. LIMITATION OF THE STUDY
The main limitation for this project was about finding some relevant documents regarding the quality work of the International University of Business Agriculture and Technology, since founded documents can not easy to collect. That document was the main concern for researchers. Therefore, I have to be restricted to the available data and interviews in order to show the already existing quality system in this university.
Moreover, considering time/credit frame of this research work, there was an agreement for the number of interviews for this work. 4. METHODOLOGY 5.9. Hypothesis Development
With a view of fulfilling the objective some relevant hypothesis have been formulated for this study: 5.10. Population definition * Type of research: Exploratory. * Population: Total 5500 students and 250 faculties * Elements: Student and Faculty of IUBAT * Duration: 15th January2012 – 5th March 2012

5.11. Research Design 5.12.6. Data Source * Primary Data: * Questionnaires with Structure question by the survey of IUBAT student and the faculties * Secondary Data * Official website of IUBAT * IUBAT Bulletin * Brochure and Prospectors * Practicum Report * Research and thesis paper * Books and journal 5.12.7. Research Approach * Survey 5.12.8. Research Instrument * Questionnaires with Structure question * 3 personal Question * 20 Liker Scale Question with two hypothesis * 10 liker Scale Question for faculty 5.12.9. Sampling Plan * Sample Unit: * Student and Faculty of IUBAT * Sample Frame: * The sample frame of this study consists of all student and Faculty of IUBAT Student Sample Framing | Faculty Sample Framing | 5 student from all department from 1-10 semester | 20 faculty from each department | Total student sample= 10Dept*5student from each different semester = 5 students | |

* Sampling Size: * 50 students and 20 Faculties * Sampling Procedure : * Probability Sampling * Simple Random Sampling 5.12.10. Contract Method * Questionnaire Survey 5.12.11. Data Analysis * Microsoft Excel 2007 * Z test calculator 5. THEORETICAL FRAME WORK
Figure 1 shows the theoretical framework linking independent and dependent variables in the study. The two independent variables are discussed further as follows. Items measuring them are developed based on the works of Kwan (1996) and Lagrosen (1997), as well as separate interviews with a group of students and academicians. Figure1 Education TQM Model.

6. DATA ANALYSIS & ELABORATION
The concept of quality and its related notions like Total Quality Management has been elaborated so forth in this project. In addition, there was an investigation about the quality work at this university college and how they work within different quality issues, however some problems were found as a result of this investigation. Now it is time to analyze problems founded and give some recommendations in order to improve the quality system and work of this university.
In fact, it has been discussed that overall objective of this project is to highlight the general principles of TQM involved and to point out how this approach has been and can be used to improve the quality of an academic institution. Therefore, the researchers have tried to compare the quality work of this university college to the general principles of TQM, from definition to the implementation.

Hypothesis Testing: Measuring Quality of Service

HO: IUBAT has not a reputation for quality of knowledge culture. HA: IUBAT Has a reputation for quality of knowledge culture. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Has a reputation for quality of knowledge culture. | HO: IUBAT Has not a reputation for quality and expertise of its staff.HA: IUBAT Has a reputation for quality and expertise of its staff. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Has a reputation for quality and expertise of its staff | HO: IUBAT do not Offers majors that are recognized by industry players.HA: IUBAT Offers majors that are recognized by industry players. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Offers majors that are recognized by industry players. | HO: IUBAT do not Offers a broad range of courses and programs.HA: IUBAT Offers a broad range of courses and programs. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Offers a broad range of courses and programs. | HO: IUBAT do not Makes use of the latest information technology.HA: IUBAT Makes use of the latest information technology. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Makes use of the latest information technology. | HO: IUBAT Is not well-known for innovation in research and teaching.HA: IUBAT Has Is well-known for innovation in research and teaching. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Is well-known for innovation in research and teaching. | HO: IUBAT Has not a good library facility.HA: IUBAT Has a good library facility. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Has a good library facility. | HO: IUBAT do not Offers campus job facility.HA: IUBAT Offers campus job facility. | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Offers campus job facility. | HO: IUBAT Registry services are efficientHA: IUBAT Registry services are efficient | HO: µ=2.5HA: µ≠ 2.5N= 50X = 4.24Standard Deviation σ = .47Z cal =(X-µ)/ (σ/√n) = 26.36At the 5% significant level, the value of Z in Z- distribution table is Z.025 =1.96. | | Since Z cal > Z tab, null hypothesis is rejected. So at 5 % significant level, we can say that, IUBAT Registry services are efficient |

Statements Measuring Student Needs Focus

Serial No | Statement | | 1 | Opens new career opportunities. | | 2 | Improves personal development and educational experience. | | 3 | Gives opportunity for future salary increase. | | 4 | Potential to network with industry players. | | 5 | Willing to recognize my previous qualifications. | | 6 | Has a reputation for being responsive to student needs. | | 7 | Offers open credit in semester throughout the year. | | 8 | Provides support and assistance to international students. | | 9 | Offers scholarships for needy students. | | 10 | Offers medical, insurance, loan and other student facilities. | |

Statement analysis Faculty:

TQM Service quality analysis | Serial No | Statement | Analysis | 1 | The extent of management support and commitment is positively related to service quality. | | 2 | The extent of faculty involvement is positively related to service quality. | | 3 | The extent of employee empowerment is positively related to service quality. | | 4 | The extent of information and communication is positively related to service quality. | | 5 | The extent of training and education is positively related to service quality. | | 6 | The extent of customer focus is positively related to service quality. | | 7 | The extent of continuous improvement is positively related to service | |

7. FINDINGS
According to the observation the following points were founded regarding to the quality system of the university.
1. There are some defined visions and goals; however, they could be defined better.
2. There should be some overall awareness about the goals and visions defined by the university.
3. The concept of quality has not been fully understood by those involved the quality work of university.
4. Commitment of all people involved the quality work is desirable.
5. There is a need for participation of more people in quality work, and they must be active in this context.
6. The tasks of different groups must be clarified, and there should be some well-defined goals and objectives for them.
7. Well-done activities should be recorded in order to let others to know. This will prevent overdo activities and making the same experiences by different groups of people and at different timetables.
8. Lack of some well-defined processes is visible in the quality work of university.
9. Although, there are many documents and activities defined for improving the quality of higher education at this university, still there is no a systematic way of improvement.
10. In some departments there are some quality improvement team, other departments have different procedures for improvement. That might be a vise idea to implement a unique approach in all departments.
11. Quality work should be conducted in a way, which will not lead to more work for employees and staffs.
12. Some well-defined methodologies must be classified by the university, and requirement of different stakeholders will be translated to university objectives in all areas.
13. Some more practical quality tools must be used by those involved quality work. This will facilitate the university to have more structured data collection and analysis.
14. There is a need for some external audits. Assessing the quality work of university by some other quality assurances and accreditation agencies not only will facilitate the university in the context of quality, but also it will motivate them to work straighter forward. 8. RECOMMENDATION * Cooperate with the professions, * Do research together with the professions, * Cooperate with other universities in other countries – teacher and student exchange, * Make the student pass their exam (economic perspective). * There is a lot of scope to do research on this area * I will not say that IUBAT consciously use TQM values but the intention of those tools is expected. According to this definition of TQM, some core values must be defined by the organization. Therefore, the following values founded to be suited by the researchers, however still further research in this context is needed:
Customer Focus: some are looking for just external customer, in TQM we must look upon internal customer as well, and then we must identify their needs. Therefore, it might be a good idea to define a value called customer focus. This not only will take into consideration both external and internal customer, but also it will assist university to identify what students and employees really need.
Decisions Based on Facts: the university may try to use a systematic data collection in order to make its final decision in all areas. This is while at the same time they must fully understand the needs of different stakeholders identified by the university. 9. CONCLUSION
The study aimed to analyze students’ general perception of TQM and its effect on attractiveness of place of study. The study sought to examine student needs focus, and quality of service provided by IUBAT, as well as the effect of the two variables on the ranking of the institutions.
In fact, improving the quality of institution is towards their defined visions and goals. This university has identified some guidelines, approaches and policies to improve its quality in different issues; however the concept of quality work at this university was named Quality Effort.
Institutions have an important role to play in determining the success of TQM in the education system, besides providing training and courses for staff. Constant monitoring should be carried out on its progress and problems encountered as these might hinder its implementation. Commitment from every level of the organization is essential for a successful TQM implementation. Last but not least, customer participation is also important as it provides measures of the actual performance, which completes the feedback loop in the strategic management process.
This project was aimed to evaluate the current quality work of IUBAT. This evaluation was conducted based on a TQM approach i.e. the quality work of this institution was compared with a defined TQM approach and its implementation. Consequently, problems founded by me were formulated in this approach, and recommendations and suggestions were given to this university college to work towards this approach and eventually reach its objectives.
Further research is needed for better understanding of the subject matter. The instrument may be further improved by covering all elements of the TQM and institutional performance. The sample should be increased, and extended to other universities to get more in-depth information. Also in this study, only students are surveyed when in fact academics, supporting staff and parents are also stakeholders in an education system.
Therefore, to get a clearer and more accurate picture of TQM implementation, these groups should also be included in future studies.
In conclusion, I have tried to address and highlight general principles of a TQM approach and different terms related to the concept of quality and most of them have been described in details. I hope that this document could provide a comprehensive understanding of the concept of quality in practice for this university. In addition, they wish that this institution could use this document as a self-training document to educate responsible people in the quality work.

BIBLOGRAPHY

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Kwan, Paula Y.K. (1996). Application of Total Quality Management in Education: Retrospect and
Prospect. International Journal of Educational Management, 10(5), 25-35.
Lagrosen, S. (1997). Quality management in Schools? An Analysis of the Application of TQM in the Swedish School System. Ph.D. thesis in http://www./largosen.se/long.htm.
Walton, M. (1986). The Deming management Method. N.Y.: Dodd Mead.
Weaver, T. (1992). Total Quality Management. ERIC Digest No 73.
Weller, L.D. and Hartley, S.H. (1994). Total Quality management and School Restructuring: Georgia’s Approach to Education Reform. Quality Assurance in Education, 2(2).

1. APPENDIX
Appendix 1 * Questionnaires * Student Questionnaire
I am the student of BBA from International University of Business Agriculture & Technology. Please go through the following questionnaire and identify the appropriate responses for each of them.
Disclaimer: Your response via this questionnaire will be used strictly for academic purposes. There will not be any commercial solicitation or usage of the response in any kind / form whatsoever.
Please complete the section by ticking the options applicable to your statement.
Table 1 Statements Measuring Quality of Service Hypothesis | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree(5) | 1. Has a reputation for quality of knowledge culture. | | | | | | 2. Has a reputation for quality and expertise of its staff. | | | | | | 3. Offers majors that are recognized by industry players. | | | | | | 4. Offers a broad range of courses and programs. | | | | | | 5. Makes use of the latest information technology. | | | | | | 6. Is well-known for innovation in research and teaching. | | | | | | 7. Has a good library facility. | | | | | | 8. Offers campus job facility. | | | | | | 9. Offers courses which are relevant to industries. | | | | | | 10. Registry services are efficient | | | | | |
Table 2 Statements Measuring Student Needs Focus Statement | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree(5) | 1. Opens new career opportunities. | | | | | | 2. Improves personal development and educational experience. | | | | | | 3. Gives opportunity for future salary increase. | | | | | | 4. Potential to network with industry players. | | | | | | 5. Willing to recognize my previous qualifications. | | | | | | 6. Has a reputation for being responsive to student needs. | | | | | | 7. Offers open credit in semester throughout the year. | | | | | | 8. Provides support and assistance to international students. | | | | | | 9. Offers scholarships for needy students. | | | | | | 10. Offers medical, insurance, loan and other student facilities. | | | | | |

* Faculty Questionnaire
I am the student of BBA from International University of Business Agriculture & Technology. Please go through the following questionnaire and identify the appropriate responses for each of them.

Disclaimer: Your response via this questionnaire will be used strictly for academic purposes. There will not be any commercial solicitation or usage of the response in any kind / form whatsoever.
Please complete the section by ticking the options applicable to your statement. Statement | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree(5) | 1. The extent of management support and commitment is positively related to service quality. | | | | | | 2. The extent of faculty involvement is positively related to service quality. | | | | | | 3. The extent of employee empowerment is positively related to service quality. | | | | | | 4. The extent of information and communication is positively related to service quality. | | | | | | 5. The extent of training and education is positively related to service quality. | | | | | | 6. The extent of customer focus is positively related to service quality. | | | | | | 7. The extent of continuous improvement is positively related to service | | | | | |

Appendix 2
HYPOTHESIS TESTING:
Liker Scale: 5 point liker scale | H1 | H2 | H3 | H4 | H5 | H6 | H7 | H8 | H9 | H10 | A)Strongly Disagree(1) | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | B) Disagree(2) | 0 | 1 | 2 | 5 | 0 | 0 | 0 | 2 | 0 | 0 | C)Neither Agree nor Disagree(3) | 1 | 6 | 13 | 23 | 2 | 1 | 4 | 13 | 0 | 0 | D)Agree(4) | 36 | 26 | 15 | 15 | 24 | 6 | 9 | 25 | 27 | 22 | E)Strongly agree(5) | 13 | 17 | 18 | 6 | 23 | 43 | 37 | 10 | 23 | 28 | Total | 212 | 209 | 195 | 170 | 218 | 242 | 233 | 193 | 211 | 228 | Average | 4.24 | 4.18 | 3.9 | 3.4 | 4.36 | 4.84 | 4.66 | 3.86 | 4.22 | 4.56 | Variance | 0.22 | 0.51 | 1.13 | 0.8 | 0.55 | 0.17 | 0.38 | 0.58 | 0.31 | 0.25 | Standard Deviation | 0.47 | 0.71 | 1.06 | 0.89 | 0.74 | 0.42 | 0.62 | 0.76 | 0.55 | 0.5 | Z-test | 26.36 | 16.8 | 9.33 | 6.92 | 18.6 | 39.66 | 24 | 12.71 | 21.5 | 29.43 |…...

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