Asseeement of the quality management training of universities under the ministry of industry and trade

44 1.5 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Scientific Research Application Development and 1.6 Frequency an

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INDUSTRYAND TRADE

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A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

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APPROVAL SHEET

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ACKNOWLEDGMENT

The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality:

DR TERESITA V DE LA CRUZ, her adviser for the guidance, supervision,

suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials;

DR CECILIA N GASCON, president of the Southern Luzon State University

in the Philippines, for her incomparable contribution and support to the development of the Doctor of Philosophy in Educational Management program in Thai Nguyen University;

DR NGUYEN VAN BINH, director of the International Training Center, Thai

Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education;

DR WALBERTO A MACARAAN, DR.RICARYL CATHERINE P CRUZ, DR

APOLONIA A ESPINOSA, and DR BELLA R MUELLO, panelists,

for constructive criticism and valuable comments and suggestions to improve the study;

PROFESSORS of Southern Luzon State University and for the valuable

knowledge, pieces of advice, suggestions and moral support;

MIT FACULTY and STUDENTS for the assistance and cooperation in

providing the data for this study; and

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and to all who have contributed to make this study possible

BQC

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DEDICATION

To my Beloved parents, Siblings, Relatives And Most especially

To my Loving Wife and Children For their endless support And for being my constant source of inspiration

BQC

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PAGE

TITLE PAGE ……… i

APPROVAL SHEET ……… ii

CERTIFICATE OF ORIGINALITY ……… iii

ACKNOWLEDGMENT ……… iv

DEDICATION ……… vi

TABLE OF CONTENTS ……… vii

LIST OF TABLES ……… ix

LIST OF FIGURES……… xi

LIST OF APPENDICES ……… xii

ABSTRACT ……… xiii

CHAPTER I INTRODUCTION ……… 1

Background of the Study ……….………… 6

Objectives of the Study ……….…… 7

Significance of the Study ……… 8

Scope and Limitation of the Study ……….… 9

Definition of Terms ……… 10

II REVIEW OF LITERATURE ……….……… 12

Research Paradigm ……… ….……… 31

III METHODOLOGY ……… 33

Locale of the Study ……….……… 33

Research Design ……….……… 33

Population and Sampling ……….… ………… 34

Instrumentation……… ………… …….… 34

Data Gathering Procedure ……… 34

Statistical Treatment …….……… 35

IV RESULTS AND DISCUSSIONS ……….… 36

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Quality Management Trainings of the Universities under

MOIT ……… 36

Proposed Enhancement Program on the Quality Management of the Universities under Ministry of Industry and Trade ……… 55

Acceptability of the Proposed Enhancement Program … 59 V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ……… ……… 64

Findings……….……… ……….… 65

Conclusions ……….… 65

Recommendations ……… …… 66

REFERENCES ……… 67

APPENDICES ……… 69

CURRICULUM VITAE ……… 82

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1.1 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

1.2 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

1.3 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

1.4 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

Management of Staff and Faculty ……… 44 1.5 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

Scientific Research Application Development and

1.6 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

Learning Facilities

and Equipment

48

1.7 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

Education Program by the Students……… 50 1.8 Frequency and Mean Distribution of Assessment of Quality

Management Trainings of the Universities under MOIT as to

Learning Equipments and Facilities by the Students ……… 52

2.1 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Enhancement Program for the

Universities under MOIT as to Objectives ……… 59

2.2 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Enhancement Program for the

Universities under MOIT as to Contents ……… 60 2.3 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Enhancement Program for the

Universities under MOIT as to Strategies ……… 61

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2.4 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Enhancement Program for the

Universities under MOIT as to Evaluation……… 62

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1 Modified Input-Process-Output (IPO) Model on the

Assessment of the Quality Management Training of the

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Title of Research : ASSESSMENT OF THE QUALITY MANAGEMENT

TRAININGS OF UNIVERSITIES UNDER MINISTRY OF INDUSTRY AND TRADE

Researcher : BUI QUANG CHUYEN (FABLE)

Degree Conferred : DOCTOR OF PHILOSOPHY IN EDUCATIONAL

MANAGEMENT Name and Address

of Institution

: Southern Luzon State University Lucban, Quezon, Philippines and Thai Nguyen University, Socialist Republic of Vietnam

Adviser : Dr Teresita V de la Cruz

Year Written : 2014

The study sought to assess quality management training of universities under MOIT Specifically, the study aimed to evaluate quality management training of the universities under MOIT in terms of mission and goal, education program, training activities, management of staff as well as faculty, research application development and technology transfer and learning equipment and facilities An enhancement program is proposed based on the result of the survey which was evaluated by the experts The study was conducted in eight (8) selected universities by Ministry of Industry and Trade including the Hanoi University of Industry, University of Economics and Industrial Technical, University of QuangNinh Industrial, University of Industry of Ho Chi Minh City, University of Food Industry of Ho Chi Minh, University Industry of Vietnam – Hungary, University of Sao Do, and University of Industry of Viet Tri and utilized descriptive method of research The respondents of the study were

200 education managers and 40 students The researcher utilized quantitative approach of research wherein he used validated questionnaires to gather the

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needed data The gathered data were tallied, tabulated, statistically analyzed using weighted mean, and interpreted It was shown that quality management trainings of universities under the MOIT are rated 3.40 (SA) for mission and goals, 2.61 (A) for education program, 2.55 (A) for training and activities, 2.66 (A) management of staff and faculty, 2.76 (A) scientific research application development and technology transfer, and 2.70 (A) for learning facilities and equipment It is determined that the proposed enhancement program is accepted as indicated by the average weighted mean of 3.26 Thus, quality management trainings of universities under MOIT have clear statements of mission and goal, but need to improve and give attention on the education program, training activities, management of the staff and faculty, scientific research application development and technology transfer, and its learning equipment and facilities The developed enhancement program is ready for initial implementation However, it was recommended that assessment of the quality management training may be done annually The learning equipment and facilities may be given greater priority by the educational managers The developed enhancement program for the universities under the MOIT may be adopted by the subjected institutions

Chapter I INTRODUCTION

In past years, Vietnam’s education and training sectors have achieved significant accomplishments considering the size and quality of trainings which showed an increasing demand for technical labor force by economic sector, manufacturing and services The trainings at university levels had gradually been strengthened resulting to significant management changes

Quality training is the prime concern of the whole society but it has posed many problems which need to be solved particularly in the scope of state management and school management Training facility has been directly created and has taken the responsibility for the quality of training However, higher education sectors also revealed many shortcomings and weaknesses, such as: the quality of education is generally low which is not responsive to demands of social and economic development of the country; management mechanism of State for higher education system and the management of universities and colleges is unreasonably prolonged and does not create a strong motivation to develop the creative capacity and responsibility among faculty members, managers and students It is also a verity that the social investment and potential foreign investors for the development of the higher education has not been promoted effectively

In the international context, the world is moving toward revolution in industrialization and automation, taken as a dynamic knowledge development The development of science and technology has drastically changed content and methods of education in schools, and requires the higher education to provide highly qualified human resources for society

While in domestic context, in terms of the opportunities, after nearly 30 years of innovation, the country entered a period of strong growth with the new position and appearance Vietnam’s continuous economic development; national security and well-maintained economic structure continue to shift towards strengthening the industry and services People's lives are improved markedly Vietnam is actively involved in a process of international integration with high economic growth rate, with the stable political environment and the standard of living of all classes of the people is increasingly improving The positive active international integration, and joined World Trade Organization (WTO) in 2007 has created more favorable conditions for the socio-economic development process of the country

However, despite the significant growth, the Vietnamese economy is still suffering from low-income economies Indicators of infrastructure, human development is still ranked lower than many countries in the world Labor productivity is low; production is still mainly based on outdated technology, products as raw materials, high cost, low value added Economic structure has shifted but still slow: the share of services and industry in GDP is low This as well as social development did not meet the requirements Effective management for many areas of socio-economic, health and education are limited International cooperation is extended to bring increased investment of countries, international organizations and foreign enterprises, increase the demand for the labor recruitment through training, creating opportunities for educational development

Integration process in the education taking place on a global scale to create favorable opportunities for Vietnam can quickly access to new trends,

new knowledge, modern model of education, take advantage of international experience to develop and narrow the development gap between Vietnam and other countries The contribution of the state's resources and people for the development of education is increasingly enhanced Many of economic sectors are willing to contribute to the cause of higher education in Vietnam

Learning needs at university level of people (especially young people between the ages of 18-45) are great The needs of the business enterprise production-qualified labor needed commercial business, professional skills, meet requirements of operation and exploitation of advanced technological devices is university Therefore, requiring the university should have strategy

to develop the school to ensure both quantity and quality of training

Looking at the challenges, with the strong development of the scientific revolution, the technology in a world can make the economic and knowledge gap between Vietnam and other countries increasingly larger, Vietnam at risk

of lagging further Education management capacity of Vietnam is weak, the lack of appropriate policies and measures to guide and monitor closely the educational institutions with foreign elements

Requirements of economic development in the coming years require not only the number but also require high quality of human resources To continue to grow over the threshold of the low-income country, Vietnam needs

to restructure its economy, products development and value-added services and high technology This requires the country to have sufficient qualified manpower engineering and technology Currently, Vietnam has more than 63% of working-age population, but the level of labor force both in knowledge and professional skills is still low compared to many countries in the region

The country lacks highly qualified manpower in various fields, especially the field of electrical, electronic and information technology Etc The structure of the workforce through training (university / high school / vocational training) is not reasonable Demand of trained manpower is increasing in both quantity and quality with reasonable structure is creating enormous pressure for higher education

The Ministry of Industry and Trade (MOIT) was re-established in 2007,

on the basis of merging two ministries (Ministry of Industry and Ministry of Commerce) The functions, tasks, powers and organizational structure of the Ministry of Industry and Trade are clearly defined to comply with provisions of Decree No 95/2012/ND-CP, 12 November 2012 (the Decree replaces Decree No.189/2007/ND-CP of December 27, 2007 of government were consistent with the functions, tasks, powers and organizational structure of the Ministry

of Industry and Trade Decree No 44/2011/ND-CP of June 14 in 2011)

The MOIT is an agency of the Government, performing the function of state management of industry and commerce, including the sectors and fields: mechanical engineering, metallurgy, electricity, new energy, chemicals, oil and gas, renewable energy, mining and mineral processing, industrial explosives, consumer industry, food industry and other processing industries, export, border trade, commercial and domestic markets; e-commerce, foreign market development, market management, business services, international economic integration, trade promotion, competition management, application

of measures safeguard, anti-dumping, anti-subsidy and to protect the interests

of consumers; state management of public services in sectors under the state management

It is envisioned that by 2020, a number of personnel will train for undergraduate and graduate education of industry and trade with a total of approximately 800,000 people (up 7.26%) Therefore, to meet the quality of human resources for the sector, the issue of quality management training is given urgent consideration, requiring universities to develop similar training contents, medium scale, and to diversify the types of training to ensure quality training So far, no unit or individual study on quality management solutions training of the university under the Ministry of Industry and Trade has been conducted with complete and detailed solutions; thus, a study of management solutions on quality of training of the university under the MOIT is essential

By 2020, Vietnam will basically become a modern industrial country following university requirements of the Ministry to train and provide technical qualified human resources for heavy industry, light industry (including textiles; footwear; food processing,and beverage), energy, and economics, business administration, etc Industrial and Commercial sector labor demand is huge, but the university failed to meet the requirements for the quantity and quality

of training Therefore, this studywould be also a way to propose assessment

of quality training of the universities under the MOIT

In fact today, many graduates cannot find jobs or left with specialized training One of the reasons is the quality of education; especially the quality

of training of the human resources cannot meet the people's wishes and expectations as well as requirements of industrialization, modernization and international integration sectors Overall, the quality of graduates is limited, professional practice skills, information technology skills, language ability and social activities of students did not meet the requirements of the employer

Background of the Study

As of today, Ministry of Industry and Trade has 8 universities and these are established on the basis of the upgrade from college and are derived from the secondary schools, professional training mainly engineering, technology and economic management, direct service for businesses.In fact, through testing and evaluation over the years, the management of the quality of higher education in universities of MOIT are as follows:

The advantages are the university building, the construction of training program, gradually changing teaching and learning methods, infrastructure investment and training facilities, consolidate construction teachers develop proficiency standards, scientific research cooperation and technology transfer

On the other hand, the disadvantages are that every year, there is no a realistic assessment and reporting on the quality of education in general and higher education system in particular since there is no standard output of the university, not quantitative standards of teachers, programs, facilities and the likes; there is no solution implemented urge origin and destiny of the target, which is not considered a key objective; not fully developed training programs

in the field of study curriculum prescribed by Ministry of Education; teaching and learning activities is not so effective quality graduate students did not meet the requirements of the business; majority of producers must retrain knowledge and practical skills; management of faculty, administrators, staff are not close and not sure about the number of standards and qualifications in accordance with the Charter of the University; scientific research, technology transfer is not a focus school leaders, respected; lack of policies and working conditions to encourage scientific research of students and faculty; equipment

and insufficient teaching and learning just outdated, because there is no funding for investment and procurement should affect the quality of training; due derived from secondary schools, colleges and universities should be upgraded to the experience of management staff is limited (only 2 Industrial University Ho Chi Minh City and Hanoi University of Industry Furniture was established over 7 years and 6 other universities renovated 3-4 years) So just admit the number of trainers and short, medium weak, especially a lack of faculty with doctoral qualifications; curriculum is largely technology transfer, in the early years of teaching staff not undertake the compilation of programs, training materials in the university; outdated teaching methods, inappropriate, scientific research activity is weak and ineffective and; outdated facilities, discrete, the competitiveness with less specialized universities, especially the recruitment, jobs for graduates; every year, report does not have a realistic assessment of the quality of education in general and university education system in particular From the Central Government (Ministry of Education and Training, the Ministry of Industry and Trade) to the base of higher education is

no agency in charge of quality management training

For these reasons, the researcher chose to delve with the assessment

of management quality trainings of universities under the Ministry of Industry and Trade with a hope tocontribute to enhance the contents of management quality training of universities

Objectives of the Study

This study was focused on the assessment of the quality management trainings of the universities under the MOIT, for the school year Specifically, it sought to attain the following objectives:

1.5 Management of staff and faculty; and

1.6 Learning equipment and facilities

2 Develop an enhancement program based from the results of the study

3 Evaluate the enhancement program by experts on the field

Significance of the Study

This study would be of significance to the managers, university leaders, faculty and students, and head of business enterprise production, as to the following respects:

Managers.Through this research, the managers shall be assisted in

assessment of the quality management trainings of the universities and at the same time would serve as legal basis for assessment of the quality of training based on the devised policies

University leaders From this research, the university leaders would

be able to build and design mission of the university management in providing quality management training Hence, the application of solution might improve the quality of education in universities

Faculty This study would help the teachers understand their roles and

responsibilities in improving of assessment the quality management training It

would help them know that good quality training, along with other measures, requires good teaching staff, the ability to guide and equipped with the proper knowledge and skills for the advancement of students

Students Students would also be directly benefited from this study

The investment of money, effort, time to get quality of knowledge, professional skills in their learning and research at the university may be envisioned as profitable Upon completion, the graduate students may apply the knowledge learned to practical production-business

Head of business enterprise production This study would help the

businesses to select the qualified human resources (knowledge, skills, and attitudes) in their recruitment strategy At the same time, the business sectors shall be able to have a clear idea on their roles and responsibilities in financial aspects/contributions, as well as to facilitate the location and environment for students for domestic practice, thus, improving quality of training of students

Scope and Limitations

This study focused on the assessment of quality management trainings

of the universities under the MOIT at Vietnam There were only 15 education managers, 10 faculty members and five (5) students for each of the eight (8) universities with a total 240 respondents involved in the study

The instrument used in this study was the questionnaire which was adopted by the researcher to answer the quality management trainings of the universities under the MOIT The variables used for the assessment were the mission and goal, education program, training activities, management of staff and faculty, scientific research application development and technology

Assessment can be defined as a general term embracing all methods used

to judge the performance of a group, an organization or an individual

Education program is written formally in this study with the defined goals,

objectives, requirements, the content knowledge and skills, the overall structure of the subject, and grade level planning practice every year high ratio between subjects, between theory and practice, prescribed methods, methods, means, facilities, certificates, and diplomas of the educational institutions and training

Enhancement programmeans strengthening and making something better of

which program is in existence In this study, the focus is the quality management training of universities under the MOIT

Learning equipment and facilities is enabling the teacher to do his/ her

work very well and helping the learners to learn effectively Equipment and facilities also include school building, classrooms, assembly halls, libraries, laboratories, workshops, materials and information technology are sufficient Equipment and facilities to support teaching and learning for training and research, be sure to use quality and efficient service to meet the requirements for teaching and learning

Management is the way of organizing control, impact of management objects

subject to management in order to effectively Achieve Objectives set

by the organization

Management of staff and faculty are managed in terms of quantity, content

and tasks of the staff and teachers to undertake the scientific research development and application and technology transfer activities of the staff, teachers and students’ research and contributions to science, valuable practical applications to solve economic development

Mission and goalis the content and mission statement to work towards the

objectives, the goal to achieve targets It is an indication that subject request (the school, the school) should be achieved after a process of training and learning These requirements are presented as a model of how to take into account the standard of education and the training systems, a large set of characteristics predicted or sustainable change will occur in an important group of all possible after a learning process

Quality management trainingis designed to ensure the results of training

activities to achieve educational goals Quality management training is done through the process of evaluating the results of the education and training of students, student performance evaluation of the schools and educational institutions

Training Activities are teaching and learning in schools to a new direction to

achieve goals Training activities reproducespersonality and energy needs of the curve to maintain social development, human perfection though measures may impact system, a method to human subjects to establish, on the moral, mental and physical development

Chapter II REVIEW OF LITERATURE

This chapter presents the different literature perused to gather insights

for the studies This also includes the studies considered to strengthen the

concepts Moreover, the chapter also provides the conceptual framework

Quality Management Training

South African Qualification Authority Act of 1995 defines an education

and training provider as a body which delivers the learning programs which

culminate in the specifiedNational Qualification Framework standards and/or

qualifications, and manages assessment Education and training providers

(hereafter referred to as providers) are at the base of education and training

system in that they are the organizations that actuallyengage in teaching and

learning and deal directly with learners, the ‘clients’ whomthe education and

training system is meant to serve It is of criticalimportance that providers

develop quality management systems (QMS), and thatthey receive needed

support to operate within NationalQualifications Framework (NQF)

There is great interest in educational leadership in the early part of the

21st century because of the widespread belief that the quality of leadership

makes a significant difference to school and student outcomes There is also

increasing recognition that schools require effective leaders and managers if

they are to provide the best possible education f or their learners Schools

need trained and committed teachers but they, in turn, need the leadership of

highly effective principals and support from senior and middle managers

While the need for effective leaders is widely acknowledge d, there is much

less certainty about which leadership behaviours are most likely to produce favourable outcomes (Bush, 2007)

Management is the process of planning, implementation, management and inspection and assessment of the work of the members of a system unit and the use of appropriate resources to achieve the intended purpose Bush (2007) identified the five (5) basic functions of the educational management

as to planning, organizing, staffing, leading, and controlling All managers at all levels of every organization should perform these functions, but the amount

of time manager spends on each one depends on both level of management and the specific organization

Management of training qualityis to manage the teaching and learning process of teachers and students in the training process The management of training quality models includes training quality control which is considered as

a system of measures, activities planned to be carried out inside and outside the university and overall management of training qualitywhich is the sum of ensuring training quality, expand training and development Source

The field of educational leadership and management is pluralist, with many competing perspectives and an inevitable lack of agreement on the

exact nature of the discipline One key debate has been whether educational

leadership is a distinct field or simply a branch of wider study of management Leadership and management need to be given equal prominence if schools are to operate effectively and achieve its objectives “Leading and managing are distinct, but both are important The challenge of modern organisations requires the objective perspective of the manager as well as the flashes of

vision and commitment wise leadership provides” (Educational Leadership

and Management: Theory, Policy, and Practice, 2007)

While there is global interest in leadership and management, because

of its perceived importance in developing and maintaining successful schools and education systems, there is much less clarity about which leadership behaviours are most likely to produce most favourable outcomes Awareness

of alternative approaches is essential to provide a set of tools from which discerning leaders can choose when facing problems and dealing with day-to-day issues (Bush & Glover, 2002; Bush, 2003)

The starting point of Total Quality Management (TQM) is quite different from the structural and instrumentalist approaches TQM sees the objective of quality management as well as quality assurance as part of the process of managing a changing organization, culture and environment and using the change management to align the mission, culture and working practices of an organization in pursuit of continued quality improvement TQM thus views all quality management processes as being specifically designed to constantly challenge an organization’s current practices and performance and thus to improve an organization’s inputs and outputs A critical element of the TQM method is that it is highly “people-orientated” and participative It assumes that

a quality culture is an integral and necessary part of an organization, and that all line functions within an organization are quality interfaces This approach

assumes that members of organization are responsible for quality assurance (maintenance and improvement) and thus that quality is not a centralized

activity, but devolved to various functional and organizational levels (Quality

Management Training for Education and Training Providers, 2001)

In addition, the TQM can broadly be described as embodying five (5) critical principles, namely:

• The creation of an appropriate climate within an organization, particularly with regard to establishing a quality culture and empowering all members to participate in and take responsibility for quality improvement An aspect of this climate is the creation of a ‘dissatisfied state’: a state in which critical questions are constantly being asked about the current inputs, processes, performance and outcomes This requires a process of research, analysis, measurement and feedback, with view to improving the state of operations

• A customer orientation whereby customer requirements are agreed, and customers arean integral part of delivery Regular progress evaluations are carried out in functions against identified customer needs and expectations

In TQM the customer isboth an internal and an external stakeholder and target group, and is the focus of alllevels of an organization’s hierarchy

• Management by research, data and fact The principle stresses importance ofthe ‘objective’ information from which an organization can generate an assessment (asopposed to subjective or hearsay evidence) Emphasis is placed on statistical andquantitative research techniques to generate information Surveys are also a commonfeature of TQM, but are used in the context of assisting with fact-finding Datagenerated is then analyzed and translated into action plans, indicators and objectivesfor improvement

These plans are then compared with previous plans, andimprovement is quantified What is useful about this research technique is that overtime patterns do and can emerge which useful tools in measuring and predicting improvements are

• Having the people-based and participative management philosophy which stressesproblem-solving and seeking improvement opportunities in teams

• Continuous quality improvement is ongoing objective of TQM and stresses thatan organization must remain cognizant of its purpose to strive for an improvement Thissense of purpose guides organization in the allocation of resources to its plans

Bush (2007) identified managerial leadership as one of the models of leadership which assumes that the focus of leaders ought to be on functions, tasks and behaviours and that if these functions are carried out competently the work of others in the organisation will be facilitated Most approaches to managerial leadership assume that the behaviour of organisational members

is largely rational Authority and influence are allocated to formal positions in proportion to the status of those positions in the organisational hierarchy

Caldwell (1992) as cited in Bush (2007) argued that managers and leaders of self-managing schools must be able to develop and implement a cyclical process involving seven managerial functions: goal setting; needs analysis; priority-setting; planning; budgeting; implementing; and evaluating

He added that It is significant to note that this type of leadership does not include the concept of vision, which is central to most leadership models Managerial leadership is focused on managing existing activities successfully rather than visioning a better future for the school This approach is suitable

for school leaders working in centralised systems as it prioritises the efficient implementation of external imperatives, notably those prescribed by higher levels within the bureaucratic hierarchy

Managerial leadership has certain advantages, notably for bureaucratic systems, but there are difficulties in applying it too enthusiastically to schools and colleges because of the professional role of teachers If principals and educators do not ‘own’ innovations but are simply required to implement the externally imposed changes, they are likely to do so without an enthusiasm, leading to possible failure (Bush, 2003)

Bush (2003) links three leadership models to ‘collegial’ management model The first of these is ‘transformational leadership’, a form of leadership that assumes that a central focus of leadership ought to be the commitments and capacities of the organizational members The higher levels of personal commitment to organisational goals and greater capacities for accomplishing those goals are assumed to result in extra effort and greater productivity In addition Leithwood (1994) in Bush (2007) conceptualised transformational leadership along eight dimensions: building school vision; establishing school goals; providing intellectual stimulation; offering an individualised support; modelling best practices and important organisational values; demonstrating the high performance expectations; creating a productive school culture; and developing structures to foster participation in school decisions

Conversely, Caldwell and Spinks(2007) argued that transformational leadership is essential for autonomous schools Transformational leaders succeed in gaining the commitment of followers to such a degree that higher levels of accomplishment become virtually a moral imperative In our view a

powerful capacity for transformational leadership is required for the successful transition to a system of self managing schools The transformational model is comprehensive in that it provides a normative approach to school leadership, which focuses primarily on the process by which leaders seek to influence school outcomes rather than on the nature or direction of those outcomes However, it may also be criticised as being a vehicle for control over teachers and more likely to be accepted by the leader than the led (Chirichello 1999) Allix (2000) goes further and alleges that transformational leadership has the potential to become ‘despotic’ because of its strong, heroic and charismatic features He believes that the leader’s power ought to raise ‘moral qualms’ and serious doubts about its appropriateness for democratic organisations

The second leadership model identified by Bush (2007) is participative leadership which assumes that the decision-making processes of the group ought to be the central focus of the group This model is underpinned by three assumptions: participation will increase school effectiveness; participation is justified by democratic principles; and in a context of site-based management, leadership is potentially available to any legitimate stakeholder

Lastly, Bush (2007) identified political and transactional leadership as the last model of leadership Bush (2003) links transactional leadership to his political model In political models, there is conflict between stakeholders, with disagreement being resolved in favour of the most powerful protagonists: Transactional leadership is leadership in which relationships with teachers are based upon exchange for some valued resource To the teacher, interaction between administrators and teachers is usually episodic, short-lived as well as limited to the exchange transaction

Miller and Miller’s (2001) defined transactional leadership as exchange process Exchange is an established political strategy for the members of the organizations Principals possess authority arising from their positions as the formal leaders of their schools However, the head requires the cooperation of educators to secure the effective management of the school An exchange may secure benefits for both parties to the arrangement The major limitation

of such a process is that it does not engage staff beyond the immediate gains arising from the transaction

Southworth (2002) identified the instructional leadership as one of the leadership models which is strongly concerned with teaching and learning, including the professional learning of teachers as well as student growth He added that instructional leadership focuses on teaching and learning and on the behaviour of teachers in working with students Leaders’ influence is also targeted at student learning via teachers The emphasis is on the direction and impact of influence rather than the influence process itself Southworth’s (2002) qualitative research with primary heads of small schools in England and Wales shows that three strategies were particularly effective in improving teaching and learning: modelling; monitoring; and professional dialogue and discussion Instructional leadership is a very important dimension because it targets the school’s central activities, teaching and learning

Khedekar (2001) defined educational management as the process of planning, organizing, directing and controlling the activities of an institution by utilizing human and material resources so as to effectively and efficiently accomplish functions of teaching, extension work and research She added that institution should aim the following goals and objectives: achievement of

the institutions objectives; improves planning, organizing and implementing of the institution‘s activities and processes; creating, maintaining and enhancing good public image of the institution; appropriate utilization of human resources like teaching, non teaching staff, students; enhances efficiency of institute; facilitates optimum utilization of infrastructural facilities; prevents duplication of work; enhances job satisfaction; create and maintain the congenial school climate; manage the interpersonal conflicts, manage stress and use the time effectively; and interpersonal communication improvement

In addition, she identified the functions of education management as to: planning is a process of setting objectives and determining what should be done to accomplish them; organising of activities is based on a differentiation

of task Integration of the differentiated tasks by assigning responsibilities to staff, activities, structuring task and coordinating activities in a logical and meaningful order; there is distinction between the managers and leaders The leadership is path finding and manager is path following; formulating staff personal policies, recruitment of staff, selecting, orienting and assigning duty

to staff and providing staff welfare measures; control is regulation of operation

in accordance with the objectives specified in plans Control is essential to ensures that operations are directed towards the attainment of objectives

Each institution differs from other institution not only in terms of its physical structure and infrastructural facilities but also in terms of student-body character, teacher quality etc Thus, institution has its own individuality The climate or the feel of an organization is a matter of impression School climate as defined by Stringer (2009) is a perceived subjective effect of the formal system, informal style of managers and other important environmental

factors on attitudes, belief, values and motivation of people who work in a particular organization It is relatively enduring quality of internal environment that is experienced by its members, influences their behaviour and can be described in terms of values of particular set of characteristic of organization

He also determined the factors that affect the school climate as to internal and external factors Internal factors includes competitions among staff, biasness, adopting unfair means, exploitation of the teaching staff and, relationships amongst staff and students, between staff members, staff and authorities On the other side the external factors includes government policies, change in curriculum, time management admission test and result, salary of teachers, competition, political and economic scene, social and cultural interferences and, resource crunch and financial factors

As stated by Sallis (2002), the knowledge revolution has brought about rapid advances in technology It has changed the way we work and think and

is changing learning To cope with the information age every person requires

a high standard of education High educational attainments are the right of each and every child throughout the world To achieve this every boy and girl needs to have a quality education In addition, he mentioned that quality education is at the top of most agendas and improving quality is probably the most important task facing any institution However, despite its importance, many people find quality an enigmatic concept It is perplexing to define and often difficult to measure One person’s idea of quality often conflicts with another and, as we are all too aware, no two experts ever come to the same conclusion when discussing what makes an excellent school, college or university

As cited in the journal Total Quality Management in Education (2002),

there are four quality imperatives that reflect the complex environment in which educational institutions operate They are the drivers and motivating forces that challenge any institution to take a proactive stance on quality

Quality Management Imperatives

The customers and clients of the education service (students, parents and the community) deserve the best possible quality of education This is the moral high ground in education and one of the few areas of educational discussion where there is little dissent It is a duty of educational professionals and administrators to have an overriding concern to provide the very best possible educational opportunities As John West-Burnham has put it, ‘it is difficult to conceptualize a situation where anything less than total quality is perceived as being appropriate or acceptable for the education of children’

Closely linked to the moral imperative is the professional imperative Professionalism implies commitment to the needs of students and obligation

to meet their needs by employing the most appropriate pedagogic practices Educators have a professional duty to improve the quality of education and this, of course, places a considerable burden on teachers and administrators

to ensure that both classroom practice and the management of the institution are operating to the highest possible standards

Competition is a reality in the world of education Falling enrolments can lead to staff redundancies and ultimately the viability of the institution can

be under threat Educationalists can meet the challenge of competition by working to improve the quality of their service and of their curriculum delivery

mechanisms The importance of TQM to survival is that it is a customer-driven process, focusing on needs of clients and providing mechanisms to respond

to their needs and wants Many competition requires strategies that clearly differentiate institutions from their competitors Quality may sometimes be the only differentiating factor for an institution Focusing on the needs of the customer, which is at the heart of quality, is one of the most effective means

of facing the competition and surviving

Schools and colleges are part of their communities and as such they must meet the political demands for education to be more accountable and publicly demonstrate the high standards TQM supports the accountability imperative by promoting objective and measurable outcomes of educational process and provides mechanisms for the quality improvement The quality improvement becomes increasingly important as institutions achieve greater control over their own affairs Greater freedom has to be matched by greater accountability Institutions have to demonstrate that they are able to deliver what is required of them Failure to meet even one of these imperatives can jeopardize institutional well-being and survival If institutions fail to provide the best services they risk losing students who will opt for one of the competitors

By regarding these drivers as anything less than imperatives, the integrity of

profession and the future of institutions are risked Since most parents and politicians are asking tough and uncompromising questions, for education as for industry, quality improvement is no longer an option, it is a necessity

Management is a process of planning, organising, directing, controlling and evaluating to accomplish predetermined objectives of institution through coordinated use of the human and material resources Management as an

academic discipline refers to, substantive body of knowledge of concepts, theories, laws and applications in practice.Educationis the provision of a series of learning experiences to students in order to impart knowledge,

values, attitudes and skills with the ultimate aim of making them productive

members of society Educational Managementis the process of planning, organizing, directing and controlling the activities of an institution by utilizing human and material resources so as to effectively and efficiently accomplish

functions of teaching, extension work and research (The Basic of Educational

Management, 2001)

The field of education is expected to provide the society with human resources which have specialized knowledge, attitudes, work ethics, social, moral and political values and skills to sustain and enhance the expected development of the nation Therefore, 1) Education has to make its curriculum more relevant to life and needs of a changing society in an effective and efficient manner; 2) Education therefore has to be dynamic, so that it could contribute towards accomplishment of national development goals; and 3) Education must also enable students to bring about desirable social change and preserve desirable and positive aspects of existing culture

In order to fullfill the above stated role of education, keeping in mind

―National Developmental Goals effectively and efficiently, there is a need to manage education professionally and move beyond the traditional role of academics and values only Thus knowledge of: 1) Educational management theories, principles, concepts, techniques, skills and strategies, when applied

to education will bring about effective and efficient functioning of educational institutions; 2) The scientific and systematic management of the educational

institutions is necessary to bring about qualitative changes in the educational system; 3) Educational management is required to manage and create the institutions of excellence like IIT, IIM etc, so that the vast majority of students can benefit from such specialized training; 4) Knowledge of the educational management is also required so that we can use our scarce and dwindling resources for education in the most effective and efficient manner; and 5) Knowledge of educational management is also necessary to train the present teachers to learn and run educational institutions professionally, as basic courses like B.Ed/M.Ed do not prepare teachers to become managers

As stated in the Basic of Educational Management (2001), the scope of educational management can be summarized as follows: study of educational planning at macro level, its goals principles approaches and procedures and the micro level institutional planning and educational administration; helps in decision making and solving problems, communication and managing the information and building effective teams; providing the human equipment i.e supervisor, teachers, non teaching staff, office workers and providing material equipment such as building, furniture, labs, library, museum etc; co-curricular planning, preparing timetable; motivating staff and students; conducting staff meetings and managing both the conflicts and stress; developing healthy and conducive school climate; organization of the health and physical education, organization of counselling and guidance; organization of exhibitions and fairs; maintenance of school records, evaluating students achievements and; financing and budgeting; community service

In addition, educational management plays a very important role in field

of education and embodied the following importance: it includes the study of

Most importantly, the educational management should seek to achieve the following objectives: to develop understanding of concept of educational management; to develop an understanding of the various functions of an educational institution; to develop an understanding of the roles and functions

of an educational manager; to develop an understanding of the essential components of democratic classroom management; to develop an awareness

of the various structure/levels of educational management; to develop an awareness of the characteristics of the quality institutions; to sensitise the students towards effective management of human and material resources; to develop an appreciation of the role of various administrative authorities in maintaining quality of educational institutions; to improve planning, organizing and implementation of institutions activities and processes; to create maintain and enhance a good public image of the institution; to ensure appropriate utilization of the human resources (teachers, non-teaching and students); to enhance the efficiency and effectives of infrastructural facilities; to enhance job satisfaction; to create and maintain a congenial school atmosphere; to manage interpersonal conflicts, manage stress and use time effectively and;

to improve interpersonal communication