CHAPTER ONE

1.0 BACKGROUND OF THE STUDY.

The worth of any educational system as an investment lies in its capacity

to continuously serve its customers (students, parents, employees or labor,

the society) better and remain relevant. Educational planners are therefore

faced with two main challenges providing for quality and for quantity.

Similarly the desire of all parents is to have qualitative and functional

educational programs for their children from nursery school to the

university level. This is in conformity with the general belief that a sound

education is the only permanent legacy that parents can pass on to their

children to ensure their future. However what we see nowadays is that

much country’s education system is turning out of unemployable

graduates. Hallack (1990) emphasized that the quality of the education

system depends on the quality of its teachers. Alloy Ejiogu (1990) stated

that the quality of education in any given society depend considerably on

the number and the quality of its personnel.

David (1995) affirmed that the need for administrative training program in

education is crucial to the success and quality of the new educational

1
system which currently lacks visible subsystem of administrative training

program.

Efforts of the Nigerian government on education can be seen through its

policy document, National Policy on Education with its first edition in

1977 and have been revised severally with its last in 2004. The policy

document addresses the issues of imbalance in the provision of education

in different parts of the country with regard to access quality of resources

and girls education. Education is organized into (6, 3, 3, and 4) 6 years of

primary education, 3 years of junior secondary school, 3 years of senior

secondary education and 4 years university/ polytechnic/college education.

The policy document was revised in 1981 and 1990 which brought about

the re-launch of the Universal Basic Education in 1999 with the system of

9-3-4 as one of government’s top priorities. The last revision done on the

policy document in 2004 has brought about the re-enactment of the

Universal Basic Education reform program of the federal government of

Nigeria which is aimed at removing distortions and in consistencies in

basic education delivery and reinforce the implementation of the National

Policy on Education as well as provide great access to and ensure quality

of basic education throughout Nigeria. In summary it is intended to:

2
- Ensure an un-interrupted access to 9 year formal education by

providing free, compulsory Universal Basic Education for every child

of school going age;

- Reduce school drop-out and improve relevance, quality and efficiency;

- Acquire literacy, numeracy, like skills and values for lifelong education

and useful living.

- Provide mid-day meals to enhance children access, retention and

completion of the school cycle;

- Emphasize on curriculum diversification and relevance to effectively

and adequately cover individual and community needs and aspirations;

- Disarticulate junior secondary education from senior secondary school;

- Realign / integrate junior secondary education with primary education;

- Individualize teaching method;

- Introduce rudiments of computer literacy;

- Appropriate continuous teacher profession development and

- Encourage community ownership of school including participation in

decision- making process in schools.

3
The National Policy on Education have continuously being looked into to

spell out methods of improving the quality of education, the inclusion of

courses like peace and conflict resolution, Entrepreneurial Development

and host of others in the university curriculum; and also the recent

rebranding campaign to reposition the education sector are all efforts

embarked by the government but it all seem ineffective to produce the

desired result.

It therefore becomes highly necessary that school administrators address

themselves to those managerial activities that would lead to improvement

of performance there by leading to academic excellence in schools.

Abugbe (2000) affirmed that, a functional educational system is the cry of

educationist world over. Therefore, there is an urgent need for an

organization wide approach and commitment to quality improvement since

no one organization can boast of holding franchise to the development and

delivery of quality products/services. Many organizations have embraced

the Total Quality Management concept as a way of survival.

In view of the strategic position of the university education, there to

introduce Quality consciousness by involving all the stakeholders

especially the Vice chancellor, Deans, Heads of department, lecturers,

students and even the community. It must be emphasized that the success
4
of education rest in no small measure on informed planning, efficient

organization and dedicated leadership, just as learning cannot take place in

a classroom manned by ill-prepared and un-skilled teacher, no educational

system can rise above the quality of its administration. The diversified

nature of our society demands a different, more creative solution to our

basic education problem (ojo 2007).

Total Quality Management style is based upon producing quality service

as defined by the customer and supplier. Total quality management is an

organizational wide approach to quality with improvement under taken on

a continuous basis by everyone in the organization. Dale and

Bunney(2003) defined TQM as a quality centered, customer-focused, task

based, team driven, seminar- management led process to achieve an

organization strategic imperative through continuous process

improvement. This is why TQM principles are also being referred to as

total quality improvement, world class quality, continuous quality

improvement, total service quality and total quality leadership.

Wilkinson et al (1998) say that TQM is a continuous, formalized and

systematic process of seeking, achieving and sustaining continuous

improvement of an organization for the purpose of satisfying the

organization’s customers and consequently improving the overall

5
performance of an organization. Very often people ask how total quality

management is different from other management styles such as

Management by Objective (MBO) and Strategic Planning or Management;

after all they are also designed for helping organizations to achieve

excellent performance. This question is both critical and legitimate

especially from the stand point of management and employees whose

excitement about MBO and Strategic planning not so long ago have

waned.

In respect to the fore going affirmed that though TQM like other

management strategies seeks to help organizations achieve superior

performance and growth, however the difference between TQM and other

management lies not in objectives but in focus.

Thus miller (1996) asserted that there will be two kinds of organization in

the future. Organizations which have not introduced TQM and thus will be

out of business in the near future. Miller observed that many organizations

today experience errors and variances in stock control records, wrong

location and specification of materials, pilferage, and application of wrong

codes, supply and receipt into the stores of materials that were never

ordered or that were proved by the established quality. Since it is generally

acknowledged that materials usually account for between 60% and 75% of
6
the cost of production. The existence of the above problem means that

effectiveness of an organization can be improved by concentrating action

on the elimination of these problems.

In education sector / tertiary institution, the cost of producing a graduate

can be attributed to lecturers’ inputs, teaching aid/structures, and other

non- academic services. The concentration on improving these elements of

production will definitely yield quality graduates. The quality of output

depends upon the quality of inputs and process in that order and therefore

organizational efficiency and effectiveness depends to a large extent on the

quality of materials used by the organization

In other words, improvement in organizational performance through

enhanced product quality can and will be more easily achieved by solving

the problems acknowledge in the area of materials management. Steps

taken to solve the above problems have given rise to an embrace of Total

Quality Management, a philosophy which can help not only to reduce and

ultimately eradicate these problems but indeed to turn material

management as a whole into a quality operation by revolutionizing

thinking and practice in the area.

7
The pillars of Total Quality Management constitute a major force for

organization change. One of them of who is Edward. F Deming which can

be regarded as the father of the quality revolution. His philosophy on

quality model centered on improving quality that result into higher

productivity which brings down cost and prices and increase markets

which enable firms to stay in business, creating more jobs and better return

on investment. In a bid to achieve his philosophy of quality improvement

Deming developed his 14 point theory for management of quality,

productivity and competition position.

Another major pillar of TQM is Joseph. M Juran like Deming concluded

that organizations face a major crisis due to the loss of sales to foreign

competition and the huge cost of poor quality and that solving this crisis

require new thinking that includes all the levels of the managerial

hierarchy. Juran states that the first step this new orientation is the belief

that change is desirable and feasible in all aspects of operation within an

organization in the long term and prescribed that focus on quality should

be on three major areas. (Juran Trilogy).

Philip B Crosby is another TQM pillar. Crosby opines that opine of the

crucial principles in discussing quality is that we are dealing with people

situation. He states that integrating quality management in an organization

8
is based on the concept of five stages in quality maturity: Uncertainty,

Awakening, Enlightenment, Wisdom and Certainty.

Philip Crosby also opines that the only performance standard is zero

defects with the theme of “doing it right the first time” thus eliminating

wastes.

The essence of TQM demands a new view of the world, new behaviors

and new thinking about the work of an organization. TQM is hence the

application of quality principles for integrating all functions. The ultimate

goal is customer satisfaction; the way to achieve it is through continuous

improvement.

1.1 STATEMENT OF THE PROBLEM.

The falling standard of education in Nigeria over the years has brought

about a near constant struggle in trying to improve the overall quality and

standard. The problem which arise from poor preparation and placement of

students, malpractice, brain drain, inadequate funding, tool for teaching

and reporting, job satisfaction etc are all responsible for falling standard in

tertiary institution.

9
Over the years experience have shown that no organization can achieve

and sustain a good image without strategic vision, effective management

or good leadership.

Invariably with Total Quality Management, management is able to

establish and maintain good image and social acceptance through quality

products and services to customers. It is thus on this premise that the

research intend to see how TQM can be integrated into tertiary institution

in Nigeria to address the decay and falling standard currently be devilling

the system.

1.2 RESEARCH QUESTIONS.

1- Is falling standard as a result of lack of Quality consciousness among

the management and employee in the system?

2- Can the falling standard of education in Nigeria be improved through

Total Quality Management?

3- If yes, how well is the university management adhering and

conforming to the philosophy?

4- Are there other managerial philosophies that can intervene in the

current quagmire?

10
5- What is the management attitude towards Quality improvement within

the system?

6- Are there Quality Assurance measures the university pays attention to?

7- What are some of the ways the institution adopt to internalize Quality

Culture in the system?

1.3 PURPOSE OF THE STUDY.

Every successful organization should be a matter of policy to be constantly

seeking ways and opportunities to improve the quality of its

products/services and process. It is object of this study to:

1- Analyses the falling standard as a result of lack of quality

consciousness among the management and employee.

2- Establish factors that promote integration of TQM into the institution

asides other managerial philosophy

3- Ascertain to what extent the university management is adhering and

conforming to the philosophy.

11
4- Investigate into whether the university pay attention to any Quality

Assurance measures.

1.4 HPOTHESIS

Ho: falling standard is not as a result of lack of Quality consciousness

within tertiary institution in Nigeria.

Hi: falling standard is as a result of lack of Quality consciousness

within tertiary institution in Nigeria.

1.5 SIGNIFICANCE OF THE STUDY.

The researcher study is useful to tertiary institutions in Nigeria as a

means of identifying and utilizing effectively the knowledge and

experiences gained in the implementation and application of total Quality

management technique, with the aim of improving the education standard

and excellent graduates.

This research will therefore help top management determine the areas in

the organization that needs to be improved upon and adequate measures

be taken as a means of improving standards through the use of the Total

Quality management(TQM) technique. Thus the study will have the

following significance:

12
1- It will reveal the trend of the institutions services.

2- It will show to what extent TQM practices in tertiary institution will

facilitate better services / products.

3- The study will justify the investment in TQM as regard service/ product

standard.

4- It will ascertain management commitment to the TQM programme.

1.6 SCOPE OF THE STUDY.

This study is strictly geared towards the integration of Total Quality

Management as a strategy for management in meeting customer

requirements. This study is thus delimited to the management and staff of

the University of Jos.

1.7 LIMITATION OF THE STUDY.

A major limitation of this study was the inability to get many Academic

staff respondents to quickly fill the questionnaires. It was fairly difficult to

get most of the Non Academic staff respondents involved in the study

because of their various dispositions to area of study; some completely

13
refuse to fill the questionnaire. Besides not all the questionnaires were

properly filled.

1.8 DEFINITION OF TERMS.

1- TOTAL QUALITY MANAGEMENT.

Is a philosophy with tools and process for practical implementation

aimed at achieving a culture of continuous improvement driven by all

members of an organization in order to satisfy and delight customer.

2- CUSTOMER.

A customer is also called a client, buyer or purchaser. It is usually used

to refer to a current or potential buyer or user of the products of an

individual or organization called the supplier, seller, vendor or

provider. However in certain context, the term customer also includes

by extension anyone who uses or experiences the service of another.

3- CONTINUOUS IMPROVEMENT (CI).

14
Is an ongoing effort to improve products, services or processes. These

efforts can seek incremental over time or break through improvement all at

once.

4- COMMUNICATION.

This is the process by which we assign and convey meaning in an

attempt to create shared understanding. This process requires a vast

repertoire of skills in intrapersonal and interpersonal processing,

listening, observing, speaking, questioning, analyzing and evaluating.

Uses of these processes are developmental and transfer to all areas of

life.

REFERENCES

15
Abugbe, E.2000. “Attitude of senior secondary schools students towards

their environment at Asamarkasa District Ghana” African journal of

Educational planning and policy studies 3(1).

David, J.1995. School administration in Nigeria. Revival,lagos, john west

publication ltd

Ejiogwo, A . M. 1990. Educational management. A system approach, lagos

lantern book ltd. Goite, M. Total Quality Management, handout, department

of management sciences. University of Jos.

Hallak, cited in ojo, L.B.2006. Total quality management and teacher

productivity improvement in private schools in lagos state Nigeria, university

of Ibadan, unpublished.

Madu, C. N. And Kuei, C. 1993. Strategic Total Quality Management’s

Coporate performance And Product Quality. London: Quorum Books.

Miller, C.1995. Organizational communication approaches and process. 2nd

edition. London. Quorum Books.

Ojo, B.A.2007. Supervision and quality assurance strategies in education.

Implications for education policy making. African research review 1(2)

16
P. Neema Aboki. Integration of Total Quality Management in the

Management of University in Uganda. Mekerere Journal of Higher Education

vol 12004

Nwagu, N.A, Ehiametator, E.T. current issues in educational management

in Nigeria. A publication of the national association for educational

administration and planning.

The national policy on education. 1st and 4th edition.

Wilkinson, A., Redman, T., Snape, E. and Marchington, M. 1998.

Management With Total Quality Management: Theory and Practice. London:

Macmillian Press Ltd.

17
 CHAPTER TWO

LITERATURE REVIEW

2.1 BACKGROUND HISTORY OF QUALITY MANAGEMENT

Given the current enthusiasm for the quality movement, Wilkinson and

Wilmott (1998), note that there is a danger of assuming that the concern for

quality is of recent origin. He maintains that it is an age-old concern. For the

craft guides of the Middle Ages, for example, he states that the maintenance

of quality was one of the key functions, with only those workers who could

achieve acceptable quality standards being admitted to membership of an

organization.

Until the advent of mass production, building quality into a product was the

job of a craftsman, what Feigenbaum (1983: 49) referred to as “operator

quality control”. However, with the advent of standardized mass production,

things changed considerably, According to Garvin (1988), the adoption of

jigs and gauges, due to pressure from the defense establishment to mass

produce reliable weapons with interchangeable parts was the major

breakthrough which enabled US’ manufacturers to benefit from economies

of scale and still retain the ability to produce a reliable product.

18
Thus, modern quality control has its origin in the mass production of

components and in the need to ensure the interchangeability of products

made in batches. In specific terms, the techniques and philosophy of modern

quality control are usually seen as driven from the work of W.A Shewart

and his colleagues, W.E Deming and Joseph Juran. Shewart’s text

Economic Control of Quality of manufactured Products (1931) is viewed as

a landmark in the development of quality management. After the second

world war in particular, when Japan had been devastated, she resolved to

win the ensuring economic war by ensuring at all cost that she made in —

roads into the world market for the exportable goods and services. Though

she lacked the latest technology of the time, she however resolved to make

her own products which were regarded in the West as being synonymous

with cheap and shoddy consumer goods.

The emphasis as at that time was “Quantity” than ‘Quality’ goods and

services. The simple reasoning was that increase quality will necessarily

lead to increase in cost of production and hence lower profit margin. With

this simple merchantilism model, (Merchantilism is simply described as a

situation where international trade is at war, and winners are those nation

states with favorable balance of trade curn favorable balance of payment

and losers are those nation states with adverse balance of trade cum adverse

19
balance of payment — Kirkpatrick and Martinez — Lucio, 1995: 8). Japan

soon acquired notoriety the world over for fake and inferior products. The

result was a boomerang for Japan in terms of international trade. Then, it

occurred to the Japanese government that they needed technological and

management knowledge from more technologically advanced countries at

that time.

Consequently, in 1950, the Japanese Union of science and Engineering

decided to invite a management guru from the United States of America to

teach them about Quality control that guru was no other person than Prof.

W.E. Deming who at that time was already renowned for his Quality

Management philosophy in United States of America.

Wilkinson et al (1998: 49) observed that Japanese industry was particularly

receptive to the quality message for three reasons. First, the long established

Japanese tradition of fine craftsmanship and attention to detail through

miniaturization struck chord with its ideas about how wastage rates could be

substantially reduced and how the reliability of manufacturing process

improved, secondly, the strong statistical flavour of the early work of

Deming et al.

20
The result of the adoption of this new concept by Japan placed her on course

of revolutionary recovery and improvement through 1950s to 1970 when

she infact overtook the West. Prof. Deming is still revered in Japan till date

as the father of Quality Management.

The irony today is that Japan now exports Qua1ity Management know-how”

to the rest of the world, including United States of America — the home of

Prof. W. Edward Deming.

2.2 The Concept of Quality

Before going into the discussion of the meaning of the concept, Quality as a

principle of Total Quality Management derives from the concept Quality.

Thus we state by asking, what is quality?

Quality has proved to be a difficult concept to pin down. What is even more

surprising according to Wilkinson et al (1998:57) is that despite the volume

of writing on quality management there have been only limited attentions

paid to defining exactly what is meant by the term “quality”.

Powell (1995: 10) believes that the neglect of defining quality stems from

the difficulty in doing so. In his words, quality is an unusually slippery

concept, easy to visualize and yet exasperatingly difficult to define”. Be it as

it may, the word ‘quality’ normally conveys notions of nebulous factors that
21
are not readily measured or tied down. Arguably, these vague but

nonetheless positive associations make the appeal of quality immediate and

extensive.

Pascale (1992: 248) in his own contribution has this to say: Quality can be a

compelling value in its own right; it is robust enough to pertain to products,

innovations, service standards, and caliber of people... Everyone at every

level can do something about it and feel the satisfaction of having made a

difference. Making products that work or providing first class service is

something we can identify with from our own experience.

However, some scholars have made attempts at defining the Quality

concept. Feigenbaum (1983: 31) defined it as being about value, Crosby

(1979) says quality is conformance to standards, specifications or

requirements. Juran, (1989) says it is fitness for use. Peters and Waterman

(1985) view quality as excellence while Parasuraman et al (1993) are of the

opinion that quality is meeting or exceeding customers’ expectations.

After a critical evaluation of the above approaches or definitions of quality,

Wilkinson and Willmott (1992) claim that each approach to defining quality

has strengths and weakness in terms of generalisability case of measurement

and utility. Kordupleski et al (1993) thus proposes that it would help in the

22
understanding of quality if we differentiate between customers perceived

quality, which they term ‘internal quality’. Success in quality management

is thus seen as deriving from linking up both aspects of quality.

2.3 The meaning of Total Quality Management Concept.

TQM is often seen as a general business management philosophy, which is

about the attainment of continuously improving customer satisfaction by

quality — led company — wide management. This goes beyond the mere

application of total quality ideas to the whole organization and its

management by any one-business function to being a new approach to

corporate management itself. Thus to Wilkinson and Witcher (1991), quality

becomes a way of life which permeates every part and aspect of the

organization.

Dean and Bowen’s (1994) review of the TQM literature suggests that its key

principles are customer focus, continuous improvement and team work.

Each of these principles is then implemented through series of practices,

such as collecting customer information and analyzing processes supported

by the use of specific quality management techniques such as team-building.

Raffio (1992) Adds, employee involvement and senior management’s

commitment to these as the ‘basic principle’ of TQM whilst Hart and Bogan

23
(1992: 4) identified TQM’s distinctive features as a strong and pervasive

customer orientation and an approach to managing quality for competitive

advantage.

TQM is a management approach of an organization centered on quality,

based on the participation of all its members and aiming at long-term

success. This is achieved through customer satisfaction and benefits to all

members of the organization and to society. In other words TQM is a

philosophy for managing an organization in a way which enables it to meet

stakeholders’ needs and expectations efficiently and effectively, without

compromising ethical values.

It is a way of thinking about goals, organizations, processes and people to

ensure that the right things are done right first time. This thought process

can change attitudes, behaviors and hence results for the better. Evans and

Lindsay (1993: 28) define TQM as an integrative management concept for

continuously improving the quality of goods and services delivered through

the participation of all levels and functions. To Steingard and Fritzgibbons

(1993), TQM is a set of techniques and procedures used to reduce or

eliminate variation from a production process, or service delivering system

in order to improve efficiency, reliability and quality. James (1996: 15)

defines TQM as “a management philosophy that is based on seeing the

24
entire work process as fully integrated. According to him, the management

pro-28-cess under TQM is based o the fundamental principles that focus on

the energies on consistently meeting its customer’s expectation. He said

TQM, being a philosophy that relies on team work, trust, simplicity,

confidence and freedom to ask questions and provide answers, when

translated into action becomes a culture in which the entire work are all

together, perpetually committed to quality.

James also described TQM as management of all aspects of the quality of

services provided to the customers. He maintains that TQM transcends

quality control and quality assurance, and culture of service excellence,

which is more like the philosophy, which it evolves in.

Arene explains that TQM stands for customer satisfaction which implies

meeting customer requirements in products and service and exceeding them

at lowest cost. She said Quality” in TQM is integrity, it is righteousness and

honesty. Honesty in her opinion is self-vindicating

TQM is a participative management style that stresses total staff

commitment to customer satisfaction. It is a holistic approach to

management of complex organizations and replaces top-down management

with decentralized customer driven decision making. TQM is an integrated

management system for creating and implementing a continuous

25
improvement process eventually producing results that exceed customer

expectations. It is based on the assumption that ninety percent of problems

are a result of process, not employees. It is a process and strategy that in

certain situations can improve an organization effectiveness and efficiency.

TQM places responsibility for quality problems with management than on

the workers. A principal concept of TQM is the management of process

variation, which seeks to identify special and common needs.

There are eight principles by which management strive hard by to meet

these special and common needs: They are

1) Customer Focused Organization: Organizations depend on their

customers and therefore should understand current and future customer

needs, meet customer requirements and strive to exceed customer

expectations.

2) Leadership: Leaders establish unity of purpose, direction and the

internal Environment of the organization. They create the environment in

which people can become fully involved in achieving the organizations

objectives.

3) Involvement of people: People at all levels are the essence of an

organization and their full involvement enables their abilities to be used for

26
the organizations benefit.

4) Process Approach: A desired result is achieved more efficiently when

related resources and activities are managed as a process.

5) System approach to Management: Identifying, understanding and

managing a System of interrelated processes for a given objective

contributes to the effectiveness and efficiency of the organization.

6) Continual Improvement: This is a permanent strive for perfection and

Innovation, the objective of an organization.

7) Factual approach to decision making: Effective decisions are based on

the Logical and intuitive analysis of data and information.

8) Mutually beneficial supplier relationships: The relationship that exists

between the organization and its customers should enhance the ability of

both parties to create and realize value.

Aside these eight principles of TQM proposed by Deming, Juran, Crosby,

Feigenbaum, Ishikawa and Imal, Hill and Wilkinson (1995) identified these

same principles as a generic approach to the management of organizations

and categorized them into three major principles. These principles are:

(1) Customer Orientation: From the stance of customer orientation,

quality means meeting customer requirements. Customers are both

27
 external and internal and the orientation of quality management is to

satisfy its customers. It provides a common goal for all

organizational activities and members and incorporates both quality

of design and conformance to quality specification.

(2) Process Orientation: This implies that activities performed within

an organization can be broken down into basic tasks or process

(transformations of inputs into outputs) Basic processes are linked in

services or ‘quality chains’ to form extended processes. Explaining,

Isikawa (1993) observes that each process in the quality chain also

has a customer, stretching back from the external customer through

the various internal customers to the start of the series. In this way, he

further notes, TQM attempts to emphasize that all employees are

ultimately involved in serving the final customer so that quality

matters at all stages, whilst team work and cooperation are essential.

(3) Continuous Improvement: Satisfying customer requirements

involves the continuous improvement of product and processes. Hill and

Wilkinson (1995) posit that the most effective means of improvement is to

use the people who do the job to identify and implement appropriate

changes. However, they explain that the aim of involving all workers in

continuous improvement in no way detracts from the view that management

28
is ultimately responsible for designing the system. The role of the work

force according to him is to assist in weeding out the last bugs from a

product and process whilst giving workers an uplifting opportunity to use

their brains and make a contribution to the improvement of their

organizations. In essence, TQM is seen as a way of overcoming

organizational inertia.

2.4 Reasons for the Adoption of Total Quality Management

The TQM concept came as an aftermath of the Second World War, when

the Japanese embarked on a course of reaching national goals by trade rather

than by military means. Unfortunately, the goods or products produced were

tagged fake and inferior; hence they were not purchased by the international

community’s especially the West.

To solve its quality problems, the Japanese under took to learn how other

countries managed for quality. To this end, the then Japanese government

sent teams abroad to visit foreign companies and study their approach. They

also invited foreign lecturers and experts into the country. From this and

other inputs, the Japanese devised some unprecedented strategies for

creating a revolution in quality.

29
In the early post-war period, the affected American companies logically

considered Japanese competition to be in price rather than in quality, their

response was to shift the manufacture of labour-intensive products to low

labour cost areas, often off shore.

During the 1960s and 1970s, numerous manufacturers greatly increased

their share of American market they were Japanese manufacturers.

However, the American companies generally failed to notice the trends.

They adhered to the belief that Japanese competition was primarily price

rather than quality competition.

The most obvious effect of the Japanese quality revolution was the massive

export of goods. The impact on the United States was considerable,

especially in certain sensitive areas; the affected companies were damaged

by the resulting 1oss of sales. The workforce and their Unions were

damaged by the resulting “export of jobs”, which in turn engendered

unfavorable trade balance.

While the foregoing indicates why and how Japanese. achieved a quality

revolution, their issue also dramatically demonstrates why TQM has become

an absolute necessity for all organizations today. TQM should be inculcated

for the following reasons;

30
Profit Making

Crosby (1984: 6) says quality is free. It’s not a gift, but it is free. What costs

money are the inequalities of things. i.e. all the nations that involve in not

doing jobs right the first time. According to him quality is not only free, it is

honest. Every penny you do not spend on doing things wrong instead,

becomes half a penny right on the bottom line. He further stated that in these

days of “who knows what is going to happen to our business tomorrow”,

there are not many left to make a profit improvement. He said, if you

contribute positively and concentrate on making quality certain, you can

probably increase your profit by an amount equal to 5 to 10 percent of your

sales. According to him again, this is a lot of money for free.

Competitive Advantage

The quest for quality is essentially a search for competitive advantage.

According to Oakland (1993) quality management is driven by the

competitive environment and is universal in its appeal. Lillrank and Kano

(1989), also observed that employers concern with quality are nothing new,

but the notion that quality is the key to competitive advantage is quite a

recent development.

31
Essentially, TQM is an enabling strategy, which facilitates the search for

competitive advantage through market strategies and technological

innovation once their competitive position is no longer hindered by poor

quality products (Madu, and Kuei, 1993).

Camp (1994: 6) writing on the Japanese case notes, the Japanese word

‘dantotsu’ means striving to be the best of the best. It captures the essence of

benchmarking (perhaps the most exciting new tool of quality field) which is

a positive, proactive process designed to change operations in a structured

fashion to achieve superior performance. He explains that this process can

fuel the motivation of everyone involved, often producing break through

results.

Revival of an Age-Old Wisdom

Morita (1994: 7) states this wisdom in the following words; “there is no

secret ingredient or hidden formulary responsible for the success of the best

Japanese Companies No theory or plan or government policy will make a

business a success, it can only be done by people”. He said the most

important mission for a Japanese manager is to develop a healthy

relationship with his employees, to create a family like feeling within the

corporation, a feeling that employees and managers share the same fate.

32
Those companies that are most successful in Japan are those that have

managed to create a sheer sense of fate among all employees, what

Americans call labor and management and shareholders interactions. Morita

explains further in these words:

“I have not found this simple management system applied anywhere else in

the world and yet we have demonstrated it convincingly, I believe that it

works. However for others to adopt the Japanese system, it may not be

possible because they may be too traditionally bound or too timid. The

emphasis on people must be genuine and sometimes very bold and daring

and it can even be quite risky. But in the long run, Morita emphasized “no

matter how clever or crafty any management can be, its future are in the

hands of the people you hire. To put it differently, the fate of your business

is actually in the hands of the youngest recruit of the staff”.

Customers Demand of Quality

According to Juran (1989: 8) another significant post war phenomenon was

the rise of quality product to a position of prominence in the public’s mind.

This growth in prominence was the result of the convergence of multiple

trends. Industrialization confers many benefits on society but it also makes

dependent on the continuing performance and good behavior of a huge array

33
of technological goods and services. This is the phenomenon of “life behind

the quality dikes” a form of securing benefits but living dangerously.

Solarin (1997: 17) also identified reasons why a quality company is

necessary. They are;

- The need to match rising expectations of customers with quality

products/services

- Success in international competition

- For competitive advantage

- For sustained growth in market share

- Provides basis for profit improvement in market strategy

- For sustained cost advantages, better cash flow

- For avoidance of high cost and catastrophic factors

- Enhances job satisfaction and boosts workers morale.

2.5 Total Quality Management Features

According to Solarin (1997: 18), TQM has the following features;

34
1) It recognizes that at least eighty-five percent of the failures in any

organization are the fault of systems controlled by management,

while less than fifteen percent of the problem is actually worker

related. The role of top management in an organization is best

understood by looking at the responsibilities which management may

not delegate.

Deming (1986: 7) identified fourteen principles essential to quality and

improvement that cannot be delegated by management. These principles are

- Create constancy of purpose for improvement of products and

services

- Adopt the new philosophy

- End the practice of award business at a price tag alone

- Improve constancy and for every system of production and service

- Institute training and retraining

- Institute leadership

- Drive out fear

- Break down barriers between staff area

35
 - Eliminate slogan, exhortations and target for the workforce

- Remove barriers to pride of workmanship

- Institute a vigorous programme of education and retraining

- Take action to accomplish the transformation

2) TQM processes must be standardized and standardized procedure must be

followed.

According to Iyayi (1994: 22), this is done by benchmarking. He explains

that benchmarking is the process of establishing Total Quality standards

(TQS) using best industry practices. In other words, it is the process of

continually measuring products, service and practices against the best that

are available anywhere and developing strategies for meeting and exceeding

the best standards available. The benchmarking process consists of five

essential phases.

PHASE 1 PLANNING: This stage involves deciding what to Benchmark.

Every function has a product or an output. These are priority candidates to

benchmark with a view to improving performance. It also involves deciding

whom to benchmark. World class companies with superior work practices

and functions where ever they exist are the appropriate comparisons.

36
Besides, planning involves determining data source and data collection. This

can be done through an electronic search of recently published information

dealing with the areas of interest.

PHASE 2 ANALYSIS: This is done by measuring the gap in order to have

a full understanding of internal business processes before attempting

comparison with external organizations to provide the base line for

analyzing best practices.

Furthermore, analysis may involve projecting the gap whether negative,

positive or parity. These categories provide an objective basis on which to

act and to determine and to achieve a performance edge.

PHASE 3 INTEGRATION: For an effective integration progress should

be reported to all employees. On the basis of benchmarking finding; a vision

or end-product picture of the operation can be developed.

PHASE 4 ACTION: This can be carried out in terms of periodic

measurements and assessment of achievement of people who actually

perform the work, who should be responsible for implementing the

benchmarking practices.

PHASE 5 MATURITY: This is achieved when best practices incorporate

in all business processes and benchmarking approach is institutionalized.

37
3) TQM has a customer focus: an obsession with Quality. According to

Drucker (1984: 37), here the firm recognizes that there is only one

valid definition of business purpose, that, is, to create a customer, in

view of this, the firm can satisfy its share — holders, management

and workers only when it is successful in its marketing. In other

words the objective of the firm will be achieved by success in

marketing and marketing success in turn depends on the firms’ ability

to find a customer and satisfy him.

Further explanation from Drucker identified the logic of customer

satisfaction. In his words before becoming a customer, a person has certain

wants and needs and a desire to satisfy them.

This satisfaction is anticipated in imagination before purchase.

This applies to both the ‘planned’ purchases and to so-called impulse

purchases, the only difference is the time interval between recognition of a

want or need and its satisfaction.

Since the satisfaction of a need or want is anticipated before purchase, it is

also the reason for purchase. However, customer dissatisfaction may result

where the anticipation is not realized. Wilmshurt (1990) says that customer

satisfaction or marketing concept means “putting the customer first, so we

38
must find out what the customers need in order to supply satisfaction to

those needs which we can do by offering the right marketing mix.

In Iyayi’s (1994: 4) view, TQM concept of the customer implies that each

organization serves two categories of customers, it is the external and

internal customer. The external customer is as traditionally conceived, the

end user of an organization’s final product or service. The internal customer

on the other hand is the employee inside the organization who uses the end

product or service of another employees work as an input for his own work.

Since in an organization, each employee will both receive and give services

from other employees the full implication of this is that all the employee in

an organization are, at different times customer to one another and therefore

need to be regarded in exactly the same way as the external customer is

regarded.

Parker and Slaughter (1993) contributing say that TQM concept of customer

also creates the requirement that suppliers and customers must be identified

for any transaction or series of transactions and that following this, the

needs of the customer must be translated into performance indicators for the

supplier. Such indicators will be with respect to the output which the

39
supplier will be providing to the customer as they constitute the measures of

the quality of the output.

They stand on the position that elevating the internal customer to the same

level as the external customer makes it possible for an organization to

change its entire work culture and work relationship so that all the

superlatives usually reserved for the external customer such as the customer

is king”, the customer is always right” e.t.c also becomes applicable to the

internal customer.

Consequent upon this, Madu and Kuei (1993) believe that the TQM concept

of the customer requires that all suppliers (employees) acquire a common

ground in customer orientation as the satisfaction of all requirements of the

internal customers will guarantee the satisfaction of the external customers.

4) Quality Improvement Procedures

According to Solarin (1997: 22), the two goals of quality improvement are:

satisfying customer requirement and reducing cost of poor quality. In this

explanation, he observes that when an organization decides to be involved in

TQM it is undertaking a serious business. He thus cautions that the whole

exercise should be well started and well sustained at every stage.

40
Robinson (1994: 16) is of the opinion that the first stage of organization for

quality improvement is “Health check” for the company. According to him

this is necessary because the introduction of total quality processes into an

unhealthy

Organization Of will be a waste of time efforts and resources as the

processes will sooner or later disintegrate. He thus described the TQM

introduction process as “Marathon race through a difficult and unfamiliar

terrain “which one must be fully prepared for”.

He identified five areas that an organization needs to check before

introducing TQM. The areas are

i) The originations structure: This should not have too many levels of

authority In other words, too many levels of authority are not ideal

for TQM. Also decision point should be as close as possible to the

customers. This means limiting head office staff to the barest

minimum.

ii) Communication: An open door communication policy must be

established. All staff must have access to one another.

iii) Management: Management set up should be checked and identified

deficiencies corrected.

41
iv) Customer Orientation: The satisfaction of customers should be the

watch word.

v) Ownership of the Company: The spirit of ownership and sense of

belonging must be established so as to promote loyalty in staff. In

essence, all staff must have interest in the company as well as the

equity shareholders.

Another stage of organizing quality improvement suggested by Robinson is

by organizing ‘quality groups’. Employees are to be organized into quality

improvement groups. Ishikawa (1993) advocated and developed quality

circles as the improvement group approach. On the other hand, Juran (1989)

recommended the use of existing organization structure in developing the

groups, while. Hill and Wilkinson (1995) suggest the combination of

quantity circles and departmental groups.

5) Communication systems are adapted to the needs of the workers,

not to the needs of the hierarchy.

Onasusi (1995: 71) called this staff empowerment. This is an environment

of continuous improvement and employee, Madu and Kuei (1995)

advocated for a reversal of communication system in which the management

teams set the agenda of communication.

42
They further opined that those who do the job should be given free hand to

set their own agenda and ask management for support in achieving the

agenda. They also remarked that the TQM journey needs very careful

stewardship based on some care issues, one of which is providing the

process or the systems and tools to be used in making quality happen in an

organization. In effect, a good TQM process is one that will continuously

bring about the potentials of everyone involved in work process and

ultimately the organization will attain a world class standard to the delight

of the internal and external customers.

6) TQM employs team building and constancy of purpose

throughout the organization.

Ilorin (1997: 2) defines teams as a group of people pooling their skills,

talents and knowledge towards a common goal. He believes a team works

best when everyone understands or confusion they work to resolve the

issues. He stresses the importance of brainstorming in team building as it is

a tool a team uses practically at every meeting those that help them explore

ideas and make decisions. However, a decision is made after a broad range

of options have been observed.

Iribhogbe (1995: 48) concludes that once on organization has teams in place

with these characteristics and secures its management commitment to the

43
ideals of TQM, such an organization would be better positioned to use its

human resource as a strategic tool for attaining competitive advantage. And

it is within the scenario captured above; that he also concluded on the note

that team building is a critical function which must be proactively executed

as a means of enhancing organizational efforts, to attain quantum leap in

results, through TQM implementation.

(7) Quality Advantage in TQM

According to lribhogbe (1996:4) quality improvement processes will have

direct impact on an organizations success through the following

(a) Increased customer satisfaction.

(b) Enhanced image and reputation. Image is how the customer sees the

organization, whilst reputation is what the customer tells others about

the organization.

(c) Increased customer loyalty: consistent efforts to satisfy customers

result in customers trust which leads to customer loyalty which is

indicated by consistent patronage.

(d) Higher productivity levels: with quality services and products, there

is less work delays.

44
(e) Improved employee moral: Employee participation in work

- related decisions (empowerment), a fundamental aspect of TQM,

helps to

Unleash the creative and technical potential of employees and this

increases job satisfaction and high moral.

(f) Greater profitability: Increases in productivity, accountability,

commitment at levels in the organization, reduction of errors, rework,

waste and inventory, all combined to improve profitability. These

advantages are depicted in the quality wheel.

45
 Great Employee

Satisfaction

Increased
Of Business Motivation

High

Service of

Service quality
Great Customer
Satisfaction

Figure 1: The Quality Wheel.

Source: Walker, 992:9) Creating Quality improvement that 1asts

lribhogbe (1996: 5) also explained that cost of poor quality

Which he classified into two;

46
-Internal failure costs which includes waste, scrap, rework or rectification,

re-inspection, downgrading and failure analysis.

-External failure cost which include repair and serving, warrant claim,

complaints, returns liability, lost business and loss of good will.

Experts in TQM previously would have believed that an educational

institution would not have been able to achieve an atmosphere of total

quaintly and continuous improvement, but university of Uganda has

demonstrated that such an achievement is indeed possible. TQM obliviously

has been achievable at university of Uganda, and in meaningful and lasting

ways – employee turnover has dropped to less than 30 percent in an industry

where “normal” is 100 percent and customer satisfaction perennially

remains at 97 percent.

University of Uganda and employee have recognized that continuous

improvement is the key to quality commitment.

In summary, this chapter has covered area such as the content and history of

quality. The background of total quality management and its origin provided

as tracked back to various schools such as Deming, Juran, Crosby and to

Japan which adopted quality philosophy as a means of survival.

47
The various literatures on Total Quality Management review that TQM is a

way of life of an organization as a whole, committed.

To total customer satisfaction through a continues process of improvement

and the contribution and in involvement of people. Reasons of the adoption

TQM among order things are for competitive advantage, profit making

through customer satisfaction via improved product and service quality.

TQM feature are branch making, teamwork, management and employee

commitment, cost analysis of quality, education, training and retraining.

2.6 TQM and Tertiary institution.

P.Neema-Aboki (2004) contends that the advocated-for

principles,hence,the integration of all functions and processes, is incumbent

on educational institutions, be they higher or otherwise, just as it is in any

other organization. In as much as TQM works very well both in the

production and service sector, it is not quit popular in the educational sector.

Dia (1998) maintains that it would be futile to “advocate for quality in all

enterprises and discourage its use in training institution”.

With falling standards in education in Nigeria and the international

community’s especially the west tag Nigerian universities graduates as fake

and inferior have given the need to appraise the educational system and
48
possible prescription. TQM and its management principles can strive to

change the falling standards.

Principles such as the following can be adopted in the integration of

TQM.Customer focused organization(understand customer current and

future needs, meet and exceed customer expectation),Leadership,

Involvement of people(people in all levels are the essence of an

organization and their full involvement enables their abilities to be used for

the organizations benefits),Process approach, System Approach to

management, continual Improvement(this is a permanent strive for

perfection and innovation, the objective of an organization),Factual

Approach to Decision Making(logic and intuitive analysis),Mutual

beneficial supplier relationship(both parties creates and realize value)

Also the universities can adopt orientations like; Customer orientation,

here quality means meeting customer requirements. Customer is both

external and internal and the orientation of quality management is to satisfy

its customer (university’s employees, students etc). Process Orientation;

this implies that activities performed within an organization can be broken

down into basic tasks or process (transformation of input into outputs). The

last orientation to consider is the Continuous improvement, satisfying

customer requirements involves the continuous improvement of product and

49
processes. Hill and Wilkinson (1995) posit that the most effective means of

improvement is to use the people who do the job to identify implement

appropriate changes.

The above enumerated principles and orientation can be adopted into

universities management as it can be seen that TQM has direct relevance for

higher education’s, as it did in Oregon State University in the Americas and

proximately at the Mondlane University in Mozambique, its dictates can

work with similar good effects in Universities in Nigeria.

Amidst scarce literature on this study, the researcher delved into this study

due to the benefits of TQM and its effects on other universities that have

adopted and integrated it into their management approach. It is on this

premise that the researcher is proposing the integration Total Quality

Management in the Management of Universities in Nigeria.

50
 REFERENCES

Arene, M. B. 1996. Beyond TQM, Chichester: John Wiley and Sons.

Crosby, P. B. 1979. “Quality is free: The Art of making Quality Certain”

New York: McGraw- Hill.

Crosby, P. B.1984. Quality without Tears, New York: McGraw- Hill.

Deming, E. 1986. Out of the Crisis, Dlee MIT Press, Massachusetts.

Dean, J. and Bowen, D. “Management Theory and Total Quality Improving

Research and practice Through Theory Development”. Academy of

Management Review. Vol, 19, no 3;pp392-418

Dia, cited in P. Neema Aboki. Integration of Total Quality Management in

the Management of University in Uganda. Mekerere Journal of Higher

Education

vol 1 2004

Evan, J. R and Lindsay, W. M. 1993. The Management and Control of

Quality. Freedownloadbooks.net

Feigenbaum, A. V. 1992 Total Quality Control, 5th ed. New York: McGraw-

Hill

51
Gavin, D. 1998. Managing quality. New York free press.

Ishikawa, K. 1993 What is Total Quality Control? The Japanese Way. 4th ed

New Jersey: prentice Hill

Iyayi, F. 1994. “Philosophy of Total Quality Management” Mobil News, Vol

3 no4 pp.9.

Iyayi, F. 1994. “Philosophy of Total Quality Management” Mobil News, Vol

3 no4 pp.9.

Juran, J. M. 1989 Management Breakthrough. 5th ed. New York:McGraw-

Hill.

Kirkpatrick, I. and Martinez-Lucio, M. 1995, The Politics of Quality:The

Management of Change in The public Sector. London: Routledge.

Kordupleski, R. E, Rust, R, T and Zarkorik, A. J. “Why Improving

Quality Doesn’t Improve Quality” California Management Review. Vol. 35.

No. 3 pp. 82-95, 1993.

Parasuraman, A., Zeithaml, V. A. and Beity, L. L. A. Conceptual Model of

Service Quality and its Implications for Further Research. Journal of marking.

No49.pp. 41-50

52
Parker, M. and Slaughter, J.1993. “Should The Labour Market Buy TQM”

Journal of Organisational Change Management. Vol.6, No.4, pp. 43-56.

Pascale, 1991 Managing on the Edge. Harmondsworth: Penguin.

Peter Drucker, 1984. Temptation to Do Good, Heinemann, London

Powell,T. C. 1995 “Total Quality Management As Comparative Advantage:

A Review and Empirical Study. Strategic management Review. 16(1): pp. 15-

37

P. Neema Aboki. Integration of Total Quality Management in the

Management of University in Uganda. Mekerere Journal of Higher Education

vol 12004

Raffio, T. 1992 “TQM in a Small High Technology Firm”. Sloan

Management Review. Vol. 34, no. 1, pp.101-110

Robinson, M. 1994. Journey to Excellence in TQM, New York: Macdonald

and Evans Inc.

Steingard, D. S. and Fritzzibbons, D. E. 1993 A Postmodern

Deconstruction of TQM. Journal of Organizational Change Management.

Wilkinson, A. and Willmott, H. 1995 Total Quality Asking The Critical

Questions: Academy of Management Review; Vol. 20, no. 4:pp789-771.

53
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION.

This chapter focuses attention on the procedure and methodology to be used

in the conduct of this study. A methodology is merely an operation of frame

work within which facts are placed so that their meaning may be used in data

collection and data analysis. It also represents the model of data collection,

techniques and justification for the adoption of techniques.

3.1 RESEARCH DESIGN.

This study is designed to analyze the integration of Total Quality

Management into the management of universities in Nigeria, a case study

university of Jos. This study is a descriptive research hence survey is adopted

for it.

The research design enabled the researcher to collect a large amount of data

with relative case from a variety of people. The survey research for this study

will focus on the use of self designed questionnaires in collecting data from

the respondents, base on the research objectives.

54
3.2 SOURCES OF DATA.

For this research study to be properly accomplished, data need to be source

from the population in the University of Jos which the researcher is covering.

Data which is described as facts, observation or information in isolation and

relating to the subject of the study can however be sourced from the two main

sources namely primary and secondary sources.

1- PRIMARY DATA:

These are reports or raw data given by people who were either

physically present at the scenes of the events or they actually

participated in those events. The questionnaire method, normally used

to generate raw data will be used in this study to get data to analyze the

integration of TQM.

2- SECONDARY DATA:

The accounts in secondary sources are given by people who did not

witness or participate in the events. The reporters might have received

the information from people who witnessed or participated in the

events. It is strongly suggested that secondary sources should only be

used when primary sources are not available as they are prone to a lot

55
of distortions. (bulus, 2007)the secondary data used in this study was

gotten from the university’s record of its population data.

3.3 POPULATION AND SAMPLE.

The approach in this study is to reach as many stakeholders in the

university as possible. It is necessary to specify which group is going to

be studied. A population is all the individuals that fit a certain

specification. A population may be divided into sub-population or

strata. They are mutually exclusive groups (mojukwu, 1995)

For the purpose of this study, the population shall be the University of

Jos which is stratified into Academic staff and Non-academic staff. The

sampling technique (leabo 1972) that was adopted for the study was

stratified random sampling (with some elements of convenience

sampling). It involves the examination of the target population from

which the sample is drawn. Here the subjects in each strata have an

equal chance of being included in the sample. The chance is based on

the law of probability and it is stratified mathematically.

3.4 DETERMINATION OF SAMPLE SIZE.

To determine the size of the sample used, a famous formulae referred to

as taro yamani’s formula was used. It states that the desired sample size
56
is a function of the target population and the maximum acceptable

margin of error (known as the sampling error) and it is express

mathematically thus:

n= N

1+N (e)2

Where n= desired sample size

N= population size

e= maximum acceptable margin of error.

Thus, in this study the desired sample size given that there are

approximately 2394 staff in the University of Jos is

n= 2394
1+2394(0.05)2
n= 2394
1+2394(0.0025)

n= 2394
1+5.985
n= 2394
6.985

57
 n= 343

The research used 5% margin of error, therefore, 343 respondents are sampled

by the use of questionnaires. The analysis of the breakdown of the instrument

administration is as follows:

Academic = 124

Non- Academic = 219

3.5 METHOD OF DATA COLLECTION.

In carrying out the study all necessary data were collected from the University

of Jos through the following techniques:

1- PERSONAL INTERVIEW.

Personal interview were unstructured and appeared as short discussion

especially the non – academic staffs.

2- QUESTIONNAIRE DESIGN.

Questionnaire shall be used and the questions contained therein were

structured and unstructured to elicit information on TQM integration.

3- THE UNIVERSITY’S RECORD.

Information was obtained from the records of the University of Jos (e.g

numbers of academic staffs and non academic staffs).

58
3.6 STATISTICAL INSTRUMENT FOR DATA ANALYSIS.

The simple percentage and frequency counts will be used to analyze the data

collected through the questionnaire. The response on each item will be scored

on the basis of frequency distribution.

In determining the percentage the frequency of each category will be divided

by the total number of frequencies 343 then multiplied the quotient.

Respondents of the unstructured interview will also be used to complement

the discussion of the finding.

59
 REFERENCES

Leabo, D.A. 1972. basic statistics, 4th edition pp.211-285.

Mojekwu, I. 1995. Business statistics. Lagos. University of Lagos press.

Pp10-15

Yamani, T.1967. Statistics, an introductory analysis 2nd edition. New York.

Harper and row.

60
 CHAPTER FOUR

4.0 DATA ANALYSIS AND DISCUSSION OF FINDS

In this chapter, the data collected through the questionnaire are

presented analyzed and discussed.

4.1 DEMOGRAPHIC DATA

The first part (section A) of the questionnaires provided the

demographic data. One hundred and twenty four (124) were distributed to

Academic staffs of the university, while two hundred and nineteen (219) well

given to the non-Academic staffs. The entire questionnaires were retrieved.

TABLE4.1 (A)CLASSIFICATIONS OF ACADEMIC STAFF

RESPONDENTS BY EDUCATIONAL QUALIFICATION

Qualification No %
Above second degree 36 29%
Masters degree 88 71%
BA/BSc/HND/Equivalent - -
A level, Hsc, NCE or OND - -
O’level or WAEC - -
Total 124 100%

61
Table 4.1 indicates that 29% of the Academic staff respondents have above

second degree is master and above while 71% of majority have master degree

as their qualification. No respondents for BA, Bsc, HND and other

qualification.

TABLE 4.1 (B) COMPOSITION OF NON-ACADEMIC

RESPONDENTS BY EDUCATIONAL QUALIFICATION

Qualification No %
Above second degree 4 2%

Masters degree 44 20%

BA/BSc/HND/Equivalent 81 37%
A level, Hsc, NCE or OND 71 32%

O Level or WAEC 19 9%

Total 219 100%

This table indicates that only 2% of the non academic staff surveyed have

above second degree, 20% of the respondents have their masters degree 37%

of BA/BSc/HND holders constitutes the largest respondents A level/ OND

holders also amounted to 32% while just 9% of the respondents possessed

O’level educational qualification.

62
TABLE 4.1 (A) DISTRIBUTION OF ACADEMIC STAFF

RESPONDENTS BY NUMBER OF YEARS IN SERVICE

Years bracket No %

0 -5 31 25%

6 -10 23 18.5%

11 – 15 22 17%

16 – 20 18 15%

21 – 25 18 15%

26 – 30 12 9.5%

Total 124 100%

Table 4.2 shows that the bulk of academic staff respondents have being

in service for the past 0-5 years representing 25% of the total sample size

18.5% have being in service between 6 -10 years. 17% of the respondents are

within the bracket of 11-15 years of service 15% respectively for both within

16 -20 and 21 -25 year of service. The least of the sample size are those in

service for the past 26-30 year of 9.5%.

63
TABLE4.1(B) DISTRIBUTION OF NON-ACADEMIC STAFF

RESPONDENTS BY NUMBER OF YEARS IN SERVICE

Years bracket No %

0 -5 47 21%

6 -10 42 19%

11 – 15 43 20%

16 – 20 37 17%

21 – 25 30 14%

26 – 30 20 9%

Total 219 100%

Table 4.2 b shows that bulk of the non-academic staff respondents have

being in service for the past 0-5 year respondents 21%. 15% represents those

in service for the past 6-10years. Those in service for the past 11-15year are

represented by 20%. For those in service for the past 16-20year are also

represented by 17%. And 14% for those in servicer for the past 21-25years

and the least of 9% represent those in service for the past 20-30years.

64
4.2 RESEARCH QUESTION ONE

Is there an existing guiding philosophy (i.e. mission/vision) in the institution?

This research question sought to determine if there is proper awareness of the

university philosophy and to discover the extent to which staffs are in tune

with the mission and vision i.e. unity of purpose. The findings are presented

in the table below.

TABLE 4.3

Academic staff Non-Academic staff

Response No % Response No %

Yes 124 100% Yes 164 75%

No - - No 55 25%

Total 124 100% Total 219 100%

Taking an overall look at the table, all the academic staff respondents

indicated that they are aware of the university’s philosophy, its mission and

vision and are in tune with it while the non-academic staff, 75% of them

indicated that they are aware and in tune and 25% says that they are not aware

and neither in tune with the vision and mission that they are just working.

65
4.3 RESEARCH QUESTION TWO

If yes, how well is the university management adhering and conforming to the

philosophy?

This research question sought to find out the level of implementation and

pursuit of the university vision and mission in actualizing them. The table

below show staff response regarding university’s management effort.

TABLE 4.4

Academic staff Non academic staff

Response No % Response No %

V. Good 31 30% V. Good 36 22%

Good 18 15% Good 42 26%

Fair 24 19% Fair 36 22%

Poor 45 36% Poor 30 18%

No response - - No response 20 12%

Total 124 100% Total 164 100%

The table shows the different responses of the staffs to the level of

implementation and pursuit of university, philosophy.

66
From the total number of Academic staff respondents 30% agreed that the

university is doing very good, 15% agreed the university is doing good, 15%

also agreed on fair while 36% are of the opinion that the university

management has so far performed poor in adhering and conforming to its

philosophy. Also the non- academic staff gave their own opinion. 22% agreed

the management is doing very good, 26% agreed the management is doing

very good.22% also agreed the university management is doing fairly well

while 18% holds that the management is doing poorly. And 12% of

respondents did not give any response on the question.

Sequel to these things, it can be referred that university management effort in

implementing and pursuing its philosophy has not reached a commendable

point. If positive responses is a measure of management effort being realized,

then it can be said that their efforts are fair but needing a lot to be done.

4.4 RESEARCH QUESTION THREE.

Do you understand the university strategic plan?

This research question sought to find out if the university strategic plan is

well communicated to the point of providing the staff’s grasp of the strategic

plan. The staff’s responses in table 4.5 are

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 Academic staff Non- Academic staff

RESPONSE NO. % RESPONSE NO. %

YES 46 37% YES 104 481%

NO. 78 63% NO. 111 51%

NO. - - NO. 4 1%

RESPONSE RESPONSE
TOTAL 124 100% TOTAL 219 100%

Indications on table 4.5 shows that respondent are mostly of the opinion that

they don’t understand the university’s strategic plan and that management

might be holding back information for its own benefit.

37% of academic staff surveyed agreed to understanding the strategic plan

while 63% majority is of the opinion that they do not understand the strategic

plan. Whereas for the non- academic staff 48% agreed to understand the

strategic plan and 51% agreed to not understanding the strategic plan.

The finding here is that management need to do more in communication its

interior and program’s more to its staff to enhance unity of purpose for better

service and timing.

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4.5 RESEARCH QUESTION FOUR.

What is the management attitude towards employee’s involvement?

This question sought to find out the practice of employees involvement in the

university system as regards time and space in job satisfaction. Response

from both Academic and Non- academic staffs are shown in table 4.6.

Practice Academic Non-Academic

No. % No. %
Initiative/ autonomy to work 8 7% 20% 9%
Brain storming/ suggestion 39 31% 88 40%
Management dictates 53 43% 101 46%
A mixed practice 24 19% 10 4%
Total 124 100% 219 100%

From the number of academic staff surveyed 7% of the respondents are of the

opinion that the system allows for initiative and autonomy to work freely in

delivery of services. 31% also agreed that the system allows for Brain

storming and suggestion is performing their jobs. And a higher number of

respondents said that their job is carried out strictly by the management

dictates. 19% of the respondents are also of the opinion that they often

practice mix of the practices listed. The Non- academic staff holds a similar

view. 9% agreed that they practice initiative and autonomy to perform their

jobs in service delivery. 40% agreed they are allowed to brain storm and also

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a higher number of 46% opined that job performances are strictly

management dictates condition. Again 5% agreed to mixed practice.

The above findings, shows that regardless of the fact that they are traces for

staff self actualization and job satisfaction the management stills confine

staffs to its dictates.

4.6 RESEARCH QUESTION FIVE

The university’s management emphasis on decision making is on- students,

employees, parent, government or university interest?

The question sought to find out management emphasis in it decision making

an analysis was carried out when high score on students, employee and

parents indicate emphasis on quality product students while a high score on

government and university interest indicated quantity of products. Table 4.7

shows the respondents view.

Academic staff Non academic staff

Emphasis No % Emphasis No %

Quality products 44 35% Quality products 133 61%

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 Quantity products 80 65% Quantity products 86 39%
Total 124 100% Total 219 100%

From the survey carried out the academic staff respondents, 35% hold the

opinion that the management emphasis in decision making is on quality

products output i.e. students while a majority of 65% holds that management

is only interested in quantity and university interest. For the non-academic

61% holds that management emphasis on decision making is on quality of

products and 39% holds that its emphasis is on quantity for more revenue in

university interest.

The above finding shows a difference in opinion between the academic staff

and non-academic staff majority of the academic staffs hold that the

university management is more interested in their own agenda than

graduating quality students where as the non-academic staff majority are of

the opinion that university, management emphasis on product quality while

minority saying otherwise.

4.7 RESEARCH QUESTION SIX

Are there common practice booze words or mantra in use within the

university system and your section?

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 This research question sought to determine the level of spirit of unity

among the university staff. The respondents opinion are shown in table 4.8

Academic staff Non-academic

Response No % Response No %

Yes 52 42% Yes 72 33%

No 72 58% No 131 60%

No response No response 16 7%

Total 124 100% Total 219 100%

From the table above 42%, of the academic staff agreed there are common

practice booze words or mantra in use in the system but could hardly specify

which while 58% disagreed that there is no such in the system. And for the

non-academic staff 33% agreed that such exist within the system and their

section but 60%, of the respondents disagree to such practice existence and a

minor 7% sis not respond to the research question.

From the finding, there is hardly such common practice, booze words or

mantra on use within the system to foster spirit of unity among staffs.

4.8 RESEARCH QUESTION SEVEN

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What are the bases for providing training opportunity?

This research question sought to find out on what bases is staff training done

or approved. Table 4.9 shows the respondent opinion.

Academic staff Non-academic staff

Bases No % Bases No %

Strategic plan 61 54% Strategic plan 185 84%

Personal needs 39 32% Personal needs 34 16%

Both 18 14% Both

Total 124 100% Total 219 100%

The figure above are 54%, of academic staff agreed that training

opportunities are open through the university strategic plan and not in

personal needs. 32% of the respondents opined that training opportunity is by

personal needs while 14% opined it can be in both bases. For the non-

academic staff 84%, agreed it is basically on university, strategic plan while

16% holds its on personal needs.

The finding shows that staff training are mainly on bases of the

university strategic plan even when personal needs still requires approval.

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4.9 RESEARCH QUESTION EIGHT

Are there quality Assurance measures the university pays attention to?

For this research question it sought to find out what measure the university

put in place to avoid low turnout or output of students. Table 4.10 below

shows the respondents opinions.

Academic Non-academic

Opinion No % Opinion No %

Yes 55 44% Yes 80 37%

No 69 56% No 124 57%

No response Response 15 6%

Total 12 100% Total 219 100%

Results in the table shows that, for the total number of academic staffs

surveyed 56% disagreed there are quality Assurance measures in place while

44% of opined there are quality assurance while for the non academic staff

37% of them opined there are quality measure the university pay attention to,

a majority 57% disagree that there are no Quality Assurance measures in

place and 6% of non-response was obtained.

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From the finding there is no consciousness or awareness on quality assurance

measures within the university.

4.10 RESEARCH QUESTION NINE

What keeps you on the Job?

This research question sought to find out what are the motivating factors that

keeps the staffs on the job. Table 4.11 shows their responses.

Academic staff Non-academic

Factors No % Factors No %

Monetary 33 29% Monetary 150 68%

Non-Monetary 91 73% Non-monetary 69 32%

Total 124 100% Total 219 100%

Results in the table shows that for the academic staffs 27% of

respondents are motivated by monetary terms and a majority of 73% are

motivated by non-monetary terms. For the non-academic a majority of 68%,

are mainly motivated by the monetary benefit attached to their services while

32% are motivated by non-monetary term.

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 From the findings most of the academic staffs are trying to contribute

and also develop themselves. While most of the non-academic are just doing

their job for the pay they take home.

4.11 RESEARCH QUESTION TEN

What are some of the ways the constitution adopt to internalize quality

culture in the system?

This research question sought to find out if there are ways the

institution adopts to create and make quality a culture in the system. Table

4.12 shows the pattern of response.

Academic staff Non-academic

Methods No % Methods No %
Training 90 57% Training 124 57%
Standard 42 34% Standard 61 28%
None 12 91% None 34 51%
Total 124 100% Total 219 100%
From the table of the total respondents of academic staff 57% agreed that the

institution uses training of staffs as a way of internalizing and improving

quality culture, 34% opined it internalizes quality through standards set and

adherence while 91, non response were obtained. And for non-academic staff

57%, also agreed to training as ways the institution internalize quality culture

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and 28% of the respondents’ opined standard as also a way of internalizing

quality culture and also 15%. Non response was obtained.

From the findings, above it is observed that training was the major way with

which the institution uses alongside standards to internalize quality culture.

4.12 TEST OF HYPOTHESIS

Question eight will be used to test the hypothesis, when asked if there are

Quality assurance measures the university pays to, from the responses,

percentage of 56% and frequency of 193 of the total sample obtained from

this question shows that quality Assurance is not a common practice in the

university therefore lack Quality consciousness in the context of this study.

Therefore it can be deduced from the hypothesis that falling standard is as a

result of lack of Quality consciousness.

4.13 DISCUSSION OF FINDINGS

Having investigating into the concept of integrating of Total Quality

Management in the management of university of Jos. I contend that TQM

have an- all embracing perspective and its integration is incumbent upon all

social sector organization of which the university is part and parcel.

77
The results presented in the previous chapter are quite revealing; the results

have shown that the management seems not to really understand what quality

actually stands for. Every manager should know that the onus rest on them

that they should have a total commitment to quality and that all aspects of

production should focus on the consumer. This is because the consumer is the

most important part of production; once the products are rolled out, it is

usually very difficult it recall them.

Crosby (1984) in agreeing with this study stated that quality is established in

the market place and not in executive suites. The principles of doing a task

right the first time has to be established as “doing a task well” in order to

measure up to societal demands on education. Within the education set up

where products are humans, producing mass unemployable graduates will

take any country nowhere; the present practice of mass production of

graduates as indicated in Table 4.8 in chapter 4, good or bad has to be

reviewed.

Section 4.5, Table 4.7 analyzed Employee involvement within the university

showed that management dictates was the common practice obtainable in the

system and that does not allow for employees’ job satisfaction and

improvement as there are no rooms to develop ideas on the job. Employees

often carry out or adhere to management dictates in job performance and this

78
management style creates too much bureaucracy in the system and kills

innovative thinking.

Also section 4.4, Table 4.5, where the issue of employee understands the

university strategic plan was surveyed; it showed that the management

communication system is poor only administrative officers understand it. It is

the management efforts that will enable the employees understand and align

themselves with the strategic plan of the university and will help enhance the

unity of purpose within the institution.

On the Quality Assurance in section 4.9, table 4.10, it showed that

management is doing a lot on quality assurance but from a wrong perspective.

Emphasis on quality does not come from mass inspection of results after an

examination has been conducted at the end of a semester, lecturers do better

when at every stage there is quality check on every work done.

Section4.7, table 4.8 on common practice booze words or mantra in use

within the system which sought out the principle of spirit of unity among the

employees was low except when are in a common struggle on an agenda. This

does not show a good teamwork spirit which could be useful in enhancing

product quality.

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 CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATIONS.

5.1 CONCLUSION.

The analysis of this study has shown vividly that the integration of Total

Quality Management in the management of the university of Jos will have a

direct impact on customer satisfaction and quality product i.e. student /

graduates. Quality needs to be a major plank in an organization’s strategy and

needs to be approached systematically using rigorous strategic planning

process. Fullan (1991) administrators must stop focusing upon the judgment

of results instead must start focusing upon the improvement process-learning,

teaching and do whatever task which needs to be done.

For total improvement to be achieved in the university, the fourteen principles

of Deming can be adopted as a working philosophy for the school. In the

university factors that are conducive to the integration of TQM are present but

there are not fully operational.

5.2 RECOMMENDATIONS.

In the light of the discoveries in this study the following suggestion and

recommendations are made:

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1- University of Jos should fully integrate in their current system people-

Base management styles.

2- The university should adhere to and communicate their mission and

vision to ensure unity of purpose within the institution and all members

of each academic community should be committed to the perennial

imperative of change.

3- University of Jos should create and maintain the internal environment

in which people can be fully involved in achieving the institution

objectives. The university should take a leaf from the Quality

management slogan; “Quality is for everybody.” TQM is every ones

job.

4- To create awareness, the federal government through the ministry of

education should introduce Total Quality Management as a course in

all tertiary institutions in Nigeria. The course should be compulsory

course for all discipline. This will enable every Nigerian graduate to

have a good grasp of TQM.

5- Staff training and development serves as a veritable tool to successful

implementation of total quality management; funds should be made

81
 available and staffs should be encouraged to go for TQM workshops,

conferences, seminars and short courses.

6- The government should encourage practitioners and consultants who

have developed a wealth of experience in the area of TQM and its

implementation to share their experience by writing books or articles

that can be real and learned.

5.3 SUGGESTION FOR FURTHER STUDY.

This study was carried out using a descriptive case study method. Further

studies should be carried out using other research methods such as

correlation, experimental comparative method. This study only covered

university of Jos. A similar study can be conducted in other universities in

the country.

Also similar research could be conducted on motivation, performance

improvement and practice among the lecturers in the university. The

quantity and quality of lecturers within the university and the rate of

lecturer turnover for the total economy of Nigeria can also be researched

upon.

This research study with its resultant findings can be as a beginning

towards more researches into the use of Total Quality Management

82
especially TQM Assurance in relation to personnel management in

universities.

83
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