The impact of Total Quality Management (TQM) on higher education faculty in the delivery of academic services: Perceptions of worker awareness, morale, and job satisfaction

Colleges and universities have sought various ways to manage the problems of higher education. Through this search, institutions have articulated a desire to develop policies, practices, and procedures that provide quality service and support to enhance the "total group" and to incorporate "customer satisfaction" into the culture of higher education. Recently, higher education has decided to utilize a theory of quality management which underlies the Deming management model to provide quality service and support for faculty and to improve worker awareness, morale, and job satisfaction. The aim of this study was to assess faculty productivity (i.e., worker morale and job satisfaction) and awareness in colleges and universities where Total Quality Management (TQM) had been implemented. This study focused on the delivery of academic support services to faculty in four different institutions of higher education in Alabama and Tennessee that had implemented TQM.; The primary data for this research were collected using a 60-item survey developed by Ewen (1967), Wanous and Lawler (1972), and Hoppock (1935). It was administered to 103 faculty of Applied Sciences. No significant differences were found across institutions with regard to faculty perceptions of the availability of service and satisfaction with the support they received from their office of academic services/affairs for training/professional development, faculty evaluation, and teaching schedules. However, a significant difference was found across the four institutions regarding the availability of service and satisfaction with support for teaching awards. No significant differences were found across the four institutions for faculty perceptions of their productivity. There was a significant difference, however, in faculty awareness of the implementation of TQM at their institutions, but no differences that TQM had improved academic services and support. Furthermore, based on faculty characteristics, including employment prior to the implementation of TQM, no significant differences were found attributing productivity to TQM, although faculty reported moderate levels of satisfaction and worker morale.; Further study is needed to develop precise methods of assessing faculty needs and expectations. In the meantime, higher education administrators would do well to articulate to their faculty the precise goals of TQM, promote improved work climates, and provide opportunities for all faculty members to express their needs and expectations when TQM is implemented.