An assessment of outcome criteria associated with the implementation of TQM in a higher education institution in Ghana

Abstract

The purpose of the paper was to identify quality dimensions through which the service quality performance concerning TQM implementation in a Higher Education context could be measured from external customers’ perspectives. The paper opted for a research survey with an instrument developed on a 5-point Likert-scale of five quality dimensions identified with 26 items. A total of 434 questionnaires were administered and 364 questionnaires were returned, of which 361 were usable given a response rate of 83.9%. Students and Alumni respondents expected more on the human and non-human elements of service delivery, while employers’ expectations were mostly on Core Services. However, all the respondents’ levels of satisfaction were found to be generally below their expectations. The dimensions that influenced the customers’ views and the existing service gaps were determined. The study was limited to three selected subgroups of the Institution’s customers. The findings may inform management to improve service performance.

Keywords:

• external customer
• service gaps
• quality dimension
• outcome criteria
• expectation and perceptions
• important indices

PUBLIC INTEREST STATEMENT

Many organisations are making good efforts to achieve quality products and services that will meet or exceed their customers’ expectations. Higher Education Institutions among the service institutions have also been compelled to demonstrate that their services are customer-focused through continuous improvement. The external customers are the final consumers of the education services and they form expectations before their encounter with the institutions. They develop perceptions during the process of service delivery and compare their perceptions to their expectations in evaluating the quality of the services delivered. To measure service performance, and to improve on service quality, is to have quality dimensions that apply to the education context. The quality dimensions identified include Core service; the human element of service delivery; tangibles of service; systemization of service delivery and social responsibility. The feedback and existing service gaps portrayed by the external customers will inform management decision-making on continuous improvement of service.

Additional information

Funding

The author received no direct funding for this research.

Notes on contributors

Albert Justice Kwarteng

Dr. Albert Justice Kwarteng is a Research Fellow (Statistician) with extensive experience of working with large research teams consisting of economists, statisticians, and systematic reviewers. He is also the Head of Quality Assurance Section at the University of Cape Coast (UCC), Ghana. This paper comes from broader research in partial fulfillment of the requirements for the award of Doctor of Philosophy (Ph.D.) Degree in Qualitative Research in Education. There is a paucity of empirical studies related to the total evaluation of TQM institutions outside developed countries. A total evaluation of a TQM philosophy includes three distinct but interrelated types of assessment which include: the TQM implementation itself, the process criteria, and the outcome criteria. The research addresses a gap in the literature with UCC as a case study. This paper of the study focuses on the assessment of outcome criteria, where service performance was assessed from the external customers’ perspective.