Implementation of Total Quality Management (TQM) in Tertiary Institutions in Uganda: A Case Study of School of Hygiene-Mbale

Pages 1-15

10.61552/JSI.2024.01.001

Ilukor Geresom, Anurag Hazarika

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Abstract: Background: Total Quality Management (TQM) aims for continuous improvement in organizational processes, enhancing academic performance and administrative efficiency in educational institutions. This study examined TQM implementation at the School of Hygiene-Mbale, Uganda, focusing on its impact on student academic performance, satisfaction, and administrative efficiency, while identifying challenges and barriers.
Objectives: The study aimed to evaluate the current TQM practices at the School of Hygiene-Mbale, their impact on student performance and satisfaction, administrative efficiency, and staff performance. It also sought to identify implementation challenges and propose recommendations.
Methods: A mixed-methods design was used, integrating quantitative and qualitative approaches. A questionnaire was distributed to 157 respondents, including students, academic staff, administrative staff, and management personnel. Quantitative data were analyzed using descriptive statistics, while qualitative data from interviews provided deeper insights into TQM effectiveness and challenges. Results: TQM principles were effectively integrated into strategic planning and continuous improvement processes. Employee involvement in quality initiatives was encouraged, and leadership showed strong commitment to TQM. However, challenges included staff resistance, lack of leadership support, insufficient financial resources, and inadequate training.
Conclusion: TQM practices positively impacted student performance, satisfaction, administrative efficiency, and staff performance. To enhance TQM implementation, it is recommended that leadership demonstrate stronger support for TQM, invest in staff training, foster employee involvement, allocate resources, and establish continuous improvement mechanisms.

Keywords: Total Quality Management, TQM, Student academic performance, Student satisfaction, Administrative efficiency, Staff performance, Educational institutions, Uganda, continuous improvement, Leadership commitment, Resource allocation, Training programs, School of Hygiene-Mbale

Recieved: 08.01.2024. Revised: 19.02.2024. Accepted: 23.03.2024.