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TQM Applied to an Educational Organization

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Instrumentation Division Technical Session 2

Tagged Division

Instrumentation

Page Count

13

Permanent URL

https://peer.asee.org/33453

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Paper Authors

biography

Mysore Narayanan Miami University

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DR. MYSORE NARAYANAN obtained his Ph.D. from the University of Liverpool, England in the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been invited to contribute articles to several encyclopedias and has published and presented dozens of papers at local, regional , national and international conferences. He has also designed, developed, organized and chaired several conferences for Miami University and conference sessions for a variety of organizations. He is a senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than thirty five papers at various Assessment Institutes. His posters in the areas of Assessment, Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities.

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Abstract

In this study, the author discusses the beneficial aspects of TQM and PBL and provides an insight as to how these two can be intelligently incorporated in an educational institution. It is a well–known fact that TQM requires considerable time for its effective implementation. Some experts indicate that this is about five years. Researchers Kevin B. Hendricks of Richard Ivey School of Business, the University of Western Ontario and Vinod R. Singhal of Georgia Institute of Technology have studied three thousand firms and determined that the firms that used TQM effectively did fare significantly better in profitability. However, it must be emphasized that TQM must permeate throughout the entire organization in order to be really effective. When TQM and PBL are applied to an educational organization, one must recognize the fact that it will take several years for it to permeate throughout the entire university administrative structure. In reality, it may take much more time for its benefits to be reaped by students and the learning community. Furthermore, all educators agree that the 21st century workplace does not need employees who have just mastered a particular body of information. In reality, one prefers to have liberally educated engineers who have mastered interpersonal as well as intrapersonal skills. The new millennium also needs an enlightened workforce that possesses written and oral communication skills in addition to acquiring in–depth knowledge in their chosen discipline. Leading scholars in the area of Cognitive Science and Educational Methodologies have concluded that it is essential that students need to be taught in a creative learning environment. Educators who utilize the Discovery Approach help students acquire much needed real–world problem–solving skills. In this paper the author outlines how interactive projects can help the instructor in promoting a problem–based learning environment. Furthermore, he also provides initial results of his assessment data.

Narayanan, M. (2019, June), TQM Applied to an Educational Organization Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33453

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