HITKARINI COLLEGE OF ENGINEERING &TECHNOLOGY

DEPARTMENT OF MECHANICAL ENGINEERING

MINOR PROJECT ON THE TOPIC “APPLICATION OF TQM INHIGHER EDUTATION FOCUSED ON IMPROVEMENT OF

TECHNICAL INSTITUTE VIA QFD”

SUBMITTED TO: SUBMITTED BY:

PROF. ABHISHEK SONI AMIT SINGH (0203ME11012)

MECHANICAL DEPARTMENT BHANU PRATAP (0203ME11

HCET, JABALPUR ABHISHEK SONI (0203ME111003)

SOURABH SAHU (0203ME

HEERALAL CHOUDHRY (0203ME11033)

ABHISHEK MAHOBIYA (0203ME111006)

MECHANICAL DEPARTMENT, HCET, JABALPUR

HITKARINI COLLEGE OF ENGINEERING &TECHNOLOGY

HITKARINI HILLS, DUMNA ROAD, TEMBHAR, P.O. KHAMARIA 482005

RUN BY HITKARINI SABHA, JABALPUR

(APPROVED BY AICTE & AFFILIATED BY R.G.P.V. BHOPAL & R.D.V.V. JABALPUR)

DEPARTMENT OF MECHANICAL ENGINEERING

CERTIFICATE

This is to certify that miner project report entitled“APPLICATION OF TQM IN HIGHER EDUCTATION FOCUSED ON

IMPROVEMENT OF TECHNICAL INSTITUTE VIA QFD” presented by AMITSINGH, BHANU PRATAP, ABHISHEK SONI, SOURABH SAHU,

HEERALAL CHOUDHRY, and ABHISHEK MAHOBIA students of 7th

semester B.E. in Mechanical Engineering are the bona-fide presentation of their work done by them under mysupervision and guidance. They have submitted thisproject report towards partial fulfillment for the

award of degree of Bachelor of Engineering of the RajivGandhi Proudyogiki Vishwavidyalaya during the academicyear 2014-15. It is further certified that their workhas not been submitted elsewhere for the award of any

degree.

GUIDED BY: APPROVED BY:

PROF. ABHISHEK SONI PROF. ABHISHEK SONI

DEPT. OF MECHANICAL DEPT. OF MECHANICAL

ENGINEERING, HCET, JABALPUR ENGINEERING, HCET, JABALPUR

ACKNOWLEDGEMENT

No work is complete without the blessings of Godand guidance of elders. We therefore sincerely would like to express our gratitude to people who helped us in making this project at it’s best possible.

We acknowledge with deep the gratitude adviceand precious guidance to us by PROF. ABHISHEK SONI throughout the duration of this project. His

encouragement and guidance was a source of inspiration to us that made by work in the greatpleasure working under his noble guidance. We will remain grateful for his valuable advice andguidance.

SUBMITTED BY:

AMIT SINGH (0203ME11012)

BHANU PRATAP (0203ME11

ABHISHEK SONI (0203ME111003)

SOURABH SAHU (0203ME

HEERALAL CHOUDHRY (0203ME11033)

ABHISHEK MAHOBIYA (0203ME111006)

MECHANICAL DEPARTMENT, HCET, JABALPUR

ABSTRACT

Quality of technical education is its abilityto produce a steady flow of people with high intelligence and commitment to learning that will continue the process of transmission and advancement of knowledge. Quality Function Deployment (QFD) is one of the Total Quality Management (TQM) techniques which can be appliedfor process and design improvement. This study uses QFD as a tool for quality improvement and benchmarking in Technical Institutions. The study is based on primary data collected from 55students which is considered as customer and 25 teachers, considered as technical describers from a branch (MECHANICAL) of a technical institute. A self designed questionnaire was used for data collection. The data was analyzed using the techniques of QFD on a technical institute. On the basis of these feedback, a house of quality is developed, which highlightedthe major concerned areas of quality improvements in teaching and also highlighted some benchmarks where other institutions are more productive. This paper develops a frameworkfor quality in an educational institute on the basis of literature review. A relationship

matrix is developed between five identified groups of ‘Dimensions of quality’ and twelve sets of ‘Enablers’ in an educational institute. If further outlines a QFD model based on interrelationship and intra relationship among dimensions of quality, enablers and customers. The procedure is equally important for differenttypes of technical institute for self analysis, enhancing effectiveness and generating competitiveness.

CONTENTS

CERTIFICATE

ACKNOWLEDGEMENT

ABSTRACT

INDEX

LIST OF FIGURES

LIST OF TABLES

CHAPTER 1: INTRODUCTION

1. INTRODUCTION2. PROBLEM DEFINITION & DESCRIPTION3. DEFINITION OF CUSTOMER [STUDENT]

CHAPTER 2: LITERATURE REVIEW

1. QUALITY FUNCTION DEPLOYMENT2. QFD BENEFITS3. QFD PITFALLS4. PRCESS CHART OF QFD5. TOTAL QUALITY MANAGEMENT (TQM)6. TQM BASIC PRINCIPLES7. TOTAL PRODUCTIVE MAINTENANCE (TPO)8. FEATURES OF TPM9. HOUSE OF QUALITY10. STRUCTURE OF HOQ11. HOQ ELEMENTS

CHAPTER 3: QUALITY IMPROVEMENT OF INSTITUTE

CHAPTER 4: RESULT, ANALYSIS AND FUTURE SCOPE

1. PERSONALITY DEVELOPMENT2. HIGH-TECH LIBRARIES3. QUALITY DEVELOPMENT4. INNOVATIVE PRACTICES5. CROSS CULTURE PROGRAMMES6. IMPROVEMENT OF QUALITY OF STUDENTS

CONCLUSION

REFERENCES

ABBREVIATES

LIST OF FIGURES

1. PROCESS CHART OF QFD

LIST OF TABLES

CHAPTER 1:

INTODUCTION:

TQM has been used successfully in a variety of organization viz., health care organization, govt. agencies, educational institutes, banks, library,, transportation facility etc. The continuous pressure from the various stakeholders makes the survival of these agencies extremely difficult specifically educational institutional institutions. Growth of the educationalinstitute depends on the environment, working style, and ultimately the satisfaction of the customers i.e. students. To serve the interest of the stakeholders, institute wide culture

where the impact can be realized. The present scenario demands understanding and fulfilling the needs of stakeholders. QFD, developed by Akao (1990), is one of effective tools which understand customer perspective and transform it to the capabilities of the organization. It can be defined as a system for designing a product or service based on customer demands and involving all members of the organization. It helps to determine opportunities that can be developed effectively to achieve total customer satisfaction. QFD can be considered as prerequisite of TQM. In this current era of globalization customers look for the standards and environment which will satisfy their needs. QFD is an essential pillar for achieving TQM. Quality movement in almostevery country usually starts with quality improvement projects atmanufacturing companies. TQM, as this paradigm is now called, spreads later to service companies such as banks and insurance companies, and eventually to nonprofit organizations such as health care, govt. and education institutions. TQM models, based on the teachings of quality faculty, generally involve a number of “principles” or “essential elements” such as top management’s leadership, teamwork, customer focus, employee involvement, training, continuous improvement tools and several other elements, which are all required for successful TQM implementation. In fact, many prominent quality awards, such as Deming Award in Japan, Malcolm Baldrige in the USA and the European Quality Award, have adopted these essential elements of TQM as their award criteria (NETE B. Sirvanci-2004).

“Quality in technical education is a complex concept that has eluded clear definition” (Marshall, 1998). There are a variety of stakeholders in higher education including students, employers, teaching and non-teaching staff govt. and its funding agencies, accreditors, valuators, auditors, and assessors (including professional bodies) (Harvey and Burrows, 1992). Each of these stakeholders has a different view on quality, influencedhis or her own interest in higher education. For example, to the

committed scholar, the quality of higher education is its abilityto produce a steady flow of people with high intelligence and commitment to learning that will continue the process of transmission and advancement of knowledge. To the govt., a high quality system is one that produces trained scientists, engineers, and architects, doctors and so on in numbers judged tobe required by society.

“To an industrialist, a high quality educational institutionmay be one that turns out graduates with wide-ranging, flexible minds, readily able to acquire skills, and adapt to new methods and needs” (Reynolds, 1990). Each of these views represents a valid expectation of higher education and about its quality. The measurements thus required and the standards to be applied will surely be different for each of these notions of quality.

PROBLEM DEFINITION AND DESCRIPTION:

TQM is a philosophy and system for continuously improving the services and/or products offered to customers. Now that the technologies of transportation and communication have replaced national economic systems with a global economy, nations and businesses that do not practice TQM can become globally non-competitive rather rapidly. This march towards non-competitiveness can be avoided if citizens are helped to become TQM practitioners. Therefore, the potential benefits of TQM in a school, district or college are very clear.

1. TQM can help a college provide better service to its primarycustomer-students and employers.

2. The continuous improvement focus of TQM is a fundamental wayof fulfilling the accountability requirements common to educational reform.

3. Operating a no-fear TQM system with a focus on continuous growth and improvement offers more excitement and challenge to students and teachers than a “good-enough” learning can provide. Therefore, the climate for learning is improved.

What are the essential elements of TQM in education?In a TQM school or college, improvement teams and individuals are constantly working on improving services to customers. The concept of a service being “good enough” is considered.

DEFINITION OF CUSTOMER [STUDENT]:

The question of “customer” for higher education poses a verysticky problem. Institutions or colleges are not unanimous on aspecific definition of customer. There appears to be somethinginherently ominous about defining a higher education customer asthe student. The definition that “customer is always right” isnot considered as appropriate by the faculty; the reason beingthat ‘satisfaction of wants’ does not necessarily lead to highquality education. This belief is based on the assumption that ahappy student is one who merely passes classes and graduates, sostudents are only concerned with short term satisfaction (makingthe grade), as opposed to actually learning and growing (long-term gain). Faculty and administrators tend to hold the beliefthat they know what the students need, whereas the students maynot necessarily be privy to this information at the early stagesof their educational development. The students alone as the

customer are reflected in the definitions used by the leaders ofthe TQM movement in higher education. Samford University definesits customer as the student customer but states “manycontemporary academics feel the term ‘customer’ is too crass acommercial term, denoting a cash exchange” (Harris and Baggett,1992).

Harvard University states, “The customer is defined asanyone to whom we provide information or service”(Hubbard,1994a).Oregon State University, perhaps the most highly toutedTQM follower in higher education, considers its customer in thislight: “Our students are our purpose for existence” (Coate,1990a).Northwest Missouri State bases its customer focus on thefollowing precept: “in the classroom, the students along with theinstructor are ‘suppliers’ who produce ‘a product’ (knowledge)that future ‘customers’ (employers or graduate schools) willevaluate” (Hubbard, 1994b).Fox Valley Technical College believesthe customer to be “students who use our services and employerswho are ultimate consumers of our graduates”(Spanbauer,1987).Despite what term one chooses to use, thestudent is the primary component of the customers served byhigher education. Still, there are additional entities that mustreceive recognition and respect in the provider/consumer chain.In summary, it appears that all of the above-mentioned collegesand universities believe that their customer consists of eitherthe student or employer or both.

CHAPTER 2:

LITERATURE REVIEW:

The word “Quality” is actually derived education” by“fitness of educational outcome and from the Latin word which is“qualis”, means, “what kind experience for use” by “conformanceof education”. As quality has a variety of connotations andoutput to planned goals, specifications and requirements”meanings attached to it that’s why quality is a sort of “defectavoidance in the education process” difficult term to define. Itis usually referred as a “slippery and “meeting or exceedingcustomer’s concept”. The term quality is defined from differentexpectations of education” .Thus Quality in orientations andperspectives, according to the definition Education hasvariability of concepts and this creates making at individuallevel, the applied measures and with problem in formulating asingle and much comprehensive reference to the context withinwhich it is taken.

Jaraiedi and Ritz (1994):

Applied QFD to two processes, ‘advising’ and ‘teaching’, inan engineering department. Here, they considered students as themain customers. Student’s requirements were studied and comparedwith some ‘design’ requirements developed for each process. Onthe basis of calculated importance ratings and target values forthe design requirements, conclusions were made on the ways thatquality could be improved.

Ermer (1995) :

In this study of mechanical engineering department,requirements of customer students, academic staff and industry-were analyzed separately. In the case of students, theirrequirements regarding curriculum and teaching processes werecompared with measurable specifications of the program. The QFDmatrix for staff, however, was quite different, since their ownrequirements were correlated with the responsibilities of thedepartment management.

Thakkar and Deshmukh (2006) :

The paper presents use of quality function deployment (QFD)which prioritizes technical requirements and correlates them withvarious customers’/students’ requirements for the present Indiancontext. provides information about the severity of varioustechnical requirements of competitive education.

Chan and Ming-Lu (2002) :

It is a review paper highlighting the historical developmentof QFD, methodological development of technique, applications under the classification of different industries, working of someQFD organizations, and key readings.

QUALITY FUNCTION DEPLOYMENT:

In a few words

The voice of the customer translated into the voice of the engineer.

To design a product well, a design teams needs to know whatit is they are designing, and what the end-users will expect fromit. Quality Function Deployment is a systematic approach todesign based on a close awareness of customer desires, coupledwith the integration of corporate functional groups. It consistsin translating customer desires (for example, the ease of writingfor a pen) into design characteristics (pen ink viscosity,pressure on ball-point) for each stage of the product development(Rosenthal,1992).Ultimately the goal of QFD is to translate oftensubjective quality criteria into objective ones that can bequantified and measured and which can then be used to design andmanufacture the product. It is a complimentary method fordetermining how and where priorities are to be assigned inproduct development. The intent is to employ objective proceduresin increasing detail throughout the development of the product.(Reilly, 1999).

Quality Function Deployment was developed by Yoji Akao in Japanin 1966. By 1972 the power of the approach had been welldemonstrated at the Mitsubishi Heavy Industries Kobe Shipyard(Sullivan, 1986) andin 1978 the first book on the subject waspublished in Japanese and then later translated into English in1994 (Mizuno and Akao, 1994).

In Akao’s words, QFD "is a method for developing a design qualityaimed at satisfying the consumer and then translating theconsumer's demand into design targets and major quality assurance

points to be used throughout the production phase. ... [QFD] is away to assure the design quality while the product is still inthe design stage." As a very important side benefits he pointsout that, when appropriately applied, QFD has demonstrated thereduction of development time by one-half to one-third.

The 3 main goals in implementing QFD are:

1. Prioritize spoken and unspoken customer wants and needs.

2. Translate these needs into technical characteristics andspecifications.

3. Build and deliver a quality product or service by focusingeverybody toward customer satisfaction.

Since its introduction, Quality Function Deployment has helped totransform the way many companies:

• Plan new products

• Design product requirements

• Determine process characteristics

• Control the manufacturing process

• Document already existing product specifications

QFD uses some principles from Concurrent Engineering in thatcross-functional teams are involved in all phases of productdevelopment. Each of the four phases in a QFD process uses amatrix to translate customer requirements from initial planningstages through production control(Becker Associates Inc, 2000).

Each phase, or matrix, represents a more specific aspect of theproduct's requirements. Relationships between elements areevaluated for each phase. Only the most important aspects fromeach phase are deployed into the next matrix.

Phase 1, Product Planning:

Building the House of Quality. Led by the marketingdepartment, Phase 1, or product planning, is also called TheHouse of Quality. Many organizations only get through this phaseof a QFD process. Phase 1documents customer requirements,warranty data, competitive opportunities, product measurements,competing product measures, and the technical ability of theorganization to meet each customer requirement. Getting good datafrom the customer in Phase 1 is critical to the success of theentire QFD process.

Phase 2, Product Design:

This phase 2 is led by the engineering department.

Product design requires creativity and innovative teamideas. Product concepts are created during this phase and partspecifications are documented. Parts that are determined to bemost important to meeting customer needs are then deployed intoprocess planning, or Phase 3.

Phase 3, Process Planning:

Process planning comes next and is led by manufacturingengineering. During process planning, manufacturing processes areflowcharted and process parameters (or target values) aredocumented.

Phase 4, Process Control:

And finally, in production planning, performance indicatorsare created to monitor the production process, maintenanceschedules, and skills training for operators. Also, in this phasedecisions are made as to which process poses the most risk andcontrols are put in place to prevent failures. The qualityassurance department in concert with manufacturing leads Phase 4.

QFD BENEFIT’S:

1) Defines Improves the productivity of technical and otherstaff.

2) Brings people together from various disciplines andfacilitates the formation of team capable of meeting customerrequirements.

3) Builds database for designing, planning, continuousimprovement activities etc.

4) Improves the information data bank about competitor‘s producton a continuous.

5) Improves quality, company performance, product reliability,marketing opportunities, decision-making etc.

QFD PITFALLS:

1) The quality house has a tendency to grow too big, thusbecoming unwisely.

2) It takes a long time to develop a Quality chart fully.

3) It is often difficult to get the right kind of the informationfrom customer.

4) Many of the answers that customers give are difficult tocategorize as demands.

5) It can be difficult to determine the connection betweencustomer demand and technical properties.

PROCESS CHART OF QUALITY FUNCTION DEPLOYMENT

TOTAL QUALITY MANAGEMENT:

Changing from detection to prevention required not only theuse of a set of quality management tools and techniques, but alsothe development of a new operating philosophy that required achange in the way companies were managed. Total QualityManagement (TQM) means achieving quality in terms of allfunctions of the enterprise. This includes interaction betweenall the functions within a company as well as at the interfaceswith its suppliers and customers. TQM aims to achieve an overalleffectiveness higher than individual outputs from such sub-systems as design, planning, production, distribution, customerfocus strategy, quality tools and employee involvement. Customersatisfaction and continuous improvement are the essential beliefsof the TQM philosophy. Deming (1988) emphasized, through hisfamous 14 principles, that quality improvement cannot happenwithout organizational changes directed by the top management.Juran (1974) described TQM as ‘fitness for use’ which wasrecognized as the key business success factor in the 1990’sagainst other established performance indices, such as price anddelivery. Juran introduced the concept of quality trilogycomprising quality planning, quality control and qualityimprovement. Juran shared his views with Deming, in that in orderto implement continuous improvement, work-based training shouldbe implemented on a frequent basis. For Crosby (1979), qualitymanagement is a systematic way of guaranteeing that organizedactivities happen the way they are planned. It is a managementdiscipline concerned with preventing problems from occurring bycreating the attitudes and controls that make preventionpossible. Crosby coined the phrase ‘Do it right the first time’and the notion of ‘zero defects’ indicating that a preventionbased system is crucial to achieve this. He also phrased the term‘quality is free’ arguing that resource and efforts put in to

quality would payback more than the cost involved in terms ofsavings in wastes, rework, inspection and returns. Similarly toDeming and Juran, Crosby also stressed the role of management inquality improvement efforts and the use of statistical processcontrol in measuring and monitoring quality.

Shingo (1995) further translated ‘zero defects’ into the‘zero quality control’ concept emphasizing a set of quality toolsto remove defects of source processes. Oakland (1979) defined TQMas ‘an approach for improving the competitiveness, effectiveness,and flexibility of an organization’. For him, ‘it is a way ofplanning organizing and understanding activities and individualsat each level’. Ishikawa (1990) argued that ‘quality managementis characterized by the strategic goals that are focused towardscustomer’s preferences, likes, tastes, and applications’. Hebelieved that organizational functions should recognize theinternal supplier-customer relationships, as each related processbeing a customer. Ishikawa is also best known for developingvarious statistical tools for quality problem solving andemphasizing the idea of ‘internal customer’, the next person inthe process. Ishikawa also advocated the idea of quality circles,which is a small team of employee’s experts to deal with qualityproblems. Taguchi (1999) stressed that companies should focustheir quality efforts on product design stages, called robustdesign, as it is much cheaper and easier to make changes duringthe design process rather during the production time. Kanji(1997) developed a benchmarking tool for quality and stressesthat it is necessary for top managers to develop a ‘qualityculture’ within organization by taking an active leadership roleinvolving all the employees. Zairi (1998) provided acomprehensive tool for organizations to undergo a two-stageexternal and internal benchmarking exercise and stressed the roleof leadership for implementing continuous improvement.

In embarking on the quality journey, as with any otherchange management initiatives, one must first have a cleardefinition and an understanding of the basic philosophy beingpursuit. This chapter provides with an overview on variousaspects of Total Quality Management (TQM) relating to theresearch. It traces the origins of the term TQM and describes thenumerous definitions employed by academics, consultants,engineers and practitioners. Feigenbaum and Ishikawa are perhapsthe greatest contributors to the development of the term.However, the prominent quality gurus such as Deming, Juran andCrosby were those who have shaped the dimensions, practices andmechanisms which underpin the concept although none of themactually uses the term (Dale et.al, 1994).

TQM BASIC PRINCIPLES:

TQM calls for a cultural transformation that requiresemployee involvement at all levels and a spirit of teamwork amongcustomers, suppliers, employees, and managers. Employeeinvolvement, participation and empowerment form the cornerstonesof TQM (Saylor, 1992). There are certain essential principles,which can be implemented to secure greater market share, increaseprofits and reduce cost.

These six principles to guarantee success are:

• Management leadership and commitment

• continues improvement

• Total customer satisfaction

• Employee involvement

• Training and education

• Reward and recognition

TOTAL PRODUCTIVE MAINTENANCE:

TPM evolved from TQM, which evolved as a direct result ofDr. W Edwards Deming`s influence on Japanese industry. Dr. Demingbegan his work in Japan shortly after world war2. As astatistician he stressed how to use statistical analysis inmanufacturing and how to use the resulting data to controlquality during manufacturing, these approaches fueled Japaneseindustries to join main path and to compete with otherindustries.

FEATURES OF TPM

Total Productive Maintenance has led better maintenance andupkeep of equipment and resulted in improvement of reliability ofequipment. Following features mainly constitute TPM :

1. It aims in overall effectiveness.

2. It involves participation of all members of organization.

3. It encourages small autonomous group concept.

4. It involves participation of all departments.

HOUSE OF QUALITY:

A house of quality (HOQ) involves the collection andanalysis of the “voice of the customer” which includes thecustomer needs for a product, customers’ perceptions on therelative importance of these needs and the relative performanceof the producing company and its main competitors on the needs.It also requires the generation and analysis of the “voice of thetechnician” which includes the technical measures converted fromthe customer needs, technicians’ evaluations on the relationshipbetween each customer need and each technical measure, and theperformance of the relevant companies in terms of these technicalmeasures. With such a large amount of information to be collectedand processed, building an HOQ may be too complex to be completeand comparable. Systematization of the HOQ process is thus anecessity. Many studies have been done and a number of QFDinformation systems have also been proposed (e.g., towards thispurpose. However, most of these works are incomplete in the sensethat either they do not contain all the important elements of HOQor their quanti4cations are not very satisfactory. On the otherhand, most information involved in the HOQ process is generatedfrom human beings’ perceptions and linguistic assessments thatare quite subjective and vague. Both the “voice of the customer”and the “voice of the technician” contain ambiguity andmultiplicity of meaning. “Customer need #1 is very important”,“technical measure#2 has weak relationship with customer need #3”and “company #4 performs well on customer need #5” are examplesof these “voices” which are imprecise in terms of breadth ofmeaning.. Chan et al. also use STFNs to analyze the “voice of thecustomer”, but their study does not involve the “voice of thetechnician”. This paper presents a systematic and operationalapproach to the QFD process. After a detailed description and

analysis of the HOQ elements, we provide a 9-step process tobuild an HOQ. Then, we suggest some feasible methods on how-tocollect and analyze the information from both the customers andthe technicians. We especially address the various “voices” inHOQ using symmetrical triangular fuzzy numbers (STFNs) and someof the proposed HOW steps are fuzziedto produce fuzzy results,which are generally more representative than traditional crispapproaches of using simple numbers. We also suggest the use ofentropy method to perform competitive analyses and obtaincompetitive priority ratings for both customer needs andtechnical measures. A fried Chinese vegetable example is given tofully illustrate our approach. Two difficult parts omitted fromour model—the probability factors for achieving the goals set forthe HOWs and especially the correlation matrices among the WHATsand HOWs—are discussed in some detail finally, and possibleapproaches are also suggested to deal with them in a potentiallymore complete HOQ model.

6. Targets6. Targets

4. Inter-relationships4. Inter-

relationships

2. Planning Matrix

1. Customer

Requirements

3. TechnicalRequirem ents3. TechnicalRequirem ents

5. Roof5. Roof

STRUCTURE OF HOQ

HOQ ELEMENT’S:

According to many works, a typical HOQ contains some of thefollowing elements or concepts:

1. Customer.

2. Customer Needs.

3. Structuring Customer Needs.

4. Correlation Matrix Of Customer Needs.

5. Relative Importance Ratings Of Customer Needs.

6. Competitors.

7. Customer Competitive Assessment

8. Goals for Customer Needs.

9. Sales point

1. CUSTOMERS: At first the customers of a product or service concerned should be identified by the producing company.

2. CUSTOMER NEEDS (WHATs): These are the requirements of customers for the product expressed in customers’ languages.

3. STRUCTURING CUSTOMER NEEDS: If there are many customer needs, grouping them into meaningful hierarchies or categories is necessary for easy understanding and analysis.

4. CORRELATION MATRIX OF CUSTOMER NEEDS: This matrix contains the correlation between each pair of customer needs (WHATs) through empirical comparisons. The information is provided by customers and usually is difficult to obtain since a lot of pair wise comparisons are needed. The purpose of completing this correlation matrix is for the company to identify where trade- decisions and further research may be required. Correlation is usually described by the following5-point scale.

5. RELATIVE IMPORTANCE RATINGS OF CUSTOMER NEEDS: These are therelative importance of customer needs perceived by thecustomers, usually expressed and measured through a 5-pointscale.

6. COMPETITORS: For the product concerned, the producing companyshould identify the main competitors in the relevant markets.

7. CUSTOMER COMPETITIVE ASSESSMENT: This is to let the customersassess the relative performance of the producing company’sproduct and its main competitors’ similar products on thecustomer needs identi4ed, usually expressed and measured by thefollowing 5-point scale.

8. GOALS FOR CUSTOMER NEEDS: The producing company can setperformance goals on each WHAT to work on in order to bettersatisfy customer needs.

9. SALES-POINT: A sales-point is a kind of possibility which willgive your company a unique business position .A “strong” salespoint is reserved for important WHATs where each comparingcompany is rated poorly.

A “moderate” sales point means the importance rating orcompetitive opportunity is not so great. And a “no” sales pointmeans no business opportunity. Numerically, 1.5, 1.25 and 1 areassigned to strong, moderate and no sales point respectively.

CHATER 3:

QUALITY IMPROVEMENT OF INSTITUTE:

CHAPTER 4:

RESULT, ANALYSIS AND FUTURE SCOPE:

PERSONALITY DEVELOPMENT:

Finally, education should be for the flowering ofpersonality but not for the suppression of creativity or naturalskill. In the globalized world opportunities for the educatedpeople are naturally ample in scope. As a result business processoutsourcing (BPO) activities have increased competition in theworld trade leading towards the production of quality goods andtheir easy availability everywhere in the world market. That isthe way the world can be developed for peace, prosperity andprogress by able and skilful men.

HIGH-TECH LIBRARIES:

Our College libraries have a very good collection of books,but they are all in mess. A library must be online and conducivefor serious study. Indian universities should concentrate more onproviding quality education which is comparable to that ofinternational standards.

QUALITY DEVELOPMENT:

Quality depends on its all functions and activities:teaching and academic programs, research and scholarship,staffing, students, building, facilities, equipments, services tothe community and the academic environment. It also requires thathigher education should be characterized by its internationaldimensions: exchange of knowledge, interactive networking,mobility of teachers and students and international researchprojects, while taking into account the national cultural valuesand circumstances. The level of education and knowledge beingimparted by many colleges...is not up to the mark. Instead of

concentrating on quantity, these institutions should concentrateon quality. The approach of doctoral research in social sciencesneeds to be more analytical and comparative and be related tosociety, policy and economy. A study conducted on Social ScienceResearch Capacity in South Asia (2002) showed that the share ofthe Indian universities in the special articles published in theEconomic and Political Weekly was only about a 25 percent. Thistoo was dominated by only three universities, namely-JawaharlalNehru University, University of Mumbai & University of Delhi.

INNOVATIVE PRACTICES :

The new technologies offer vast opportunities for progressin all walks of life. It offers opportunities for economicgrowth, improved health, better service delivery, improvedlearning and socio-cultural advances. Though efforts are requiredto improve the country’s innovative capacity, yet the effortsshould be to build on the existing strengths in light of newunderstanding of the research innovation-growth linkage.

CROSS CULTURE PROGRAMMES:

After education, tour to all the places in India and worldas far as possible with the cooperation of government isnecessary so that one can understand about people, culture, arts,literature, religions, technological developments and progress ofhuman society in the world.

IMPROVEMENT IN QUALITY OF STUDENTS:

This is very important aspect of quality improvement ofinstitute because to satisfy external customer it is verynecessary that intake in the institute should be at that level.

1. Separate lectures for students who suffer from languageproblem.

2. Summer courses after regular exams are over, separatefaculty may be arranged.

3. Separate exam of summer courses.4. Continuous analysis of improvement.

CONCLUSION:

This paper is an attempt of demonstrating the importance of TQM in education setting. The quality dimensions and enablers identified show the fundamental requirement and their relationship. The framework developed with the application of QFDin an educational institute will help in establishing the presentimprovement and set priorities for future scope of improvement. The utmost advantage of implementing the QFD approach in an educational institution is that it considers both tangible and intangibles aspects, and results can be utilized to have academicreforms in any educational institute. In the present work importance rating is calculated by pair wise comparison, on the basis of the literature review carried out from over about 20 research paper, results of which are not discussed in this paper.

This further opens the scope of future research by having a survey among the stakeholders and finding out the actual importance rating/marking and validating those results with the present one.

REFERENCES:

ABBREVIATES:

TQM - total quality management

TPM - total productivity maintenance

QFD - quality function deployment

HOQ - house of quality

TQC - total quality control