Strategic management The Jordanian Ministry of Higher Education Strategy and its roles of total...

Strategic management

The Jordanian Ministry of Higher EducationStrategy and its roles of total quality

management efficiency and the Assessment ofStudents and Teachers Awareness and its

impact on the students performance

(Application of TQM of Kaffa'h examination-Jordanian Universities)

A thesis submitted in partial fulfillmentof

the requirements for the degree of

Doctor of Philosophy inStrategic management

Burhan Mahmoud Awad AlomariIslamic University (OIU )

Keywords : Strategic M Management and Total quality

standards , Universities of Jordan , Al-omar

April/2015

CONTENTS

5Abstract

6Introduction

9Chapter one, Introduction1.o15-18Problems with TQM 1.118Objectives of this Research1.219Scope of study1.319Significant of the study1.421Study Constraint 1.522Definition of terms1.625Chapter 2



27Review of Related LiteratureIntroduction 2.0Literature review2.1

35higher education sector in Jordan2.2

46Quality Assurance in Jordan2.2.147Assessing quality in higher

education 2.2.3

47Higher Education and Scientific

Research 2.2.4

53-72University Achievement Exam,

TQM and the Achievement Exam 2.3,.2.3.1-2-3,14

72-81TQM and Higher Education -

Customer of Higher Education,

The emergence of markets in

higher education, Immature

consumers, Quality of Higher

Education

2.4 2.4.1-

2.4.4

81-91TQM & TQM Philosophy and

process2.5,



2.5.1-2.5.2

91 -98Globalization and Higher

education and globalization2.6

2.6.1-98-102TQM Model for Higher Education2.7102Changing Environment2.8 103Ideal Quality System and

Current Realities2.9104 ISO 9000 Standards2.9106Application of TQM in Higher

Education2.10107Adoption of (TQM) in higher

education institutions2.9.1108Measurement of (TQM) in Higher

Education2.9.2 104Self-Assessment2.9.3 108Benchmarking2.9.4 110-119Hypotheses of the Study2.10.1

.119Conceptual Framework of the 2.11



study

121-123Adopted Theory and Gab Analysis2.10, 2.13

123Chapter 3

124Research methodology3.0124-127Samples,3.1.1-

3.1.4127Research investment 3.2128Achievement Test: 3.3 129Reliability and Validity of

Achievement Test3.4 130Experimental: Another Approach3.5 131Pilot test3.6 132Tests for Goodness of Fit37.133Chapter 4

133Analysis result4.1131-133Tables

135hypothesis4.2 Keywords : Strategic M Management and Total quality


135The first hypothesis4.2.1137The second hypothesis4.2.2140The third hypothesis4.2.3143Fourth hypothesis4.2.4 145Fifth hypothesis4.2.5 146-156Six Hypothesis and H74.2.6157-166Other research Questions4.2.7166Chapter 5

168Strategic Planning5.1159Management5.2168Infrastructure5.3169Teaching and Training quality5.4171Study Questionnaire5.5171Chapter 6

171 Conclusion6.1 173Recommendations 6.2 175Summary



179-198References

199Appendix 1

190-205Appendix – I QUESTIONNAIRE For Teachers and Students plus administrative staffPart-1

207Appendix – II, LIST OF THE UNIVERSITIES

209Appendix – III, LIST OF THE COLLEGES OF EDUCATION

212Appendix IV

214LIST OF FIGURES

214Panel of Experts

ABSTRACT

This research aims to identify the strategic

management in the Jordanian Ministry of Higher

Education and the application of TQM adapted in

the university colleges which is implemented by

management and faculty members.

This study focuses on application and analysis of

total quality management in colleges of

Jordanian Universiti8es . A questionnaire wasKeywords : Strategic M Management and Total quality


developed after a careful review of the related

literature and consultation with experts from

several university and colleges PHD holders in

the Business studies departments and Q experts

plus more people regarding the subject in

management, infrastructure, teaching, examination

and

objectives of B,S,S and C.S and other people from

different programs or department in order to

examine the quality of education and its mean,

standard deviation, population mean and t-test

were applied..

The population selected were ten public and

private universities and 20 colleges in Jordan

to analyses the proficiency exam and Kaffa'h

examination and the students performance. The

most important results of the study were that

teacher at Jordanian universities abide by the

total quality standards in higher education . But

all does not designed educational activities to

help students independency to pass the ministry

Kaffa'h and p[proficiency exam and, does not help



students to make decisions in everyday life

situations , and does not encourages students

teamwork. does he/or she helps the students solve

their problems in life, Nor does not link

education with student experiences and family

cultural backgrounds. The most recommendations

were that teachers should design educational

activities that help students indepenancy, and

the need to assist students to make decisions in

everyday life situations , they should encourage

university to enhance faculty to implement the q

application properly.

Moreover it was concluded that both students and

teachers agreed that the overall quality of

education was poor. There was a slight difference

in the opinion of teachers and students and other

respondent. Teachers consider quality more at

stake as compared to the students’ viewpoint.

There should be highly qualified and experienced

teachers in colleges of

education to educate the future teachers. Better

employment opportunities may be created for



academics. Their pay scales be revised and they

should be given quite an attractive pay package

in order to overcome the problem of brain drain

of teachers along with improvement in management

techniques, infrastructure, examination and

objectives of all Programs.

It has been recommended that the concerned

authorities should take serious notice of the

character of colleges in the development of

teacher

education in Jordan and implement concrete

measures for its future improvement.

Introduction



One of the important functions and duties

of the education system in general is, to set up

groups of individuals to acquire search tools and

knowledge, to obtain knowledge from sources and

how to deal with what information it should be

putting in process to help all members capture

duties properly and, how to understand and

criticize the information through their own

continuous learning skills, self education and

cooperative education, scientific thinking and

creative innovation, and understanding the

principle of college strategies and application

of TQM in the educational system which is must be

implemented through thinking persuasion.. One of

the most important challenges facing third world

countries is the achievements of students

knowledge to help in exam result and tasks,

assignments, activities and the abilities to work

in the market. Some argue that "TQM is the

difficult of missing thing for improving

education, education strives to achieve a higher

standard of living for individuals and



communities through of total quality standards in

education and its strategy, the matter will

become very expensive and difficult the use

unless efforts are made to achieve this, and what

is required is to a reassess and evaluate what is

found in the educational plan and strategy and

institutions training especially in colleges and

universities through full recognition of what is

quality standards and its design in all

educational components like preparing a faculty

member at universities, formulating educational

objectives and providing a class room educational

institutions and the administrator of the local

quality " Harry S.Hertz" (Cook WJ., JR, )

entitled: "the Bridge’s 1990 report in their

study all Business must meet the needs of

faculty, introduction of achieving the

educational goals through supporting the

development of curricula and teaching methods and

restructuring of the educational structure and

revitalizing the role of the Internet and other

equipments and tools which helps the learning



process and TQM with the motivation to use it

accordingly in each class., Harry Hertz finds

that the use of standards for measuring

performance rate is the basis for the theme

quality through putting indicators for those

educational quality elements for example scholars

learning, customer satisfaction, educational

design, funding, professional development for

faculty members, and other processes that take

place within the educational system, it also

includes self assessment by the people who direct

the educational process in the light of existing

standards and evaluating the educational process,

and this is to establish the educational goals

efficiently and without waste, and there is a

major standard of quality represented by knowing

of each members in faculty staff belong to the

environment.



Chapter one

1.0 Introduction

The importance of adopting strategy of Total

Quality Management(TQM) in managing higher

education is to achieve and maintain its

competency and high performance level especially

in today’s continuously changing and challenging

world, as the attempt or trials to implement TQM

approach become necessary as per many

researchers. Therefore, this research is an

attempt to identify the challenges and obstacles

that are facing successful TQM implementation

process in higher education and its impact on



Students' Performance in the Jordanian

Universities.

In many countries and many cultures, the issue of

quality management is firmly on the agenda of the

higher education institutions strategies. Whether

a result of a growing climate of increasing

accountability or an expansion in the size and

diversity of student populations (Oldfield and

Baron, 1998), both quality assurance and quality

enhancement are now considered essential

components of any quality management program

(Brookes and Downie, 2002). Despite the progress

that has been made through research and debate,

there is still no universal consensus on how best

to manage quality within higher education. This

thesis therefore seeks to evaluate current

approaches used to assess quality within higher

education.

The external pressures for change in universities

are increasing not decreasing. Funding from the



public purse is down in many systems, competition

is up, and students are becoming more forthright

about getting value for the money paid, instances

of litigation against universities are emerging,

government scrutiny is increasing and external

quality audits are more common. Higher education

(HE) is expected to play a central role in social

and economic transformation.

The goal is not only to increase equitable

access, but also to improve quality and

efficiency in the management of all universities,

college deans, heads and staff.. Mass

participation will require new management

approaches. Such policy reforms may need good

leadership so that the government achieves its

objective of access and quality education. The

role and importance of higher education in

national development is of utmost importance.

Failure to expand access at higher education and

secondary education level will undermine efforts

to sustain in higher level in the country, and

the achievement of the education related



Millennium Development Goals (MDGs). Transition

rates into the lower of higher education and

secondary level may fall unless access to lower

secondary schooling is expanded (World Bank

Report, 1995).

Higher Education (HE) is being challenged to

become more responsive, effective, and efficient

in the same way that businesses have been

challenged over the past two decades upon the

Higher Education Institutions (HEIs) (Alexander,

2000), thus the competent authority in Jordan

represented by the Ministry Of Higher Education

(MOHE) has clearly stated a vision to make Jordan

a center of Learning and educational excellence.

In addition, the competitiveness, especially in

high value added and knowledge based sectors of

economy, depends on people knowledge, skills and

competences for all students, management and

lecturers associated with abstract reasoning ,

analysis, language and communication skills and

application of science and technology which are

most efficiently acquired through higher



education that depends on secondary education

level (Lewin, 2001).

Some researchers argue that "TQM is the missing

thing for improving education in Jordan

universities and in Arab countries in their

education strategy, it's there but it's not

adapted properly , education strives to achieve a

higher standard of living for individuals and

communities through the use of total quality

standards in education, the matter will become

very expensive and difficult unless efforts are

made to achieve this, and what is required is to

a reassess and evaluate what is found in the

educational and training institutions especially

in schools and universities through full

recognition of what is quality standards and its

design in all educational components like

preparing a faculty member at universities,

formulating educational objectives and providing

a class room educational climate throughout the

educational institutions ….Etc.



Mass education at secondary education level in

Jordan, however, may require new leadership

approaches in order to enhance efficiency and

effectiveness. Improved efficiency is in deep

need and can be achieved through management

reforms; raising the learner teacher ratio,

increasing teachers’ time and efforts on task,

reducing repetition and improving accountability

(Nsubuga, 2003). Through inefficiency much

learning time is lost in the country education

systems for several reasons all must be studied

and encourage all to improve quality and

effeciency

Leadership at work in education institutions is

thus a dynamic process where an individual is not

only responsible for the group’s tasks, but also

actively seeks the collaboration and commitment

of all the group members in achieving group goals

in a particular context (Cole, 2002).

Leadership in that context pursues effective

performance in schools, because it does not only



examine tasks to be accomplished and who executes

them, but also seeks to include greater

reinforcement characteristics like recognition,

conditions of service and morale building, to

make students willing and capable to handle

college tasks and studies requirements, coercion

and remuneration (Balunywa, 2000).

Thus, leadership incorporates the accomplishment

of the task, which is the organizational

requirement and the satisfaction of employees,

which is the human resource requirement (Okumbe,

1999). Maicibi (2005) contends that, without a

proper leadership style, effective performance

cannot be realized in higher education. Even if

the colleges has all the required instructional

materials and financial resources, it will not be

able to use them effectively, if the students are

not directed in their use, or if the lecturers

who guide in their usage are not properly

trained to implement them effectively. Armstrong

(2004) defines leadership as influence, power and

the legitimate authority acquired by a leader to



be able to effectively transform the organization

through the direction of the human resources that

are the most important organizational asset,

leading to the achievement of desired purpose.

This can be done through the articulation of the

vision and mission of the organization at every

moment, and influence the staff to define their

power to share this vision.

This is also described by Sashkin and Sashkin

(2003) as visionary leadership. However,

according to them, the concept of leadership that

matters is not being limited to those at the top

of the organization such as the chief executive

officer of the quality control management or

principal/head lecturers, but depends on certain

characteristics of the leader. It involves much

more than the leader’s personality in which

leadership is seen as more of mutating followers

to achieve goals (Shashkin, 2003:2). This is

supported by Lav Tzu (as reported in Shashkin,

2003:7) that good leadership commits to doing

less and being more. Good performance in any



higher education organization should not only be

considered in terms of academic rigor, but should

also focus on other domains of education like the

affective and psychomotor domains. This should

be the vision of every leader in each college and

department.

What is performance then and how is it measured

in the context of schools? Brumbach (1988), as

quoted in Armstrong (2004), contends that

performance refers to both behaviors and results,

and adjusting organizational behaviors and

actions of work to achieve results or outcomes.

Behaviors are outcomes in their own right and

reactions to the product of mental and physical

effort applied to tasks. In school environments

therefore, performance should not only be defined

in terms of test scores, examination results,

students’ ability to socially apply what is

learnt, and the rate at which students move on to

higher institutions of learning, but should

consider the achievements of the school in other



areas like equipping the learners with the

requisite skills for survival.

Number of higher education institutions and the

number of students‟ enrolment in these

institutions have increased tremendously in the

past ten years in Jordan.

The students‟ enrolment is growing many folds, as

the benefits of earning a college degree become

more evident, especially in the business and high

tech sectors. By the year 2011, it is estimated

that Jordan will need to accommodate (150

thousand) students in higher education institutes

all are graduated from high school (MoHESR,

2010). Higher learning institutions are also

considering this as a business like service

industry where objective is to satisfy customers

in order to retain and increase profit. Likewise

satisfying admitted students is important for the

institutions‟ existence, trying to meet the needs

of this ever-increasing number of students as

well as the quality they are demanding at this

level of education (DeShields et al., 2005).



As facing the dramatic changes as the

environmental forces imposing the need for

effective quality management, these include :A growing climate of increasing accountability

•An expansion in the size of student

populations •An increasingly diverse student population as

a result of widening

•participation initiatives and targeting

international markets

•Diminishing resources by which to deliver

programs of study

•Greater expectations of students as paying

customers



•More flexible educational provision at both

undergraduate and

•postgraduate level

• An increase in collaborative provision

between institutions

This study was conducted to analysis the

application of total quality

management (TQM) in colleges as part of their

strategy of Jordanian universities. The

objectives of the study were:

1. To explore the effective support for the

management of the university for teaching

practical strategies to suit the foundations of

overall quality..

2. To examine the constant work to improve staff

shift the teaching process.

3. To examine the improvement of the educational

process in the Jordanian universities to meet the

competency exam.



4. To evaluate and examine the equipments and

teaching kits and tools in educational process

in the Jordanian universities to meet the

competency exam..

5. To investigate the quality of service and the

strategies and quality of education.

6. To investigate the preparation of educational

process and procedures.

7. To examine the motivation and reward of staff

performance in Jordanian Colleges and

Universities:

.

Higher education is perceived as a “pure” service

(Oldfield and Baron, 2000) and educational

services “fall into the field of services

marketing” (Hennig-Thurau et al., 2001, 332).

Educational services are intangible, perishable

and are produced and consumed at the same time by

the provider/teacher and the learner/student.

Therefore, the quality of this service cannot be

measured objectively. The quality in higher



education is a complex and diverse concept and is

yet to be explored.

1.1 Problems with TQM Efforts to Date

To date, the studies conducted in higher

education institutions have primarily been on the

use of TQM strategy as an institutional

initiative (Carey, 1998) with recent studies

indicating that TQM, in many cases, has not been

successful institution-wide (Baldwin, 2002) .This apparent lack of success at institution-wide

implementation may be explained by general

systems theory, which involves open and loosely

coupled organizations. Higher education

institutions strategy have been described as open

systems, with inputs from the external



environment requiring responses by the

organization (Marion, 2002) .Higher education institutions are also described

as loosely-coupled organizations, and as such may

have built-in difficulties implementing system-

wide improvement processes (Bush, 1995).Loosely coupled systems are those in which

activities in one area will not necessarily

impact other areas. With a loosely coupled open

system, inputs from the external environment may

cause the institution to react with a corrective

action in the form of TQM .

In order to analysis the application of total

quality management (TQM) and universities

strategy in colleges of Jordanian universities

following research questions were framed:

1. To explore the effective support for the

management of the university for teachingKeywords : Strategic M Management and Total quality



overall quality..

2. To examine the constant work to improve staff

shift the teaching process.

3. To examine the improvement of the educational

process in the Jordanian universities to meet the

competency exam.

4. To evaluate and examine the equipments and

teaching kits and tools in educational process

in the Jordanian universities to meet the

competency exam..

5. To investigate the quality of service and the

strategies and quality of education.

6. To investigate the preparation of educational

process and procedures.

7. To examine the motivation and reward of staff

performance in Jordanian Colleges and

Universities:

Higher education is suffering of many problems,

while its outcomes are of low level and in a

declined path. On the other hand number of



students, programs and research fields are

increasing continuously. The community needs for

development process, skilled work force, applied

researches, and variety of educational services

put higher education institutions under high

pressure if the globalization effects are

considered as well. Most of researchers see that

the solution of this crisis is by adopting the

industry successful approach, which is total

quality philosophy.

The research tries to investigate the obstacles

and challenges that are facing the successful

implementation of TQM in higher education

institutions in Jordan specifically.

Defining quality in education is a massive

challenge since it deals with the most sensitive

creation on earth –the human being. Industrial

products are finished goods- take them or leave

them.

Education is goal-oriented. Accordingly, quality

of education has been seen with reference to

excellence in education, value addition in



education (Feigenbaum 1983), fitness of

educational outcome and experience for use (Juran

and Gryna 1988), conformance of education output

to planed goals, specifications and requirements

(Crosby 1979), defect avoidance in education

process (Crosby 1979) and meeting or exceeding

customer’s expectation of education (Parasuraman

et al. 1985).

Holt (2000) argues, ‘I shall suppose that

education is concerned with the development that

of minds of the pupils; school produce educated

persons who, by virtue of their schooling, to be

construe? Commitment to quality makes student

proud to learn and work hardly for improvement.

Quality improvement is a never ending process.

Education quality leads to a prospective future.

Hence, insight on quality indices and virtual

implementation need to be given top priority and

due attention should be paid to the category in

the wide range of educational strata e.g. school,

university, educational management, and the

staff.



Given the important of the outcomes of the

educational process this thesis will be carried

out particularly because of the unavailability of

in-depth scholarly investigations explored into

the underneath facts of the actual reality of

quality management standards applications in

Jordanian universities classrooms.

1.2 Objectives of this Research

Objectives of the Study:

Conceptual framework provided a base for

development objectives of the

study. The objectives of the study were to:

1. Measure the perception of college students,

Teachers about met cognitive process by

identifying met cognitive activities (such as

planning, management strategies and evaluation)

of college Teachers.

2. Find out the differences in met cognitive

activities of college Teachers.

3. Find out impact of personal factors on met

cognitive awareness of Teachers.



As the ultimate goal of teaching is the effective

learning, therefore the study

also framed objectives to assess:

4. Determine the impact of met cognitive

awareness on academic kaffa'h exam achievement of

students.

5. Find out the variance accounted for different

social factors in met The preparation of

educational process and procedures..

6. Motivation and reward of staff performance in

Jordanian Colleges and Universities:

1.3 Scope of study

The present study contributes to existing

knowledge by testing the possibility of

implementing of TQM in Jordanian higher education

in general and TQM in Jordanian universities in

particular, achievement exam (Kafaah). To the

writer’s best knowledge, there has been no

previous effort made in the MOHE. Thus the study

will be a useful body of knowledge for educators

in Jordan and should lay a foundation for further



research. Moreover, it presents a proposed model

for implementing of TQM in MOHE with an

explanation of its implementation framework.

Our research result helps all Colleges and

Universities Management, Staff and Students to

produce better understanding through out the

outcomes and answers to all research questions.

All must be prepared and encourages performing

better in result performance.

1.4 Significant of the study

Teaching in Jordan offers the literature

instructor some of the most fundamental,

immediate, active, even physical ways to engage

students in learning. In implementing teaching

strategy, every instructor will need to call upon

and combine a range of techniques and methods.

Teaching an individual in a single or groups

involves different problems than organizing a

whole course. Obviously, much depends on

historical issues, and how familiar the subjects



and reference and context of the TQM

implementation.

Different strategies have been used to teaching

each subject; among these strategies, the

researcher chose the Response-based strategy to

measure its effectiveness in students'

achievement due to the Ministry (Kaffa'ah) exams.

This study explains the factors that affect

the successful capabilities of teaching

faculties about implementation of Total Quality

Management in the Ministry of Higher Education

and Jordanian universities, achievement

exam (Kafaah) in both public and private

sectors. Could be a reference and guide for

the Execution of it to ensure the successful of

Total Quality Management in Higher Education of

Jordan to the need required for the

organization's ability to survive in the long

term so as not to erode the capacity

of faculty and administrative through research

and investigation to came up and get to the

problems faced quality of higher education,



achievement exam (Kafaah) and the factors

influencing the student result, so to reach

the best results that support the success of the

educational process.We in Jordan believe in the importance of entering

the new era of development in higher education,

because we are convinced in the significant role

of implementing TQM through:

- Establishing leadership in Jordan is possible

only when we have a developed system of higher

education in which efficiency remains the sole

criterion to evaluate performance.

- The system of higher education is found

efficacious in making available to the society

a dedicated, committed, devoted and

professionally sound team of human resources

to decide the future of any nation

1.5 Study Constraint How to examine the characteristics of "University

Achievement Exam" (Kafaah) among the selected colleges

from the total universities in Jordan the researcher will

take 8 Jordanian universities from the whole, (3Keywords : Strategic M Management and Total quality


colleges from each sample district) were randomly

selected The proportion of Universities from both

public sector and private sector, male and female

college students was taking fifty- fifty from all

part of Jordan, North, South, West &, East,

researcher considered all part of the country. Theselected Universities will be listed in chapter three

from private and public universities are selected

randomly. Multistage sampling technique will be

adopted to select the Twenty four deans and heads

(for focused group discussion), (480) teachers

and 50 classrooms (for observations) constituted

the population for this study and Two thousand

four hundred students (100 students from each

sampled district) were randomly selected in which

proportion of male & female students 100 of each

was fifty- fifty.. Based on related literature

review, the instrument of data collection will be

developed for the focused group. Data will be

collected through questionnaires, classroom

observations, interviews and official documents.

It is also limited to the student's, Lecturers,



and subject taught. More issues to be considered

as a limitation the technology, classroom

equipments, IT facilities and libraries,

1.6 Definition of terms

1.6.1 strategy: is to enhance the educational

strategy implement the learning and teaching

process in order to help both students and

teaching staff adopt their duties according

to the Q standared.

1.6.2 Quality, “the degree to which a set of

inherent characteristics fulfills the

requirements, needs or expectations that are

stated, generally implied or obligatory” (ISO

9000:2000).

• “Quality should be aimed at the needs of the

customer, present and future” (Edwards Deming,

1991).

1.6.3 Quality in higher education, fitness

for use” (Joseph Juran, 1945), quality in

higher education is a multi‐dimensional,



multilevel, and dynamic concept that relates

to the contextual settings of an educational

model, to the institutional mission and

objectives, as well as to specific standards

within a given system, institution, program,

or discipline.

1.6.4 Quality control, (QC) is a system of

routine technical activities, to measure and

control the quality of the inventory as it is

being developed. (MOHE, 2004).

1.6.5 Quality assurance, The Quality Assurance

Agency describes quality assurance as “the

means through which an institution ensures and

confirms that the conditions are in place for

students to achieve the standards set by it or

by another awarding body” (QAA 2004),

and quality enhancement as “the process of

taking deliberate steps at institutional level

to improve the quality of learning

opportunities....



1.6.6 Quality improvement, the quality

philosophy and principles have become central

to international educational reform efforts in

nations such as Canada, Australia, Japan, the

United States and the United Kingdom (Weller,

1996). The attraction of TQM philosophy is

mainly because of its successful record in the

world of business in producing quality

products and services. In fact, TQM provides a

structured and comprehensive delivery system

which may lead improvements in education

(Weller and Hartley, 1994).

1.6.7 Customer of Higher Education, according

to (Owlia and Aspinwall, 1998), “From

different customers of higher education,

students were given the highest rank. The

remainders, in rank order, were employers,

society, faculty, and families”. The

philosophy behind ranking was that since

needs/expectations of different groups of



customers may differ or even oppose each

other, giving a priority to them is essential.

1.6.8 Total Quality Management, total quality

management (TQM) is a well-known approach by

organizations that strive to make quality

assurance as their business culture. There are

also various definitions by different writers.

Oakland as quoted by Berry (1996) defines TQM

as:

an approach to improving the effectiveness and

flexibility of business as a whole. It is

essentially a way of organizing and involving

the whole organization; every department, every

activity, every single person at every level.

1.6.9 The PDSA cycle, leadership Management is

also considered as a key factor in the success of

(TQM) applications in higher education and all

business organizations (Tari, 2006).



1.6.10 Globalization, majors for College

graduates should be in line with the community

actual needs, to make sure that there is no

shortage of such qualified graduates and at the

same time there is no surplus that leads to

unemployment and linking the student's majors

with local development plan (Mustafa, 1997).

1.6.11 Achievement Exam, the achievement Levels

are a set of performance standards by the

National Assessment Governing Board used to

interpret student performance on the National

Assessment of Educational Progress (NAEP) tests.

1.6.12 Assessment Gauging student’s progress or

it is process of measuring student’s learning

1.6.13 Impact means change or potential change in

attribute, skill, attitude or knowledge of all

people working in higher education institutions..



1.6.14 Performance for this study has been

defined in terms of students achievement exams

score.

1.6.15 Awareness According to encyclopedia of

Wikipedia awareness describes a human or animal's

perception and cognitive reaction to a condition

or event. Awareness does not necessarily imply

understanding, just an ability to be conscious

of, feel or perceive

1.6.16 Met cognitive, it means to ensure that

the individual has learned how to learn.

1.6.17 Awareness, it is also self-reflection and

self-reaction about own cognitions, or how people

observe, monitor, evaluate and regulate own

thought processes (Nelson, 1992)



Chapter 2Review of Related Literature

2.0 Introduction

Curriculum education is an important aspect of

higher instantiation There is a paucity of

research which seeks to develop TQM theories and

model based on a deep and rich understanding of

both Curriculum Educational and technical issues.

Resultant theories from such an inductive

approach could potentially give a deeper insight

into TQM, based on sound theoretical evidence.

Studies of this kind should not be confused with



descriptive case study analysis and examples of

applications. While these helpful approaches

contribute to the overall TQM discourse, they do

not of themselves develop underpinning theory.

This thesis describes a grounded theory research

methodology for TQM, rather than the actual

theory and results. The methodology was applied

to many Educational organizations and study. The

methodology makes a contribution from two

aspects.

First, a comprehensive grounded theory approach

for developing TQM theory based in practice was

developed and applied.

Second, the methodology enabled the practitioners

involved in the study to be critically reflective

and reflexive in their thoughts and influence

throughout the study. This reflexivity resulted

in the case study organization evaluating and

implementing TQM-based change throughout the

study.



The chapter has been divided into the following

sections:

Theoretical Literature review

Higher education

Research variables

Underlying theory

Conceptual framework of the study

2.1 Literature review

This research addressed many of the studies of

the concept and application of (TQM) total

quality management in different countries of the

world, the researcher has reviewed many studies

and previous research relevant to the subject of

TQM and Curriculum Education to identify the most

important results and general indicators that

resulted from such research and studies, the

following is a review of some of these studies: -

(Zamel, 1993) of the first studies that he

addressed the concept of total quality management

(TQM) in the Arab environment, it has examined

the concept of the Kingdom of Saudi Arabia, whoseKeywords : Strategic M Management and Total quality


main objective was to provide a general framework

for the concept of Total Quality Management (TQM,

and then to examine the knowledge of

organizations by Saudi Arabia. The study examined

the major constraints of the weakness of the

application, and ways to raise awareness of the

concept of Total Quality Management. To achieve

these objectives, the study used the survey

design and questionnaire used in the collection

of information, this results of this study

indicated that (42%) of the organizations

responded to the study, applied the concept of

total quality management, and (21.5%) are

planning to apply the concept. Note that the

total number is (1000) Organization surveyed, the

study has given the idea that non-responders and

the number of (839) organization has not been

applied or are considering the concept of Total

Quality Management. On the other hand, the study

found a direct correlation between the size of

the organization and clarity of the concept, as

well as the attempt to apply, as the study showed



awareness of organizations that have adapt or are

trying to implement the concept of the importance

of training of all kinds in the success of the

TQM and ISO application Ali (1996) have studded

the application of university education using a

system of Total Quality Management, the study

concluded that each of the strategies of total

quality management in universities depends on the

joint efforts through which could be the

participation of all personnel and continuous

improvements that enable the University to use

the application to achieve student's satisfaction

and aspirations of the beneficiaries of the

system. In addition, the application of this

system in institutions of higher education

requires the need to obtain support from business

organizations and trade different.. Nagy (1998)

this study aimed to identify the concepts and

techniques of total quality management and the

possibility of their application in higher

education institutions in Jordan. The application

to Amman Private University, has been the



extrapolation of the views of deans and

department heads and directors of departments and

students about the application of total quality

management at the university, the results of this

study indicated that the level of satisfaction in

Amman Private University students was high with

respect to equipment and low for the university

plans of study and academic staff and internal

regulations and instructions, also this shows the

available of the University of the conviction

and they have the desire to apply the principles

of Total Quality Management. such as providing

incentives for employees and work to meet the

needs of students. In the study by (Coate, 1990),

was intended to achieve the policy of total

quality in all parts of the University of Oregon

by the year 1994, where contact was made twenty-

five universities and educational institutions

including the University of Oregon, the results

of that (17) an educational institution which is

working to complete the policy of total quality

in part of the curricula of graduate students and



those who are on the threshold of graduation. And

half the educational institutions that have been

reconnaissance has implemented a policy of total

quality to a large extent by forming study teams

that have been used in the policy of total

quality (five) than for the purposes of education

and research only, and that fifteen of these

institutions have made remarkable efforts in

terms of service. While the other ten had

dedicated their efforts to the academic and

academic work is more important in business

colleges. In a survey made by several members of

the Faculty of Canadian Government, Harvard

University, conducted in (1990), to seventy-two

of the managers to the higher echelons of the

federal government, he noted all of Kabeliano and

Brasali (Kabolian & Brazaley, 1990), that total

quality management achieved substantial

recognition or status within the federal

government as a way to improve organizational

performance. It was found that sixty-one percent

of those who conducted the survey they have been



trained in Total Quality Management, and ninety

percent were able to clarify the beliefs and core

values of TQM. It was found that there is

considerable interest in TQM among these

managers, many other researchers who have

formulated frameworks for quality improvements

(Johnson 1993; Susan 1995). These frameworks are

entitled as Continuous Quality Improvement (CQI),

Strategic Quality Management (SQM) or Total

Quality Management (TQM). Even though there might

be some differences among these approaches, the

term TQM is considered to be more general and

specific to capture the essence of quality

improvements. TQM has been defined as a strategic

architecture requiring evaluation and refinement

of continuous improvement practices in all areas

of businesses especially in higher education.

Quality Management (TQM) work in (10) industrial

enterprises and service different in the United

States, have reached the following results:

1 - The whole force managers to total quality

management leads to improved quality of products



and services, but their institutions have not yet

applied the principles.

2 - Although managers recognize the importance of

total quality management as an effective tool to

improve quality, but their support for the

activities of total quality management (TQM) is

decreasing over time.

3 - In most managers recognize the existence of a

range of problems facing the application of total

quality management in their organizations,

but their focus on addressing these problems is

still limited.

4 - One of the main problems faced by the Total

Quality Management is the administrative and

human problems such as ineffective supervision,

poor training of workers, and lack of

effectiveness of corrective actions. The Derbas

(1994), study on total quality management (TQM)

and the potential benefit from the education

sector, the Saudi and the obstacles

facing it, and concluded that it is necessary to

apply the concepts of total quality management in



different institutions, and that the conditions

are in place to begin applying the concepts and

techniques of total quality management in the

educational system in Saudi Arabia. TQM has

become increasingly popular in education, as

evidence by the plethora of books and journal

articles since 1990 (Tucker 1992). TQM has also

spread into mainstream of educational

organizations. The Association for Supervision

and Curriculum Development, for example, devoted

its entire issue n November, 1992 of its journal,

Educational Leadership, to the quality movement

in education. In support of the TQM initiatives

in education, Crawford and Shutler (1999) applied

Crosby (1984) model to suggest a practical

strategy for using TQM principles in education.

Their strategy focuses on the quality of the

teaching system used rather than on students’

examination results. They argue that examinations

are a diagnostic tool for assuring the quality of

the teaching system to satisfy the educational

student needs and to continuo for improvement and



efforts to be applied directly to curriculum and

delivery of services. From such a perspective,

various root causes of quality system failure in

education have been identified. These include

poor inputs, poor delivery services, lack of

attention paid to the standards and the

performance and measurements, unmotivated staff

and neglect of students’ skills and performance

(Ali and Zairi 2005). One of the weaknesses of

such a perspective is in its concentration and

participation on the student as a customer

whereas TQM in education should concern the

customer satisfaction and student performance.

Literature available, points to a deep interest

to apply TQM in education and for a many reasons

(Thakkar et al. 2006; Temponi 2005). Some of the

reasons include: pressures from industry for

continuous upgrading of academic standards with

changing technology; government schemes and

policies with allocation of enough funds, to

encourage research and teaching in the field of

quality; increasing competition between both



private and government academic institutions; and

a reduction in the pool of funds for research and

teaching, implying that only reputable

institutions will have a likely chance of gaining

access to various funds. More of the literature

review of the studies about TQM have examined

what constitutes TQM and what are the key

practices for the process and success of TQM

(Sila and Ebrahimpour, 2002; Saraph et al., 1989;

Antony et al., 2002; Sureshchandar et al., These

studies have provided different sets of practices

considered to essential success of TQM Total

Management process and implementation. This leads

to inconsistencies in many research which made it

difficult to reach a conclusion on the practices

of TQM (Ooi et al., 2008; Hoang et al., 2006). As

such no study has identified a common set of

practices for the better successful

implementation of TQM. Though there are some

Quality Award models such as Malcolm Baldrige

National Quality Award (MBNQA, 2005); considered

the European Quality Award (EQA, 1994); The



Deming Prize (1996); Kanji Business Excellence

Model, which determine a a powerful and useful

benchmark framework for industries to help the

implementation of TQM and evaluating their

business performance results. According to

Bayraktar et al. (2008) study, the following

critical success factors (CSFs) of TQM were

identified: leadership, vision, measurement and

evaluation, process control, improvement, program

design, quality system process, worker

involvement, recognition, award, education,

training and, student focus, and others.

Deming’s overall approach focuses on improvement

of the process, in the

system, rather than the worker, which is the

cause of process variation. His universal

points for quality management are summarized as

under:

i. Create consistency of purpose with a plan.

ii. Adopt the new philosophy of quality

iii. Cease dependence on mass inspection



iv. End the practice of choosing suppliers based

solely on price.

v. Identify problems and work continuously to

improve the system.

vi. Adopt modern methods of training on the job

vii. Change the focus from production numbers

(quantify) to quality

viii. Drive out fear

ix. Break down barriers between departments.

x. Stop requesting improved productivity without

providing methods to achieve it.

xi. Eliminate work standards that prescribe

numerical quotas.

xii. Remove barriers to pride of workmanship

xiii. Institute vigorous education and training.

xvi. Create a structure in top management that

will emphasize the preceding thirteen points

every day.

was Juran (1986) who introduced the managerial

dimensions of planning, organizing, and

controlling and focused on the responsibility of

management to achieve quality and the need for



setting goals? He defines quality as fitness for

use in terms of design, conformance,

availability, safety, and field use. His concept

more closely incorporates the point of view of

the customer. He is prepared to measure

everything and relies on systems and problem-

solving techniques. His ten steps to quality and

strategy improvement are:

1. Build awareness of opportunities to improve.

2. Set goals for improvement.

3. Organize to reach goals.

4. Provide training.

5. Carry out project to solve problems.

6. Report progress.

7. Give recognition.

8. Communicate results.

9. Keep score.

10. Maintain momentum by making annual

improvement part of the regular systems and

processes of the company.

He promotes a concept known as managing business

process quality, which is a technique for



executing cross-functional quality improvement.

Juran has the broader concept, while Deming’s

focus on statistical process control is more

technically oriented.

Deming, Joseph M. Juran, and Philip Crosby stated

the following components of Quality Managements:

a. Vision, mission, and outcomes driven

b. System dependent

c. Leadership: creating a quality culture

d. Systematic individual development

e. Delegation of decision making

f. Collaboration

g. Planning for change

h. Leadership: supporting a quality culture

The components advocated in here are interrelated

and interdependent. They need to be implemented

as a system driven by the vision and mission of

the institution.

The mission evolves and changes as stakeholder

expectations are included in defining the

direction of the institution. The power of such



components comes from the synergy of the whole

system, fundamentally linking the mission to

measurable outcomes.

2.2 About the higher education sector in Jordan

Higher education in Jordan started in 1951 with a

one year postsecondary teacher training college.

The first university program began in 1962 with

the establishment of the University of Jordan. It

did not, however, emerge as a significant

economic sector until early in the last decade.

Up until the end of the 1980s higher education in

Jordan was entirely public sector owned and

operated, and heavily subsidized by taxpayers.

Mounting numbers of university students and the

rigidity of both tuition fees and government

subsidies drove public-sector universities into

serious decline financially and qualitatively.

This gave opportunity to private entrepreneurs to

profit from setting up private universities,

relieving the pressure of numbers on the public

universities. Demographic pressures associated



with a disproportionately young population,

coupled with the response of the private sector

in accommodating the rising number of eligible

students by creating private higher education

institutions, led to a dramatic increase in the

number of universities in Jordan. Today there are

10 public and 16 private universities in Jordan

offering a variety of four-year degree programs.

At the same time, the urgency of developing a

vibrant higher education sector, compounded by

Jordan’s lack of natural resources and its

subsequent reliance on human capital to remain

competitive, led Jordan’s leadership to place

significant attention on the sector and push for

concrete strategies to support and expand its

performance. As a result Jordan has witnessed a

large expansion in its education base with

enrollment rates more than doubling in the last

five years. Parallel to this non-university and

vocational education is offered at community

colleges, which were created in 1981 by

converting and expanding the existent teacher



colleges. These institutions are meant to offer

two-year career-oriented training, and prepare

their students for work in middle-level

professions. As of 1997, all community colleges

(numbering close to 50, half of which are public

and half private) have been supervised by and

affiliated to Al-Balqa Applied University, which

is a Jordanian public university. They offer

about a hundred specializations distributed

through 11 programs: Academic, Administrative,

Agricultural, Applied arts, Computer educational,

Hotel management, Meteorological, Paramedical,

Social work, Engineering.

Access to higher education is open to holders of

the General Secondary Education Certificate (the

Tawjihi) who can then choose between universities

and community colleges. The credit-hour system,

which entitles students to select courses

according to a study plan, is implemented at

universities. Admission is highly competitive,

but students from the less privileged areas in

the kingdom are accepted on the basis of a quota



system, which allows the most competitive of them

to be admitted relatively easily. All post-

secondary education is the responsibility of the

Ministry of Higher Education and Scientific

Research (MOHESR) which was established by the

Higher Education Law in 1985. The Ministry

includes the Higher Education Council (HEC) and

the Accreditation Council (HEAC). In principle

Jordanian universities enjoy a degree of

autonomy. In reality, however, they are subject

to fairly severe constraints imposed by the HEC

and the HEAC. Pre-university reform in Jordan has

yielded nearly universal access at the basic

level and an enrollment rate of over 80 percent

at the secondary level. Combined with rapid

population growth and an overwhelming young

population (38 percent under the age of 14), this

has created a strong demand for higher education

that is expected to rise exponentially in the

coming years. Close to 30 percent of 20 to 24

year olds (200,000) were enrolled in higher

education in 2007; more than two-thirds of these



attended public institutions. Enrollment in

private universities has expanded from 7000 in

1992-93 to more than 57,000 students today.1 The

increase in the number of students attending

private universities in part reflects the

stringent admission requirements designed to

constrain the number of publicly funded places

available at public universities. The admission

requirements are of course proportionately more

demanding for faculties that are more costly to

run, e.g. medicine and engineering, Which

therefore can afford a fewer number of publicly

subsidized places.

The creation of privately owned universities was

the response of the market to the mounting demand

of students whose qualifications were not

competitive enough to secure for them the

subsidized seats in the public universities

(MoHESR, annual reports, 2010).

After a while, public universities in turn

responded to similar market incentives, and some

of them decided to increase the number of seats



they offer by creating the so-called “parallel

programs”. These admit eligible students who,

because of insufficient Tawjihi scores, did not

make it into the faculties they desire. For this

advantage they are charged higher fees that cover

as a minimum the marginal cost of such

admissions. This system has existed for less than

10 years, and has led to a substantial number of

no regular (parallel) students at public

universities. The number of such students

currently stands at over 20 per cent of the

regular student population, and these are

included in the figures already cited. Finally,

one feature of Jordanian higher education not

observed in many other countries in the region is

the relatively large number of international

students who attend Jordanian universities. In

2007, close to 25,000 foreign students were

enrolled at Jordanian universities. Of this

number 13,000 attended private universities and

6,686 were female. The majority of these students

were Arab nationals.



The relatively high number of foreigners (more

than 10 percent of the total) is attributed to

the reputation of Jordanian universities;

diversity of program offerings; and the modern,

yet conservative community, coupled with greater

security and political stability than in other

countries in the region. This has been

highlighted by a recent World Bank Report that

identified Jordan as a leader in higher education

in the Middle East (World Bank, 2008).



Fig 1 Ministry of higher education,

organizational chart

Higher Education in Jordan (facts and figures)

The Hashemite Kingdom of Jordan in Brief



http://www.mohe.gov.jo/Portals/0/OS-E.png

Area: 92,300 sq km (80% Arid Land).

Population: 6,407,085 (2010 est.)

Age Structure: 0-14 years (35.3%), 15-64 years

(59.9%),

Over 65 years (4.8%) (IIE, 2010) (Fig.5)



Figure 2: The Youth Bulge—Jordan Population

Pyramid for 2010

Population growth rate: ≈ 1 % (2011 est.)

Literacy: 96% male and 90% female

Unemployment rate: 12.9% (2008 est.)

Higher education: 30 Universities (10 public and

20 private) with 300,000 enrolled students

(2009/2010)

Total No. of Students in Bachelor

Programs During 2007/2010 - 2010/2014PUBLIC PRIVATE TOTAL

61,751 35,198 96,94971,171 34,642 105,81381,985 36,672 118,65793,979 41,108 135,087105,174 44,865 150,039118,686 47,912 166,598127,821 50,798 178,619138,941 53,101 192,042145,554 56,643 202,197



Fig. 7: Age Structure

150,817 57,163 207,980160,090 59,187 219,277

Table 3: Total No. of Students in Bachelor

Programs during 2007/2010 - 2010/2014 at

Jordanian Higher Education Management System

Post-Secondary Education supervised by:

The Ministry of Higher Education & Scientific

Research and the Higher Education Council

includes.

1. The Scientific Research Support Fund

2. The Higher Education Accreditation Commission

Other institutions supporting Jordan’s (HE)

sector:

1. Jordan Society for Scientific Research,

2. Higher Council for Science and Technology

3. Higher Education Development Fund

4. El-Hassan Science City

5. Higher Education Development Forum

6. Jordan Higher Education Development Project



Higher education in Jordan might be thought of as

a modern, promising and giant industry, in which

the inputs are students, lecturers and teaching

materials; and the outputs are graduated students

and drop-out students. If this is the case, then

it is necessary to study the demand for outputs

and the supply of factors. However, the supply of

student inputs corresponds to the demand for

places by potential students. Higher education

institutions do not sell in any direct way their

output of graduate students in the market for

education labor, nor are they thought of as

selling their places to input students. Thus,

profit maximization hypothesis is less

appropriate to the education industry than other

services industries (Radner and Miller, 1970).

Higher Education in Jordan (future prospective)

Higher education in Jordan developed steadily

over the past two decades regarding content

programs, and methods of teaching and learning

that affect both quality and quantity. The Higher

Education Council, the Accreditation Commission,



and the Higher Committee for Scientific Research

oversee the programs offered by both private and

public institutions and evaluate their

effectiveness in implementing higher education’s

vision, mission, and objectives. Jordan has

achieved noticeable progress and distinction at

the pan Arab and regional levels. At present, it

is seeking to achieve the same at the

international level, especially with respect to

development of human resources, despite limited

natural and financial resources. For more than

half a century, Jordan has witnessed the rise of

institutes and universities of higher education

which offer solid and advanced learning

opportunities. Higher education institutions in

Jordan realized early on the importance of

empowering individuals, especially the youth,

through focusing on the knowledge economy and the

use of technology in planning and educational

programs. To this end, Jordan has been effecting

continuous changes, transformations and

developments of the higher education sector with



the aim of achieving quality and distinction.

Over the years, higher educational institutions

in Jordan have attempted to strike a balance

between academic and vocational education. Future

Strategic goals for the Ministry of Higher

Education and Scientific Research:

1.Improving higher education in Jordanian

Universities.

2.Improving the quality of Higher Education

Environment.

3.Enhancing scientific research quality and the

role of higher education institutions

Jordanian Universities.

4.Providing national quality data-bases and

periodic studies on the higher education

sector and scientific research in accordance

with international best practice Jordanian

Universities.

The Ministry has developed a strategy for higher

education and scientific research. The main

components include admission policies of

Jordanian universities, curricula and study



plans, developing human resources, university

management, quality assurance, and legislation.

Accreditation is the hub of all this. It lays the

foundation for quality and excellence.

Consequently, it was instituted from the very

beginning and assigned to different agencies and

bodies, but always impelled by the two

objectives, for which purpose a number of by-

laws, guidelines and benchmarks were formulated

to be observed by the private universities in

Jordan as basic requirements for any progress

towards quality and excellence. The Accreditation

Council, which until recently shouldered this

responsibility as a part of the Ministry of

Higher Education and Scientific Research was

dissolved in June, 2007, and the Higher Education

Accreditation Commission was set up in its place

by Law (20) for the year 2007. The Commission

Council consists of a president, a vice-

president, two full-time members, and three part-

time members, all of whom are of high academic

and administrative qualifications. According to



the enabling law the Commission is

administratively and financially independent. It

is entrusted with a number of tasks that

constitute its mission. The law states that the

objective of the Commission is to enhance and

guarantee quality in higher education, to

encourage universities to be open to and interact

with international scientific research

institutions and accreditation commissions, and

to upgrade higher education in Jordan on the

basis of internationally recognized criteria. The

Commission Council is empowered to formulate

relevant criteria; to audit, evaluate, and

accredit institutions of higher education, making

sure that they comply with all pertinent

regulations; to collect data and do research

related to higher education; and to ratify

reports by the President and committees and issue

relevant research, studies and brochures.

Obviously, the Commission has wider jurisdiction.



First, it has a mandate over private and public

universities and over all foreign institutions of

higher education in Jordan affiliated with

Jordanian universities. This means an addition of

ten public universities. The total stands now at

twenty-six universities. It is not difficult to

imagine the amount of extra work and effort to be

exerted for this purpose.

Second, the Commission is charged with the

establishment and management of The National

Testing Center, which will design and conduct all

kinds of standardized tests in almost all fields,

to be used, among other things, for graduation

and admission, and not only an exit test in a

limited number of fields, as was formerly the

case. A set of by-laws and regulations have

already been drafted and committees set up to do

the job. The plan delineates tests of Arabic for

foreign students and aptitude tests as well.



Third, the Commission is working on better ways

and means to make sure that the institutions are

in full compliance with all its regulations. To

this end, the Commission has done a study of

these universities on the basis of a number of

criteria and come up with a preliminary

evaluation and ranking. The step has already had

its fruits, urging universities to revise their

policies, activate their internal self-assessment

plans, and improves their functioning. The system

is to be refined and developed to become as

accurate as possible. On the other hand, in

August 2007, the Commission held a workshop, in

which representatives of the universities

participated and were apprised of ways to compute

capacities, to prepare assessment reports of the

university as a whole, of any of its programs and

any of its courses, and to administer quality

management. To many of those who attended the

workshop the experience was eye-opening,

enriching their consciousness with new concepts

and practices. More, of course, needs to be done



along the same lines. For this same purpose, the

Commission plans to organize more workshops of

similar kind to train assessors, who are able to

audit, evaluate, and prepare self-assessment

reports; to bring total quality management into

the university academic environment and to make

it one of the major concerns of both staff and

faculty; and finally to develop the culture of

excellence by both knowledge and practice. To

bring all this to full fruition, the Commission

intends to make it imperative that all

institutions set up quality and internal audit

departments for purposes of accreditation on

national and international.

2.2.1 Quality Assurance in Jordan

The Quality Assurance and Accreditation system in

Jordan evolved as a result of a rapid expansion

in the higher education sector:

1990 – The accreditation system recognizing the

need for regulatory steps for academic and

administrative supervision of higher education.



1999– The Accreditation Council was established

to

- Formulate criteria for public and private

universities

- Establish quality assurance measures

- Establish monitoring system to ensure

compliance to criteria

2007 – Higher Education Accreditation Commission

established

2011 – Ad Hoc Committee was established for

establishing the Ranking System for Jordan.

- The Higher Education Accreditation Commission

(HEAC):

The HEAC was established in June 2007 to replace

the AC (Accreditation Council), and granted

administrative and financial autonomy

Its mandate includes overseeing the development

and maintenance of quality in higher education

institutions in Jordan.

Runs the National Center for Testing, which

establishes and conducts tests in all

specializations



- Vision:

To raise the standard of specializations and

faculty members in Jordanian higher education

institutions to internationally recognized

standards

- Aims:

1- Establishing benchmarks for quality assurance

and accreditation in the country

2- Monitoring and ensuring adherence to quality

assurance and accreditation procedures in

universities

Encouraging Jordanian higher education

institutions to cooperate with international

research centers and accreditation and quality

control commissions

2.2.3 Assessing quality in higher education

Defining quality in higher education has proved

to be a challenging task. Cheng and Tam (1997)

suggest that ‘education quality is a rather vague

and controversial concept’ (p. 23) and Pounder

(1999) argues that quality is a ‘notoriously



ambiguous term’. At the broadest level, education

quality can be viewed as a set of elements that

constitute the input, process and output of the

education system, and provide services that

completely satisfy both internal and external

strategic

2.2.4 Higher Education and Scientific Research

About the Ministry of Higher Education and

Scientific Research

Interest in higher education in terms of

supervision when released the Higher Education

Act in 1980 and was established after the Council

of Higher Education in 1982, supervises the

institutions of higher education in Jordan, and

in 1985 established the Ministry of Higher

Education, issued the Higher Education Act No.

(28) for the year 1985, which defined goals of

higher education as defined powers and

responsibilities of the Board of Higher Education

and Ministry of Higher Education, and its

relations institutions of higher education, and



after thirteen years to establish the ministry

issued the Higher Education Act No. (6) for the

year 1998, by which the abolition of the Ministry

of Higher Education and replace it with the

Council of Higher Education and follow all

community colleges Jordanian Balqa Applied

University. And after the receipt of His Majesty

King Abdullah II Bin Al Hussein constitutional

powers as stated in a written assignment royal

re-establishment of the Ministry of Higher

Education and Scientific Research on 21.8.2001 to

take over the supervision and control over the

institutions of higher education official and

private and the advancement of the level of

higher education to keep pace with and consistent

with developments witnessed by the higher

education sector in the world and the needs and

aspirations of the community and humanitarian

environment in general.

Were three basic laws governing the conduct of

work in this ministry in 2001 and then was the

amendment in the two years 2003/2004, namely:



• Law on Higher Education and Scientific

Research, the provisional No. 41 of 2001, as

amended.

• Law of the Jordanian public universities

Provisional No. 42 of 2001, as amended.

• Law of Jordanian universities on the

provisional No. 43 of 2001, as amended.

Overseen by the Ministry of Higher Education and

Scientific Research of Jordan on the higher

education sector in Jordan by the Higher

Education Council, who is the general policy for

the sector of Higher Education and Scientific

Research Support Fund and the Higher Education

Accreditation and the team ministry technical and

administrative represented by lists of the

departments that support the work that will

improve the level of Higher Education in Jordan

through specialized scientific committees based

study of all certificates issued by institutions

of higher education and non-Jordanian recognition

and equivalence and the ratification of all

documents issued.



As the Ministry is to support outstanding need of

students in Jordanian public and private

universities through the missions of the early

Kingdom and early brigades, grants and loans from

the Fund to support the student, in addition to a

number of grants from private sector companies,

and grants from the Research Support Fund so as

to support scientific research projects that meet

the national needs and priorities, and providing

grants for graduate students excelling

academically, in addition to a number of

international programs including the Office of

Tempus National (TEMPUS) for the exchange

students to study in universities of the European

System of Graduate Studies, and the draft United

Nations Development Programme (UNDP), Education

Enhancement Project higher towards the knowledge

economy (HERfKE) to support the work of the

ministry and the private sector alike.

In view of the developments that have occurred

for the higher education sector in Jordan

necessary to review the rules and regulations



governing the work of this sector in order to

maintain the quality and the quality of output of

higher education and further support the

independence of universities, where a law was

passed Jordanian Universities No. (20) for the

year 2009, as well as the Higher Education

Act new number (23) for the year 2009, which

created it:

• The Policy and Planning Unit, which holds under

the new law the functions of data collection and

information on the sector of higher education and

conducting studies to support the work of the

Council and other functions contained in the law.

• Coordination Unit as well as admission and

registration, where she holds the unit to accept

students in public universities, in accordance

with the principles approved by the Council for

Higher Education. And after the enactment of the

Higher Education Accreditation No. (20) for the

year 2007 under which the Organization shall

enjoy legal personality with financial and

administrative independence and aims to ensure



the achievement of higher education institutions

Jordanian standards Alaatmadin public and private

sectors, and improve the quality of higher

education in the Kingdom and to ensure its

quality, and stimulate institutions Higher

Education on the openness and interaction with

universities and scientific research institutions

and accreditation bodies and international

quality control, and development of higher

education using a specific measurement standards.

And a continuation of the pursuit of the ministry

to develop all its business in accordance with

the strategic plan of the Ministry for the 2007-

2010 plan has the department launched several

initiatives of quality and unique from entering

the ministry Award of King Abdullah II Center for

Excellence in Government Performance, and the

award came to confirm the interest of staff

working actors in government institutions, in

addition to interest Recipients of service, in

addition to the important role of training and

ongoing education of staff and the granting of



various incentives and rewards. In the area of

the development of institutional performance

Ministry is currently re-examining and developing

its strategic plan and the identification and

measurement of performance indicators for the

objectives and develop plans and follow-up

performance, and build the organizational

structure, and suggest processes for the

development of working methods and streamlining

of procedures and update job descriptions, and

propose to provide reference services to the

recipient of the service and the publications and

annual reports of the achievements of the

ministry, and the involvement of the service

recipient in making decisions through a fund

complaints and make suggestions and

recommendations and decision-making, and study

the satisfaction of service recipients and to

increase the level of satisfaction and examine

employee satisfaction and work to increase the

level of satisfaction to them through training,

rehabilitation and compensation and incentives.



In the field of cultural relations concerned with

the ministry the conclusion of several

international agreements and executive programs

had a value of the exchange of many foreign

students and the dispatch of a number of

Jordanian students to study abroad, in addition

to holding several cooperation agreements with a

number of international institutions, scientific

as a Fulbright, and the Arab Federation for

Technical Education, the Academy International

Leadership / United Nations University in Jordan,

and others to promote international communication

and cooperation in the fields of science, culture

and participation in conferences, workshops and

specialized courses and exchange of academics, as

well as cooperation with the World Bank, which

supported many of the draft education sector,

higher education and project financing scarce for

this sector as well as support female graduates

of community colleges and their access to labor

market opportunities To be rewarded.



Due to the large success of TQM in manufacturing

companies, service

Organizations have started to follow in their

footsteps and consider the application of TQM.

This was mainly due to the nature service

industries in terms of its students’ orientation.

Thus TQM was applied to universities, hospitals,Keywords : Strategic M Management and Total quality


Demand for more

Education

Education development

PopulationGrowth

Improvement

Fig.4: the continues population growth will lead for more demands for education which will improve (health for example) which will lead to population growth too (McMahon, 2002)

hotels and education. In order to apply TQM to a

service sector it is important to decide on how

to evaluate the quality of service. Service can

be evaluated according to cost, flexibility,

totality, and response time. This paper will

concentrate on the affect of applying TQM to the

services and educational strategies and will be

used in universities in Jordan as a model (Al-

Tarawneh, 2011). In developing theory and TQM,

Giroux and Landry (1998) show the longitudinal

theoretical development of TQM and develop a

series of tests for the theoretical convergence

of TQM. Furthermore, De-Cock (1998) and Lawrence

and Phillips (1998) link the theoretical

development of TQM with postmodernism and

critical theory, viewing these philosophies as a

means of transforming TQM. Gap analysis must be

taking under consideration in this research to

help researcher to answer each of the questions

will be helpful for colleges and universities in

our societies.



2.3 University Achievement Exam, ( TAKEN FROM THE

MINISTRY OF HGIHER EDUCATION IN 2012

The Strategic Plan for Higher Education in the

Hashemite Kingdom of Jordan during the years

2004-2006 creates a vision to an education system

with high quality to produce qualified human

resources in different fields of knowledge and

meets the needs of the community's current and

future in line with economic and social

development. "As included the general objectives

of this strategy is the need to improve the

quality of higher education and the harmonization

of the requirements of the community through the

development of standards and principles for

accreditation and quality control applied to all

institutions of higher education and in

conformity with international standards. Hence it

was necessary to find mechanisms and means

through which the Jordanian state and its

institutions on the assessment of higher

education outputs in order to measure the impact

of the processes taking place on the input of



education in institutions of higher education.

They decided to establish the Higher Education

Council, which carried out the development of

public policies for higher education in the

Kingdom of the development of "academic

proficiency test" to all the graduates of

Jordanian students in Jordanian universities, and

non-Jordanian universities who want their

testimony in the equation.

2.3.1 What does the exam do?

The following are the aims of the "university

proficiency achievement test":

1.Provides the student with the graduate

certificate of competence in the area of

specialization recognized internationally.

2.Provides universities and the Ministry of

Higher Education and scientific research

institutions and other relevant information

to credit can be used in the evaluation and

development of curricula and improve teaching

methods, and thus achieve the standards of



accreditation and quality assurance and

quality in higher education outputs according

to the ISO and TQM standards.

3.Helps bachelor's degree holder eligible to

get admission to graduate studies by

providing a certificate of the wish to study,

in addition to access to scholarship in their

areas, and assistance in obtaining jobs at

the competent regional and international

support in addition to the degree the results

of the international university proficiency

exams.

2.3.2 What is measured by the exam?

Questions aimed at "efficiency university exam"

to assess the level of basic knowledge of the

students in the field of specialization by

exploring its ability to:

Analyze and solve problems within the framework

of specialization.



Understand the relationships between information

and knowledge in various aspects of the

specialization in interpretation of data or

numbers that appear or are scheduled in the form

of graphs or illustrations.

2.3.3 Strategy to deal with exam questions:

This strategies dealing with University

Achievement Exam (Kafaah) that focuses on the

links between the 'thinking styles' (Sternberg,

1999) of students following a BSc in Mathematics

and the strategies they employ when they deal

with exam-type questions. The students'

strategies were identified according to the 'A-B-

Delta classification', a classification that

builds on Weber's (2005) 'semantic', 'syntactic'

and 'procedural'. The students' 'Initial

Strategies' seem to be linked with the students'

thinking styles, whereas the students' 'Back-Up

Strategies' seem to be linked with the nature of

the exam-type questions.



The identified links between styles and

strategies are discussed, drawing from (Skemp's

1979) views about reality (inner and social) and

survival (respectively, internal consistency and

social survival).

This study concentrates on the relationship

between the students’ thinking styles (Stenberg,

1999) and the strategies (Kirby, 1988) the

students employ when they are dealing with exam-

type questions in mathematics. Thinking styles

are the “preferred way[s] of using the ability

one has” (Sternberg, 1999, p. 8) and are

conceptualized to be relatively stable over time

and context. A strategy is the “combination of

tactics, or a choice of tactics, that forms a

coherent plan to solve a problem” (Kirby, 1988).

The students’ attainment, the nature of task and

the students’ views are also considered in this

study. A three-phase study including both

quantitative and qualitative techniques was

designed with the aim of delineating this

relationship. The study was conducted with 2nd



year students (N=99) following a BSc in

Mathematics in the Department of Mathematics of

the University of Athens, although, for

methodological reasons, additional data were

collected from a broader group of undergraduates

(NUG=224). The students’ thinking styles were

identified through a version of the Sternberg-

Wagner Thinking Styles Inventory (Sternberg,

1999), translated into Greek. Two main Style

Cores were identified: Core I (creative,

original, critical and non-prioritized thinking)

and Core II (procedural, already tested and

prioritized thinking). Based on these cores, the

students were assigned to two clusters: Cluster

1C2C (High Core I/Low Core II) and Cluster 3C4C

(High Core II/Low Core I). In order to identify

the students’ strategies, the A-B-Δ strategy

classification was introduced, expanding on

Weber’s (2005) semantic, syntactic and procedural

strategies.

The AB-Δ strategies were grouped in three

Strategy Types depending on their links with



truth, memory and flexibility, respectively

identified as: α-type, β-type and δ-type.

Students assigned to Cluster 1C2C appeared to

prefer more α-type and less β-type Initial

Strategies than those assigned to Cluster 3C4C.

The nature of the task appeared to affect this

link. On the other hand, in the context of Back-

Up Strategies, stylistic preferences and ‘high’

attainment appeared to regulate a link between

the nature of the task and a Back-Up Strategy,

rather than forming a style-strategy link (as in

the case of Initial Strategy).

Drawing from Skemp’s (1979) views about reality

(inner and social) and survival (respectively,

internal consistency and social survival), it is

argued that the students choose different

strategies, because they essentially perceive the

given task in qualitatively different ways. The

students’ different stylistic preferences

indicate differences in their inner reality, thus

affecting their choice of an ascertaining

argument, which in turn determines their



selection of Initial Strategy. The failure of the

students’ Initial Strategy leads them to re-

evaluate the task itself, thus resulting in a

change of the reality in which the students have

to survive and this, in turn, determines the

students’ Back-Up Strategies.

Determine the signs of "academic proficiency

test," according to the number of correct answers

from the choices given. Signs shall not be

deducted against the wrong answers. Therefore, it

is best not to leave the student to answer any

questions on the exam, because there is a chance

to get a correct answer for the question.

Note: the student must answer half the questions

on the exam at least until the dependent

student's marks in the reports submitted to the

department or the reports of the sub scores. May

not choose more than one answer to the same

question, where is canceled final question in

this case.

2.3.4 Sets of exam questions?



Involved a group of professors of each discipline

in Jordanian universities, public and private in

the development of components and vocabulary

"test of competence university", The

International Foundation for the ETS ("ETS"

Educational Testing Services) to participate in

it in the organization of the exam, as the

Supreme Committee issue a decision of the

Minister of Higher Education and Scientific

Research, in coordination and cooperation in this

matter. The participation of international

destinations in the exam is important to provide

the international dimension and the recognition

of its findings to him, in order to achieve

certain objectives such as helping graduates to

get accepted for postgraduate studies in

universities outside the home, and get grants

from regional and international bodies, according

to the Strategic Plan for Higher Education in the

Hashemite Kingdom of Jordan during the years

2004-2006 a vision to create an education system

with high quality which is able to produce



qualified human resources and specialized in

different fields of knowledge meet the needs of

the community's current and future in line with

economic development and social development. This

Exam will improve the quality of student’s

performance, and must meet the requirements of

subject given to students and develop their

standards and the principles for accreditation

and quality control that applied to all

institutions of higher education and in

conformity with international standards. Hence it

was necessary to find mechanisms and means

through which the Jordanian state and its

institutions on the assessment of higher

education outputs in order to measure the impact


education in institutions of higher education.

2.3.5 Who Writes the University Achievement Exam

Questions?

An elite group of selected university professors,

representing the wide spectrum of disciplines and



specializations offered by the various public and

private universities operating in the Kingdom,

join efforts in writing the University

Achievement Exam questions, with the help and

support of the Educational Testing Services ETS.

Besides helping in writing the exam questions,

ETS offers instruction, consultation, and

technical assistance in organizing and conducting

the exam. However, the whole process is to be

accomplished and finalized in coordination with

members of the Higher Committee for the

University Achievement Exam, to be formed by a

decision of the Minister of Higher Education and

Scientific Research. As a matter of fact, the

participation of an international agency in the

exam is crucial to ensuring an international

recognition of its result. This international

dimension would help students in gaining easy

admission in postgraduate programs offered by

foreign universities, and securing, if and when

possible, scholarships from regional and

international donors and agencies



2.3.6 What does the exam?

Aims of the "university proficiency test" due to

the following:

1- Provide the student with the graduate

certificate of competence in the area of

specialization recognized internationally.

Provide universities and the Ministry of Higher

Education and scientific research institutions

and other relevant information to credit can be

used in the evaluation and development of

curricula and improve teaching methods, and thus

achieve the standards of accreditation and

quality assurance and quality in higher education

outputs.

Help bachelor's degree holder eligible to get

admission to graduate studies.

2.3.7 Exam hours

This exam takes 2 hours time will be taking in

each university

2.3.8 Who provide the exam?Keywords : Strategic M Management and Total quality


According to the decision of the Higher Education

Council, the all Jordanian students are expected

to graduate in the separation of what to come

forward "for the university exam efficiency" in

their respective specialization. The exam is

optional for students of non-Jordanians.

2.3.9 Exam result

Certificate is issued to the student and the

graduate certificate in this show mark obtained

by the student, and ranked among his colleagues

in the same specialty. According to the decision

of the Higher Education Council, is not a success

in this exam requirement for graduation.

One of the comment and issues about the exam

result written Alrai news paper for exam

conducting in 2014-2015. Published in Al-Rai- Jordan Thursday 01/29/2015

-

Low results of the achievement exam in

university of JordanKeywords : Strategic M Management and Total quality


Amman - Khalid Khawaja - A preliminary report of

the results of achievement exam

Aman - Khalid Khawaja conversation - A

preliminary report of the results of university

efficiency for the second quarter on lower

results in educational outcomes exam where the

percentage of check or mastery of skills and

general learning outcomes measured exam

efficiency in the overall level was (39.75%).



And the Chairman of the Accreditation Council for

Higher Education Commission, Dr. Bashir Al Zoubi

during a press conference held yesterday at the

headquarters of the body he said that the

proficiency rate or verification of competencies,

skills and outcomes expected of the student

ownership in the educational software family was

(30.99%) of the total learning outcomes in

special educational programs

The reservation Zoubi in his publication of the

detailed results for each university alone or

indicate the level of results between the public

and private universities impossible to avoid

defamation of these universities.

He added Zoubi that the percentage of proficiency

or check the competencies, skills and outcomes

expected of the student ownership in the

administrative programs and actions of the family

was (37.00%) of the total learning outcomes.



Administrative programs and business, while the

proportion of perfection or verification of

competencies, skills and outcomes expected of the

student ownership in the engineering software

family total (44.64%) of the total learning

outcomes for engineering programs And Zoubi said

the exam in the general level of total of (8209)

students representing a rate (26.9%) of the

students, which amounts to the total number for

this year (30 515) students and is based on

measuring the skills exam rather than a test of

measuring the knowledge and facts of the theories

have been learned by the student..

And Zoubi said the success rate in mastering or

check the competencies and skills learning

outcomes own culture Informatics (34.22%) as

ratios ranged check or mastery of skills and sub-

productions in this area, three outputs of subset

between (31.50%) of the skills to use rules

information, and (47.50%) for skills recruitment,

assessment information sources. .



The critical and creative thinking skills have

accounted check or mastery of skills, and the

outcomes of critical thinking and creative was

(40.47%) as ratios ranged achieve these

competencies and sub-productions, five outputs

subset between (29.33%) of the skills of

interpretation), and (68, 50% ) of the skill to

distinguish between facts and opinions..

The percentage of check or master competencies

and skills related to ethical rules was

(38.33%,) while the proportion of check or

mastery of competencies and sub Actual falling

below three competencies and outcomes subset

between (35.00%) of skill discrimination

behaviors consistent with the ethics rules), and

(40, 50% ) to employ the skills of the special

rule on ethical behavior) sources.

The knowledge of Law and rights and engage the

local and regional community to the environment

of specialization, reaching knowledge of civil



rights and engage the local and regional

community environment specialization ratio

(42.75%), where the results showed that the

percentage of check or mastery of competencies,

skills and outcomes related liability amounted to

(26.62%) The percentages percentage of

proficiency check or sub Products that fall under

the responsibility and the number of three sub-

products was between (23.54% )for the skills to

recognize the importance of responsibility and

outputs), and (27.74%) for the skills to

recognize the concept of responsibility in a

given positions..

Dr. Zoubi said the proportion of check or mastery

of competencies, skills and artifacts related to

the concept of freedom and its applications was

(38.72%). The percentages ranged from a check or

master sub-competencies that fall under freedom,

and travel three outputs of between (27.51%) for

the skills to recognize the importance of freedom

and outputs , and (48.03%)to assess the skills



of the positions that are related to freedom).)He

added that the proportion of check or mastery of

competencies, skills and artifacts related to the

concept of power (50.60%) ranged percentages

three products of between (17.87%) of skills

assessment of behaviors consistent with power),

and (72.26%)for the skills to recognize the

concept of power.

The percentage of check or mastery of skills,

skills and learning outcomes related to the

concept of justice (39.15%), where the

percentages ranged from a check or mastery of

competencies and skills and sub-Products that

fall within the justice, three outputs of between

(26.69%) of skills evaluation consistent

positions with the concept of justice , and

(52.92%) for the skills to recognize the

importance of justice and output.

The percentage of check or mastery of skills and

outcomes and skills related to the concept of



citizenship, functions and applications (45.83%)

ranged percentages three products of between

(25.46%) of skills evaluation consistent

positions with the concept of citizenship, and

(74.82% ) for skills recognition to citizenship

practices and obligations and tasks associated.

The research and analysis skills, reaching the

proportion check or mastery of competencies,

skills and learning outcomes own research and

analysis (47.63%), where the percentages ranged

from a check or master outputs sub learning that

fall within the research and analysis, four

outputs of between (24.00%) of skills conclusion

and analysis of the results of research and come

to conclusions), and (60.67%) for the skills to

identify problems and attitudes identified in a

given period of time.

The mental processing verbal and logical and

mathematical skills, the results indicated that

the percentage of check or master the skills and

competencies and learning outcomes related to



mathematical treatment (37.27%) ranged

percentages six outputs of between (33.00%) of

each of the conclusion skills and the employment

skills numbers and applications, and( 50.50% )for

skill analysis and interpretation of the data

spreadsheet

The percentage of check or master the skills and

competencies and learning outcomes related to the

treatment of verbal (43.56%) as percentages of

the four outputs of between (30.25%) of the

number ranged skills verbal discrimination and

understand the similarities and differences), and

(50.25%) for skills measurement and perception

verbal relations .

The check skills proportion and competencies and

learning outcomes related to the logical

treatment (28.43%) as percentages ranged from

five outcomes subset between (26.47%) of logical

analytical processing skill to determine the

assumptions and reasons and claims), and



(34.24%)for skills examine interactions between

information and the percentage of check or

mastery of skills, and skills outcomes related

skills to solve problems (31.12%) The percentages

ranged from five productions and travel related

to solving the problems between (24.64%) for the

skills of generating alternatives to deal with

the problems, and (61.98% )for skills identify

steps and measures to solve the problem.

The percentage of check or mastery of skills and

outcomes related skills to work in a team

(41.30%) as percentages of the four outputs and

private travel with the team to work ranged

between (23.04%) for the skills of conflict

resolution), and (48.46%) for skills formation

team and the success of the work communication

skills and oral reaching the proportion of check

or mastery of skills, skills and outcomes related

skills, oral communication and written (26.00%)

as percentages ranged between (25.33%) for

skills conclusion based on written messages, and



(29.50%)for skills accommodate written texts and

identifying content of those measures.

In the medium level and with respect to

educational programs indicate the results of this

session that the ratios check or mastery of

competencies, skills and outcomes the home of the

family of educational programs ranged between

(18.56%) for competencies and skills and learning

outcomes own strategies for teaching, and

(51.89%) for competencies and skills Actual own

and the availability of learning opportunities.

The engineering programs indicate the results of

this session that the ratios check or mastery of

competencies, skills and outcomes Home of the

family of engineering programs ranged between

(23.16%) for competencies and skills and learning

outcomes for STDs, and (68.86%) for competencies

and skills and Actual own knowledge of

mathematics, science and engineering..



The administrative and management programs and

actions indicate the results of this session that

the ratios check or mastery of competencies,

skills and outcomes as the home of the family of

the administrative and management programs and

actions ranged between (18.65%) for competencies

and skills and learning outcomes for the skills

of key business), and (36.34%) for competencies

and skills and Actual own administrative concepts

He added Zoubi he took into account in their

choice to represent the disciplines offered by

each university, as well as coverage of the

variable sex student (41%) males and 59% females,

as well as distributed to different segments of

the rate of cumulative (23.8%) is acceptable, and

(50.7%) Good and (25.5%) is very good and

excellent), and also included a sample study

(4886) students from public universities and make

up (60%) of the study sample, and (3323) students

from private universities and make up (40%) of

the study sample.



At the end of the conference attendees and

participants in the exam on several points occur

among Abdul-Rahman al-Zubaidi that these

electronic exam success record, the first in the

region and did not cost a penny and in national

Jordanian including the National Centre for

Information Technology and Orange and cooperation

of private universities and government technical

teams..

The struggle of Prof. Yunus said according to the

problems of our Jordanian education system:

Ratified the results of the efficiency with which

announced recently the accreditation body which

indicated that the universities exceeded the

cutting edge, "three", including "private"

universities and the University of Jordan and

some of the faculties of universities Balqa

Applied, while the distribution of universities

by success in one specialization ratios were

mostly refers to distinguish exam universities

"own" the public universities, and adding to that



the modest sites Jordanian universities on the

Arab and international university rankings, it

means that the public universities fall back year

after year, and that all the strategic plans of

the shift towards global or research were not

only one of the two; one occasion be a way to

raise the academic community who suffers from

depression and sagging morale, again be closely

practical confirmation on the right

administrative and academic planning failure..

According to the results, Faculty of Education

and Arts UNRWA has ranked first proportions

master requested the general level of the exam

university efficiency, while Princess Sumaya

University for Technology got second place and

the University of Jordan (or universities) that

we look forward to evolve and jump far leaps

after fifty years of its inception, since

embarked on the development of plans for turning

around the world got the third place with the

Arab Open University.



Talk about the rest of the specialties made by

public universities have a special status already

and some of them not on the cards, but in public

universities .balata It does not make any

difference in the overall assessment, which is

why we sought by the Chair of the Accreditation

Commission, Dr. Bashir Al Zoubi in order to

follow up on these indications that the academic

reputation and the integrity of the output is not

limited to names and attributes, or the long

history, but rather a serious academic

departments and their ability to ensure the

effective tools to provide a college environment

and mechanisms of teaching interested in

developing scientific and academic competencies

university student who suffers from harbingers of

violence and the high fees and lack of

competitiveness , which is what makes the concern

of any defect that could disrupt the reform of

the Jordanian education train.



What experienced public universities from

difficult situations, and with the educational

system in Jordan is not limited to, it is a

really bad through which the educational

strategies as a whole, which is not confined to

the stage without the other, but all grade

levels, without exception, including primary and

secondary school years, which we have a look at

it beauty which is covered early pyramid signs in

the face of education in Jordan powder, and test

high school, which has been the remains of water

that covers the drought this face; however, the

reality of today is not the case, everyone is

suffering from sagging and retreat and weakness,

although they differed in level they got him.

2.3.10 Anticipated benefit from the results of

the exam?

Classified results of the "academic proficiency

test" on the five levels as follows:

They may be interested in higher education

institutions in the Kingdom to make comparisons



between the results of Jordanian students in the

exam in a particular specialty and the results of

their counterparts at universities in other

countries. This will result in frequent

superiority of the results of a student at the

University of certain Specialties to gain the

university a strong reputation among Jordanian

universities in that specialty. Due to the

intensity of competition in getting jobs in the

national and regional institutions and

international, the results of proficiency test

will enable graduates to obtain employment

consistent with the best ability. Exam will

result in the end to create a competition between

the disciplines in different universities

asymmetric towards better levels through the

development of study plans, and teaching methods,

and increase training of faculty members, and

provide the requirements of the teaching process

at best.

2.3.11 where is the exam held?



Holding a "competency exam university" in the

university, which belongs to the student, and is

arranged in collaboration between the University

and the Higher Committee for the exam and the

Foundation (ETS)?

2.3.12 How many times the students can take the

exam

The student can take the "university exam

efficiency" more than once and a maximum of three

times, but the test for the first time should be

in the chapters and subjects, which are expected

after they graduated.

2.3.13 Content of the examination

Per aims (25% -40%) of the exam questions to test

the ability of the student or graduate to learn

to identify the terms, facts, ideas, trends,

methods, techniques, principles, and circulars in

the field of specialization.

Per aims (25% -40%) of the exam questions to test

the ability of the graduate student to understand

the written information, written reports, tables,



charts, instructions, and laws related to his

specialty.

It also aims at a rate of about (30% -50%) of the

exam questions to test the ability of the

graduate student on the application of certain

ideas, certain actions, methods, formulas,

principles, and theories in the field of

specialization.

Eventually, the University Achievement Exam will

create an atmosphere of competition between

counterpart specializations and disciplines

offered by the various universities.

Subsequently, this competition will urge

universities to continuously revise, develop and

update their curricula, study plans and courses

in keeping with new trends and innovations; to

upgrade their teaching methodologies; to enhance

the skills, performance and training of their

faculty; and to provide the best possible

ambiance, facilities, resources and services for

the overall teaching/learning process on their

campuses. Results of the University Achievement



Exam are to be classified into five major

categories:

The student's standard in comparison with his/her

colleagues from the same university.


colleagues in the same specialization from other

universities in Jordan


colleagues in the same specialization from other

universities worldwide

Each Jordanian university's standard in

comparison with counterpart universities

operating in the Kingdom

Each Jordanian university's standard in

comparison with counterpart universities

worldwide

Thus, the University Achievement Exam's results

are of crucial importance and significance to

every graduating student; every academic

department in each Jordanian university; every

Jordanian university operating in the Kingdom,

whether private or public; the overall status and



standard of higher education in Jordan, as well

as local, regional and international agencies and

institutions which take the exam results into

account when considering opportunities for

students' recruitment in the future

2.3.14 TQM and the Achievement Exam

The research defines (TQM) as a philosophy of

educational organizations, improves

organizational performance and administrative

systems. The overall aim and objective of this

study is to highlight the following:

1. To identify and examine the characteristics of

"University Achievement

Exam" (Kafaah) among six selected Jordanian

universities.

2. To identify issues that affected University

Achievement Exam (Kafaah) in Jordan.

3. To determine the efforts university made to

improve University Achievement Exam (Kafaah).



4. To recommend possible TQM framework for the

improvement of University Achievement Exam.

5. To examine the feasibility of applying TQM in

the MoHESR and

6. To design a model for implementing TQM in

MoHESR

The research main finding include: the adoption

of (TQM) as a modern approach which still limited

in the Arab countries, particularly at higher

education institutions. Teamwork, continuous

improvement, integrated coordination, creativity

and innovation are the bases of (TQM) philosophy.

The administrative competent and leadership both

are the backbone and helpful for implementing of

(TQM) methodology.

2.4 TQM and Higher Education



2.4.1 Customer of Higher Education

However, it is important to identify the customer

of higher education; on the other hand many

higher education institutions think that it’s

really big challenge to do so (Lawrence and

Robert, 1997). According to (Owlia and Aspinwall,

1998), “From different customers of higher

education, students were given the highest rank.

The remainders, in rank order, were employers,

society, faculty, and families”. The philosophy

behind ranking was that since needs/expectations

of different groups of customers may differ or

even oppose each other, giving a priority to them

is essential.

According to (Venkatraman , 2007), customer in

higher education must be regarded as

stakeholders, which in this case we take into

consideration both internal stakeholders like

employees and external stakeholders such as

students and society. Universities,

traditionally, have two main goals: to create and

to disseminate knowledge. The creation of



knowledge is done through the research and its

dissemination, is done through the education. So,

education and research are their central

processes. Who is the main customer of each one

of these processes? Is it easily recognizable?

And as from identification of main customer, who

is the conflicting, views among them? These

questions are object of studious in the present

paper that it will analyses the education and

research while productive processes, who is the

main customer of each one of these processes, as

well as their conflicting views in higher

education institutions and the current

implications.

This paper is structured on the following

sequence: the first stage is the identification

of possible customers of higher education

institutions as from the bibliographical review.

On a second stage it has a discussion about the

main processes of higher education institutions:

education and research, while distinct processes



on a production system. Here are proposed

specific production system models for each one of

these processes, being the education process

dismembered in two distinct processes: “teaching”

and “learning”. And after it is demonstrated “Who

the main customer is” of each one of these

processes. Ending the paper, it is discussed the

conflicting views of different customers and

their implications about the organization of

education and research processes in higher

education institutions

The higher education institutions have a great

number of customers groups as you can know from

different authors who studied the subject. These

customers have different requirements,

complementary or contradictory among themselves.

This can be seen in studious in distinct areas,

such as quality. Robinson and Long (1987)

emphasize the necessity of internal marketing in

the universities and accentuate as, particularly

important for this a bigger focus on the human.



2.4.2. The emergence of markets in higher

education read below.

In the last decades the market has emerged as an

instrument of public policy. Margaret Thatcher in

the UK made extensive use of market mechanisms as

a tool for promoting competition between public

services (including higher education) to increase

their efficiency and to maximize the provision of

social benefits(Sizer 1990), economy in the

acquisition of resources, Efficiency in the use

of resources, and Effectiveness in the

achievement of objectives. In several countries

governments have also been experimenting with

market-type mechanisms to force higher education

institutions to compete for students, for funds,

for research money. However, the efficient

operation of a market requires it to be perfectly

competitive (Leslie and Johnson 1974). This

implies a number of conditions that are difficult

to fulfill, one of them being the need for

perfect information by producers and consumers

about price, quality and other relevant



characteristics of the good or service being

purchased. Therefore, the public disclosure of

the results of quality assessment exercises can

be seen as a tool to provide useful information

for the efficient operation of the higher

education market. Information is particularly

relevant in the case of higher education that has

three simultaneous characteristics (Dill and Soo

2004).

It is an ‘experience’ good, meaning that its

relevant characteristics can only be effectively

assessed by consumption. It is only after a

student starts attending classes that he forms a

true idea of what he has got in terms of quality,

professors, and educational experience.

It is a rare purchase, as a student in principle

enrolls in a single degree program throughout his

professional life. Therefore he cannot derive

market experience from frequent purchases, as it

would be the case of buying clothes or food.



Opting-out costs are high, as changing to a

different program or institution is difficult and

in general has high associated costs

The simultaneity of these three characteristics

of higher education gives the government a strong

basis for intervention to protect consumers. In

general, government intervention aims at

providing information to students and their

families and may take different forms such as

licensing, accreditation, and the publicity of

the results of quality assessment activities

(Smith, 2000).

2.4.3 Immature consumers

The operation of a higher education market

demands that students and their families make

rational economic choices. However, Dill (1997)

sustains that the information for making rational

choices, i.e., the measure of prospective future

earnings provided by alternative academic

programs is not available, and as students are



immature consumers, many of them (or their

families) would not use that kind of data even if

it were available, which raises the question of

the validity of the hypothesis of rational

economic choice (Tavares et al 2006). The theory

of behavioral economics assumes that people do

not regularly make rational and selfish choices.

Vossensteyn and Jong have used this theory to

explain student choice, which is surrounded by

considerable uncertainty as they do not know the

real contents of the studies and do not know if

they will get a proper job after graduation.

Therefore ‘concepts like reference levels, loss

(and risk) aversion, diminishing sensitivity,

mental accounting, in temporal choice, endowment

effects and rules of thumb, all seem to be

relevant to student choice’ (ibid: 16). The

state or a state agency, acting on behalf of the

final consumers, has more complete information

than students about the market and can get a

better bargain from the providers as it is a bulk

purchaser, a rationale that is reinforced by the



immature character of students as consumers.

Therefore, the state will no longer be a provider

of higher education, assuming instead the role of

principal, representing the interests of

consumers by making contracts with competing

institutions (Le Grand and Bartlett 1993).

2.4.4 Quality of Higher Education

In fact, main concern in this thesis is about

definition of quality of higher education that

has proved to be even more difficult rather than

manufacturing products and services. There is no

doubt about the point that quality plays an

important role in today’s higher education (Owlia

and Aspinwall 1997), (Feigenbaum, 1994) believes

that in “invisible” competition between countries

the quality of education is the main and

important factor, and this is because quality of

products and services is defined by the action,

decision-making, and thoughts of managers,

engineers, workers, and teachers in the quality

work. Like other businesses, in today’s market,



education and in particular higher education has

entered to commercial competition, which is due

to economical forces (Seymour, 1992). Freeman

believes that this competition is firstly because

of the improvement of the global education

market, and secondly is due to the reduction of

the governmental funds that encourage

organizations to look for some other financial

sources, (Freeman 1993). Therefore, identifying

what does the quality mean in higher education as

the first phase of quality work seems to be

essential. However, still there is no one unique

definition about the quality of higher education,

there are plenty of these explanations that in

somehow have industry perspective. Furthermore,

(Cheng and Tam, 1997) suggest, “Education quality

is a rather vague and controversial concept” and

(Pounder, 1999) argues that quality is a

“notoriously ambiguous term”. Nevertheless, some

other gurus in the context of quality in higher

education prefer to correct those definitions

coming from industry and use the revised version



of definition of quality in higher education. For

instance (Campell and Rozsnayi, 2002), have

defined the concept of quality of higher

education in several ways related to industry:

Quality as excellence: this definition is

considered to be the traditional academic view

that holds as its goal to be the best.

Quality as zero errors: this is defined most

easily in mass industry in which product

specifications can be established in detail, and

standardized measurements of uniform products can

show conformity to them. As the products of

higher education, the graduates, are not expected

to be identical, this view is not always

considered to be applicable in higher education.

Quality as fitness for purposes: this approach

requires that the product or service has

conformity with customer needs, requirements, or

desires.

Quality as transformation: this concept focuses

firmly on the learners: the better the higher



education institution, the more it achieves the

goal of empowering students with specific skills,

knowledge and attitudes that enable them to live

and work in the knowledge society.

Quality as threshold: defining a threshold for

quality means to set certain norms and criteria.

Any institution that reaches these norms and

criteria is deemed to be of quality.

Quality as value for money: The notion of

accountability is central to this definition of

quality with accountability being based on the

need for restraint in public expenditure.

Quality as enhancement or improvement: This

concept emphasizes the pursuit of continuous

improvement and is predicated on the notion that

achieving quality is central to the academic

ethos and that it is academics themselves who

know best what quality is at any point in time.

Correspondingly, the definition of quality should

be based on various attributes reflecting the

above-mentioned different perspectives.



To describe quality approaches in depth, the

following attributes help to distinguish quality

concepts:

1. Context and scope: Intended context of the

approach (for example, schools, higher

education, vocational training). Which

processes are covered (e.g., design,

development, realization)?

2. Objectives: What are the quality objectives

that can be achieved by an approach? (Some

examples are cost reduction, process

consistency, learner satisfaction, and product

reliability.)

3. Focus: Does the quality approach focus on (1

organizations/processes), (2

products/services), or (3 competencies)?

4. Perspective: For which stakeholders and,

correspondingly, from which perspective was a

quality approach designed? (Developers,

administrators, learners?)



5. Methodology: Which methods and instruments are

used?

6. (Benchmarking, criteria catalogue, guidelines,

information provision?)

Metrics: Applied indicators and criteria to

measure the success. (Some examples are drop-out

rate, return on investment, learner

satisfaction.)

Finally, a variety of related approaches for a

specific quality objective exist. These standards

are used to assure quality for very specific

aspects, such as data quality or

interoperability.

The following table (table 1) summarizes the

potential choices for educational organizations.

Table 1: Classification of quality approachesStandards’

Type

Purpose Examples

Concepts for ISO 9000:2000



Generic

quality

Approaches

Specific

quality

approaches for

learning,

education,

and training

quality

management

or quality

assurance,

independent

of the domain of

usage

Quality

management or

quality

assurance

concepts for the

field of

learning,

education, and

training

(International

Organization for

Standardization, 2000)

EFQM (European

Foundation for Quality

Management, 2003)

Specific quality

approaches for

learning, education,

and training

Quality management or

quality

assurance concepts for

the field

of learning, education,

and

training

BLA Quality Mark



Related

approaches

Manage or assure

specific aspects

of quality. For

example,

learning

technology

standards

are used to

assure

interoperability

as a specific

quality

objective

(British Learning

Association, 2005)

QAA Framework

(Consortium for

Excellence in Higher

Education, 2001)

Quality on the Line

Benchmarks (Institute

for Higher Education

Policy, 2000)

ASTD Quality Criteria,

American Society for

Training & Development

(2001)

Learning Object

Metadata IEEE Learning

Technology Standards

Committee



(2002)

Data Quality (Pipino et

al., 2002; Pierce,

2004)

2.5 Total Quality Management

However, defining the concept of quality is

considered as an initial objective for HEIs, but

it seems that concentrations are mostly in

achieving this objective, rather than to focus

for finding specific definition. Therefore, this

question will come to mind, how can we gain the

quality of higher education? Nevertheless, the

origins of TQM in business and industry, and its

successful implementation in most cases as a

universal remedy have jointed to bind its

acceptability to HEIs, and many articles have

been written on the subject. In fact, there are

many advantages that product-oriented businesses

and service oriented organizations like HEIs both



can rely on to pursue Total Quality Management

program, (Ramona and Sower, 1997).

2.5.1 TQM Philosophy

TQM approach keeps the organizational goals at

the supreme but there is a fundamental shift in

philosophy - from work centered to employee-

centered. TQM believes in the following:

There are no workers and no managers; all

employees of an educational institution have

important roles to play. The role of each one is

important. Therefore, we must realize that all

are facilitators and team members, the head of

them being the leader of the team. The team can

never succeed unless everyone puts into his/her

best.

Involvement, and not merely participation in

management, is the key word. Involvement means

participation plus commitment and pride. This

requires both empowerment of the employees and

control also and when their actions go beyond



addressing the institutional needs and

objectives.

Everyone is made to identify oneself with the

institution. Employees voluntarily come forward

as the relationships should be family-oriented,

where everyone gives his/her best even without

asking. The relationships should be informal,

even though the formal authority remains intact

beyond doubt.

TQM requires a new set of values. There should be

openness, transparency, trust, patience, respect

and discipline. There is a need for long-term

thinking and emphasis on long-term objective.

Short cut, short term gains and short sightedness

should be avoided. The system of punishments and

rewards is to remain open to every body's

evaluation. Thus, TQM is both practical and

ethical.

2.5.2 TQM Process

In an educational institution, the TQM process

Figure 2 brings with it the commitment to



quality, commitment to the employees, and

commitment to the organization. Principals,

administrators and teachers, as parts of the

educational partnership, really want good things

to happen for students. All those who contribute

to the system should be involved, with a clear

understanding of the purpose.

The employees and the students, the environment

and the strategic planning, that goes to make it

a success. It is an approach to improve the

effectiveness and flexibility of the organization

as a whole. The improved performance is directed

towards satisfying cross functional goals as

quality, cost, manpower development, quality of

work life, etc. These activities ultimately lead

to increased students and employee satisfaction.



Environment factors

Accountability

Administrator as a Role Model

Figure 5 indicate TQM process

The processes introduce TQM in

Universities/Colleges, generally have the

following steps:

1. Mission and Passion: Total quality is an idea

which has to be communicated. The determination

and announcement of mission statement is the

first and foremost task on which the whole TQM

will depend. It helps everyone to focus on the

central theme. It gives directions to the

institution. There is no or minimal conflict.

Everyone shares a passion to move continuously

close to the ideal vision. The students, the

teachers, the employees and the administrators

push the college in one direction. Action of each

one of them will be directed and moved by a

common philosophy.



Mission and Passion

Human Relations

Feedback: TQM

Customer Satisfaction

2. Administrator as a Role Model: Have you

completely identified yourself with your

institution and are you always thinking of making

it a better and better college every day and

fighting with all your strength all the vested

interests which want to come in the way of your

realizing the vision of an ideal college. It must

also be clear from the side of

administrator/principal of the institution that

he / she is committed to total quality. The

commitment should be communicated in meetings

with employees and students and must be practiced

i.e. it must be by word of mouth and by action

visibly demonstrated. The process of pursuing

this agenda should be continuous and never lost

sight of.

3. Environment factors: The next step is

identification of the factors of internal and

external environment, which have a bearing on the

institution building. These include factors

effecting the work environment in the institution



(proper cleanliness, lighting, teaching aids,

projectors, computer labs, lab materials,

canteen, sports, gardening, water, etc) and

factors helpful in image building of the

institution (industry-institution interaction,

debates, conferences, seminars, public relation

including media management etc.) In managing

total quality, endeavor should be to involve both

internal and external environment factors.

Involve students

to help create environment for better

learning/activity process. Involve outsiders for

mutual benefit. In conclusion, there is a need to

develop self-motivation for TQM in everybody who

matters.

Liberalization and globalization have set new

trends in domestic and global competitive

environment. This has led to a great disparity

between what is taught and what is needed at the

work place. Due to the socio-economic, cultural

and technological transformation which has taken

place during past decade, newer demands are being



placed upon educational institutions. Educational

system can effectively react to these internal

and external challenges only when it emphasizes

on total quality. Engage in the delicate

balancing act of ensuring quality to external

customer (students, parents, and taxpayers),

while at the same time paying attention to the

needs of internal customers (teachers, board

members, and other co-workers).

4. Accountability: We have to develop the system

in which every group (student, teachers,

researcher, and manager) is accountable to all

other groups and members of each group are

accountable to one another. Accountability is

defined in terms of explicitly stated objective

criteria, in which students are accountable to

teachers because they have to submit regular

assignments and they are subject to regular and

continuous open internal assessment and

accountable to taxpayer who wants them to receive

their education by hard work.



We should develop a system in which teachers are

accountable to students through instruction

surveys and are accountable to management through

self assessment and assessment of teacher by

outside organizations and in which researchers

are prepared to be assessed by outside agencies

and funding agencies for their work.

We have to develop a system in which managements

are accountable for their work through assessment

by accreditation process. Moreover all

accountability at all levels has to be in terms

of criteria laid down sufficiently in advance.

5. Human Relations: There is a need to enthuse

quality in the whole setup, including the

relationship. All individuals, small or big must

be viewed as important human beings with

physiological, psychological, social and ego

needs. Establish systematic and continued

communication among everyone. Develop skills in

conflict resolution, problem solving and

negotiations while displaying greater tolerance

for and appreciation of conflict. The informal



relations must be tuned to help the formal

organization.

6. Customer Satisfaction, people are the basis of

developing and supplying products and services

delivered to supply customer higher

satisfaction. Colleges/Universities are applying

their investment in student's education and

faculty training so that the can develop

employees to be capable of taking

responsibilities and making improvements

independently and to be accountable of the final

student achievement. According to Susan Aldridge,

Jennifer Rowley, (1998) "Measuring customer

satisfaction in higher education", Quality

Assurance in Education, Vol. 6 Iss: 4, pp.197 –

204, MCB UP Ltd, through theology was developed

to measure student satisfaction with significant

components of the service experience delivered to

students at Edge Hill University College uses a

questionnaire-based survey to collect information

on student satisfaction. The methodology has two

unique features: the Student Charter informed the



survey design; and student responses were

collected electronically through on-screen

questionnaires through intranet. The outcomes

suggest that there were remains some resistance

to the completion of an electronic questionnaire

and both paper and electronic versions are likely

to continue to be necessary in order to achieve

optimum response rates. The methodology has

identified specific aspects of the service

experience where there was either an absence of

student satisfaction or the level of student

satisfaction was variable. These aspects have

been further explored with focus groups and fed

into the quality plan for the college.

Moreover, the implementing measurement to be

recognized in any educational system process

improvement initiatives undertaken from the

standpoint of the customer model, with the aim of

further motivating employees A Total quality

system ” model shows above is proposed to offer

to this study a framework for response to

different types of feedback from students



perspective. Stephanie Ellen, eHow Contributor,

also suggest how to measure customer satisfaction in

the Education Service through Student feedback on

instructors and courses is valuable feedback for

colleges and universities to improve

instructional techniques, improve retention rates

and garner feedback from students on course

materials. Student Instructional Reports (SIR

IIs) provide a way for institutions to measure

customer satisfaction in the education service.

The reports, published by Educational Testing

Service (ETS), can lead to improved instructional

techniques and better experiences for students.

The SIR II survey can also be administered to

online classes.

7. Feedback: TQM is a continuous process. There

is a need for continuous performance appraisal of

all the subsystems as well as the system as a

whole. The quality standards may be fixed in

advance and performance compared both in

qualitative and quantitative terms. The standards

may also be reviewed as the graph of performance



rises. For this purpose, independent assessment

machinery should be created in the form of a

Quality Coordinator or TQM committee. The

machinery should be such as may have high moral

credentials and faith of everyone, completely

independent of the management/administration.

However, for introducing a TQM approach in an

organization or institution we prefer to classify

it in two phases. The first phase can be defining

of what TQM really is, and the second phase is

about the implementation of this approach.

Total Quality Is…

Meeting Our Customer’s Requirements

Doing Things Right the First Time; Freedom from

Failure (Defects)

Consistency (Reduction in Variation)

Continuous Improvement

Quality in Everything We Do (Fig. 2)



Planning/ (PDSA) Planning cycle

The Plan–Do–Study–Act Cycle The plan–do–study–act

(PDSA) cycle

describes the activities a company needs to

perform in order to

incorporate continuous improvement in its

operation. This cycle, shown in Figure 5-6 is

also referred to as the Shewhart cycle or the

Deming wheel. The circular nature of this cycle

shows that continuous improvement is a never-

ending process. Let’s look at the specific steps

in the cycle. Plan The first step in the PDSA

cycle is to plan. Managers must evaluate the

current process and make plans based on any

problems they find. They need to document all

current procedures, collect data, and identify

problems. This information should then be

studied and used to develop a plan for

improvement as well as specific measures to

evaluate performance.



• Do the next step in the cycle is implementing

the plan (do). During the implementation process

managers should document all changes made and

collect data for evaluation.

• Study the third step is to study the data

collected in the previous phase. The data are

evaluated to see whether the plan is achieving

the goals established in the plan phase.

• Act the last phase of the cycle is to act on

the basis of the results of the first three

phases. The best way to accomplish this is to

communicate the results to other members in the

company and then implement the new procedure if

it has been successful. Note that this is a

cycle; the next step is to plan again. After we

have acted, we need to continue evaluating the

process, planning, and repeating the cycle again.

(Fig. 3)



Fig. 7: the PDSA cycle.

Leadership Management is also considered as a key

factor in the success of (TQM) applications in

higher education and all business organizations

(Tari, 2006). Then TQM has been adopted as a

management paradigm by many organizations

worldwide. Quality movement in across the world

starts with quality improvements project at

manufacturing companies. But later it spread to

other service institutions including banking;

insurance, nonprofit organizations, healthcare,

government and educational institutions. TQM

models, based on the teachings of quality gurus,

generally involve a number of “principles” or

“essential elements” such as teamwork, top

management leadership, customer focus, employee

involvement, continuous improvement tool,



training etc. Awards like Deming in Japan,

Malcolm Balridge in USA; European Quality awards

etc are reflection of growing concern in this

area.

Development of Student TQM Skills: In addition to

using TQM to improve learning in general, every

college should specifically equip its students to

understand and use TQM. Whether a school staff

decides to integrate learning TQM into existing

courses or to provide it as a separate course, it

is important that students DO and not just study

about TQM.

Productive learning environment can be improved

by six conditions for quality: Dr. William

Glasser has provided one of the best translations

of TQM principles into suggestions for a very

productive learning environment:

There must be a warm, supportive learning

environment.

Students should be asked to do only useful work.

Students should be asked to do the best they can

do.



Students should be asked to evaluate their own

work and improve it.

Quality work should always feel good.

Quality work should never be destructive (Al-

Tarawneh, 2011).

2.6 Globalization

Majors for College graduates should be in line

with the community actual needs, to make sure

that there is no shortage of such qualified

graduates and at the same time there is no

surplus that leads to unemployment and linking

the student's majors with local development plan.

(Mustafa, 1997). Globalization is operating at a

political and cultural level with areas of

concern such as climate change, depletion of

resources as well as significant exchanges of

ideas, beliefs, art and cuisine with the possible

emergence of a ‘global culture’. These trends

signal an increase in interconnection and argue

that there is a growing interdependency between

nations, companies, organizations, individuals



and so on. Tabb’s definition (1999) is

particularly useful in this context. He defines

globalization as “a process of reducing barriers

between countries and encouraging closer

economic, political, and social

interaction”(p.1). According to some researchers

(for example, Panic, 2003 and Carney, 2003)

globalization has various positive impacts. It is

creating enormous opportunities for sharing

social values and behavioral norms and promoting

development at various levels including

individuals, organizations, societies across

different countries whether industrialized or

developing. Another constructive impact of

globalization is the mutual support and benefit

to produce synergy for numerous developments of

countries, communities and individuals (Cheng,

2002). Prasad et.al (2003, p.8), in their report

about the effects of financial globalization on

developing countries to the International

Monetary Fund (IMF), claim that globalization

could help to raise the growth rate in developing



countries through some direct channels such as:

augmentation of domestic savings, reduction in

the cost of capital, transfer of technology from

advanced to developing countries and the

development of domestic financial sectors.

Globalization could also help developing

countries through indirect channels, which in

some cases, could be even more important than the

direct channels, such as, the increased

production specialization in both macroeconomic

policies and institutions induced by competitive

pressures or the “discipline effect” of

globalization. Prasad et.al (2003, p.8) also

reveal that the average income for the group of

more financially open (developing) economies does

grow at a more favorable rate than that of a

group of less financially open economies.

However, at the same time, globalization could

potentially have a serious negative impact on

indigenous development particularly for

developing countries. Furthermore, globalization

can exacerbate inequalities so as to render



groups within developing countries, and groups of

countries themselves, both poorer economically

and not able to influence their roles politically

(Woods, 2000). In other words, globalization is

continuing the dominance of advanced countries

over developing countries and indeed increasing

the gaps between rich and poor areas in all over

the world. Thus Chan (2001) notes that, “the less

developed countries and communities remain

stagnant economically, socially and even

politically” (p.168). Globalization then has two

facets, positive and negative, and it is

important to consider both of these while dealing

with globalization in the context of the Arab

world and specifically Jordan. Torres (2002):

“globalization not only blurs the national

boundaries but also shifts solidarities within

and outside the national state” (p.363). Cox

(1996) goes even further into the impact of

globalization on social structures. He argues

that globalization has significant social

consequences and can cause social division and



creates contradictions of a three part hierarchy

in social structure:

(1) A top layer of people who are integrated

into global economy;

(2) A category of people serving those directly

involved in global affairs and

(3) Those that are excluded from the global

economy (Daun, 2002, p.5).

According to Cox’s taxonomy, globalization is

highly favorable to industrial countries but for

the developing countries, there is a real danger

that globalization will mean economic stagnation

and marginalization. Turning to the impact of

globalization on the Arab world, the situation is

significant particularly in terms of economic

development in a highly competitive global

economy. Camdessus (1996), the Managing Director

of the IMF, in an address at the annual meeting

of the Union of Arab Banks argued that “Arab

countries as a group have attracted very little

of the private capital that has surged into

developing countries in recent years; nor has



their export growth, which has averaged only 1.5

percent per year during the last five years, come

anywhere close to the nearly 10 percent average

annual export growth achieved by developing

trade”

2.5.1 Higher education and globalization

Higher education is implicated in all these

changes. Education and research are key elements

in the formation of the global environment, being

foundational to knowledge, the take-up of

technologies, cross-border association and

sustaining complex communities,. Though higher

education institutions often see themselves as

objects of globalization they are also its agents

(Scott, 1998). Research universities are

intensively linked within and between the global

cities that constitute the major nodes of a

networked world (Castells, 2001; McCarney, 2005).

Characteristically global cities have a high

density of participation in higher education;

there is a strong positive correlation between

the higher education enrolment ratio of a nation



or a region, and its global competitive

performance (Bloom, 2005, pp. 23-24).

Correspondingly, nations and regions that are

relatively decoupled from the globally networked

economy are typified by a low density of higher

education.

Being deeply immersed in global transformations,

higher education is itself being transformed on

both sides of the economy/culture symbiosis.

Higher education is swept up in global marketing.

It trains the executives and technicians of

global businesses; the main student growth is in

globally mobile degrees in business studies and

computing; the sector is shaped by economic

policies undergoing partial global convergence,

and the first global university market has

emerged. Even larger changes are happening on the

cultural side, Teichler (2004) remarks that „it

is surprising to note how much the debate on

global phenomena in higher education suddenly

focuses on marketing, competition and management

in higher education. Other terms, such as



knowledge society, global village, global

understanding or global learning, are hardly

taken into consideration‟ (Teichler 2004, p. 23).

It is surprising because while higher education

is a second level player in the circuits of

capital and direct creation of economic wealth,

it is pivotal to research and knowledge,

constitutive in language, information and cross-

cultural encounters, and has many connections

with media and communications. Information and

knowledge are highly mobile, readily slipping

across borders, so that the cultural sphere of

higher education, in which research and

information are produced, is actually more

globalised than the economic sphere.

Above all there is the ever-extending Internet,

supporting intellectual goods whose use value far

exceeds the cost of their distribution and

consumption. Advanced higher education is now

unimaginable without it. „The size, speed and

complexity of information increasingly penetrate

the daily life of scientists‟ (Smeby & Trondal,



2005, p. 453). The Internet facilitates world

wide data bases and collaboration between

academic faculty, stimulating more face-to-face

and electronic meetings. Cross-border e-learning,

combining ICTs and teaching, has not displaced

existing educational institutions as some

expected but continues to grow, with open

potential for new kinds of pedagogy and access

(OECD 2005b).

2.6.1 Globalization and Higher Education

Development

It is a common claim that the world has entered a

globalized age. Most, if not all, social life

facets are affected by globalization. This term

came into popular usage in the 1980′s to describe

the increased movement of people, knowledge and

ideas, and goods and money across national

borders that has led to increased

interconnectedness among the world’s populations,

economically, politically, socially and

culturally. There are heated debates about



globalization and its positive and negative

effects. While globalization is believed to have

the potential to make societies richer through

trade and to bring knowledge and information to

people around the world, there are many others

who perceive globalization as contributing to the

exploitation of the poor by the rich, and as a

threat to traditional cultures as the process of

modernization changes societies. It is no

surprise that globalization discourse has

affected higher education too, in its policy-

making, governance, organization, academic work,

and identity. However, the relationships between

globalization and higher education seem to be

acute, perplexing and open to divergent views and

many impact.

The first impact of globalization on higher

education is to employ economic standards as

benchmarks. This has led to an international

tendency to overemphasize the practical,

technical value of higher education. Such a

tendency causes tensions between the more



profitable, applied subjects of science and

technology, and those of basic theoretical

enquiry, particularly arts and humanities

subjects. It also creates institutional winners

and losers; with a widening gap between the

relatively few elite research universities and

those more numerous middle-of-the-road, mediocre

or even sub-standard institutions (Teichler, U.

2004).

The second issue related to globalization is the

spread of a commercial model in higher education,

implying strong growth in private higher

education provision and financing. The growth of

private higher education and research funding has

been faster than that of public funding in some

areas, although higher education is still largely

funded by the public purse. With the notable

exceptions of Japan and Korea, the persistent

reliance on the state is marked in higher

education provision. Without strong government

policy intervention, the current trends do not

suggest very strong future development of the



private sector in most countries. However,

private higher education is likely to increase

sharply in the future boosted by rapid

demographic growth. As Guy Neave (1988: 274) puts

it, “education is less part of social policy but

is increasingly viewed as a subsector of economic

policy.” The dominant rationale for education is

economic (Welch 2000: 17), “It is largely

concerned with finance, economic returns, human

resource development, efficiency, effectiveness,

costing, private funding and the like” (Watson

1996: 49).

There are many economic, socio-political and

technological reasons underpinning current plans

for globalized education. They relate to the

supposed benefits of a global student body,

enhanced access, and flexibilities which are

believed to overcome various structural

rigidities of traditional universities (Edwards

1995). The virtual campus may widen opportunities

for some, but not generally for those at the

lower end of the economic scale. Virtual space is



infinite, but it does not promise universality or

equality. In fact, the latest data show that gaps

in Internet access have actually widened,

creating a “digital divide” between information

haves and have-nots, which is liable to deepen

disparities between rich and poor within

countries. There are some reasons to cry halt to

the headlong expansion of the globalized

education. Educationally, globalized education is

increasingly centering on consumerism, wherein

learning ceases to be about analysis, discussion

and examination, and largely becomes a product to

be bought and sold, to be packed, advertised and

marketed. (Moore 1996). Culturally, the

globalized education causes concerns about

imperialist attitudes, the loss of indigenous

cultures and the relentless imposition of Western

values. It is seen as the new colonizer,

insensitively spreading its providers’ views of

the world on to developing nations in the

mistaken belief that they are actually helping

people. (Evans 1995).



2.7 TQM Model for Higher Education

As we know, TQM has been used primarily in the

industry but there are some reasons that TQM

should be applied in educational institutions.

First, necessitate for change do not be accepted

by the institution most of the time. Second, is

the hazard to the faculty’s individual autonomy

therefore in TQM we need to have customer

involvement and teamwork, (Fisher 1993). Finally,

existing process will be improved by TQM. It

cannot promote radical change When the

applicability of TQM in education is accepted,

the procedure of its process should be addressed,

in fact, many institutions have reviewed the

applicability of TQM in higher education and

there are some proposed models to prove its

applicability (J. Motwani and A. Kumar 1997) have

suggested five step model that they believe is

applicable to every institution. This model has

five phases: deciding, preparing, starting,

expanding and evaluating. TQM model proposed by



J. Motwani and A. Kumar (ibid) is well defined

and is clearly describing what should be taken

into consideration for TQM implementation.

However, by looking at these phases and going

back to the Deming cycle we will find

similarities between them. To us the founded

similarities means that we can put the phases

defined by TQM model into Deming cycle, then the

new created model will have more efficiency. In

fact, one may claim that Deming cycle is for

continuous improvement and proposed TQM model is

for improving the quality. Therefore, combination

of this model and cycle with some changes will

offer model for continuous improvement of the

quality, even though TQM is about continuous

improvement for quality by itself, see figure 3.

For this purpose, the phases defined by the TQM

model will be set up in Deming cycle with some

changes. The proposed model here will be a four-

step cycle, which its components are as follow:

1- Plan step in Deming cycle is divided by two

parts, first part is called Studying. This part



is about doing a research of what TQM really is

and top management should fully understand the

concept, its objectives and they must accomplish

their plan. The next part in plan step of this

cycle is named preparing, and is about performing

an internal assessment of the quality work and

defining values, methodologies and tools.

Furthermore, there must be some clearly defined

objectives and visions.

2- Do step in Deming cycle is about starting and

in another word plan and implement solutions. In

this step, there must be some training to all

levels about terms like Quality, TQM, Core

Values, Methodologies and tools, and distribution

of some customer surveys to both internal

customers and external customers is desirable.

Furthermore, Quality Council must be formulated

and some quality improvement teams should be

formed. Finally, some measures must be

established and the university board should



perform a benchmarking in order to recognize and

reward improvements.

3- Check step in Deming cycle has been regarded

as evaluation step. This step has to do with

evaluation of the plan and do steps. Here, the

most effort should be set up for checking the

actions that we have done and making sure that we

are in a right direction to achieve our

objectives.

4- Act step in Deming cycle is divided by two

parts. In the first part, if there were found

some problems according to checking step, changes

must be applied to the system. Accordingly, those

solutions and actions done well should be

standardized. This will prevent from un-

willingness changes within the defined systems.

TQM Model structure for Continuous

Improvement In order to achieve the goals and

aims of the study, a model that reflects the



relation between the dependent and independent

variables was constructed. This model can be seen

in (Fig. 4) The model shows the interaction

between the elements of TQM in order to achieve a

continuous improvement in the outcomes and

operation of the target organization, thus

achieving students’ satisfaction.

The model structure is made of three building

blocks (Al-Tarawneh, 2011).



Requiremen Actions Results

Approvalof

Philosophy

CommitmentToward

Philosophy

Training

Participation

University

Students’Satisfacti

on

Requirements: These are the basic requirementsand building blocks for the initialimplementation of TQM. These are: Approval of thephilosophy, commitment toward the philosophy andavailability of critical information needed forthe implementation and measurement ofperformance.Actions: These are the activities needed for theimplementation of the philosophy in theorganization. These include: training of facultyKeywords : Strategic M Management and Total quality


Documentation

&

Educational &

FinancialDevelopmen

Productivity

Profitability

Feed Back

Measurement

& BenchMarking

ContinuousImprovemen

t

Fig. 8: TQM Model structure for Continuous Improvement for achieving students’ satisfaction

in the aspects of TQM and the meaning of thephilosophy, participation and involvement of theupper management in the implementation phase andstructural organizational change needed forimplementation in terms of responsibilities,departments and management levels.Results : Measuring the impact of this model onstudents 2.7 Changing EnvironmentPrior to 1980s the management of performance inuniversities was controlled by fairly routineprocedures. Professional associations (e.g.engineering, medicine) performed the tasks ofcarrying out accreditations. Universities hadtheir own committee systems (e.g. Course AdvisoryCommittee) with a generally distributedparticipation, to oversee performance standards.All the reports emanating from these variousbodies, generally kept the governments happyabout the functioning of universities. Dramaticchanges in the education scene began taking placein the 1980s. There was a striking growth,worldwide, of participation in higher educationwith the advent of ‘information age’ with itshuge and rapid growth in knowledge. The growth ofplaces in the universities increased at ratesmore than 10% per annum. A growing participationof ‘non-traditional’ students, e.g. those aged 21Keywords : Strategic M Management and Total quality


and over, also increased at a phenomenal rate.With the galloping demand, the segregation thatthe governments had maintained – the great‘binary divide’ – between technical institutionsand higher education, came under enormous strain.Many countries caved in to the pressures andgranted the same status of a university to allthese institutions – a unified system of highereducation. These dramatic changes in thecomposition of universities prompted thegovernments to look more closely at the issues ofcontrol and at outcomes in terms of theemployability of the graduates. With the arrivalof the knowledge based economy, universities wereexpected to play a part in the shaping of the newmould of education for the community (Klor deAlva, 1999). A poll among the 50 state governorsof US (in ’98) nominated encouraging ‘lifelonglearning’ as the top priority for highereducation. At the bottom of the list was the‘maintenance of the traditional faculty roles andtenure’ (ibid). But studies of campuses revealedno such changed directions. ‘A narrow definitionof the client base for post secondary education,’continued ‘encompassing primarily those recentlygraduated from high school’ (Jone et al, 1998).

2.9 Ideal Quality System and Current Realities:



Ideally, quality is achieved by carrying out thecore function well. According Bowden and Marton(1998, ch.1), these core functions, for auniversity, are teaching, research and communityservice. They argue that the core process in allthese functions is ‘learning’. When it is carriedout well at all levels of participants: students,researchers and community, it becomes thedefining element of quality in a university.Learning prepares the students for handling thesituation in unknown future based on the currentknowledge. Effective action requires effectiveways of seeing the current situation, anddeveloping choices. We discern the aspects of thechoices and decide on a judicious course ofaction. Thus, learning effectively implies,widening the range of possibilities of seeing thesame thing. Our world grows richer, and we havemore options for action. There are a number ofcompelling insights into learning from variousresearch traditions (Ewell, 1997):

Learning is about transforming the student isinto a flexible thinker,Learner is essentially an epistemologist –actively constructing unique ways of knowing, Students learn all the time; all situations aretherefore a learning opportunity,



Learning occurs best in the context of acompelling present problem,Frequent feedback reinforces already stronglearning effects,Learning occurs best in an interpersonal context,working harmoniously with others, etc.

An ‘ideal system’ should incorporate these'learning insights'. At the organizational level,a typical university in the world is not yetready to respond to these requirements.Their pattern of approach seems to becharacterized by the following:

1. Academic programmers tend not be student-centered, but are conceived principally as'delivery systems' to transmit knowledge.

2. Lack of systemic thinking; developmentinitiatives are fragmented, which ignores theinterdependencies within the whole system.

3. Lack of a consistent and constant leadershipfor change. As a result, curriculum andinstructions are not clearly conducive forproducing learning gains, as characterized by(ibid):

A visible ‘aridness’ when it comes to‘experience’: when the subject matter thestudents acquire takes the form of ‘ritualknowledge’,Keywords : Strategic M Management and Total quality


A debilitating fragmentation, where learningexperiences are neither integrated horizontally(in the same year) nor vertically (in successiveyears), leading to a series of unconnectedexperiences….and graduating with a Bachelor ofBits and Pieces.. .’(Bowden and Marton, 1998, pp234),

Based on all these Ewell (1999) concludes thatuniversities remain ‘novice cultures indeveloping approaches consistent with the obviousinsights’ of quality learning culture (Ewell,1997)

Models for Managing Quality in Higher EducationBased on the discussions above, ultimatelyquality in higher education can only befundamentally changed by a deep rooted shift inculture at the academic level within theuniversities. Attempts have been made to adaptthe models of quality management from industry.Two of the more well-known ones considered forimplementation are (Harvey, 1995):

Quality Assurance system to ISO 9000 Standards,andTotal Quality Management (TQM) model,

2.9 ISO 9000 StandardsKeywords : Strategic M Management and Total quality


ISO 9000 is an external standard which specifiesa Quality Assurance System: a set of practicesfollowed by the people involved in the deliveryof the course/s to maintain the quality of thevarious activities related to the course. Inorder to do that it should ensure that:The course is designed to meet the needs of thecustomers (Students and Community),The process is effective and efficient.Interest in adopting quality assurance systems toISO 9000 to higher education is broadly confinedto Britain, New Zealand and Australia. Morepopular sector for the application has been intraining and further education, rather than inhigher education.Lundquist’s worldwide survey in ’97 revealed thatonly 16 universities were actively pursuingcertification (Lundquist, 1997).

Advantages:Communication: The main advantage to theorganization stems from the amount of team workrequired to develop the quality manual whichspecifies the Quality Assurance System. There isa considerable clarity obtained by the membersabout their role and how to deal with anysituation.External Recognition: The fact that theorganization has an accreditation is a sufficientKeywords : Strategic M Management and Total quality


publicity for the prospective customers of theorganization.

Disadvantages: Harvey (1995) identifies a number

of problems, which may outweigh the initial gains

for the education sector. They seem to arise from

the fact that the standard is fundamentally

suitable for structured procedures required for

rendering specific services e.g. banking, tourism

etc. Such services have well-defined processes

which could be managed and controlled. Education

tends to be too subtle and far too extensive in

the processes and delivery, to be specified and

controlled by variables. In spite of attempts to

revise the standards to adapt to education, e.g.

attempts by BSI in 1991(ibid), the adoption of

ISO 9000 to education has not gained momentum (as

mentioned above).

Probably another reason is that many of the

quality monitoring procedures specified by

various agencies, cover the same provision of

quality assurance in education. This might



somewhat reduce the attraction to the education

sector of obtaining any additional certification.

2.10 - Application of TQM in Higher Education

As far as application of TQM to higher education

is concerned, there are serious problems

identified with its adoption:

In TQM the processes are supposed to be customer

driven. In higher education the critical problem

is identification of the customers or products to

‘drive towards’. The customers can variously be

students, employers, government etc. and in the

same way the products can also be education,

knowledge, research etc. This creates a

considerable lack of focus for the groups

involved with the processes.

With its measurement and process focus, TQM makes

an implicit assumption that the processes are

amenable to measurement. On the other hand many

processes in education are too subtle to be

measured. ‘The more important the knowledge is



the less likelihood there is of ever noticing it’

(Bowden and Marton, 1998).

In addition, the main tenet of effective

communication required within a university for

TQM implementation is rarely reached. There is

rarely a shared vision, and the academic managers

in an attempt to retain power act as

communication block. The participation in

decision making at all levels rarely ever takes

place. Those with power continue to retain it

(Bramble, 1996).

Based on the general reasons stated above, the

enthusiasm of the academics to TQM has never been

very high. It is therefore not surprising that

TQM in higher education has been focused on

academic support services given the relative ease

with which customers can be identified e.g. in US

universities as reported by (Sims & Sims 1995).

2.9.1 Adoption of (TQM) in higher education

institutions



The adoption of TQM in higher education has many

reasons and motives as follows:-

Costs: A low level of spending in higher

education makes Colleges seek control of cost.

(TQM) is a mean of tools and principles to

control costs during service (Decosmo,

1991).Expenditure on education is increased, and

must be linked to benefit return which is to

undertake the role of actual developmental

contribute to the advancement of civilization

through the quality of performance (Ibrahim,

2001).

Competition Cornesky, 1994:1 (Colleges and

Universities should keep up with student's

loyalty (Sims and Sims, 1995). Also they have a

strong competition as each institution seeks to

attract the largest possible number of students

through compliance with international standards.

The College's overall survival is accomplished by

meeting the best needs for students and society.

The adoption of (TQM) enhances credibility to

meet the requirements of the College's



performance which leads to improve its

competitive position among other similar academic

institutions (Cornesky, 1994). Quality of higher

education and reliability, governments these days

are keen to assess the quality of higher

education more than ever before and trying to

apply quality and reliability more widely to

develop the society and realizing that (TQM) in

achieving high level of quality for the

development of the higher education institutions.

2.9.2 Measurement of (TQM) in Higher Education

In order to support and encourage continuous

students and improvement process, Universities

and Colleges need a set of techniques and tools

to reach positive results in improving

performance. The most important tools are:-

2.9.3 Self-Assessment

It's one of the effective and efficient tools

that guide the leadership to a manner of how to

invest College's resources efficiently to improve



performance compared with an international

criterion or with the College itself through the

assessment of the implementation of an annual

plan with previous years.

2.9.4 Benchmarking

It is a process to determine where inputs,

processes, outputs, systems, and functions are

significantly different from those of competitors

or others. It's also an ongoing regular process

to compare work results at a College a University

with same work at another Colleges Universities

in the same educational field, taking into

consideration the concentration on activities,

functions, and internal operations (Alkazzaz,

2001: Walton, 1985)

This method is the most appropriate technique for

higher education. Supporters of this process

believe that Benchmarking lead to:

Determine the initial values, goals and monitor

improvement through providing objective

measurements.



Make the College's work in such atmosphere to

alleviate resistance of change.

Create a structure of external evaluation.

Effectiveness of the communication networks of

new work and its role in sharing experiences

between institutions of higher education and

unified strategy (Sanyal, 1998).

ISO following the Adoption of (TQM) by Colleges

and Universities, it is necessary to rely on

standards set by the "international

standardization Organization (ISO) to ensure

quality performance.

ISO standard is one of a set of management tools

that Colleges and Universities have adopted in

recent years. Many Colleges and Universities

worldwide received ISO certification of their

quality management systems. In the United Kingdom

more than (20) Colleges received ISO (9002)

certification” (Ani, 2002).2.10 Independent & dependent Variable



Figure 6 illustrates this research model that

clarified the relationship between TQM and

University Achievement Exam.

2.10 Variables

4. Developing Research Hypothesis & Independent &

dependent Variable

Based on the result of literature review and

education reform in Jordan and introducing the

University Achievement Exam (KAFFA) this study

concluded seven factors to be the key driving

force including both independent & dependent

variables to an effective implementation of TQM

and could have an impact on the results of

students on University Achievement Exam

(Kafaah) . Namely, these seven factors include:

learner focus, university management leadership,

human resource, management information system

(MIS) and process management, continues

improvement, and lectures. Further discussions



about the aforementioned seven factors are

provided & explained below:

First: Independent Variable

2.10.1 Hypotheses of the Study

Following hypotheses were selected for the study:

H01: There is no significant difference between

mean opinions of teachers, students and staff

about Student Focus

1 .Student focus Student focus satisfaction-examines how the

university determines student expectations. Also

examines the levels and trends in key measures of

student satisfaction relative to comparable

universities and/or appropriately selected

organizations

For education enterprises, the significant

driving force to establish the quality goals

basically originates from students needs.

Generally speaking, students needs identify theKeywords : Strategic M Management and Total quality


operational goals for universities to meet.

Oakland (2005) mentioned that quality started

with the understanding of student needs and ended

when those needs were satisfied. In order to meet

the requirement of students, university

management should clarify the expectations of its

students. Further, organizational strategy should

also be developed based on student’s needs.

Samson & Terziovski (1999) pointed out that

student focus is the underpinning principles for

firms to implement TQM programs. Since senior

university management may have the influence and

authority to dominate the entire TQM

implementation, dedicated commitment from top

management about implementing TQM is certainly a

necessity. Therefore, this study proposes that

student focus is positively related to university

management leadership .H1: Student focus is positively related to

Management Leadership .Keywords : Strategic M Management and Total quality


H02: There is no significant difference between

mean opinions of teachers and students about

University Management

2 .University Management

Management leadership is considered to be another

major driver of TQM and it has a significant

influence on determining whether or not a TQM

program can be implemented effectively (Soltani,

2005). Management leadership in fact, refers to

how management level guides and supervises

personnel of a firm in an appropriate manner.

Management level provides the necessary resources

for training employees to meet the new

requirements and/or changes that are resulted

from TQM implementation, and consequently,

creates a work environment which is conductive to

employee involvement in the process of changes

(Kaynak, 2003; Wilson & Collier, 2000). In

addition, effective management leadership is

critical to influence the decision of selecting



qualified lectures and employees. Management

level is also responsible for mentoring

curriculum and considering any updating and

considering market demands & consumer needs

(Deming, 1986; Flynn et al., 1995). In other

words, the focus of management is essential for

university to graduate highly qualified students

that meet the needs of market (Flynn et al.,

1995; Juran, 1981). In conclusion, management

level plays a significant role on conducting

university operations and also highly influences

the decision-making and resource allocation

processes and design management, respectively.

Therefore, the authors propose that management

level has positive effects on human resource, and

process management. Therefore, this research

proposes that management level has positive

effects on human resource, and process management.H2a: Management Leadership is positively related

to Human Resource Keywords : Strategic M Management and Total quality


H2b: Management Leadership is positively related

to process management

aH03: There is no significant difference between


Human resource.

In terms of quality management, employees must

be able to measure and utilize quality data

efficiently and effectively (Ahire & Dreyfus,

2000; Ho et al., 1999). The study of Ho et al.

(2001) indicated that human resource, which

includes employee training and employee

relation, was positively related to quality

improvement, which was mediated through

utilizing quality data and reporting. Thus,

whether or not a TQM program will be

successfully implemented mainly depends on the

collaboration and coordination among a

university’s workforce. An effective

implementation of TQM can be derived from



employees’ understanding of the philosophy and

principle of TQM implementation. Furthermore,

if employees have high consciousness of TQM,

the data and reporting of quality control

prepared by working staffs will be easy to

uncover the reality and thus, can be used to

correct quality flaws or mistakes immediately

and effectively. Human resource development and

management-examines how university and staff

development are aligned with the university’s

performance objectives. Also examined are the

university's efforts to build and maintain a

climate conducive to performance excellence,

full participation, and personal and

organizational growth .In this way, this study proposes that better human

management will result in more positive effect on

educational process management .



H3: Human Resource Development Management is

positively related to educational process

management .Ho4: There is no significant difference between


Education Business Management and continuous

improvement in education

4 .Educational Business Process management The goal of process management is to reduce

process variation by building quality into the

education process (Flynn et al., 1995; Handfield

et al., 1999). The effects of reducing process

variation will increase the quality of outputs as

well as decreasing the occurrences of unnecessary

costs such as rework costs and waste costs by

finding and correcting quality problems

immediately (Ahire & Dreyfus, 2000; Anderson et

al., 1994; Forza & Flippini, 1998). Thus, the

effectiveness of process management

implementation has been cited as one of the major



dimensions of integrated quality efforts

(Anderson et al., 1995). Educational business

process management examines the key aspects of

process management, including learning-focused

education design, education delivery, university

services and business operation. In this way,

this study proposes that educational business

process management will result in more positive

effect on continues education improvement .H4: Human Resource Development Management is

positively related to continuous improvement in

education .H5: There is no significant difference between


ensuring continues improvement in education of

the quality of service provided by the Jordanian

universities and strategies management,



TQM is a practical but strategic approach to

running an organization that focuses on the needs

of its customers and client. It rejects any

outcomes of other excellence. TQM is not a set of

slogans, but a deliberate and systemic approach

of achieving appropriate levels of strategy and

quality in a consistent fashion. That meet or

exceed the needs and wants of customers. It can

be thought of as philosophy of continued

improvement only achievable by and through

people. As an approach, TQM represents a

permanent shift in institution’s focus away from

short-term expediency to the long-term quality

and strategic improvement. Constant innovation,

improvement and change are stressed, and these

institutions that practice it lock into a cycle

of continuous improvement. They make a conscious

attempt to analysis what they are doing and plan

to improve it. To create a continuous improvement

culture, managers have to trust their staff and

to delegate decision to the appropriate level to



give staff the responsibility to deliver quality

within their own sphere (Sallis, 2002) Continuous improvement it's a strategy deals with

continuous search for excellence in what one

does. It examines an university effort aimed at

the implementation of quality concepts and

practices throughout the organization. Continues

improvement focuses on aligning the university

around a set of improvement goals. Accordingly,

this research proposes that continuous

improvement in education will affect positively

on students’ results.H5: Continuous improvement in education is

positively related to students’ results.Ho6: There is no significant difference between




university performance results, design and

preparation strategy to meet the Kaffa'h, exams.

6 .University Performance Results

The effect of TQM have different impacts on

internal quality and external quality, TQM

implementation that directly and positively

improve university’s performance by increasing

quality performance (Kaynak, 2003), has indirect

effects on increasing student satisfaction as

well as market share (Handfield et al., 1998;

Hendricks & Singhal, 1997). The improvement of

operating efficiency will improve student’s

satisfaction and eventually their performance .University performance results examine student

performance and improvement, improvement in the

university education climate, university

services, and improvement performance of

university business operations. Also examined areKeywords : Strategic M Management and Total quality


performance levels relative to comparable

university and/or selected organization. Thus,

this research proposes that university

performance results resulting from TQM

implementation will increase students’

satisfaction and improve their results. So,

hypothesis H6 is proposed below .H6: University performance results are positively

related to students’ achievement Exam (Kafaah) .

Second: dependent Variable

1.University Achievement Exam (Kafaah)

The Strategic Plan for Higher Education in the

Hashemite Kingdom of Jordan in 2004-2006 a vision

based on creating a high-quality educational

unable to produce qualified human cadres and

specialized in different fields of knowledge meet

the needs of the community's current and futureKeywords : Strategic M Management and Total quality


in line with the achievement of economic and

social development is sustainable. "As included

the overall objectives of this strategy is the

need to improve the quality of higher education

and the harmonization of the requirements of the

community through the development of standards

and the bases for accreditation and quality

control are applied to all institutions of higher

education and in conformity with international

standards.

Hence, it is imperative to find mechanisms and

means through which the Jordanian state and

institutions concerned with evaluating the

outputs of higher education to measure the impact


education in higher education institutions. And

thus, decided the Higher Education Council, which

assumes the status of public policy for higher

education in the Kingdom of the development of

"University Achievement Exam” (Kafaah) for all

graduates of Jordanian students in Jordanian

universities, and non-Jordanian universities who



wish to testify in the equation. The Kafaah exam

measures the level of achievement of all students

should be graduated next semester.

Figure 9 illustrates this research model that clarified the relationship

between TQM and University Achievement Exam.





Independent Variables

Student Focus

University Management

Human Resources

Education Business Management

Continues Improvement

University Performance

H1

H2

H3

H4

H5

Dependent Variable

University Achievement Exam (Kafaah)

H7

Motivation and rewards

H 6

2.11 Conceptual Framework of the study

This section describes possible courses of

actions. Most of the researches based on

theories, which explain and predict problem under

consideration. Theories are linked to conceptual

framework and conceptual frame is derived from

theories.

Before developing a conceptual frame for the

present study, a comprehensive review of the

literature was conducted. The literature review

highlighted the fact that Higher Education is an

emerging concept. Research on Higher Education

started in Jordan in 1950s, but the centre of

research was theoretical aspect of Higher

Education in Jordan , which has now moved to

experimental aspect.



Literature review further showed that most of

researches were conducted on students’ learning

cognition, while teachers have been totally

ignored. Limited numbers of researches have been

conducted on met cognitive teaching and training.

To fill this gap, the present study was

undertaken. The main purpose of the study was to

examine relationship between teachers’ met

cognitive awareness and academic performance of

students.

Research work on students’ met cognition revealed

that the following factors significantly

correlated with the met cognition:

An analysis of met cognitive theories revealed

that met cognition is affected by personal,

social and biological influences. The present

study developed around the following broad

research themes:

1. Do teachers with high abilities make any

difference supporting the effective support for

the management of the university for teaching




overall quality in the academic Performance of

students?

2. What is the effect of the constant work to

improve staff to shift the teaching process and

teaching experience on the met cognitive

awareness of teachers?

3 .Are there any gender differences in improving

the educational process in the Jordanian universities to

meet the competency exam through .the student awareness

and academic performance?

4 .There are enough equipments and teaching kits

and tools in educational process in the Jordanian

universities to meet the competency exam?

5. Are there any guaranteed of college strategies

and quality of service is to provided and improve

the learning process.?

6. Is there any effect of the compliance to the

quality standard related to planning, design and



preparation strategy to meet the Kaffa'h

examination procedures and policies to enhance

teaching faculty and student learning.?

7. To examine and explains the strategic planning

and the design of Kaffa"h exams topic and the

preparation way of educational procedures and

process.

2.12 Adopted Theory

In this study it has been tried to bring out a

clear status of higher education and emergent

needs to enhance the quality of higher education

in Jordan.

Globalization of higher educational services has

become an area of key focus for many countries.

In order to fuel the socio-economic development

of the country, higher education is playing a



more active role in our country and this requires

a paradigm shift in terms of governance and

service delivery.

Higher education institutions must become more

innovative leading to quality institutions of

knowledge production and dissemination.

Realizing the importance of higher education, a

lot of innovative experiments are being done to

improve the performance of this sector.

Application of TQM concepts is one of such

measures, which will go a long way in

revolutionizing the higher education system.

This study attempts to theoretically

conceptualize TQM modules in higher education in

Jordan.

2.13 Gab Analysis

The process that involves the identification of

gaps between the current state and the future or

desired state is the beginning point for

implementation of a teaching improvement process.



When the process of identifying gaps includes a

deep analysis of the factors that have created

the current state, the groundwork has been laid

for improvement planning.

The gap analysis process can be used to ensure

that the improvement process does not jump from

identification of problem areas to proposed

solutions without understanding the conditions

that created the current state. The following

guidelines are suggested for use by principals

and team leaders who are charged with developing

campus improvement plans:

1 - Lay the groundwork for this process by

explaining that identifying gaps does not mean

that individuals are at fault. Rather it is a

means of examining systemic factors that

contributed to the current state.

2- Using the scale to determine the current state

is most successful if the group doing this work

is assured that they can be honest in their

assessments without fear of retribution.



3- The information gathered in this process needs

to be written up and reviewed by the team that is

working on the improvement plan. If questions

arise from this review process, the team could

outline a means of investigating the issue to

verify it.

4-The intent of this process is to gather

information that will be used to develop a future

or desired state based on the indicators that are

on the gap analysis worksheet.

The team may decide to write additional

indicators or to revise existing indicators if it

decides that the need exists.

5 - As a result of identifying the gaps between

the current state and the future state, planning

teams can develop a problem statement that

summarizes the underlying structural issue that

needs to be addressed. A root cause analysis can

then be developed in order to determine the

factors that are crucial to improvement.



6 - The factors that are identified are then used

in the development of goals and objectives for

the improvement plan.

Figure 2 shows the starting point for the

improvement plan towards the implementation of

the TQM modules in higher education in Jordan



Data Analysis usingcurrent and recent data

Self-AssessmentQuestions to IdentifyCurrent State

Identification ofFuture State Improvement Plan

Gap

Problem Statementand

Root CauseAnalysis

GAP isthe

Starting

Point

Fig 10 : Gap analysis as starting point for theimprovement plan.

Chapter 3Research methodology

3.0 - Research methodology

It was a co relational study. The main purpose of

the study was to assess the impact of colleges

teachers’ met cognitive awareness on the academic

performance of students. A plan was developed to

gain evidence about any relationship between a

science college teacher’s met cognition and the

achievement of students in the subject of their

study at college level. This section describes

the procedure of the research study. It consisted

of:

3.1 Sample

3.1.1 ValidityKeywords : Strategic M Management and Total quality


3.1.2 Reliability

3.1.3 Pilot test

3.1.4 Goodness of fit

3.1.5 Type of research

3.1 Sample

Random sampling technique was used and

description of sample was as followed:

The study population: (The study population

consisted of teachers and students and management

in the college development teams totaling 600

students and (200) Teachers distributors in

Jordan Universities and 20 deans and heads 2010 -

2014).

3.1.1 Sample of Colleges/Universities

Twenty Colleges in public and private sector were

selected from 10 universities (2 colleges from

each sample district) were randomly selected .The

proportion of Universities from both public



sector and private sector, male and female

college students was taking fifty- fifty from all

part of Jordan, North, South, West &, East,

researcher considered all part of the country.

Table 1 shows the total number of Universities.

Total Number of Universities, = 10 Colleges =20Public Universities

Regain

Colleges Private Universities

Regain

Colleges

Yarmok Universities – Erbid

North Economic and administrative

Jadarah Universities- Erbid

North Business and Finance

MIS MIS University of Jordan- Amman

Middle

Administrative and Finance

Amman Al-ahlieah/ Amman

Business Management

Law CSMutta'h University- Karak

South Administrative & Finance

Al-Zarqa Al-Ah liah-

East IT



l-Zarqa

CS MISAl-Albiat- AlMafraq

West Law Ph Risk Management Financet

MIS ITAl-Hashemeah

North Business

Irbidunivers

ity

MISBusiness

CS MIS

3.1.2 Sample of Deans and HeadsAll (20) Deans and heads of the sampled of thecolleges from public and private Universities(the proportion of public and private sector,colleges included in sample above) .

3.1.3 Sample of Teachers(200) lecturer from teaching college classes (20)colleges (10) lecturer from each sample district)were randomly selected in which proportion ofmale & female lecturers was fifty- fifty. In away that from each sample district, theproportion of the public and private and male andfemale lecturers was equal. The description ofsample of the lecturers was as follows:



Table 2 shows the total number of TeachersTotal Number of Teachers

Public University

Colleges

No of Lecturers

PrivateUniversity

Colleges

No of Lecturers

Total

Yarmok-Erbid

3 20 from eachCollege

Jadarah- Erbid


40

University ofJordan-Amman


Amman Al-ahlieah/ Amman


40

Mutta'hUniversity- Karak


Ph 3 20 from eachCollege

40

Al-Albiat-AlMafraq

3 20fromeachCollege

Al-Zarqa Al-Ah liah- l-Zarqa


40

Al-Hashemeah

3 20 from eachColleg

Irbiduniversity


40



e100 100 200

3.1.4 Sample of Students600 students (25 students from each sampleddistrict) were randomly selected in whichproportion of male & female students 25 of eachwas fifty fifty. In such a way that from eachsample district the proportion of the public andprivate and male and female students were equal .The descriptions of sample of the students wereas follows: Table 3 shows Sample of Students

Sample of Students

Total Number of StudentsColleges Public Colleges Private

Male

Female

Male

Female

Total

Economic and administrative

15 15 Business and Finance

15 15 60

MIS 15 15 MIS 15 15 60IT 15 15 IF 15 15 60Administrative and Finance

15 15 Business Management

15 15 60



Law 15 15 CS 15 15 60IT 15 15 Law 15 15 60Administrative & Finance

15 15 IT 15 15 60

CS 15 15 MIS 15 15 60Business Administration

15 15 Law 15 15 60

MIS 15 15 MIS 15 15 60Total 150 150 150 150 600

3.2 RESEARCH INSTRUMENTThis study is descriptive in nature; a

questionnaire was developed through review of

literature and in consultation with a panel of

experts (Appendix–IV) to collect data.

The questionnaire comprised of both structured

and unstructured forms. The questionnaire

consisted of 50 items, fourteen items (1-14) were

about the effective support for the management of

the university for teaching practical strategies

to suit the foundations of overall quality. From

( 14-20 ) were about the element of continuous

improvement in Jordanian universities. items (21-



30 ) were about the improvement of the

educational process in the Jordanian universities

to meet the competency exam, items ( 31-35 ) were

about equipments and teaching kits and tools in


to meet the competency exam. items ( 36-39 ) were

about college strategies and quality of service

provided to improve learning process. Item from

(40-45 ) were about the preparation way of

educational procedures and process. Also item

(46-50) were about employee responses to

motivation and work reward performance in

Jordanian Colleges and Universities. This tool

seemed more appropriate because it was easy to

respond, tabulate and analyze. Remaining two

open-ended items of questionnaires were included

for the respondents to express their attitudes,

interests, preferences and decision in their own

words liberally. For the purpose of the present

research, the students and the teachers were

identified as informants. Therefore, same

questionnaire was administered to both types of



the informants to know their opinions about

current situation of the application and analysis

of total quality management in colleges in

universities of Jordan.

3.3. Achievement Test:

The researcher developed an achievement exam in

the subject of Management to test thinking and

met-cognitive skills (75% of items measuring met-

cognitive skills) used by the learners in their

learning. Exam items were based on four college

curriculum of Business Management according to

textbook board.

Three indicators were kept in mind while

constructing items i.e. the difficulty,

understandability and relevance of items to the

objectives of the study. The initial form of the

exam consisted of 50 items. Thus, with the help

of advisors from my college and other colleges

and other experts, the researcher reviewed

statements to find out how well the respondents

understood the items being asked. Discussion

resulted in the removal and modification of aKeywords : Strategic M Management and Total quality


number of items from the exam. It was then pilot

tested. After pilot test some difficult items

were removed while some items were restructured.

3.4 Reliability and Validity of Achievement

Test:

For reliability and validity of achievement

Kaffaa'h exam, it was administered twice on the

same groups on two different occasions. After

administration, first the difficulty level of

achievement exam was calculated. The first form

of exam consisted of 50 item. Items having high

and very low difficulty level were removed. Items

having moderate difficulty level were taken into

account. Some items were reworded and reshaped.

Correlation coefficients were also computed,

items having value of “r” less than 0.4 (Garrett,

2000, p.176) were removed. After these processes

test ended up within 60 items. Validity is always

the more important issue: does the exam measure

what it is intended to measure? The material was

considered by seven experienced researchers and



minor changes in wording and grammatical

structures were incorporated.

It is possible to consider reliability in terms

of internal consistency: is there evidence that

the questions are measuring the same kind of

variable? Alpha was computed for the teachers

and for the students, values of 0.88 and 0.78

being found respectively. However, the real

question of reliability is whether the material

is likely to give similar outcomes when used on

more than one similar occasion? It was not

possible to check this by any kind of exam-

retest. However, the material was used carefully

under conditions described by Reid (2003) and he

argues that reliability is well assured in these

circumstances.

3.5 Experimental: Another Approach

The traditional way in psychology to assess

attitudes often involves the gathering of a very

large number of questions, pre-testing them in

various ways and selecting a few for which there



is clear evidence that they are measuring the

same underlying variable. The problem is that

attitudes are usually very multi-variable in

nature, a point noted by Gardner (1995, 1996). It

is assumed that, if inter-item correlations are

reasonably high, then the questions are measuring

similar things.

However, inter-question correlation can be very

misleading in this regard as correlation does not

guarantee this at all.

First of all, there is a need with the questions

in this survey to explore whether they are

measuring one variable or, indeed, the 9

variables suggested by the researcher. This is

easily checked using factor analysis by loading

each question separately. Factor analysis looks

at the patterns of correlations between

measurements and explores whether there are any

underlying factors which can explain these

patterns. Factor analysis cannot say what the

underlying factors are. It can only identify

their presence and their number. SPSS will use



and principal components analysis using varimax

rotation was applied. In this, the factors are

known as ‘components’. The statistical analysis

seeks to impose a set of multi-dimensional

coordinate axes onto the data in order to

minimize and maximize the angles between the

measurements made by each of the

questions with the axes. The cosine of the angle

is shown as a loading and this can be seen as

the correlation coefficient between the component

and what the question is measuring. Because this

works in hyperspace, it is impossible to draw but

Reid (2006) offers some background to the nature

of correlation.

3.6 Pilot test

For the pilot test, researchers adapting the test

to 10 universities and 20 colleges were taken

from district of Jordanian Universities. It was

further divided into 50 questions for lecturers,

staff and students divided to 7 tables and 4

questions for deans and heads. There is a pilot



test was taken to 100 lectures, staff and

students 5 deans and heads to insure the test

validity. Also the Researcher personally reviewed

and administered relevant questionnaires for

deans and heads, teachers, staff and students,

according to the advices taking from the expert

of checking these questionnaires which they

were requested to give their suggestions freely

for the improvement of the questionnaires. They

were also requested to amend the questions, if

necessary in format and the language to make the

questions simple and understandable. Accordingly

questionnaires were revised and prepared by

incorporating their suggestions and proposals.

Then the final version of questionnaires was

developed for 50 questions to each one.

Moreover some document from Colleges/Universities

and MoHE were reviewed and analysis for this

study, the researcher surveyed the official

reports, documents and education policies of the

Government of Jordan (MoHE) also were reviewed

for more information about higher education,



Kaffa'h exams and exam committees in order to

make result more efficient.

3,7.Tests for Goodness of Fit:

The chi-square test was using for goodness offit for the instrument.

Chapter 4ANALYSIS RESULTS

4.1 Analysis of Demography’s Information



Table 1: Highest academic degree possessed by

teachers

Name of Degree B.S Maste

rs

Ph.D. Total

No of respondents 17 63 120 200Percentage 12.00 27.33 60.67 100

Table 1 indicates that 120 PhD holders (in all

filed) = 60.67 percent and 63 teachers possess

Master degree, (in all filed) = 27.33 percent

and 17 teachers possess BS. Degree( (in all

filed) = 12.00 percents.

Table 2

Name of Degree B.S Master

s

PhD Total

No of respondents 21 37 142 200Percentage 14.0

0

11.34 74.66 100

Table 2 indicates that 21 teachers working in

public colleges of education possess B.S. Keywords : Strategic M Management and Total quality


Degree(in all filed) = (14.00 percent), Masters.

(in all filed) 37 = (11.34 percent), and Ph.D.

degrees(in all filed) 142 = (74.66 percent)

respectively.

Table 3: Age groups of teachers

Age Group Below

35

35-45 45 and

above

Total

No of Respondents 33 138 29 200Percentage 28.00 64.00 8.00 100

Table 3 indicates that 33 or 28.00 percent

respondents were below 35 years of age, and most

of the teachers 133 = (64.00 percent) were found

within the age group of 35-45 and 29 percent

were found above 45 years of age = 8.00.

Table 4: Teaching and administrative experience

of teachers

Experience

In Years

Teachin

g

No of

Percent

age

Administra

tive

No of

Percent

age



respond

ents

respondent

s5 to 10 50 16.34 Zero Zero11 to 20 90 65.66 18 8.6721 and above 60 18.00 33 17.33Having not Nil Nil 149 74.00Total 200 100 200 100

Table 4 shows that 50 administrative experience

of teachers = 16.34 and 65.66 percent

respondents have teaching experience from 11 to

20 years and in the below range none of them had

administrative experience 60 = 18.00 percent

respondent having more than 21 years teaching

experience and among of them no of experience 33

= 17.33 percent also have administrative

experience. A considerable number of teachers,

149 =7.66 percent and 74.00 percent having

teaching experience were without any

administrative experience respectively.



Table 5: In-service training of teachers

No of Times Below

three

Three to

Five

Above

Five

Total

No of

Respondents

105 55 40 200

Percentage 51.00 29.00 12.00 100

Table 5 illustrates that 105 out of 200 or 51.00

percent

Respondents got professional training less than

three times, while 55 = 29.00 percent received

in-service triaging from three to five times and

40=29.00 percent got in-service training for more

than five times.

Comparison of Teachers and Students Scores on

Strategic Quality of Education

4.2 Hypothesis

4.2.1 The first hypothesis

There are effective support of Student focus and



satisfaction-examines on how the university

determines student expectations.

From Table 1, it is with the exception of

paragraphs 1, 7, 9th most all of other paragraphs

got circles of calculation is greater than 3.00

and the levels of significance Show no less than

0.05 it was statistically significant. And

paragraph no 10 came up with first degree and a

mean of 4.04, followed by the paragraph number 3

ranked second and a mean of 4.00, and paragraph

No. 11 ranked last among the paragraphs

statistically acceptable.

The paragraphs 1, 7.9th, they got circles of

calculation is less than 3.00 all are, not

statistically significant. That means the

university administration are holding to their

personal opinions and impose on teachers.

students and staff. University management they

don’t use the financial resources available to

them in a competitive way and do not use the

strategic plan as it should be planned offend as

forecasted. They don't use scientific methods



in a proper way, even the real strategic been

suggested as pre-set to predict what the teacher

and the student needs to end with and the real

needs to complete the teaching process in the

form required.

The paragraphs collectively has got to the mean

of 3.00 level of significance scenes less than

0.05 that is mean it is statistically significant

as it is the first to accept the hypothesis,

there is no support for the effective management

of the university and the strategy of applying

part as of the quality of teaching elements and

effective support of Student focus satisfaction-

examines on how the university determines student

expectations.

.Table 1, The responses of faculty members and

students and staff about the effective

management of the university and the strategy of

applying the quality of teaching elements and

effective support of Student focus satisfaction-

examines on how the university determines student

expectations.



Probabil

ity

value

(.Sig)

test

-

Valu

e

SDArith-

metic

Mean

ItemItem

No

0.091.10

-

1.792.82College has lending

education Strategy in

line with the needs of

everyday students needs

according to their

study slandered.

1

0.007.871.143.69Audio and visual aids

are suitable and

available at the

college strategy with

quality needs and

strategy available to

fit their needs.

2

0.0013.4

9

0.964.00Teachers are giving

notes and given

references according to

it's strategy and

3



quality to provide

scientific books for

the needs and benefits

of students.0.0012.4

4

1.003.96College has a clear

plan and strategy to

improve the quality and

improvement of learning

and quality purposes.

4

0.005.241.263.51Appropriate furniture

and fittings are

available in the

college to enable

students achieve

learning up to Q

standards and improve

skills.

5

0.0010.8

0

0.893.81Teachers involved in

the development

strategy of staff and

programs technicians to

promote technical and

6



educational skills to

help students learning

according to college

strategy and QM

objectives .0.005.29

-

1.182.48All faculty members

have a good

relationship with each

other in order to

improve College Quality

of their strategy's.

7

0.004.981.093.77Existing facilities and

laboratories enough for

the needs of colleges

students to support

their learning

strategy.

8

0.008.85

-

1.872.07Parents often visiting

faculties for the

performance and

coordination with

teachers for the

9



benefits of students to

improve Q.0.0012.6

7

1.064.04All college staff are

working to help and

improve the education

process for the benefit

of students.

10

0.005.011.353.41Suitable and available

facilities at the

college for training in

computer skills and

Internet devices and

succession marching

college Q and strategy.

11

0.004.711.294.47The university

administration is keen

to establish good and

lasting relationships

with students and

faculty in order to

attract new students.

12

0.005.241.263.51The university13



administration is keen

on attracting

specialized cadres in

the teaching field.0.004.181.363,44Create the university

administration all the

necessary facilities

for the participation

of faculty members in

teaching programs

14

3.47Total4.2.2 The second hypothesis:

There is constant work to improve staff shift to the

teaching process as University Management and Management

leadership is considered to be another major driver of

TQM and it has a significant influence on determining

whether or not a TQM program can be implemented

effectively:

From Table 2, with the exception of paragraphs 18, all

other paragraphs got circles of calculation is greater

than 3.00 and the levels of significance Show no less

than 0.05 it was statistically significant. And replaced



paragraph No. 17 first prize and a mean 4.18, followed

by paragraph number 16 in second place and a mean of

3.97, and was the last paragraph No. 15 rank within

paragraphs statistically acceptable.

Paragraph No. 18, they got to the middle of less than

3.00 is, they are not statistically significant. Any

offers that what College dean and department head

encourages innovation in teaching not equivalent

creations and innovations designed to improve the

performance and service and a fair level.

The paragraphs collectively has got to the middle of

larger than 3.00 level of significance scenes less than

0.05 any statistically significant as it is to accept

the second hypothesis that there is a continuous

improvement in the teaching process by the interviewer

category.

Table (2): the responses of teachers, ,students and staffto the element of continuous improvement by UniversityManagement and Management leadership is considered to beanother major driver of TQM and it has a significantinfluence on determining whether or not a TQM program canbe implemented effectively in Jordanian universities to

enhance students learning Probtest-SDAritItemItem



abil

ity

valu

e

(.Si

g)

Valuehmet

ic

Mean

No

0.004.911.093.67College staff are dealing with

students in a friendly way

15

0.0010.760.743.97College administrative

personnel Officers helps

students at appropriate times.

16

0.5015.420.634.18Students who are graduates they

visit the college and suggest

ways and means to improve the

strategic and quality of

education by their experience

17

0.181.561.132.78College dean and department

head encourages innovation in

teaching

18

0.005.211.153.73Curricular activities in the

college is organized,

curriculum and participant is

19



accordance with the schedule

and the annual periodically0.0012.050.704.15Teaching and learning process

has been improved and Keeping

eye on exam preparation and

results of the management

efficiency exam

20

0.006.491.033.66Total

4.2.3 The third hypothesis:

Human resource is to enable and improve the


to meet the competency (Kaffa'h)exam in terms of

quality management, employees must be able to

measure and utilize quality data efficiently and

effectively.

From Table 3, with the exception of paragraphs

23.28, all other paragraphs got circles of

calculation is greater than 3.00 and the levels

of significance show no less than 0.05 it was

statistically significant. And replaced paragraph

No. 21 first ranked and a mean of 3.93, followed



by paragraph number 29 in second place and a mean

of 3.86, and was the last paragraph No. 25 rank

within paragraphs statistically acceptable.

The number of paragraphs 23.28, it got circles of

calculation is less than 3.00 is, they are not

statistically significant. Staff they are not

solving the problems without reference to the

direct responsible. Teams do not constitute

especially when there is a need to accomplish

specific tasks.

The paragraphs collectively has got to the middle

of my larger than 3.00 level of significance

scenes less than 0.05 there not statistically

significant where it is accepted that the third

hypothesis is in terms of quality management, employeesmust be able to measure and utilize quality data

efficiently and effectively enabled and improve the


to meet the competency(Kaffa'h) exam in Jordanian

universities.

Table (3) the responses of teachers and students

about Human resource is to enable and improve the




to meet the competency (Kaffa'h)exam in terms of

quality management to measure and utilize quality

data efficiently and effectively.

Prob

abil

ity

valu

e

(.Si

g)

test-

Value

SDArit

hmet

ic

Mean

ItemItem

No

0.139.331.023.93College teachers and students

complain about the lack of

facilities in the college

21

0.006.981.103.58Teachers are using audio and

visual aids, video, TV

during their lectures

22

0.50-0.671.442.65Positive behavior and

attitudes along with teaching

staff in their lecturing

hours

23



0.116.821.033.51All bachelor program

objectives are clear to me

and to the majority of

teaching staff.

24

0.004.951.203.39All problems will be solved

through meetings between

faculty members, deans or

department heads and students

25

0.006.181.103.60Teaching staff facing

important role in building

the character of students

26

0.004.501.223.46The college has clear vision

and the current education

system is useful for

achieving the objectives of

Undergraduate Students

program

27

0.10-1.651.572.59Teaching objectives of the

program are based on

scientific, professional and

technical knowledge

28

0.008.581.073.86Teaching staff review their 29



teaching material and lesson

from time to time0.005.151.193.53Teachers use method of

teaching only during the

lecture

30

0.007.381.653.41Total

4.2.4 Fourth hypothesis: to ensure Educational Business

Process management in improving equipment supplies and

devices necessary for the educational process variation

by building quality into the education process:

With the exception of paragraph No. 32, all other

paragraphs got circles of calculation is greater than

3.00 and the levels of significance show no less than

0.05 it was statistically significant. And replaced

paragraph No. 31 first rank and a mean 4.15, followed

by paragraph number 34 in second place and a mean 3.78,

and came paragraph No. 33 ranked third and last

paragraphs within statistically acceptable.

Paragraph No. 35, got to the middle of less than 3.00,

they are not statistically significant. that is mean

university management does not care about the



involvement of staff, faculty and students in decisions

regarding pre-processing requirements in improving

Educational Business Process management variation by building

quality into the education process , hardware and system

tools. Paragraph No. 32, it despite the fact that the

arithmetic mean is greater than 3.00, but the

significance of the viewer level was greater than 0.05,

meaning it is not statistically significant. that there

is a delay in the processing of the necessary variation

by building quality into the education process of supplies,

equipment and tools for the process of teaching

procedures.

The paragraphs collectively has got to the middle of

larger than 3.00 level of significance scenes less than

0.05 any statistically significant as it is to accept

the premise that is to contribute and participate in

the processing variation by building quality into the

education process needed for supplies, equipment and

tools for the teaching process and procedures

Table 4 :The responses of teachers and students about

the needs of education process needed to improve



equipments and teaching kits and tools in the

Jordanian universities to meet the learning needs.

Prob

abil

ity

valu

e

(.Si

g)

test-

Value

SDArit

hmet

ic

Mean

ItemItem

No

0.0012.050.704.15Tools and equipments

available in college for

staff to support their work.

31

0.131.051.353.09Building and furniture's,

tools, and equipments have

been improved in the college

in the past years to unable

staff accomplish their

duties.

32

0.004.091.013.71College has a clear vision

and clear direction of

students and scientific

33



material0.004.180.983.78The existence of programs and

budgets and projects, and

flexible policies, and

strategy at the university

took a private excellence and

creativity of students

creators care

34

0.111.16-0.692.81There are enough jobs for

those who have completed a

bachelor's program in the

market

35

0.007.380.723.50Total

4.2.5 - Fifth hypothesis Table (5) staff

responses to the Continues Improvement in Education

component to ensure the quality of service and

the strategies and quality of education.

Is to ensure the Continues Improvement in Education

quality of service provided by the Jordanian

universities and build direction of the

strategies and educational quality:



All paragraphs got circles of calculation is

greater than 3.00 and the levels of significance

shows no less than 0.05 it was statistically

significant. And replaced paragraph No. 37 first

rank and a mean 4.35, followed by paragraph

number 36 in second place and a mean 4.13, and

came paragraph No. 38 ranked last.

The paragraphs collectively has got to the middle

and larger than 3.00 level of significance scenes

less than 0.05 any statistically significant and

as it is to accept the premise that the Continues

Improvement in Education is to ensure the quality of

service provided within the strategies and

quality education.

Table 5 : Staff responses to indicate the

guaranteed of college strategies and the Continues

Improvement in Education and quality of service

provided to improve learning process.

Probabili

ty value

(.Sig)

t-

valu

e

S.DArit

hmet

ic

Mean

Item



0.0012.5

1

0.674.13The staff at the university is

keen on providing a high level

of quality services

36

0.0017.0

8

0.584.35The university administration is

seeking to have their good

characterized by the level of

the rest of the other

universities within the

strategies

37

0.008.530.843.96The university administration is

keen to compare the quality of

service provided to students

with other services in order to

provide the best educational

service and quality.

38

0.0014.5

7

0.514.00Staff, students and faculty

members taken into account Notes

when you make any change or

modification, in the teaching or

learning strategies and goals of

providing quality to match

39



international and regional

universities goals and

strategies.0.0013.2

5

0.604.11Total

4.2.6 Six Hypothesis:

The teacher at Jordanian universities compliance

to the standard related to planning, design and

preparation strategy of University Performance

Results to meet the Kaffa'h examination,

procedures and policies to enhance teaching

faculty and student learning of educational

positions.

Table No. (6) shows:

1- responses indicates the exception of

paragraphs 42 and 43, all other paragraphs got

arithmetic mean greater than 3.00 and observation

levels less than 0.05. I.e. it has moral

significance and this refers to the teachers of



the University Performance Results and compliance

with it all test needs to help students pass and

get a better mark . Paragraph No. 4o that

measures “the teacher planning strategy for

teaching using their own information about the

college exam with the college compliance with

strategy and topic ranked first and with 4.59

arithmetic mean. Paragraph No. 44 came second,

followed by paragraph no 43 and paragraph no 45

ranked last in statistically are accepted.

2- paragraphs no 41 although come up with

arithmetic mean which is greater than 3.0 but

observed significance levels is greater than

0.05. This indicates that it has no morals i,e

the University teacher does not designed

educational activities according to the exams to

help students to be independent.

3. paragraph No. 42 its takes the arithmetic

mean it was 2.86 less than 3.00, i.e. there is

not moral significance. university teacher does

not complained with decisions about the exam



topics in learning life to increase student

knowledge to pass in exams even in semester exams

4- with regard to the all paragraphs , the

arithmetic mean was 3.87 and 0.00 observed

significance level which indicates the

acceptance of the sixth hypothesis, i.e. the

teacher at Jordanian universities bind by the

first criterion related to strategic planning

and the designing of Kaffa"h exams topic and the

preparation of educational process and

procedures.

Table (6) the arithmetic mean, standard

deviation, t value and significance level of the

value of t in relation to the first criterion,

which compliance with strategic planning and the

design of Kaffa"h exams topic and the

preparation way of educational procedures and

process in effect of TQM which have different impacts oninternal quality and external quality, TQM implementation

that directly and positively improve university’s

performance by increasing quality performance.



Proba

bilit

y

value

(.Sig

)

test-

Value

SDArithm

etic

Mean

ItemItem

No

0.0031.

86

1,.34,59Plans to teach according

to his information about

the subject

40

0.,460,7

4

1.,8

5

2.55designed the educational

activities to help

students autonomy

41

0,042..

7

1,382,86Helps students to make

decisions in everyday life

situations according to

proficiency exam.

42

0,0019,

55

1,334,26Plans to manage students

behavior at

classroom effectively to

help in understanding of

43



student learning subjects

related to ministry Exam

(Kaffa'h).0,0027,

95

1,104,48Choosing the teaching

methods according to the

nature of the objectives

to be achieved learning

exam subjects.

44

0,0013,

23

1,513,97Engages students

educational positions

including taking into

account individual

differences

45

0,0027,

42

0,653,87Total

H7: University Achievement Exam (Kafaah)The Strategic Plan for Higher Education in the

Hashemite Kingdom of Jordan in 2004-2006 a vision

based on creating a high-quality educational

unable to produce qualified human cadres andKeywords : Strategic M Management and Total quality


specialized in different fields of knowledge meet

the needs of the community's current and future

in line with the achievement of economic and

social development is sustainable. "As included

the overall objectives of this strategy is the

need to improve the quality of higher education

and the harmonization of the requirements of the

community through the development of standards

and the bases for accreditation and quality

control are applied to all institutions of higher

education and in conformity with international

standards.

The absence of a reliable proficiency test at

Jordanian University’s Institute for Teaching

English in all subject taught in all universities

in Jordan according to the survey conducted for

this research shows that the misrepresents of

the actual level and performance of students.



Knowledge about subject culture and type

obviously affects student performance in Kaffa'h

exams and other types of evaluation measures.

However, other factors have not yet been

accounted for as well. The main objective of this

paper is to examine any possible relationship

between grades and personality traits. The

ultimate goal of the study is to assist

instructors in their understanding of certain

factors which affect students' performance in

committee examinations beyond their ability in

the language and subject matters.

In order to assess learners' personality traits,

I used the 50 question Type Indicator taken into

account Accordingly, (200) teaching staff and

(600) students from different educational

backgrounds were selected to participate in the

study. I was able to highlight some individual

differences among teaching staff and students

with regard to the impact of personality traits

on their academic performance. Considerable

consistent trends between grades and personality



traits were recorded in both total subject

Kaffa'h exams and composition exams. All 77.6

give the attitudes and behavior toward the bad

result from their understanding of the subject

taught in different level especially students fro

2009-2013.

Results of failing university exam

efficiency ratios According to 85.4% of the respondents to H 7

they revealed the results of academic proficiency

levels for the year 2013-2014 and the average for

the year 2014/2015 exam for the decline of some

public and private universities the levels of

proficiency in students to some of the skills and

competencies that must be available on their

different specialties.

And the results showed the apparent disparity in

proficiency rates of the three best universities

and the lowest of three universities in the

general level through competency exam, which won

both the University of Educational Sciences andKeywords : Strategic M Management and Total quality


Arts (UNRWA), and Princess Sumaya University,

Arab Open University at the highest levels of

proficiency rates ranging between 50 to 53%, as

opposed to all of Mutah University, and Jordan

Academy of Music, and civil University and Irbid,

university and others which claimed the lowest

grades in the same level for the year 2014/2015

at rates not exceeding 39%.

According to 71.4% of the respondents to H 7 they

revealed the results of academic proficiency

levels for the year 2013-2014 and the average for

the year 2014/2015 exam, they described the

results of university efficiency at the

intermediate level exam has won all University of

Science and Technology, and the Arab Open, and

Princess Sumaya, the Middle East, and blue

special, and Jordan university, and the Faculty

of Education and Arts and Sciences, and Oman

Arab, and Petra at the highest proficiency rates,

while won each of the Balqa University (Shobak),

and Irbid National, and Isra, and Yarmouk, and

Balqa (Ajloun) and Muta, and Tafila, and Applied



Science, and a wall at the lowest proficiency

rates at the same level of 39%.The findings from 78% of the people respond to

the H7 at the come at a press conference which

was held Sunday afternoon at the Commission for

the Accreditation of Higher Education

Institutions in the presence of President of the

Board and Dr. Bashir Al Zoubi, who confirmed that

attributed the decline in proficiency levels

primarily due to the lack of seriousness by some

universities in the competency Kaffa'h exam.

He pointed out that the body sends the results to

all of them Jordanian official and private

universities, stressing that some universities

have never responded to these results and they

did not examine the outputs to improve the level

of proficiency considering it as a notification

or notice only.

And Zoubi said that universities in front of a

big challenge, wondering: When will turn our

universities from the carrier of knowledge into



productive knowledge? , Stressing at the same

time that the curricula and courses taught by a

student that does not give him the skills and

competencies necessary, all courses were totally

different than what expected to be taught. .

He added that the aim of the university

proficiency exam as a requirement for graduation

comes to stand on the quality of Jordanian

institutions of higher education outputs and

their outputs.

He said: We hope that the CSC supports the

results of the exam efficiency by giving students

applying for jobs points counted them on the

priorities of jobs at all levels.

According to the results, the number of students

who applied for the exam university efficiency of

the general level reached (19 407) male and

female students from all public universities,

where the number of males (8372) students

accounted for 43% of the students test takers,

while the number of females reached (11035 ) per

student (57%).



The results indicated that the number of students

from public universities has reached (13 923)

accounted for 72% of the students test takers and

private universities (5484) students accounted

for (28%), and the distribution by the cumulative

rate categories (37%) acceptable, and (36%) good,

and (21%) and very good (6%) is excellent.

Medium-level exam results also showed that the

number of students who applied for the exam

efficiency at the average level reached (19 762)

students from all public universities, where the

number of males (9622) students, including rate

(49%) of the students test takers, while the

number of female (10104) per student (51%).

The results showed that the number of students

from public universities reached (14179) students

by (72%) of the students test takers, while the

number of private university students reached

(5547) students accounted for (28%) and the

distribution by the cumulative rate categories



(38%) acceptable, and (36%) good, and (21%) are

very good, and (6%) is excellent.

At the end of the conference Zoubi wished more

attention to universities in the university

efficiency and deal with it seriously because of

its profound impact on the skills and build

personal university students to be able to keep

abreast of developments in all that is new exam.

One of the photo taken during the conference.



https://www.assawsana.com/portal/image/imgid203140.jpg

Expert in Higher Education Affairs and other People

from the respondents to the question of H7 saying :

Who put questions? Translated from? It is

guaranteed not to manipulate? And how to give the

questions in English for students studying their

courses in Arabic? Why Higher Education and

Certification Authority monopoly on a particular

class and not others? The questions do not fit our

students and not the standard. Configurable exam no

more, and enough fabricating crises. No one can

understand the subject taught, that is way the

percentage fail in most of the exams. Others saying

What does it mean proficiency exam, or mastering

what the meaning of the exam? Exam efficiency in

Shaw? No university professors and students have

ideas and knowledge about it? Higher Education

toeing the unit away from universities,

Some respondents wrote Zabahtona words of the

university during the violence, which has the

biggest role in the poor results in most of the

Jordanian universities also the said please StopKeywords : Strategic M Management and Total quality


university violence and attacked between students

to improved results in the next future.

Other Questions given to the Management and other

authorities:

4.2.7 Questions: Please put your answer in a separate page if is needed

Question 1:

Please give your opinion about the academic

proficiency (Kaffa'h) exam, take into account

the plans and strategies for higher education in

Jordan,

Question 2:

What are the bases that could be used in

Jordanian universities to improve the quality of

education in your opinion

Question 3:

What is the best strategy to enhance quality of


Question 4:

What are the problems facing the traditional

system Education in Jordan which is based on

knowledge teaching:Keywords : Strategic M Management and Total quality


Question 1:

Please give your opinion about the academic

proficiency (Kaffa'h) exam, take into account

the plans and strategies for higher education in

Jordan,

Questions given to the Zabahtona committee about

the academic proficiency exam reveals the failure

of plans and strategies for higher education in

Jordan when I Asked the National Campaign for

the students, "Zabahtona wrote about the

" :Question given about the academic proficiency

exam that reveals the failure of plans and

strategies for higher education in Jordan

rights to "reconsider its policies and strategies

for higher education, which led to the

deterioration of educational outcomes and access

to disastrous results, represented the results of

the competency "Kaffa'h exam," which recently

announced by the Higher Education Accreditation

Commission because of the bad result gained in

the years 2010-2014 the ministry It must "re-



examine the students again and do the placement

of the exams of public and private universities

which rely on public and private, in parallel

with the increase in government support, so that

the number of students commensurate with the size

of the potential of the university in terms of

infrastructure, laboratory equipment and teaching

staff."

The campaign, called "progressive reduction in

the number of students admitted to the graduate

program over five years, to 10% of total

admissions in universities max."

It also called for "increased government support

for formal universities, in parallel with the

existence of financial supervision thereon, to

adjust the financial and administrative

corruption, and establish minimum salaries for

academics in private universities, and reconsider

their counterparts official university salaries,

to stop the migration of the academic

experience."



It called for "stop raising tuition policies,

both in terms of the parallel or competitive, and

universities to reconsider the law, including the

owners prevents interference in academic matters,

and what their budgets are subject to the direct

control of the Board of Higher Education."

Also called "Zabahtona" to "reconsider free

materials studied by the student," and "put to

join a student clubs for at least one year, and

the participation of three volunteer work at a

minimum, a requirement for any student who

graduated."

And demanded the Council of Ministers "to ensure

the continuation and development of the exam

strategy, including contributing to reconsider

upgrading materials to match the need of each

subject taught for the purpose of Kaffa'h exam ",

warning that "the powerful owners of capital and

the pressure of the pressure on the government to

rig the results of the exam in the coming

sessions."



The campaign explained that "the exam results

showed the presence of convergence in the results

of private and public universities, unlike what

was the case in previous examinations, since they

are public universities And stated that "the

audit results in numbers, the results prove that

the convergence private and public universities,

is not due to the high level of special need, but

to lower the official level."

According to the "Zabahtona committee ", the

"more than half of public and private

universities, deposited in the general level of

proficiency exam, and did not exceed the 45% and

sometimes to 35% barrier."

They pointed out that none of them "have not been

able to reach success rate in tests (engineering,

natural, agricultural and Computer Science,

Business studies and Information Technology .

they pointed out that "the university which won

first place in the ratio test for the level of

workmanship average software engineering is



Princess Sumaya University for information

technology and did not exceed 41%."

They pointed out that "it applies to the natural

sciences program (physics, chemistry, biology,

mathematics, earth sciences), as Petra University

ranked first (40%), while it was the first

program of Agricultural Sciences of the

University of Science and Technology ranked (41%

(."

And showed the campaign that the observations

about the findings of the report, explains that

"the exam this year held in 2014-2015,

distinguished from previous examinations, being

mandatory to be expected graduation, and the

mechanism of evaluating different from what had

been followed in the past, and marked the largest

to evaluate the level of the student and the

university, according to the levels: general

ability of (macro) medium (med), flour (micro ".

The general percentage of exam mastering the

general level of universities (44%), which is



less than the success rate of the specific body

count (45% )

It also came as a result of the general level

exam "shocking", especially with regard to the

skills of oral and written communication

(21.88%), and logical thinking skills (24.66%),

according to the campaign.

They believed that "the seriousness of these

findings, comes the fact that these skills,

reflect the culture acquired by the student at

the university, and the resulting study materials

and the provision of public research and

extracurricular activities."

The campaign showed that "very low level, all

universities, puts a big question mark about the

seriousness of departments in dealing with these

files."

They pointed out that "it was observed that there

were no statistically significant differences in

outcomes and mastery of competencies and skills



for college exam efficiency / year level ratios

differences."

They pointed out that this was due to the

variable university type (formal, private),

"refers to a large decline in the results of the

public universities, which were harvested most of

the first rank to private universities account,

in all disciplines, especially scientific ones

since the start in efficiency 2007-2010 exam."

For mastering the average efficiency exam, the

campaign made it clear that none of the

"universities do not have access to the

proportion of the pieces (success) 45% scientific

programs (natural sciences and engineering,

agricultural and computer science and information

technology plus Business studies), indicating the

weakness of the study plans and congestion

teaching and laboratory facilities Plus Business

studies"

It noted that "despite the fact that most of the

students admitted in universities (Jordan,



Science and Technology, Yarmouk and Jordan) of

obtaining the highest marks to" guideline "(ie,

the input of these universities are the best ."

they pointed out that "it has not been reflected

positively on the results of the exam (education

where output), so their scores were low and less

than the rate of success in scientific

disciplines, and the private universities were

able to outdo the public universities in the

exam."

they said it was remarkable for the Princess

Sumaya University and the United Nations Relief

and Works Agency for Palestine Refugees (UNRWA)

on the first rank in the general level, two

universities and two non public.

They pointed out that this confirms that the

higher education policy of "profitability" play a

key role in the level of education outcomes.

The campaign showed the absence of the University

of Jordan for the first mattress in the middle of

all Tests and falling for the seventh rank on the

overall level.



70% of the respondents to the survey's noted that

it "demonstrates that the University of Jordan's

policies in terms of the expansion of the

acceptance of the parallel program and the

dramatic rise in the number of students without

the presence of infrastructure and crew academic

unable to absorb these numbers, played a major

role down the level and lower educational

outcomes in it."

The results also showed the "media program take a

big drop rank Faculty of Information at the

University of Yarmouk, so that ranked last,

despite the fact that the college is the oldest,

and left large numbers of journalists and media

professionals."

It concluded, "Zabahtona" that these findings

"confirm once again that higher education

policies in the last 15 years, have only served

to further deterioration in the output of higher

education



Question 2: What are the bases that could be

used in Jordanian universities to improve the

best strategy to enhance quality of education in

your opinion, then 80% pointed that:

1- Avoid foreign interference in the educational

3- Work on the enactment of laws and legislation

that ensures the functioning of the

institution strategy to be in a stable manner

towards their goals and to be adapted to all

colleges.

4- Re universities to the community work to be

more affective for the market needs.

5- Find the policies and projects that will

ensure the continued flow of material support

for universities, enabling it to play its

role and scientific and research community.

6- Put the Q control of the efficiency of

workers in universities standards both school

personnel and departments.

7- Rule the spirit of knowledge, thought and

encourage dialogue based on the plans and

programs in and out of narrow partisan.



8- Work on improving the academic plans and

developed their programs.

9- Work to improve the physical inserter for

academics to enable them to full-time for

scientific research in and out of physical

conflict.

10- To increase the interest in research and

encouragement through the financial support

to all research to make staff more capable to

do better research.

11- Work on the development of local industries

and promote technical and industrial

industries

12- Carry out studies that diagnosed the

university actually identifies problems and

draw out a plan on scientific grounds.

13- The application of the general dependence of

the Jordanian universities standards to

ensure progress.

14- Rework standard of acceptance and constructed

on the basis of scientific merit



Question 3- What are the problems facing the

traditional system Education in Jordan which is

based on knowledge teaching:

(Petra) media on 31st/Jun/2014 representative

said that the number of universities in the

Jordan amounted to (33) University of them (10)

public universities attended by about (230,000)

students for the academic year 2013-2014/, while

the total number of private universities (23)

University attended by about (83,000) students.

To today a university education without talking

about the basic problems of education in Jordan

and we all do not deny that university education

in Jordan suffers from many problems and can be

likened (Brass bald Wayne and some of the

problems are as follows:

1- Higher university fees which leads to

burdening parents as a result of university

education requirements. This requires successive

governments to play their role towards the

adoption of laws that guarantee free university

education as is the case in the compulsory level.



this year some universities and the university of

Jordan put a high fees for students for all

student plus students who enrolled in master and

Phd programs more than any other universities.

2- Mess university education where spreads in

Jordan more than thirty University between public

and private, and we do not need to a quarter of

the number of universities and this confirms that

education has become the centrality and it

alternates traders and investors through the

expansion of the establishment of private

universities.

3. Weakness in terms of learning outcomes of

graduate student of our universities, which lacks

the minimum basics of specialization which come

out of it, and this confirms that the use of

modern methods during the teaching and learning

process and rely on methods that are out of time

and this is reflected in the outlook for the

graduate of Jordanian universities.

4. Twice and weakness in the scientific

production and research that the absence of a



budget for scientific research and education, and

the development and found they spend on luxury

things unrelated to research and development.

5- Also poor faculty staff and bad student

registered.

Because of the above problem The researcher

consider the following result:

The problems and cause of higher education

failure in the universities that I discussed

before the most important problems need a lot of

research and creative thinking and also

strategies based on the diagnosis of the real

problems and root causes and address the causes

of the problems and not manifestations as is

usually easy on the Jordanian way processors, and

that the responses are also the aims to improve

the quality of education and harmonization with

the labor market and maintain the principles of

justice in providing equal educational

opportunities for all income groups and make

academic excellence is the element which is the



difference in college admission and hiring the

faculty staff and student.



CHAPTER 5

STRATEGIC MANAGEMENT AND TQM IN EDUCATION

RESULT

5.1 Strategic Planning

Planning strategies in HEOM: Is a kind of

planning which is mainly concerned with the

design planning strategies to make the higher

education organization in Jordan more suitable

and able to optimize the use of resources and

responding to understand the changes in the

internal and external environment and to assess

the internal forces and weaknesses in the

organization, and develop visions for the future

of these institutions, and the methods used to

accomplish these tasks, the application those

plans by monitoring and follow-up system. And to

identify the necessary changes and adjustments

that can be made to those plans.



Total quality management has become an essential

component of education sector\ in higher

education to seek quality in education. It

promotes the human resource to improve processes

within an organization and exceed customer needs

now and in the future. Quality is one of the most

important issues in education today. Problem with

today’s education system is well recognized fact

that students leaving or graduating from high

schools and colleges are unprepared to meet the

demands of society (GOP, 2007), therefore, the

output is unable to compete with global era of

excellence. That’s why now the nations are

measured by the disposition of their education

and venture fight for quality, which has to be

fought in the minds of stakeholders and

customers. Quality emphasized on satisfaction of

customers revolves around some elements

highlighted by Greenwood and Gaunt (1994) as

availability, delivery, reliability, cost

effectiveness and performance. That Jordan

Education system is poor as he conceived the



relationship between labor market and future

manpower requirements. As mentioned in previous

chapter that employment opportunities are

relatively scarce. The institutions of teacher

training have to play crucial role in providing

their customers and stakeholders with a

leadership, characterized by intellectual

discipline, high academic accomplishment, and

bold and imaginative attitude towards social and

economic problems this country is facing. It

demands paradigm shift from quality to quantity

that Siddique (1991) has mentioned as teachers

education programs should be compatible with

changing needs. The accomplishment of educational

institutions depends primarily on the attributes

of teachers. So it is essential to study some of

the indicators, which could evaluate the

performance and quality of education in an

educational institution. Moosa (2006) has

presented a model for quality improvement and

mentioned some important factors that revolve

around quality of education, therefore in lieu of



these factors; an attempt was made to measure the

status of higher education in Jordan. In order to

evaluate the quality, management, infrastructure,

teachers and teaching, examination system and

objectives are taken as indicators.

5.2 Management

In researcher opinion Management and discipline

in Jordan played a key role in the success of

education institutions. The present study

indicated that the quality of management in

higher education is moderately negative,

indicated that quality of education in Jordan is

low due to management. Management in public

sector colleges of education faces many threats

due to political interference regarding transfers

and admission process. The problems are doubled

up with indifference from the government side.

The colleges of education have merely been a

shuttlecock between all Department of Education

and University of higher education. In such



circumstances the quality of management

deteriorates this will support our research.

5.3 Infrastructure

Infrastructure, either external or internal

having significant role in achievement of quality

education in Kaffa'h examination and that’s why

Natarajan (1990) recommended one third of the

educational budget for capital outlay. The

results of the study showed that the quality of

infrastructure in public and private sector

universities was not satisfactory. Physical

facilities like offices, laboratories, libraries,

computing labs, playgrounds, common rooms, and

cafeteria, mosques, Dormitory's, dispensaries,

and press vehicle parking sheds were available

but not sufficient. The reason is that the

colleges of education were initially established

for Primary Teaching methods.

5.4 Teaching and Training quality



About teacher training coerces, These teacher

training courses were for old fashion way

respectively, but later on due to the uplift in

the minimum qualification for a primary teacher

as BA/ B. Sc the courses of these institutions

were rendered useless and ceased. In the light of

these circumstances the authorities decided to

start B.ED and M.ED classes in some colleges in

higher education in Jordan. The infrastructure in

this way is not sufficient in these colleges. The

facilities for games, audiovisual aids are not

available in some of these colleges.

The quality of teachers and teaching were found

satisfactory despite the fact that majority of

teachers and students do not have an exposure of

international standards of teaching and learning.

Arshad (2003) mentioned that teacher’s attitude

towards teaching profession was not fairly

positive and they are serving as servant without

clarity of mission about student achievement

examination. Even in India, Narula (2000) said



teachers are serving according to a mission. But

due to dissatisfaction with the pay package and

heavy work load, the quality of teaching is lower

in comparison with international standards.

The study revealed that the quality of systemic

evaluation and the achievement (Kaffa'h)

examination was good. Sajid (2006) also reports

the same results. The colleges had an open and

participative mechanism for evaluation

Examination system was fair and transparent.

Teachers gave feedback within a week to students.

Semester system of examination was considered

more appropriate for teaching and evaluation. But

the examination system promoted the rote

learning. Shirazi (2004) and Sajid (2006) also

supported this idea that our examination system

moved around marks instead of imparting knowledge

to develop understanding.

The quality of objectives is not satisfactory as

viewed by teachers and students in the researcher



surveys in this studies . But they need to be

made more practical and skill oriented.

The present study was conducted at national level

and the study population comprised part of the

teachers and students of colleges of education.

The sample was 200 teachers and 600 students of

all colleges of and 20 deans and heads, who were

selected randomly. It could be better to select

all the students of a province, keeping the same

size of the sample, which would have made it

possible to derive more authentic results.

5.5 Study Questionnaire

The questionnaire of the study was based upon

five-point Likert scale reflecting the degree of

agreement or otherwise with each statement

related to specific dimension of quality. In

order to generalize the responses of the sample

to the population, t-test and mean were employed

for deriving the findings.

Likewise, the procedure for measuring relative

significance (priority order) of elements of

strategic and education quality both for the



sample and population might be faulty because

questionnaire’s statements for each element were

not the same. Therefore, the ranges of average

mean score also fluctuated either at lower or at

upper limit. These fluctuations made the task of

determining the relative significance of elements

of quality quite cumbersome.

Chapter six

6.1 CONCLUSIONS

The main conclusions that emerged out of the

study were:

1. It is observed that professional qualification

as well as experience of teachers had a

significant effect on students’ achievement exam.



Teaching profession demands to learn methods and

techniques for imparting knowledge to the

students. It was observed in the study that

lesser number of highly qualified and well

experienced teachers are working in the education

system in Jordan.

2. It is equally important to build management

capabilities and practices within educational

institution. In the present study, both students

and teachers agree that the overall quality of

education is poor it doesn't help student to pass

in Kaffa'h examination.

3. Quality can be orchestrated with right setting

on the educational processes. On the basis of

established criteria of score brackets, it was

concluded that the quality of management in

colleges are low. The teachers somehow consider

quality of management a little better perhaps

owing to their broader vision.

4. Teachers are the backbone of entire education

system and play a pivotal role at all levels.



Quality of teaching is also a need to recognize

the quality of the programs.

In present study quality of teaching was found

good enough. Both teachers and students polled

their opinion in favor of good teaching, but

still need more care and loyalties' from both and

also fro management and administrative staff. .

5. It seems reasonable to assume that the college

strategy to be build with quality of education

caters for the existence of an adequate physical

infrastructure that matches the needs. It also

presumes, however, that such infrastructure is

maintained and managed in the best possible way

in the institution’s interests and not merely for

the convenience of the managers. But, the present

study revealed in proper quality of

infrastructure.

6. Objectives are considered the destination and

the whole education system is framed under its

umbrella. If objectives are well determined and

clear then it’s easy to reach at goals. But in



present study ambiguous quality of objectives of

BSA, B.C.S program was reported.

7. The quality of education can be determined

through valid and reliable examination system. In

present study the quality of examination was not

found transparent because teacher viewed the

examination system is up to satisfactory while

students are facing some problems.

8. committee who put the Kaffa'h exam must be

from the colleges who teach the subjects instead

getting people from outside to do this exams.

6.2 RECOMMENDATIONS

On the basis of conclusions of the study,

following recommendations are made:

1. The quality of education depends mainly upon

the quality of teachers. The study revealed the

limited number of highly qualified teachers, it

is therefore recommended all teachers of colleges

may be appointed possessing Master, M.Phil and

Ph.D. degrees must have a training programmers to



be awarded for further higher qualification and

to be capable to teach according to Q standard .

2. All other elements are useless without the

presence of dedicated good teachers. Teaching is

low paid job in Jordan. There is a dire need to

improve benefits in teaching profession to

attract best minds towards teaching profession.

It is therefore, recommended that better

employment opportunities may be created for

educationists and special pay scale along-with

target based incentives may be introduced to

overcome the menace of the dearth of proper

teachers and brain drain of experienced.

3- The best people working in Jordanian

Universities are getting less pay than gulf

country, Jordan must reconsider the payroll

system to keep their qualified people to stay in

their work.

3. Management is an instrument of implementation.

In Jordan university there is no management and

teaching training programs for teaching staff

and managers in deans and head positions, they



join their duties raw handed and they are unable

to properly handle the situation especially for

Kaffa'h examination system, it is therefore

recommended that at least one month to three

months training for teaching staff and heads of

the colleges dean and managers in management of

the universities may be given.

4. The study reveals that there is an ever-rising

trend of expansion in enrolment of BSA and Master

programs students in various universities

especially in the Jordan University, Yarmowk

university..

There is no merit system or other selection

criteria; only a second division in B. A is

considered sufficient for admission. There should

be balance between quantitative expansion and the

quality so that increase in enrolment may not

adversely affect the quality of education.

5. Colleges Strategy and Quality of education

cannot be improved without proper provision of

infrastructure. The study manifests that

laboratories and libraries are not at par with



international standards. There is lack of

research journals, latest books and periodicals

in libraries whereas laboratories are not fully

equipped. Libraries should have latest books,

research journals and periodicals to quench the

students’ academic thirst.

6. The research results are tilted towards “all

is good” as for as examination system is

concerned, and this is actually good on papers

but implementation strategy and procedural lapses

have made it a major source of irritation and

corruption. It hinders in obtaining clear and

transparent picture of the quality of

universities, administration, teachers and

students. The examination system may need a

little improvement but proper training of

examiners and proper incentives as mentioned

earlier will enable concerned to overcome the

problems of examination system and its result.

The question papers should be constructed in such

a way whereby the depth of knowledge and creative

thinking of students over a period of time is



assessed. The repetition of a few important

questions should be avoided. Teachers may be

given proper training in test construction, test

administration, scoring and assessment skills.

Assessment of the students should be based on

continuous evaluation, in place of yearly

examination.

7. The present study was conducted at the

provincial level. The sample was adequate to

represent the provincial population but future

studies may be conducted at national level by

including all the colleges located in the

country.

8. Quality of B.A education was analyzed and

assessed in terms of five constituent elements,

namely, quality of management, quality of

infrastructure, quality of teachers, quality of

examination, and quality of objectives. Due to

inclusion of all these elements, the present

study became too unwieldy. Separate studies may,

therefore, be conducted on each element of

quality in order to identify the areas of



improvement in each dimension for quality

enhancement.

SUMMARY

The study was focused on student teaching and

achievement exam and (Kafaa'h) examination

application and analysis of total quality

management and its strategies in colleges of

Jordan. Total quality management and strategies

means planning and implementing programs of

continuous quality improvement, where quality is

defined as meeting or exceeding the requirements

and expectations of customers.

Quality is one of the most important issues in

education. Quality management is a vehicle that

educational professionals can use to cope with

the “forces of change” that are buffeting our

nation’s education system. Total quality

management (TQM) is an important management

philosophy, which is providing new ways of

education. Practicing the principles of TQM can



standardize and strategy in education system. The

potential benefits of practicing total quality

management (TQM) in some colleges are very clear

as:

(a) Strategy management in Jordanian higher

education taken into account current and future

adaptive Jordanian society needs with development

plans and objectives, with the aim of graduating

students are eligible and able to meet these

requirements, through policy-making, and to

identify needed to provide an appropriate

environment for the development of procedures,

through the themes that revolve around this

strategy, both where founded the university

admissions, or in terms of academic programs, or

in terms of the foundations of accreditation and

quality control and quality, in terms of

encouraging creativity in scientific research..

(b) The strategic Planning in Higher Education in

Jordan is one of the main functions of management

in the modern enterprise, and a key element of

its elements, it is a structured process based on



scientific method in action to face obstacles and

challenges for higher education institutions in

the country and Arabic countries through real

interaction with the problems of society, proper

appreciation and realistic needs, resources and

potential, and to work on the preparation of a

general framework for a realistic strategy plan

that can be implemented in light of the

possibilities available.

(c) TQM can help a colleges to provide better

services to its primary customers-students and

teachers and help in getting a best mark..

(d) Focus of TQM is a fundamental way of

fulfilling the accountability requirements and

educational reforms for the continuous

improvement to enhance students pass the national

exam(Kaffa'h).

(d) TQM is a no fear operating system, which

focuses on continuous growth and challenges to

students and teachers for good learning

environment.



(e) educational strategic and TQM can help to

replace the existing curricula according to the

new challenges, global and social requirements.

(f) TQM is a continuous quality improvement in

examination system,

(g) This system involves management, teachers and

students in problem solving activities and

provides such strategic management information,

which helps bolsters their commitments and

eventually changes the culture.



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Education, 27, 957-983.Appendix – I

APPLICATION AND ANALYSIS OF STRATEGIC MANAGEMENTAND QUALITY MANAGEMENT IN

COLLEGES IN JORDAN

QUESTIONNAIRE



For Teachers and Students plus administrativestaff

Part-1PERSONAL INFORMATION:

1. College Name: (Optional) ___________________________________________2. Name: (Optional) ______________________________________________________

3. Gender: 1). Male 2). Female

4. Age: 1) Below 30 years 2). 31 to 40 years 3). 41and above

5. Qualification: 1). M. A. /M. Sc. 2). M. Phil. 3). Ph. D.

6. Professional Qualification: 1). B. Ed 2). M. Ed /M.A.(Education)3). M. Phil 4). Ph. D

7. Experience:a) As teacher: 1- 5 years 6-10 years 11-15 yearsto 16-20 years 21 years and aboveb) As administrator: 1- 5 years 6-10 years 11-15years to 16-20 years 21 years and aboveIn-service Training received: 1) Below three times 2) Three to Five Times 3) Many Times



Part-2INSTRUCTIONS, students, staff and management: Please select your response against each statement and tick (×) appropriate. Please1) Respond to all items;2) Respond freely and frankly, and3) Consider each item independently; and respond in the sequence presented to you

This questionnaire provides you with an opportunity to reflect on various aspects of youruniversity or college. Your response should be one of the statements given below:1). SA = stand for strongly agree 2). A = Stand for agree3). UD = stand for Undecided 4). DA = Disagree5). SDA = Stand for strongly disagree

Effective support of Student focus and

satisfaction-examines on how the university

determines student expectations.No Statements SA A UD DA SDA1 College has lending

education Strategy inline with the needs ofeveryday students needs according to their study slandered.

2 Audio and visual aidsare suitable and available at the



college strategy with quality needs and strategy available to fit their needs.

3 Teachers are giving notes and given references according to it's strategy and quality to provide scientific books for the needs and benefitsof students.

4 College has a clear plan and strategy to improve the quality and improvement of learning and quality purposes.

5 Appropriate furniture and fittings are available in the college to enable students achieve learning up to Q standards and improve skills.

6 Teachers involved in the development strategy of staff and programs technicians to promote technical and educational skillsto help students



learning according to college strategy and QM objectives .

7 All faculty members have a good relationship with eachother in order to improve College Quality of their strategy's.

8 Existing facilities and laboratories enough for the needs of colleges students to support their learning strategy.

9 Parents often visitingfaculties for the performance and coordination with teachers for the benefits of students to improve Q.

10 All college staff are working to help and improve the education process for the benefit of students.

11 Suitable and availablefacilities at the college for training in computer skills andInternet devices and



succession marching college Q and strategy.

12 The university administration is keento establish good and lasting relationships with students and faculty in order to attract new students.

13 The university administration is keenon attracting specialized cadres in the teaching field.

14 Create the university administration all thenecessary facilities for the participation of faculty members in teaching programs

the element of continuous improvement by University Management and Management leadership andTQM improvements.15 College staff are

dealing with students in a friendly way

16 College administrativepersonnel Officers helps students at appropriate times.

17 Students who are graduates they visit



the college and suggest ways and meansto improve the strategic and quality of education by their experience

18 College dean and department head encourages innovation in teaching

19 Curricular activities in the college is organized, curriculum and participant is accordance with the schedule and the annual periodically

20 Teaching and learning process has been improved and Keeping eye on exam preparation and results of the management efficiency exam

The Human resource enable and improve theeducational process in the Jordanian universitiesto meet the competency (Kaffa'h)exam in terms ofquality management,.

21 College teachers and students complain about the lack of



facilities in the college

22 Teachers are using audio and visual aids,video, TV during their lectures

23 Positive behavior and attitudes along with teaching staff in their lecturing hours

24 All bachelor program objectives are clear to me and to the majority of teaching staff.

25 All problems will be solved through meetings between faculty members, deansor department heads and students

26 Teaching staff facingimportant role in building the characterof students

27 The college has clearvision and the currenteducation system is useful for achieving the objectives of Undergraduate Studentsprogram

28 Teaching objectives ofKeywords : Strategic M Management and Total quality


the program are based on scientific, professional and technical knowledge

29 Teaching staff review their teaching material and lesson from time to time

30 Teachers use method ofteaching only during the lecture

. Educational Business Process management in improvingequipment supplies and devices necessary for theeducational process variation by building quality into theeducation process

31 Tools and equipments available in college for staff to support their work.

32 Building and furniture's, tools, and equipments have been improved in the college in the past years to unable staff accomplish their duties.

33 College has a clear vision and clear direction of students and scientific material

34 The existence of Keywords : Strategic M Management and Total quality


programs and budgets and projects, and flexible policies, andstrategy at the university took a private excellence andcreativity of studentscreators care

35 There are enough jobs for those who have completed a bachelor'sprogram in the market

Continues Improvement in Education component to ensurethe quality of service and the strategies andquality of education.36 The staff at the

university is keen on providing a high levelof quality services

37 The university administration is seeking to have their good characterized by the level of the rest of the other universities within the strategies

38 The university administration is keento compare the qualityof service provided tostudents with other services in order to



provide the best educational service and quality.

39 Staff, students and faculty members taken into account Notes when you make any change or modification, in the teaching or learning strategies and goals of providing quality to match international and regional universities goals and strategies.

The teacher at Jordanian universities complianceto the standard related to planning, design andpreparation strategy of University Performance Resultsto meet the Kaffa'h examination, procedures andpolicies to enhance teaching faculty and studentlearning of educational positions.40 Plans to teach

according to his information about the subject

41 designed the educational activitiesto help students autonomy

42 Helps students to makedecisions in everyday life situations



according to proficiency exam.

43 Plans to manage students behavior atclassroom effectively ro help in understanding of student learning subjects related to ministry Exam (Kaffa'h).

44 Choosing the teaching methods according to the nature of the objectives to be achieved learning examsubjects.

45 Engages students educational positions including taking into account individual differences

Question 1.Please put your answer in a separate page if isneeded



Please give your opinion about the academicproficiency (Kaffa'h) exam, take into account the plans and strategies forhigher education in Jordan,

Question 2: What are the bases that could be used in Jordanian universities to improve the quality of education in your opinion




Question 3:

What is the best strategy to enhance quality of







Question 4: What are the problems facing the traditional system Education in Jordan which is based on knowledge teaching:



Appendix – IILIST OF THE UNIVERSITIES

University

Location

1 University of Jordan Amman

2 Al al-Bayt University Mafraq

3 Jordan University of Science and Technology Irbid

4 The Hashemite University Zarqa

5 Yarmouk University Irbid

6 Philadelphia University Amman



http://www.4icu.org/reviews/2949.htm







http://www.4icu.org/jo/

http://www.4icu.org/jo/jordanian-universities.htm

http://www.4icu.org/jo/universities-jordan.htm

7 University of Petra Amman

8 Al-Balqa' Applied University Al-Salt ...

9 Mutah university Al Karak

10 German Jordanian University Amman

11 Al-Ahliyya Amman University Amman

12 Princess Sumaya University for Technology Al Jubaiha

13 Al-Hussein Bin Talal University Ma'an

14 Applied Science Private University Amman

15 Tafila Technical University Tafilah

16 Irbid National University Irbid

17 The World Islamic Sciences & Education University Amman

18 Amman Arab University Amman

19 Zarqa University Zarqa

20 Al-Zaytoonah University of JordanAmman

21 Middle East University Amman

22 Jadara University Irbid

23 Jerash Private University Jerash

24 Isra University Amman

25 Jordan Applied University Collegeof Hospitality and Tourism Education

Amman



























26 Arab Academy for Banking and Financial Sciences Amman

27 Jordan Academy of Music Amman

Appendix – IIILIST OF THE COLLEGES OF EDUCATION

University of JordanHumanities Faculties






College of Arts, College of Business, College of Shari'a, College of Educational College of Law Sciences College of Physical Education College of Arts and Design College of International Studies College of Foreign languages College of Archaeology and Tourism

JUST University

College y of Engineering College of Computer & Information Technology

College of Medicine College of Applied Medical Sciences College of Dentistry College of Pharmacy College of Nursing College of Science and Art College of Agriculture College of Veterinary Medicine College of Architecture & Design College of Graduate Studies College of Student Affairs



http://www.just.edu.jo/Deanships/DeanshipofStudentsAffairs

http://www.just.edu.jo/FacultiesandDepartments/FacultyofGraduateStudies

http://www.just.edu.jo/FacultiesandDepartments/FacultyofArchitectureandDesign

http://www.just.edu.jo/FacultiesandDepartments/FacultyOfVeterinaryMedicine

http://www.just.edu.jo/FacultiesandDepartments/FacultyofAgriculture

http://www.just.edu.jo/FacultiesandDepartments/FacultyofScienceandArts

http://www.just.edu.jo/FacultiesandDepartments/FacultyofNursing

http://www.just.edu.jo/FacultiesandDepartments/FacultyofPharmacy

http://www.just.edu.jo/FacultiesandDepartments/FacultyofDentistry

http://www.just.edu.jo/FacultiesandDepartments/FacultyofAppliedMedicalSciences

http://www.just.edu.jo/FacultiesandDepartments/FacultyofMedicine

http://www.just.edu.jo/FacultiesandDepartments/it

http://www.just.edu.jo/FacultiesandDepartments/it

http://www.just.edu.jo/FacultiesandDepartments/FacultyofEngineering

http://business.ju.edu.jo/

http://arts.ju.edu.jo/

College of Research

Units & Departments Admission and Registration Unit Central Supplies Unit Engineering Projects Unit Engineering WorkShops Unit Financial Affairs Unit

Petra University

College of Information Technology College of Architecture & Design College of Administrative & Financial

Sciences Colle College of ge of Arts & Sciences College of f Law College of Pharmacy & Medical Sciences

Yarmouk University

College of Arts College of Science College of Economics and Administrative

Sciences College of Hijjawi for Engineering

Technology College of Shari’a and Islamic Studies College of Education



https://www.yu.edu.jo/en/?option=com_k2&view=itemlist&layout=category&task=category&id=8&Itemid=169








http://www.uop.edu.jo/En/Academics/PharmacyMedicalSciences/Pages/default.aspx

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College of Physical Education College of Law College of Fine Arts College of Information Technology College of Archaeology And Anthropology College of Mass Communication College of Tourism and Hotel Management College of Medicine College of Pharmacy College of Language Center

Alhashemate University

College of Faculty of Economics and Administrative Sciences (FOE) College of Educational Sciences (FEAS) College of ineering (FOE) College of Arts (ART) College of Medicine (FOM)



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Appendix IVNumber and rank order of suggestions and problemsregarding improvement of quality in education in Jordan from student side

Sr.No

Suggestions No. ofRespons

RankOrder



es out of 600

of students answer

Job Opportunities may be provided in public sector

581 100

Curriculum may be revised according the society needs

555 200

Competent and well-qualified teachers may be appointed

521 350

Teachers do not behave impartially with students

488 400

Courses may be changed in Urdu medium

468 5.5

Most of the teachers don’t use modern teaching techniques

468 380

New books and research material are not added in libraries

451 250

Transportation is not available for students

423 410

Classroom, grounds, roads, and labs are not properly clean

401 300

Scholarships may be provided 401 150Quality education is not provided to the students.

394 290



Dormitory facilities not available

347 166

LIST OF FIGURES

LIST OF FIGURESPage

no

ItemNo

39Fig 1 Ministry of higher education,

organizational chart1

40Figure 2: The Youth Bulge—Jordan

Population Pyramid for 20102

52Fig.4: the continues population growth

will lead for more demands for

education which will improve (health

for example) which will lead to

population growth too (McMahon, 2002)

3



83Figure 5 TQM process4

88Fig 6: The European Excellence Model590Fig. 7: the PDSA cycle6101Fig. 8: TQM Model structure for

Continuous Improvement for achieving

students’ satisfaction

7

118Figure 9 illustrates this research

model that clarified the relationship

between TQM and University Achievement

Exam.

8

123Fig 10 : Gap analysis as starting

point for the improvement plan.9

Panel of Experts

Dr. Dr. Akrem Alomari Professor, Education college

University of Yarmouk - Erbid.Keywords : Strategic M Management and Total quality


Dr. Mouneer Jaradat, Balqa University –AlHussen College

Dr. Muhammad Bashir, Director Academics, University of Shaja, UAE

Dr. Nasir Mehmood, Associate Professor, Institute of Technolgy, UAE.

Dr. Muhammad Mahmoud Awad, Professor, University of Missouri, USA

Dr. Jammes Edward, Director of NAHE, Higher Education Commission, USA, Michigan University,USA

Ehab Alomari, Assistant Professor, University of Balqa

Dr. Ehab Shatnawi,, Assistant Professor, Universirty of Joirdan

Dr. Adeeb Muhammad , Senior Subject Specialist, USTC, Jordan

Dr. Sharma Gannash, Anees, Deputy Director, University, Technical College of Technology. Oman

Dr. Basher Alzoubi, higher education of Jordan . Accreditation of Higher Education Institutions in the presence of President of the Board

.



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