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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
•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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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 suffering of many problems,
while its outcomes are of low level and in a
declined path. On the other hand number of
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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....
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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..
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Fig 1 Ministry of higher education,
organizational chart
Higher Education in Jordan (facts and figures)
The Hashemite Kingdom of Jordan in Brief
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
- 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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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:
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
• 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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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?
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
of the processes taking place on the input of
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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%).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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. .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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..
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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?
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Exam are to be classified into five major
categories:
The student's standard in comparison with his/her
colleagues from the same university.
The student's standard in comparison with his/her
colleagues in the same specialization from other
universities in Jordan
The student's standard in comparison with his/her
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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?)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
• 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)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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:
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
H2b: Management Leadership is positively related
to process management
aH03: There is no significant difference between
mean opinions of teachers and students about
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
H3: Human Resource Development Management is
positively related to educational process
management .Ho4: There is no significant difference between
mean opinions of teachers and students about
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
mean opinions of teachers and students about
ensuring continues improvement in education of
the quality of service provided by the Jordanian
universities and strategies management,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
mean opinions of teachers and students about
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
of the processes taking place on the input of
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
practical strategies to suit the foundations of
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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:
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
3 20 from eachCollege
40
University ofJordan-Amman
3 20 from eachCollege
Amman Al-ahlieah/ Amman
3 20 from eachCollege
40
Mutta'hUniversity- Karak
3 20 from eachCollege
Ph 3 20 from eachCollege
40
Al-Albiat-AlMafraq
3 20fromeachCollege
Al-Zarqa Al-Ah liah- l-Zarqa
3 20 from eachCollege
40
Al-Hashemeah
3 20 from eachColleg
Irbiduniversity
3 20 from eachCollege
40
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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-
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
educational process in the Jordanian universities
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
educational process in the Jordanian universities
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
educational process in the Jordanian universities
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
educational process in the Jordanian universities
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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:
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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%).
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
education in your opinion
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
standards , Universities of Jordan , Al-omar
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-
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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."
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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."
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
difference in college admission and hiring the
faculty staff and student.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
(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.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
References
1.World Bank. The Road Not Traveled: EducationReform in the Middle East and North Africa,
2008.)
2.Report Four in a Series of Global EducationResearch Reports published by the Instituteof International Education (IIE) and the
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
American Institute For Foreign Study (AIFS)
Foundation 2010.
3.Anderson, D.R., Johnson, R., and Milligan, B.(2000). Quality Assurance and Accreditationin Australian Higher Education: Anassessment of Australian and internationalpractice. Canberra: Department of Education,
Training and Youth Affairs.
4.Aspin, D. N. and Chapman, J. D (1994). QualitySchooling: A Pragmatic Approach to SomeCurrent Problems, Topics and Issues. London:
Cassell.
5.Barrett, R. (1996) Quality and the Abolition ofStandards: Arguments Against Some AmericanPrescriptions for the Improvement of HigherEducation. Quality in Education, 2(3): 201-
210.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
6.Bolton, A. (1995). A rose by any other name:TQM in higher education. Quality Assurance
in Education 3(2): 13-18.
7.Cheng, Y. C. and Tam, W. M. (1997). Multi-models of quality in education. Quality
Assurance in Education 5 (1): 22-31 .8.Craft, A. (1994). International Developments in
assuring Quality in Higher Education.
London: The Farmer Press .
9.Dawson, P. and Palmer, G (1995). QualityManagement: The Theory and Practice of
Implementing Change. Melbourne: Longman.
10.Department of Education, Training and YouthAffairs (2000). The Australian HigherEducation Quality Assurance Framework.
Canberra.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
11.Department of Education, Training and YouthAffairs. (2000). Quality Assurance andAccreditation in Australian HigherEducation: A national seminar on future
arrangements. Canberra.
12.Feigenbaum, A. V. (1994). Quality education andAmerica's competitiveness. Quality Progress
27(9): 83-4.
13.Garvin, D. A. (1988). Managing Quality: TheStrategic and Competitive Edge. New York:
Collier Macmillan .14.Giertz, B. (2000). The Quality Concept in
Higher Education. Sinergie. Rapporti diRicerca N.9 - Luglio 2000. pp295-396.Conference Proceedings, TQM for HigherEducation Institutions 11, Verona, 30-31
August, 1999.
15.Harman, G. and Meek, V. Lyn, (2000).Repositioning Quality Assurance andKeywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Accreditation in Australian HigherEducation. Canberra: Department of
Education, Training and Youth Affairs.
16.Harvey, L. (1999). Quality in Higher Education.Paper presented at the Swedish QualityConference, Goteberg, Sweden, November,
1999.
17.Harvey, L. and Green, D. (1993). DefiningQuality. Assessment and Evaluation in Higher
Education 18(1): 9-26.
18.Holton, R. J. (1997). Some Myths AboutGlobalisation. Higher Education Research andDevelopment Society of Australasia
Conference, Adelaide, South Australia.
19.Johnes, J. and Taylor, J. (1990). PerformanceIndicators in Higher Education. Buckingham:The Society for Research into Higher
Education & Open University Press.Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
20.Knight, J. (1999). Internationalization of
Higher Education in Quality andInternationalization in Higher Education,(Knight J. deWit, H. Eds). Paris:Organization for Economic Co-Operation and
Development.
21.Knight, J. and deWit,H (1995). Strategies forInternationalization of Higher Education:Historical and Conceptual Perspectives inStrategies for Internationalisation ofHigher Education - A Comparative Study ofAustralia, Canada, Europe and the UnitedStates of America. H. deWit.(Ed) Amsterdam:European Association for International
Education .
22.Avdjieva, M. and Wilson, M. (2002), ‘Exploringthe Development of Quality in HigherEducation’, Managing Service Quality, 2 (6),
pp. 372-383.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
23.Borahan, N. G. and Ziarati, R. (2002),‘Developing Quality Criteria for Applicationin the Higher Education Sector in Turkey’,Total Quality Management, 13 (7), pp. 913-
926.
24.Bradach, S. (1998), Franchise Organisations,
Boston: Harvard Business School Press.
25.Brookes, M. (2003), ‘Evaluating the StudentExperience: An Approach to Managing andEnhancing Quality in Higher Education’,Journal of Hospitality, Leisure, Sport and
Tourism Education, 2 (1), pp. 1 -9.
26.Brookes, M. and Downie, N. (2002), ManagingChange: The Value of Student Feedback,
EuroCHRIE Congress 2002, and Barcelona.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
27.Cheng, Y. C. and Tam, W. M. (1997), ‘Multi-models of Quality in Education’, Quality
Assurance in Education, 5 (1), pp. 22-31.
28.Colling, C. and Harvey, L. (1995), ‘QualityControl, Assurance and Assessment – the Linkto Continuous Improvement’, Quality
Assurance in Education, 3 (4), pp. 30-34.
29.Cullen, J., Joyce, J., Hassall, T., andBroadbent, M. (2003), ‘Quality in HigherEducation: from Monitoring to Management’,Quality Assurance in Higher Education, 11
(1), pp. 30 – 34.
30.Elton, L. (1992), ‘Quality Enhancement andAcademic Professionalism’, The New Academic,
1 (2), pp. 3-5.
31.Eriksen, S. D. (1995), ‘TQM and theTransformation from an Elite to a MassSystem of Higher Education in the UK’,Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Quality Assurance in Education, 3 (1), pp.
14-29.
32.Harvey, L. (1995), ‘Beyond TQM’, Quality in
Higher Education, 1 (2), pp. 123 – 146.
33.Harvey, L. and Knight, P. T. (1996),Transforming Higher Education, Buckingham:
SRHE and Open University Press.
34.Harvey, Plimmer, Moon, and Geall (1997),Student Satisfaction Manual, Oxford: Oxford
University Press.
35.Hewitt, F. and Clayton, M. (1999), ‘Quality andComplexity – Lessons from English HigherEducation’, International Journal of Qualityand Reliability Management, 16 (9), pp. 838-
858.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
36.Hughes, P. (1988), ‘The Challenge ofIdentifying and Marketing Quality inEducation, The Australian Association ofSenior Educational Administrators, Sydney,
NSW’. In Cheng, Y .
37.Pounder, J. (1999), ‘Institutional Performancein Higher Education: is Quality a RelevantConcept?’, Quality Assurance in Education, 7(3), pp. 156-163. National Agency forHigher Education (2001). From Quality Auditto Quality Assessment: The New EvaluationApproach for Swedish Higher Education.
Stockholm .
38.Owlia, M. S. and . Aspinwall, E. M (1997). TQMin higher education - a review.International Journal of Quality &
Reliability Management 14(5): 527-543.
39.Rowley, J. (1995). A New Lecturer's SimpleGuide to Quality Issues in Higher Education.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
International Journal of Educational
Management 9 (1): 24-27 .
40.Talerud, B. (2001). Implementation of a NewNational Strategy for Quality Assurance inSweden. Paper presented at the INQAAHE -2001 Conference on Quality, Standards and
Recognition .
41.Van der Wende, M. (1999). Quality Assurance ofInternationalisation andInternationalisation of Quality Assurance.in Quality and Internationalisation inHigher Education. Paris: Organization for
Economic Co-operation and Development .
42.Woodhouse, D. (1999). Quality and QualityAssurance. in Quality andInternationalisation in Higher Education.Paris: Organization for Economic Co-
operation and D .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
43.Durlabhji, S.G. and M.R. Fusilier, 1999. Theempowered classroom: Applying TQM to college
teaching, Manag. Serv. Qual., 9(2): 110-115 .
44.Osseo-Asare E.A.Jr. and D. Longbottom, 2002.The need for education and training in theuse of the EFQM model for quality management
in UK higher education injstitutions. Qual .
45.Assur. Edu., 10(1): 26-36 .
46.46. Fullan, M., 1993. Change Forces, Falmer,
London .
47.Gaither, N., 1996. Production and OperationsManagement, Duxbury Press, Cincinnati, OH,
p: 7 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
48.Glasser, William, 1998. The Quality SchoolTeacher: A Companion Volume to The Quality
School .
49.Gregory, M., 1996. Developing effective collegeleadership for the management of educationalchange. Leadership Org. Dev. J., 17(4): 46-
51 .
50.Harris, R.W., 1994. Alien or Ally? TQM,Academic
Quality and the New Public Management .
51.Quality Assurance. Education., 2(3): 33-39 .
52.Iven, H., 1995. Dearing’s dilemma. Education, 9
June, Vol: 14 .
53.Koch, J.V., 2003. TQM; why is its impact inhigher education so small?. The TQM
Magazine, 15(5): 325-333 .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
54.Lawrence, J.J. and M.A. McCollough, 2001. Aconceptual framework for guaranteeing higher
education. Qual. Assur. Edu., 9(3): 139-152.55.Marsh, D.T., 1992. Leadership and its functions
in further and higher education. Mendip
Paper. The Staff College, Bristol .
56.Michael, R.K., et al., 1997. A comprehensivemodel for implementing total qualitymanagement in higher education. Benchmark.
Qual. Manage. Technol., 4(2): 104-120.
57.Owlia, M.S., and E.M. Aspinwall, 1997. TQM in
higher education-a review. International J .
58.Doerfel, M. L., & Bruben, B. D. (2002).Developing more adaptive innovative andinteractive organizations. New Directions
for Higher Education(118), 5-27 .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
59.Downey, T. E. (2000). The application ofcontinuous quality improvement models andmethods to higher education: Can we learn
from business? (No. ED447291) .
60.Edler, F. (2004). Campus accreditation: Herecomes the corporate model. Thought and
Action, 91-104 .
61.Education criteria for performance excellence.(2004). Retrieved Oct. 17, 2004, fromhttp://baldrige.nist.gov/Education_Criteria.
htm .62.Erdfelder, E., & Faul, F. (1992). GPower
(Version 2.0): Bonn University .
63.Fowler Jr., F. J. (2002). Survey researchmethods (3rd ed. Vol. 1). Thousand Oaks:
Sage Publications .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
64.Fritz, S. M. (1993). A quality assessment usingthe Baldrige criteria: Non-academic serviceunits in a large university. DigitalDissertations, 54 (07A), 2428. (UMI No.
9333964) .
65.Goetsch, D. L., & Davis, S. B. (1997).Introduction to total quality: Qualitymanagement for production, processing andservices (2nd ed.). Upper Saddle River:
Simon & Schuster .66.Granholm, J. (2004). Our determination, our
destination: A 21st century economy.Retrieved October 17, 2004, from
http://www.michigan.gov/gov/0,1607,7-168-
29544_29546_29628-84911--,00.html .
67.Harbour, C. P. (2002). The legislativeevolution of performance funding in theNorth Carolina community college system.
Community College Review, 29(4), 28-49 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
68.Cornesky, Robert A., et al. (1990) “W. EdwardsDeming: Improving Quality in Colleges andUniversities”. Madison, Wis.: MagnaPublications Cited in Chaffee E. E. and
Sherr L. A. (1992) .
69.Cornesky, Robert, Sam McCool, Larry Byrnes, and
Robert Weber (1991) .
70.“Implementing Total Quality Management inHigher Education”, Madison, Wis.: MagnaPublications, Cited in Chaffee E. E. and
Sherr L. A. (1992) .
71.Seymour, Daniel T. (1992) “On Q: Causing
Quality in Higher Education”, New York :
72.ACE/Macmillan, Cited in Chaffee E. E. and Sherr
L. A. (1992) .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
73.Sherr, Lawrence A., and Deborah J. Teeter, eds.(1991) “Total Quality Management in HigherEducation”, New Directions in Institutional
Research No. 71, San Francisco :
74.Jossey-Bass, Cited in Chaffee E. E. and Sherr
L. A. (1992) .
75.Sadkhan S. and Fadhil S. (2006) “Systemapproach for total quality management inengineering education in Arab homelanduniversities”, 1st Arab conference foruniversity quality and licensure andaccreditation requirements’ proceedings,
Sharjah, UAE .
76.Brennan J. and Shah T. (2000) “Managing qualityin higher education: an internationalperspective on institutional assessment andchange”, Open University press, Buckingham,
UK, ISBN 0 335 20673 5.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
77.Barajil A. (2005) “Quality in higher educationbetween reality reality’s contradictions andfuture imaginations: higher education inAlgeria as a case study” 2nd Arabic forumfor education proceedings, Arab thought
foundation, Beirut, Lebanon.
78.Hamich A. (2005) “Distance learning, experienceof Islamic universities”, 2nd Arabic forumfor education proceedings, Arab thought
foundation, Beirut, Lebanon .
79.Bnoud A. (2000) “Scientific research and its
role in industrial growth”, Work paper ,
80.1st Arabic conference about universities andresearch institutions and their role inresearch and development activities, Cited
in Bnoud A. (2005) .
81.Rocki, M. (2005) Statistical and mathematicalaspects of ranking: lessons from Poland,Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Higher Education in Europe, 30 (2), pp. 173-
181 .
82.Ortmann, A. (2002) Capital romance: why WallStreet fell in love with higher education.The For-Profit Higher Education ResearchProject at the Curry School of Educaiton,University of Virginia. Accessed on 11 April2006 at:http://curry.edschool.virginia.edu/forprofit
/workingpapers.htm .
83.Patterson, G. (2005). Collaboration/competitioncrossroads: national/supranational tertiaryeducation policies on a collision course.In: Tertiary Education and Management, 11:
355-368 .
84.Ramona and Sower, “Benchmarking for QualityManagement & Technology”, Vol. 4, No. 2, pp.
104-120, 1997 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
85.Spanbauer, “Measuring and Costing Quality inEducation”, Appleton, Wisconsin: Fox Valley
technical College Foundation, 1989 .
86.Juran, “The quality trilogy”, Quality Progress,
Vol. 9, No. 8, pp. 19-24, 1986 .
87.Motwani and Kumar, “The need for implementing
total quality management in education ,”
88.International Journal of Educational Management11, pp. 131–135, 1997. Johansson andLindfors, ”Att Utveckla Kkunskap”, Lund:
Studentlitteratur, 1993 .
89.Lekvall and Walbin, ”Information förMarknadsföringsbeslut”, Göteborg: IHM Förlag
AB, 1993 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
90.Lawrence and Robert, “A violation ofassumptions: why TQM won’t work in the ivorytower”, Journal of Quality Management, Vol.
2, No. 2, pp. 279-91, 1997 .
91.Marchese, “TQM: a time for ideas”, Change, Vol.
25, pp. 10-13, 1993 .
92.Nina and Maureen, “Evaluating qualitymanagement in university departments”,
Quality .
93.Assurance in Education Vol. 14, No. 2, pp. 123-
142, 2006 .
94.Rowley, J. (1995). A New Lecturer's SimpleGuide to Quality Issues in Higher Education.International Journal of Educational
Management 9 (1): 24-27 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
95.Talerud, B. (2001). Implementation of a NewNational Strategy for Quality Assurance inSweden. Paper presented at the INQAAHE -2001 Conference on Quality, Standards andRecognition van der Wende, M. (1999).Quality Assurance of Internationalisationand Internationalisation of QualityAssurance. in Quality andInternationalisation in Higher Education.Paris: Organization for Economic Co-
operation and Development .
96.Woodhouse, D. (1999). Quality and QualityAssurance. in Quality andInternationalisation in Higher Education.Paris: Organization for Economic Co-
operation and Development .
97.Crosby, P.B. (1994). Quality Without Tears. New
York: McGraw-Hill.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
98.Deming, W.E. (1986). Out of the Crisis.Cambridge: Massachusets Institute of
Technology .
99.Ishikawa, K, (1985). What is Total QualityControl? The Japanese way. Englewood
Cliffs, New Jersey: Prentice- Hall .
100.Samuelson, P. (1954) The pure theory of publicexpenditure, Review of Economics and
Statistics, 36 (4), pp. 387–389 .
101.Juran, J.M. (1988). Planning for Quality. NY:
Free Press .
102.Kwan, Paula Y.K. (1996). Application of TotalQuality Management in Education:Retrospect and Prospect. InternationalJournal of Educational Management, 10(5),
25-35 .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
103.Intergovernmental Panel on Climate Change(IPCC) (1997). Revised 1996 IPCCGuidelines for National Greenhouse GasInventoires: Volumes 1, 2 and 3. J.T.Houghton et al., IPCC/OECD/IEA, Paris,
France .
104.Smith, M.F., 1989, Evaluability Assessment: APractical Approach, Kluwer Academic
Publishers .
105.Dill, D. & Soo, M., 2004, ’Transparency andQuality in Higher Education Markets’, inTeixeira, P., Jongbloed, B., Dill, D. &Amaral, A. (Eds.), Markets in HigherEducation: Rhetoric or Reality?(Dordrecht, Kluwer Academic Publishers),
pp. 61-85 .
106.Sizer, J., 1990, Funding Councils andPerformance Indicators in QualityAssessment in the United Kingdom, inGoedegebuure, L.C.J., Maassen, P.A.M. &
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Westerheijden, D.F., (Eds.), Peer Reviewand Performance Indicators – QualityAssessment in British and Dutch Higher
Education ( Utrecht, Lemma) .
107.Argyris, C. & Schon, D.A. (1978),“Organisational Learning: A Theory ofAction Perspective”, Reading, Addison
Wesley.
108.Bessant, B., (1995) Corporate Management andits penetration of the universityadministration and the government, TheAustralian Universities Review,38(1), pp.
59-63 .
109.Bowden, J. & Marton, F. (1998), “The Universityof Learning - beyond Quality andCompetence in Higher Education”, first
edition, Kogan Page, London .
110.Bleiklie, I., (1998) Justifying the EvaluativeState: New Public Management ideals inKeywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
higher education, European Journal of
Education, Vol.33, No. 3 .
111.Bramble, T., (1996) Class and Power in theIvory Tower , Australian Universities
Review, vol. 39,No.2,pp 8-10 .
112.Cannon, R.A., (1994) Quality and traditionaluniversity values: Policy developmentthrough Consultation, The Australian
Universities Review, 37(1), pp.26 - 30 .
113.Ewell, P.T. (1997), “Organizing for Learning: APoint of Entry”, National Centre forHigher Education Management Systems, AAHE
Summer Academy, Snowbird .
114.Ewell, P.T., (1999) Organising for Learning,Amr. Assoc. for Higher Ed. Bull., vol 50,
No. 4.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
115.Gaither, G.H. (1998), “Future Dynamics ofQuality Assurance: Promises and Pitfalls,in Quality Assurance in Higher Education:An International Perspective”, Jossey-
Bass, USA .
116.Harvey, L. (1995), “Quality Assurance Systems,TQM and the New Collegialism”, Centre forResearch into Quality, University of
Central England, Birmingham, UK .
117.Harvey, L., (1998) An assessment of past andcurrent approaches to quality in highereducation, Australian Journal of
Education, Vol.42, No. 3, November.118.Jones,D., Ewell,P. and McGuinness, A. (1998),
“The Challenges and Opportunities FacingHigher Education: an agenda for policyResearch”, National Centre for Policy in
Higher Education, California .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
119.Klor de Alva, (1999/2000) Remaking the academyin the age of information, Issues inScience and Technology, vol 16, issue 2,
pp 52- 58 .
120.Lynn Meek, V., (1995) Regulatory frameworks,market competition and the governance andthe management of higher education, TheAustralian Universities Review, 38(1),
pp.3-10 .
121.Lundquist, R., (1997) ‘Quality Systems and ISO9000 in higher education’, Assessment andEvaluation in Higher Education, June,
Vol. 22, Issue 2, p159 .
122.Piper, D.W., (1996) Identifying Good Practicein Higher Education, Proc. 8th Intl.Conf. On Asesg. Qual. in HE., Gold Coast,
Australia , pp. 117-23 .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
123.Senge, P.M. (1990), Fifth discipline,
Reprinted, Random house, Australia .
124.Senge, P.M., Roberts, C., Ross, R. B., Smith,B.J., Kleiner A. (1994), “The FifthDiscipline Field book”, Nicholas Brealey,
London .
125.Senge, P.M., Cambron-McCabe, N., Lucas, T.,Smith, B., Dutton, J., Kleiner, A.(2000), “Schools that Learn”, Nicholas
Brealey, London...
126.Sims, S.J. & Sims, R.R. (1995), “Total QualityManagement in Higher Education –Is itworking? Why or why not?”, Praeger,
London .
127.Srikanthan, G., (2000) Can universities Learn,4th International Research Conference on
Quality Management, Sydney, February .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
128.Srikanthan, G., (1999) Universities and Quality– A world view, 11th Intl. Conf. on
Asesg. Qual in HE., Manchester, UK .
129.Van Vught, F.A. (1991), “Higher EducationQuality Assessment in Europe: the nextstep”, Publication 107, Higher Education
Policy.130.Wilson, B., (1996a) Quality in Universities,
Journal of Higher Education Policy and
Management, Vol. 18, No. 2 .
131.Wilson, B., (1996b) Quality in Universities:Sir Robert Menzies Oration, Journal ofHigher Education Policy and Management,
vol. 18, no. 2 .
132.Altbach, Philip G. 1999. “The Perils ofInternationalising Higher Education: An
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Asian Perspective” in International
Higher Education 15: 4–5 .
133.Barnett, Ronald. 1990. The Idea of HigherEducation. Buckinghaum: Open University
Press/SRHE .
134.Edwards, Richard. 1995. “Different Discourses,Discourses of Difference: Globalisation,Distance Education and Open Learning” in
Distance Education 16(2): 241–255 .
135.Evans, Terry. 1995. “Globalisation, Post-Fordism and Open and DistanceEducation”in Distance Education 16(2):
256–269 .
136.Greider, William. 1997. One World, Ready orNot: The Manic Logic of Global
Capitalism. New York: Simon Schuster .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
137.Miyoshi, Masao. 1998. “’Globalisation,’Culture, and the University” in FredricJameson and Masao Miyoshi, eds., TheCultures of Globalisation (247–270).
Durham & London: Duke University Press .
138.Moore, Michael. 1996. “Is There a CulturalProblem in International DistanceEducation?” in Melody Thompson, ed.,Internationalism in Distance Education: A288 Vision for Higher Education. ACSDEResearch Monograph No. 10, Pennsylvania
State University, PA .
139.Neave, Guy. 1988. “Education and Social Policy:Demise of an Ethic or Change of Values?”in Oxford Review of Education 14(3): 273–
283 .
140.Teichler, U. 2004. “The changing debate oninternationalization of higher education”
in Higher Education, 28(1), 5-26.Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
141.Watson, Keith. 1996. “Banking on Key Reformsfor Educational Development: A Critiqueof the Welch”, Anthony R. ed. 2000. ThirdWorld Education: Quality and Equality.
New York: Garland Publishing, Inc .
142.Woodhouse, David. 1999. “Quality and QualityAssurance” in Jane Knight and Hans deWit, eds., Quality andInternationalisation in Higher Education(29–44). Paris: The Organization for
Economic Co-operation and Development .
143.Jackson, N. (1997), ‘Internal Academic QualityAudit in UK Higher Education: part II –implications for a national qualityassurance framework’, Quality Assurance
in Education, 5 (1), pp. 46-54 .
144.Jackson, N. (1998), ‘Academic Regulation in UKHigher Education: part 1 – currentpractice and conceptual frameworks’,
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Quality Assurance in Education, 6 (1),
pp. 5-18 .
145.McKay, J. and Kember, D. (1999), ‘QualityAssurance Systems and EducationalDevelopment: part 1 – the limitations ofquality control’, Quality Assurance in
Education, 7 (1), pp. 25-29 .
146.Motwani, J. and Kumar, A. (1997), ‘The Need forImplementation of Total QualityManagement in Education’, InternationalJournal of Education Management, 11 (3),
pp. 131-135 .
147.Oldfield, B. and Baron, S. (1998), ‘IsServicescape Important to StudentPerceptions of Service Quality?’ Research
Paper, Manchester Metropolitan University .
148.Owlia, M. S. and Aspinwall (1996), ‘A Frameworkfor the Dimensions of Quality in Higher
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Education’, Quality Assurance in
Education, 4 (2), pp. 12-20 .
149.Oxford Brookes University (2003), Quality andStandards Handbook, October, Oxford
Brookes University .150.O’Neil, C. (1997), ‘Student Ratings at
Dalahousie’, Focus, 6 (5), pp. 1 – 8. C.and Tam, W. M. (1997), ‘Multi-models ofQuality in Education’, Quality Assurance
in Education, 5 (1), pp. 22-31 .
151.Jackson, N. (1996), ‘Internal Academic QualityAudit in UK Higher Education: part III –the idea of “partnership in trust”’,Quality Assurance in Education, 4 (4),
pp. 37-46.
152.Angrist, Joshua D., and Kevin Lang. 2004. "Doesschool integration generate peer effects?Evidence from Boston's Metco Program."
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
American Economic Review 94,no.5
(December):1613-1634 .
153.Boardman, Anthony E., and Richard J. Murnane.1979. "Using panel data to improveestimates of the determinants ofeducational achievement." Sociology of
Education 52(April):113-121 .
154.Boyd, Don, Pam Grossman, Hamilton Lankford,Susanna Loeb, and James Wyckoff. 2005."How Changes in Entry Requirements Alterthe Teacher Workforce and Affect StudentAchievement." Working Paper 11844,Cambridge, MA, National Bureau of
Economic Research (December) .
155.Clotfelter, Charles T. 2004. After Brown: Therise and retreat of school desegregation.
Princeton, NJ: Princeton University Press .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
156.Clotfelter, Charles T., Helen F. Ladd, andJacob L. Vigdor. 2003. "Segregation andresegregation in North Carolina's publicschool classrooms." North Carolina Law
Review 81,no.4 (May):1463-1511 .
157.Coleman, James S., Ernest Q. Campbell, Carol J.Hobson, James McPartland, Alexander M.Mood, Frederic D. Weinfeld, and Robert L.
York. 1966 .
158.Equality of educational opportunity.Washington, D.C.: U.S. Government
Printing Office .
159.Cunha, Flavio, James J. Heckman, Lance Lochner,and Dimitriy V. Masterov. 2006."Interpreting the Evidence on Life CycleSkill Formation." In Handbook of theEconomics of Education, edited by Eric A.Hanushek and Finis Welch. Amsterdam:
Elsevier .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
160.Dee, Thomas S. 2004. "Teachers, race, andstudent achievement in a randomizedexperiment." Review of Economics and
Statistics 86,no.1 (February):195-210 .
161.Ehrenberg, Ronald G., and Dominic J. Brewer.1995. "Did teachers' verbal ability andrace matter in the 1960s? Colemanrevisited." Economics of Education Review
14,no.1 (March):1-21 .
162.Fryer, Roland G., Jr., and Steven D. Levitt.2004. "Understanding the black-white testscore gap in the first two years ofschool." Review of Economics and
Statistics 86,no.2 (May):447-464 .
163.Greenberg, David, and John McCall. 1974."Teacher mobility and allocation."Journal of Human Resources 9,no.4
(Fall):480-502 .Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
164.Guryan, Jonathan. 2004. "Desegregation andblack dropout rates." American Economic
Review 94,no.4 (September):919-943 .
165.Hanushek, Eric A. 2003. "The failure of input-based schooling policies." Economic
Journal 113,no.485 (February):F64-F98.
166.Hanushek, Eric A., John F. Kain, Daniel M.O'Brien, and Steve G. Rivkin. 2005. "Themarket for teacher quality." WorkingPaper No. 11154, National Bureau of
Economic Research (February) .
167. Argyrous, G. Statistics or Research: With a
Guide to SPSS, SAGE, London,
168.Levesque, R. SPSS Programming and DataManagement: A Guide for SPSS and SAS
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Users, Fourth Edition (2007), SPSS Inc.,
Chicago Ill.
169.SPSS 15.0 Command Syntax Reference 2006, SPSS
Inc., Chicago Ill .
170.Wellman, B. "Doing It Ourselves: The SPSSManual as Sociology's Most InfluentialRecent Book."Pp. 71-78 in RequiredReading: Sociology's Most InfluentialBooks, edited by Dan Clawson. Amherst:
University of Massachusetts Press, 1998 .
171.Raynald Levesque's SPSS Tools - library ofworked solutions for SPSS programmers(FAQ, command syntax; macros; scripts;
python).172.Wellman, H. (1985). The origins of metacognition. In
D.L. Forrest-Pressley, G.E.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
173.MacKinnon, & T.G. Waller (Eds.), Metacognition,Cognition and Human Performance (pp. 1-
31). Orlando, FL: Academic Press.174.Wengraf, T. (2001). Qualitative research interviewing.
London: Sage .
175.Archives of SPSSX-L Discussion -SPSS Listserv active since 1996.Discusses programming, statistics and
analysis .
176.UCLA ATS Resources to help you learn SPSS -Resources for learning SPSS
177.UCLA ATS Technical Reports - Report 1 comparesStata, SAS and SPSS against R (R is alanguage and environment for statistical
computing and graphics) .
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
178.Using SPSS For Data Analysis - SPSS Tutorial
from Harvard .
179.SPSS Developer Central - Support for developersof applications using SPSS, includingmaterials and examples of
the Python programmability feature
180.Young,A., & Fry,J.D. (2008). Metacognitiveawareness and academic achievement incollege students. Journal of thescholarship of teaching and learning,
Vol8,No 2,pp 1-10
181.Yuruk, N. (2005). An analysis of the nature ofstudents’ metaconceptual processes andthe effectiveness of metaconceptualteaching practices on students’conceptualunderstanding of force and motion.(Unpublished Doctoral thesis,Ohio State
University). Ohio:
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
182.Yzerbyt, V. Y., Lories, G., & Dardenne, B.(Eds.). (1998). Metacognition: cognitiveand social dimensions. London: Sage.
Zohar, A. (1999).
183.Teachers’ metacognitive knowledge and theinstruction of higher order thinking.Teaching and Teacher Education 15 (1999)
413—429. Elsevier Science. Jerusalem:
184.Zoin, M; Michalski, T., & Mevarceh, Z. R.(2005). The effects of metacongnitiveinstruction embedded within asynchronouslearning network on scientific inquiryskills. International Journal of Science
Education, 27, 957-983.Appendix – I
APPLICATION AND ANALYSIS OF STRATEGIC MANAGEMENTAND QUALITY MANAGEMENT IN
COLLEGES IN JORDAN
QUESTIONNAIRE
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Question 3:
What is the best strategy to enhance quality of
education in your opinion
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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)
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
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
standards , Universities of Jordan , Al-omar
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
.
Keywords : Strategic M Management and Total quality
standards , Universities of Jordan , Al-omar
Top Related