RELATIONSHIP AMONG LEADERSHIP COMMITMENT,

TOTAL QUALITY MANAGEMENT IMPLEMENTATION

AND PERFORMANCE OF PUBLIC SECTOR

UNIVERSITIES IN PUNJAB

HAJRA BIBI

Dr/2014-F-20

INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF THE PUNJAB

LAHORE December, 2020

RELATIONSHIP AMONG LEADERSHIP COMMITMENT,

TOTAL QUALITY MANAGEMENT IMPLEMENTATION

AND PERFORMANCE OF PUBLIC SECTOR

UNIVERSITIES IN PUNJAB

By

HAJRA BIBI

Dr/2014-F-20

Research Supervisor

DR. MAHR MUHAMMAD SAEED AKHTAR

Submitted in partial fulfillment of the requirements for the

degree of Doctor of Philosophy in Education at the

Institute of Education and Research

University of the Punjab, Lahore

December, 2020

i

DECLARATION

I, Hajra Bibi (Dr/2014-F-20), student of PhD Education at the Institute of

Education and Research, University of the Punjab Lahore, hereby declare that the

content of this document is my own, that has not been submitted for any other

qualification. This document contains information which based on my research and all

other sources are being acknowledged mentioned in this document.

_______________________

Hajra Bibi

Dr/2014-F-20

Institute of Education and Research

University of the Punjab, Lahore

ii

CERTIFICATE

It is to certify that the research work presented in the PhD dissertation is an

original work of the author. It has been carried out under my direct supervision. I have

personally gone through its data, contents and results reported in the manuscript and I

certify its correctness and authenticity.

I further certify that the material included in the thesis has not been used,

partially or fully, in any manuscript already submitted or is in the process of

submission in partial or complete fulfilment of the award of any other degree from

any other institution. I also certify that the thesis has been developed under my

supervision according to the prescribed format checking and removing all

typographical errors and grammatical mistakes. I, therefore, endorse its worth for the

award of PhD degree in accordance with the prescribed procedure of the university.

__________________________________

Supervisor

Dr. Mahr Muhammad Saeed Akhtar

Professor (Retired)

Institute of Education and Research,

University of the Punjab,

Lahore-Pakistan.

iii

APPROVAL SHEET

The thesis titled “Relationship among Leadership Commitment, Total

Quality Management Implementation and Performance of Public Sector

Universities in Punjab” is accepted in the fulfilment for the Degree of Doctor of

Philosophy in Education at the Institute of Education and Research, University of the

Punjab, Lahore.

___________________________________

Supervisor

Dr. Mahr Muhammad Saeed Akhtar

Professor (Retired)

Institute of Education and Research,

University of the Punjab,

Lahore-Pakistan.

iv

DEDICATION

Dedicated to my parents whose, prayers, love and affection is my strength.

v

ACKNOWLEDGEMENT

I thank to Allah Almighty for giving me strength, wisdom and health to

accomplish this task, in fact I am unable to express my gratitude for His countless

blessings. The love of Holy Prophet (PBUH) is a precious wealth for me and His

teachings are a source of light towards success in this life and the life hereafter.

I express my profound thanks to my research supervisor Prof. Dr. Mahr

Muhammad Saeed Akhtar for his extensive support, encouragement and guidance

throughout the research. He always remained available for help and guidance and I

must say that his unconditional support and motivation made me able to complete this

study. I am always indebted for his affection and his deep concern regarding his

students‟ research work and follow up procedure through reminders to complete work

in time is really admirable and exemplary. I could not imagine having a better

supervisor and mentor for my PhD study except him.

My heartfelt dedication of this study to my parents, brothers and sisters, who

always support, encourage, care and love me. I always find myself more confident

when I see my parents who are always here for me, their prayers are my strength and

their affection is my source of energy. I am especially thankful to my elder brother

Naeem Riaz, my respected teacher, sincere advisor and effective counselor. Simply, I

am unable to express my gratitude in words to all of them.

I would like to thank all those members, whose cooperation led me to

accomplish this study; experts who spare time from their busy schedule for validation

of research instruments and my colleagues for their moral support and valuable

feedback. I am grateful to Dr. Abid Hussain Chaudhary, Professor Institute of

Education and Research, University of the Punjab Lahore, Pakistan. His support

meant a lot for me in the accomplishment of this dissertation. I really want to say

vi

thanks to Dr. Samina Naseem, Incharge Department of Education, Fatima Jinnah

Women University Rawalpindi, Pakistan who ever encouraged and supported me in

the accomplishment of the dissertation. I must acknowledge her moral and official

support from the core of my heart. I am also really thankful to Mrs. Kiran Anwar, for

her guidance and companionship in the initial and most shattered phase of the study.

Special thanks to Mr. Kamal Uddin, Lecturer Karakoram International University

Gilgit, Pakistan for his sincere guidance and valuable feedback during my research.

My deepest thankfulness to all those friends and colleagues who ever suggested,

guided and helped me in data analysis, resolving technical and software issues and

many more.

I am thankful to all my friends Aeysha Batool Rana, Asma Dilshad, Asma

Ahmad and Khadija Sattar they have supported me in data collection their company

made hectic work a memorable and pleasant memory. I am equally thankful for the

moral support of Ms. Farkhanda Jabeen, Ms. Tahira Afridi, Maria Saima, Marina

Ilyas and Sumaira Munwar. I am also indebted to all participants of the study for

their cooperation and precious time. Especially thanks to heads of departments and

faculty members for their cooperation and they have given time from their busy

schedule. Further, they allowed me to collect data during their class time and also

directed students for cooperation and provision of factual data.

Hajra Bibi

vii

ABSTRACT

The purpose of this study was to examine the relationship among leadership

commitment, Total Quality Management (TQM) implementation and performance of

the public sector universities in Punjab. Main objectives of the study were to study the

leadership commitment for implementation of TQM practices in the general type

public sector universities of Punjab. To explore the extent to which TQM practices are

being implemented in the public sector universities. Furthermore, study aimed to find

out relationship among leadership commitment, TQM implementation and

performance of the public sector universities. To examine the nature of relationship

among leadership commitment, TQM practices and performance of the public sector

universities. Moreover, relationship of the above mentioned variables was explored in

term of demographic characteristics of the respondents. Demographic variables were

included; Gender, age, qualification (experience, designation and nature of job for

heads of departments and faculty members) department (semester for students). Study

was quantitative in nature and survey method was used for collection of data. The

heads of departments, faculty members and students of social sciences from general

type universities of the Punjab were the population of the study. Among ten general

type universities of the Punjab, seven universities were included in sample. Three

standardized instruments were adapted after taking permission from the authors.

Reliability of the instruments was checked in order to ensure the usability of the

instruments in local context. Major findings of the study indicated that there is

positive relationship between TQM practices and performance of public sector

universities of the Punjab. Another variable of the study was leadership commitment

and study explored that there is moderate positive relationship between leadership

commitment and implementation of TQM practices. Leadership commitment has

positive relationship with the performance of public sector universities of the Punjab.

viii

Therefore, on the basis of the findings it is said that to enhance the performance of

public sector universities implementation of TQM practices is crucial. Furthermore,

the awareness of leaders regarding productive outcomes of TQM may play significant

role in successful implementation of TQM which resultantly brings improvement in

public sector universities.

ix

TABLE OF CONTENTS

Chapters Topic Page No.

Declaration i

Certificate ii

Approval sheet iii

Dedication iv

Acknowledgement v

Abstract vii

Table of Contents ix

List of Tables xii

List of Figures xiii

List of Appendices xiv

List of Abbreviations xv

Chapter I Introduction 1

Rationale of the study 6

Statement of the Problem 8

Significance of the study 9

Objectives of the study 11

Research questions 12

Conceptual framework of the study 13

Assumptions 15

Delimitations 16

Operational definitions 16

Operational Definitions 17

x

Chapter II Review of the Related Literature 21

Leadership commitment 22

Drivers of commitment 28

Types of organizational commitment 33

Measurements of organizational commitment 38

Summary 39

Section II: TQM practices 40

History of TQM 40

Focus of TQM 42

Key elements of successful TQM implementation 44

Key TQM practices 46

Leadership involvement 46

Dissemination of vision 49

Continuous improvement 51

Employee involvement 53

Recognition and reward 56

Education and training 57

Students involvement 58

Other stakeholders‟ involvement 60

Section III: Performance of HEOs 62

Performance measures 64

Benefits of performance measurements 72

Relationship between TQM practices and quality performance 77

Compatibility of TQM with education 79

Applicability of TQM practices in Higher Education 82

xi

Hinders in implementing TQM in education sector 84

Chapter III Research Methodology 88

Design of the study 88

Procedure of the study 88

Research Paradigm 89

Population 93

Sample of the study 94

Sampling flow chart 95

Research instruments 96

Data collection 98

Ethical considerations 98

Data analysis 98

Chapter IV Data Analysis and Interpretation 101

Data preparation and refinement 101

Descriptive Analysis of TQM Practices, LC and HEOs‟

Performance 106

Chapter V Summary, Findings, Discussion, Conclusions and

Recommendations 134

Major findings 135

Discussion 139

Conclusions 152

Recommendations 154

Recommendations for Future Research 156

References 159

xii

LIST OF TABLES

Table No. Topics Page No.

2.1 Types of organizational commitment 34

2.2 Studies explored relationship between TQM and

Organizational Performance

76

3.1 General type public sector universities in Punjab 94

3.2 Data Analysis Aligned with Research Objectives and

Research Questions

99

4.1 Characteristics of the research participants 104

4.2 Reliability analysis of sub-factors of TQM, HEO and LC

scales

105

4.3 Level of TQM practices, HEO and LC in terms of mean &

median

107

4.4 Relationship between TQM and TQM factors with HEOs 112

4.5 Relationship matrix between LC and HEOs factors 114

4.6 Regression analysis of TQM and HEOs 119

4.7 Mean difference of TQM, HEO and LC based on gender with

N=1964

120

4.8 Mean difference between the genders of university teachers 121

4.9 Mean difference TQM, HEO and LC between regular and

contractual teachers

122

4.10 Mean difference of TQM, HEO and LC based on

qualification, N=455

123

4.11 Mean differences of TQM, HEO and LC based on age,

N=1947

124

4.12 Mean difference of TQM, HEO and LC based on experience 126

4.13 Mean difference of TQM, HEO and LC based on job

designation, N=500

127

4.14 Mean Difference of TQM, LC & HEOs‟ Performance of

Heads and Teachers Based on Experience

130

4.15 Mean Difference of TQM, HEOs‟ Performance & LC of

Teachers and Heads Based on their Job Designation, N=500

131

4.16 Post Hoc Analysis for the Mean Differences in Designation‟

of the Variable TQM

132

xiii

LIST OF FIGURES

Figure No. Topics Page No.

1.1 Focus of the study 5

1.2 Major TQM practices 6

1.3 Conceptual framework of the study 14

2.1 Key elements of TQM 45

2.2 Higher education organizational

Performance

67

3.1

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

4.10

4.11

4.12

Sampling flowchart

Histogram of TQM

TQM score distribution

Linear Relationship between TQM and

higher education organizations performance

Scatter plot showing the direction of relationship between

TQM and leadership commitment

Scatter plot showing the direction of relationship between

leadership commitment and HEOs

Conceptual Model of Relationship between TQM, LC and

HEOs

TQM critical success factors based on the study relationship

matrix

Mean plot of TQM based on qualification

Mean plot of HEOs based on qualification

Mean plot of TQM for age

Mean plot of HEOs for age

Mean plot of LC for age

95

109

110

110

111

111

115

117

125

125

128

128

129

xiv

LIST OF APPENDICES

Appendix A: Support Letter for Data Collection

Appendix B: General Type Public Sector Universities of Punjab

Appendix C: Permission for Using Instrument TQM Implementation and

Organizational Performance

Appendix D: Permission for Using Instrument Organizational Commitment

Appendix E: Research Instruments

xv

LIST OF ABBREVIATIONS

HEC Higher Education Commission

HODs Heads of Departments

HEOs Higher Education Organizations

LC Leadership Commitment

SPSS Statistical Package for Social Sciences

TQM Total Quality Management

1

CHAPTER I

Introduction

Higher education has become focus of attention by both developed and

developing countries because it provides educated, trained and skillful force to the

nation which contributes productively in the society. It is a tool that enables nation to

make progress, development and transformation of societies according to the

requirement of the modern era. Owing to the significant results of higher education, a

lot of investments have been made for the expansion of higher education. However,

merely expansion and huge investments in education sector cannot bring desired

outcomes unless inclusion of quality within education sector. Quality education has

become a big challenge in education sector particularly in developing counties

(Claver, Tan & Molina, 2003).

There are many challenges which are being faced by higher educational

organizations such as rapid enrollment of students, lacking of funds, less competitive

graduates, unavailability of qualified and trained staff create hurdles in achieving

desired goals. High competition between public and private sector is also a big

challenge in the present day (Fynes & Voss, 2002). Such kind of challenges provoked

many higher education organizations to review their quality program that how they

are providing services. The review encouraged various HEOs to rethink about the

ways which can improve their quality programs (Hackman & Wageman, 1998). There

are many components which contribute in the successful implementation of quality

plans and leadership commitment is one of the crucial components. The relationship

between quality oriented results and involvement of leadership was well documented

in the literature. Various studies came up with the findings that leadership determined

the direction of organization and strived to achieve organizational goals to optimum

2

level. Achievement of organizational objectives is not an easy task, it demands

endless and continuous efforts to reach this level. Particularly, challenges increased

when focus is not only accomplishment of tasks on quantitative basis but also keen to

maintain the quality standards. Quality embedded outcomes and keeping consistency

with these outcomes is not a day job. There are many approaches, strategies and

techniques which leaders adopt in their organizations for the achievement of quality

based results (Terzioski & Samson, 2000).

Total Quality Management (TQM) is a famous and effective approach that is

being used to achieve desired outcomes. Initially this approach was introduced in

industrial, corporate and manufacturing sector which brought tremendous results. It

focuses on multiple aspects simultaneously therefore, it is called as holistic approach,

inclusion of every aspect of organizational development is a distinguish characteristic

of TQM. Successful adoption of TQM in industrial, corporate and business sectors

attracts the attention of other sectors; such as, service sector towards this approach

(Flynn, Schroeder & Sakakibara, 1995; Ang, Lee, Tan & Chong, 2011). Many

researchers described that there is scarcity of literature related to TQM in service

sector (Brah, Tee & Rao, 2002; Huq & Stolen, 2005; Samat & Ramayah 2006).

Service sector includes social welfare departments such as education and health

departments and experts came up with collective view that service sector also needs to

work on the same patterns as other sectors are doing. Further, they stated that survival

of service sector relies on their quality programs that how they provide services to

their stakeholders. Therefore, academic researchers turned their focus towards the

quality programs, polices and various quality initiatives in education sector. Studies

showed various results regarding the quality management practices because TQM is a

holistic approach which cannot be implemented in short time period in any

3

organization. Implementation of TQM needs time, patience, commitment and

continuous efforts. Studies related to implementation of TQM in service sector came

up with various results but there are some core elements of TQM which remain

consistent in their successful outcomes; leadership commitment is one of those core

elements for successful implementation of TQM (Kaynak, 2003).

Leadership commitment is mandatory to carry out all strategies and action

plans for quality achievement. Leadership commitment refers to the extent to which

leadership indulges itself in developing quality insurance practices, making strategic

goals and taking actions to implement those practices and achievement of goals.

Committed leadership put rigorous efforts for organizational quality enhancement

programs and continually assesses programs for betterment (Allen & Kilmann, 2001).

According to quality experts the foundations of quality program mainly relies upon

the organizational leadership (Crosby, 1980; Feigenbaum, 1983; Deming, 1986). The

TQM approach is initially adopted by industrial corporate and banking sectors,

resultantly, most of the studies and research work have been done in these sectors.

Although, currently education sector is concentrating more on its quality

programs as compare to previous decades because the scenario is changed in the field

of education now. Public sector is not solely prevailing in market rather private sector

is also working in the field and holding a strong position. Now the main concern of

the stakeholders is quality program and its successful implementation; therefore, both

sectors are working on the quality program for their sustainability. Hence, many

researchers pay their attention towards the quality programs in HEOs and analyzed

the implementation of quality programs (Shin, Kalinnowski & El-Enein, 1998; Becket

& Brookes, 2006; Currie, Krbec & Higgins, 2005; Salameh, Alzyadat & Alnsour,

2011; Sirvanci, 2004; Venkatraman, 2007). These researchers shared multiple

4

findings and they agreed that quality programs in Higher Education Organizations

(HEOs) need rigorous efforts in order to obtain desired results. Quality programs in

HEOs‟ includes various aspects such as, academic and research excellence,

availability of physical facilities and quality of services provided to students. There

are different quality approaches which are prevailed for the improvement of

performance and TQM is the popular approach for quality improvement. Adoption of

TQM in education sector is being encouraged in many countries because of its

outcomes (Soltani, Van der Meer & Williams, 2005; Sudhakar & Geetanjali, 2016).

Studies revealed that HEOs are adopting the beneficial approach of TQM in order to

bring desired results and to ensure high quality services and programs to its

stakeholders. Akinlolu (2018) conducted study in education sector to identify the

challenges for implementation of TQM in education sector and revealed that TQM

implementation needs time and resources for the achievement of desired results. As

TQM is holding its place in education sector therefore, it requires time to achieve

outcomes. Many other challenges are discussed in the study but continuous efforts

and commitment from the side of leadership resulted in successful TQM practices

implementation and high performance of organization (Zabadi, 2013; Suleman & Gul,

2015).

Organizational performance is discussed in literature broadly in the context of

business and revealed that TQM practices have sound impact on the improvement of

performance. Different research studies took performance from different aspects but

in service sector it has been discussed in term of non-financial aspect and main focus

was given on provision of quality services and customers‟ satisfaction (Ismail, 2009).

Evidences can be taken from the previous studies conducted apart from service sector

shows that leadership commitment, TQM practices, and organizational performance

5

have positive relationship but all these three variables are not documented in term of

empirical study in the field of education. Research studies regarding TQM are

conducted in the field of industries and little in education sector in regard of

commitment of leadership for implementation of TQM practices and organizational

performance. Furthermore, previous studies showed positive relationship among three

variables but these three variables are not being studied in any one study particularly

in the field of education (Flynn, Schroeder & Sakakibara, 1995; Kwan, 1996; Tamimi

& Sebastianelli, 1998; Sabet, Saleki, Roumi & Dezfoulian, 2012).

This study explored the relationship among leadership commitment, TQM

implementation and performance of public sector universities in Punjab. Universities

from central Punjab were included in the study as sample and rationale to select

central Punjab is as the number of universities in this region is higher as compare to

other regions and the population is accessible. Present study included the TQM

practices, which literature revealed, as widely accepted and used practices by the

organizational leadership. Figure 1.1illustrates focus of the study that how three

variables were being studied in the study.

Figure 1.1. Focus of Study

TQM Practices

Performance of Public Sector Universities

Leadership Commitment

6

Figure 1.1 indicates that study explored the relationship among three variables.

To elaborate the focus of the study further, figure 1.2 contains the detail regarding the

TQM practices included in the study. The figure also shows three aspects of

commitment determining leadership commitment and the types of performance such

as subjective performance which is included in the study.

Figure 1.2. Major TQM Practices Applicable in Higher Education

Zhang (2000); Lim, Rushami & Zainal (2004); Rosa & Amaral (2007), Bayraktar,

Tatoglu & Zaim (2008).

Rationale of the Study

The worth of quality education and organizational performance has been

enhanced with the expansion of education and educational organizations have their

serious concern about both of afore said aspects. Higher education sector is a growing

sector now, therefore market competition has increased within the education sector.

Continual

Improvement

Dissemination of

Vision

Employee

Involvement

Education and

Training

Students‟

Involvement

Leadership

Involvement

Other

Stakeholders‟

Involvement

Recognition and

Reward

Implementation

of TQM

Practices

Performance

of Public

Sector

Universities

Leadership

Commitment

Affective

Continuance

Normative

Judgmental

Performance

7

Every organization is focusing on the quality processes and putting more focus on the

fulfillment of demands of the stakeholders particularly students. As students are

significant stakeholders of Higher Education Organizations‟ (HEOs) thus some

studies related to education sector refer them as customers of educational

organizations. Further, teaching staff in HEOs play momentous role in the

achievement of quality program. They are striving to maintain the quality standards

and also focus on the improvement to reach excellence. Higher education

organizations which do not fulfill the requirements of the stakeholders lose their

credibility and sustainability in the market. Therefore, provision of quality has

become one of the important factors for the HEOs in order to hold their place in

market. All policies and plans remain meaning less until they are being implemented.

Hence, the role of organizational leadership for the achievement of quality

oriented results is very important. Leadership commitment is prerequisite element for

the attainment of quality embedded outcomes. This study determined the degree to

which public sector universities adopted quality management practices and identify

the relationship among Leadership Commitment, TQM Practices and HEOs

Performance. Although, considerable literature exists regarding these aspects but

mostly related to industrial and business sector. Incline of education sector towards

adaptation of TQM has also been vastly discussed in literature but studies carried out

in education sector came up with mix results. Some studies revealed immense positive

impact of TQM and other explored least impact and even negative impact of TQM in

education sector (Dar‐El, 1997). This versatility of findings indicates that there are

immense aspects which needs to explore in order to know the fact. Therefore, there is

need to conduct empirical study to uncover the hidden areas in this field.

Additionally, the study related to leadership commitment, total quality management

8

practices in regard with organizational performance in education sector is still lacking

in Pakistan, particularly in the public sector universities. Higher Education

Commission (HEC) brought immense change in higher education of Pakistan,

including focus on quality education and developing research culture. Asif, Awan,

Khan and Ahmad (2013, p.1884) stated “Pakistan is a country that has introduced

extensive reforms in HE during the last decade. The parts of these reforms were

quality assurance initiatives and establishment of quality enhancement cells within the

universities. These initiatives have led to increase awareness of TQM in the HEIs of

Pakistan.” These reforms are introduced a decade ago. So, surely they have

significantly influenced higher education in Pakistan. Therefore, in order to explore

the quality reforms, this study was conducted to examine the relationship among three

core elements of quality program which were leadership commitment, implementation

of quality practices and performance of public sector universities in Punjab.

Statement of the Problem

Quality education is a key aspect of the educational process. It has become

priority of every growing sector including education sector. Making quality program

successful is not an easy task. There are many factors which contribute in successful

quality program. In order to accomplish the quality program successfully there is a

need to identify and explore all those factors which contribute directly in quality

program and leadership commitment is core factor among them. The commitment of

leadership is crucial for the implementation and practice of TQM to enhance

performance of an organization. Examining and exploring the existing practices of

quality management from leaders provided a comprehensive picture of the whole

organizational situation in regard with quality program. Therefore, there is need to

identify and probe this crucial aspect to achieve the quality embedded outcomes. This

9

study considered heads, teaching staff and the students who are directly or indirectly

related to the application of TQM practices. Studies carried out in business and

industrial sector showed that leadership contribution in implementation of TQM

practices remained focus of attention for researchers and consequently performance of

those organizations seemed as remarkable. Hence, this study was designed to conduct

research in the field of education with the key focus on exploring relationship among

leadership commitment, total quality management implementation and performance

of public sector universities in Punjab.

Significance of the Study

Higher Education Organizations (HEOs) have accepted the fact that quality

education is a fundamental element of their survival in long term endurance.

Therefore, they are emphasizing on their quality program and striving to explore new

ways for continuous improvement in their education system. TQM has been accepted

as a quality management paradigm in worldwide. It is a holistic approach, initially

adopted in industrial sector, now grasping place in education sector. Researchers from

the field of TQM assured that TQM practices are equally beneficial for education

sector as for other sectors (Sahney, Banwet & Karunes, 2004; Ali & Shastri, 2010).

TQM models comprises of various elements such as; leadership commitment,

employees‟ involvement, customers‟ focus, stakeholders‟ involvement, training,

continuous improvement and reward system. Earlier studies showed that these key

elements of TQM bring drastic change in quality improvement program (Todorut,

2013). Hence, merely an adaptation of these elements is not guarantee of successful

implementation of TQM, there are other core aspects which are closely related to

TQM implementation and leadership commitment is one of those prerequisite aspects.

Therefore, present study is designed to explore the leadership commitment for

10

implementation of total quality management practices in public sector universities in

Punjab. In today‟s environment continuous change and increasing competition made

organizations to update their quality programs to satisfy the needs of their

stakeholders. The sustainable development of any sector mainly depends upon the

expertise of the leader. Currently, every sector recognizes the worth of quality and its

productive outcomes. The growing concept of quality management cannot be

sustainable without the attention of leadership. The basic purpose of this study is to

explore the relationship between leadership commitment, quality management

implementation and performance of the public sector universities of the Punjab.

Research conducted by Das and Kumar (2010) shows that organizational leadership is

key component that implements and promotes quality program within organization.

Leadership commitment plays vital role in the successful quality program. Previous

studies ensure that quality management is a leadership approach, it is not limited to

quality control and quality functions. Quality experts have agreement on the concept

that leadership plays key role in the successful quality management program.

Literature argues that it is the top leadership who develop quality environment in the

organization and it also dedicates personal efforts for sustainability of quality culture.

Therefore, the quality management in any organization is strongly related to the top

management. This study is beneficial for the top leadership who engages in promoting

quality program. Findings highlighted the role of leaders and importance of their role

in implementing the quality practices. Such kind of role has not been raised in any

other study in education sector. Therefore, it is a substantial step towards leadership

as well as existing literature of quality management.

Thus, most of such studies are carried out in business management areas and a

few in education sector. Regulatory authority, Higher Education Commission (HEC)

11

is also putting a lot of focus on the quality programs of the universities, particularly

public sector universities. In spite of many efforts for achievement of quality

education, it is still an unaccomplished project which requires continual efforts for

improvement. This study added in the existing knowledge related to quality

management program by trying to fill the gap of an analytical study that examines the

relationship between leadership commitment, quality management practices and then

linking them to organizational performance in education sector.

This study enables to determine empirical importance of leadership

commitment for quality program by explaining its relationship to organizational

performance. Research findings can be useful for public sector universities in

implementing TQM practices and improving their performance. Furthermore, the

study assisted regulatory authority to encourage leadership of public sector

universities to adopt TQM practices to acquire desired consequences. This study can

also be beneficial for other universities rather than public sector universities as these

are also working for quality program and assist them in implementing quality

practices.

Objectives of the Study

The main purpose of this study is to examine the commitment of leadership in

implementing total quality management practices in educational organizations and

their relationship with the performance of public sector universities of Punjab.

Specifically, the focus is to:

1. study the commitment of leadership in implementing TQM practices in public

sector universities of Punjab

2. examine the extent to which TQM practices are implemented in public sector

universities of Punjab

12

3. find out the relationship among leadership commitment, implementation of

TQM practices and organizational performance

4. determine the nature of the relationship among leadership commitment, TQM

practices and organizational performance

5. compare the strength of leadership commitment with implemented TQM

practices

6. measure the strength of leadership commitment with performance of public

sector universities

7. explore the relationship between demographic variables and leadership

commitment

Research Questions

Purpose of this study was to explore the extent to which leadership of public

universities of Punjab is aware of TQM practices and how much they committed to

implement TQM practices in their higher education organizations. Furthermore, the

impact of TQM practices on the HEOs‟ performance was studied. Following are the

research questions:

1. To what extent leadership commitment in public sector universities supports the

quality program?

2. To what extent the public sector universities adopted TQM practices?

3. Is there any relationship among leadership commitment, TQM practices and

performance of public sector universities?

4. What is the nature of relationship among leadership commitment, TQM and

performance of the public sector universities?

5. Does strong leadership commitment result in successful TQM implementation?

13

6. Does strong leadership commitment result in good performance of public sector

universities?

7. Is there any relationship between demographic variables and leadership

commitment, implementation of TQM practices and performance of public sector

universities of Punjab?

8. Does leaders gender has any relationship with their commitment for

implementation of QM practices?

9. Is there any relationship between leaders‟ age and their commitment for TQM

practices?

10. Is there any relationship between leaders‟ qualification and their commitment for

implementation of TQM practices?

11. Is there any relationship between leaders‟ experience and their commitment

regarding TQM practices?

Conceptual Framework of the Study

The main objective of this study was to investigate the relationship among

leadership commitment, various practices of TQM and performance of public sector

universities in Punjab.

14

Figure 1.3. Conceptual Framework of the Study

Sekaran and Bougie (2010) defined research framework as a model which

explains and relates various factors logically. These factors are important to identify

the research problem. Therefore, the conceptual framework of present study is based

on the available literature which contains the defined constructs of commitment, TQM

practices and organizational performance. Commitment comprises of three of its

components, affective, continuance and normative and each component contributes to

measure the commitment as a whole. Allen and Meyer (1990) has worked and

comprehensively defined the commitment in order to measure this construct. Present

study included all three components of the commitment which aimed to study the

leadership commitment for implementation of TQM practices. The extent to which

TQM practices were being implemented, satisfaction level of teaching staff and

Leadership Commitment

Affective Commitment

Continuance Commitment

Normative Commitment

Model by

Allen & Meyer (1990).

TQM Practices

Leadership involvement

Dissemination of vision

Continual Improvement

Employee involvement

Recognition and Reward

Education and Training

Student Involvement

Stakeholders‟ involvement

Zhang (2000); Lim, Rushami &

Zainal (2004); Rosa & Amaral

(2007); Bayraktar, Tatoglu &

& Zaim, (2008).

Higher Education

Organization

Performance

Students‟ satisfaction and

retention

Teaching staffs‟ satisfaction

about quality program and

retention

Judgmental Performance

Agarwal, Erramilli & Dev

(2003); Guo, (2002).

Relationship among leadership commitment, TQM

practices and performance of public sector universities

15

students regarding their educational organization, academic environment, quality

practices and involvement of leadership in quality program indicated the commitment

of leadership. Information regarding leadership involvement in quality program was

also taken from the leaders themselves. Getting information from the three major and

most concerning stakeholders of the organization help in generation of the validate

data. Scoring of implemented practices and level of satisfaction of students and

teachers indicated performance of the public sector universities of the Punjab.

TQM as a novice quality assurance approach, in education sector, is well

studied and defined in industrial and corporate sectors where it has been adopted since

long. From the last decade academic researchers claimed, in the light of their

analytical studies, that construct of TQM practices are same across the fields and

contribute accumulatively to the TQM philosophy. This study included the TQM

practices which are studied and used in the education sector by academic researchers

and they declared these practices as suitable and compatible with higher education

organization.

A massive literature is available regarding organizational performance and

various dimensions of the performance has been studied previously. Judgmental

dimension of the performance has been discussed in specific studies, mostly studies

focused on the financial and operational aspects of the performance which are related

to corporate sector. While present study is carried out in the service sector therefore

most suitable dimension for this study is judgmental performance. Judgmental

dimension determines the performance through the level of satisfaction of the

concerning participants and their trust.

16

Assumptions

The study was based on the following assumptions:

1. All higher educational organizations strive for the implementation of

successful quality program.

2. Leadership as representative image of the organization is rigorously

committed with implementing quality practices.

3. Involvement of students, teaching staff and other stakeholders in quality

program play pivotal role in acquiring desired outcomes.

4. Involvement of stakeholders; leadership, teaching staff and students resulted

as enhancement in the organizational performance.

5. Universities which have shown high commitment of leadership for

implementing quality practices also obtained good ranking in the HEC ranking

criteria.

6. There is significant relationship between commitment of leadership for the

implementation of TQM practices and organization performance.

Delimitations

Due to limited time and financial resources study was delimited to seven

general type public sector universities:

1. Among ten (Appendix B) public sector universities of Punjab, these are

included in the study; University of the Punjab Lahore, University of

Education Lahore, Government College University Lahore, Lahore College

for Women University, University of Gujrat, Government College University

Faisalabad and University of Sargodha.

2. Universities situated in the central zone of the Punjab province.

3. Faculty of social sciences was taken from each university.

17

4. Students of second and above semester were included.

5. There are many TQM practices available in the literature but this study only

included eight practices which are commonly used in education sector.

6. There are two major types of performance, objective performance (related to

financial aspect) and subjective/judgmental performance (related to

customers‟ satisfaction). This study included only subjective performance.

Operational Definitions

Operational definition of the main variables of the study is written as under;

Leadership commitment. Organizational commitment indicates the level of

attachment of an individual with the organization where s/he is working (Dey, 2012).

Meyer and Herscovitch (2001, p. 301) describe commitment as “a force that binds an

individual to a course of action of relevance to one or more targets”.

Affective commitment. Emotional attachment of individuals with employing

organization refers as affective commitment (Leroy, Palanski & Simons, 2012).

Continuance commitment. Continuance commitment encourages employees

to be part of organization because of consequences associated with leaving

organization (Balassiano & Salles, 2012).

Normative commitment. Employees feel moral attachment with the

employing organization refers as normative commitment (Balassiano & Salles, 2012).

Meyer, Becker and Van (2006) pointed out that commitment consists of both

cognitive and affective aspects of personality. Behavioral aspects are related to the

cognitive aspect and feelings are related to affective aspect of mindset.

Leaders’ Commitment measured in the study. This study measured

leadership commitment in separable components reflecting a desire (affective

commitment), for organizational betterment, taking initiatives, accepting innovative

18

idea and have ownership with organization. Secondly it is measured as a need

(continuance commitment), being part of the organization for having no other option

and staying there for the accomplishment of personal needs. Thirdly it is an obligation

(normative commitment) remaining part of the organization due to a bonding which

has been developed after spending ample time with organization. Such type of

commitment is result of affiliation and association. Current study measured these

components of commitment by using standardized commitment scale Leadership

Commitment Scale (LCQ) developed by Kanning and Hill (2013). LCQ measures the

indicators which present study was intended to measure therefore, this instrument has

been used in the study. Heads of departments from the faculty of Social Sciences were

taken as leaders of their respective departments and representative of their institutions.

TQM practices. TQM promotes a quality culture which motivates every

employee of the organization to satisfy their customers and enrich organizational

culture. Quality oriented organizations keep themselves aware with the perceptions

and expectations of their stakeholders and strive to provide services according to the

demands of the stakeholders (Sallis, 2002). Different experts discussed various TQM

practices as best practices which prevailed in different sectors to obtain the required

results (Easton & Jarrell, 1998; Curkovic, Vickery & Droge, 2000; Bayraktar,

Tatoglu, & Zaim, 2008; Das, Kumar & Kumar, 2011).

TQM practices measured in the study. This study included those practices

which literature propagates core quality practices such as; leadership involvement,

dissemination of vision, improvement on continuous bases, empowering employees

and their involvement, acknowledging efforts of the employees and reward, education

and training, students involvement and involvement of all stakeholders. Quality

Management Practices Questionnaire (QMPQ) was used to measure the

19

implementation of TQM practices in the public sector universities. This instrument is

standardized and developed by Jose, Juan and Jose (2003). Respondents included

heads of departments, faculty members and students, who have administered the

questionnaire.

Organizational performance. Performance depends upon the achievement of

organizational goals and targets. Performance is a multi-dimensional construct.

According to Agarwal, Erramilli and Dev (2003) and Guo (2002) organizational

performance comprises of two dimensions subjective/judgmental and objective

performance. This study focused on the dimension of Judgmental performance that

covers the employees and customers perceptions regarding service quality, their

satisfaction and retention. Judgmental dimension of the performance determines that

how organization and its practices are valuable for stakeholders. According to Carton

(2004) stakeholders have their own perception and perspective regarding what is

“valuable” depends upon the purpose for which they are connected to the

organization. Juran (1988) emphases that quality generally rooted in customers‟

satisfaction. Lagrosen (2001) also described that understaffing quality from

customers‟ perspective is very important. In this study performance was delimited to

the judgmental performance only. The word organization is widely used in business

sector but researchers also used terms educational institutions, and educational

organizations in the literature. As Holmes and McElwee (1995) used term higher

education organizations (HEOs) in their study total quality management in education.

In this study the HEOs also used for public sector universities of Punjab.

Organizational Performance measured in this study. This study focused on

the dimension of Judgmental performance that covers the employees and customers

perceptions regarding service quality, their satisfaction and retention. Judgmental

20

dimension of the performance determines that how organization and its practices are

valuable for stakeholders. In the present study teaching faculty was taken as

employees and students as customer of the public sector universities of Punjab.

Higher Education Institutions (HEOs) were taken as organizations and Organizational

Performance Questionnaire (OPQ) was used for data collection from heads, faculty

members and students. This instrument was already used by Jose, Juan and Jose

(2003) for measuring the organizational performance.

21

CHAPTER II

Literature Review

From many years quality management implementation remained focus of

attention for researchers. Various elements of quality management have been studied

by researchers which impact the quality assurance process and leadership

commitment is also one of core elements (Starratt, 2001; Chin & Choi, 2003; Low &

Teo, 2004). Their studies proved that it was leadership which provided vision to the

organizations and enabled them to survive in the age of tough competition.

Leadership role was studied in multiple types of organizations including education

and the importance of leadership in the development of organization has also been

explored. According to Bush (2007) leadership influences educational organizations

deeply and their efforts for improvement are also meaningful for overall performance

of the HEOs. Quality enhancement and improvement is top priority of every field,

including education sector. Ultimate goal of quality management program is customer

satisfaction. In education sector, students and teachers are considered as internal

customers while community and employers are external customer (Lakhal, Pasin &

Liman, 2006). As internal customer, students and teachers are directly influenced by

the quality management program of their organization. Therefore, satisfaction of

teachers and students is a significant indicator of successful quality program. Quality

experts stated that customer satisfaction can be achieved by the commitment of

leadership with quality implementation of quality programs (Marchesa, 1993;

Mukherjee & Malhotra, 2006). Role of leadership‟s commitment in implementation

quality management practices in organization is main focus which positively related

with overall performance of the organization.

22

Leadership Commitment

Leadership focuses on the accomplishment of organizational goals and

occupied the central position in the organization. Leaders set direction for their

employees and paved way for development. There are three basic qualities of

leadership described by Hersey and Blanchard (1988) which are:

1. Ability to understand the situation and act appropriately in the given situation.

2. According to situation change the behavior and efficient utilization of

resources.

3. Ability to communicate goals and polices to the concerning members and

receive their acceptance and understanding.

Leaders‟ have to take decisions in different situations which are based on their

wisdom, knowledge and experience. Understanding of situation and act accordingly is

more important for the leaders because organizations face consequences of those

decisions in long term. Leadership cannot survive in stagnant situation, day to day

circumstances are being changed and they demand new strategies according to given

situation. Another important quality of leadership is domination of organizational and

their acceptance among the employees. Acceptance of goals and polices paved ways

for actions and practical efforts, therefore, it is important part of leadership to ensure

diffusion of goals with their true meanings that employees can get clear understanding

of those goals (Nadim & Al-Hinai, 2016).

Leadership always aims to improve the quality program with the active

participation of all stakeholders. Leadership makes the programs successful through

customer satisfaction and exceeding their expectation (Allix, 2000). Karia and Asaari

(2006) described leadership as motivating and inspiring force for individuals in order

to strive towards the common goals and objectives through building of healthy

23

interpersonal relations among the concerning people. Such kind of environment

makes the communication system effective and also minimize status quo in the

organization. Every member work with their own creativity and share their ideas with

rest of their members in the organization. These organizations sustain in the market

and fulfill the expectations of their customers (Owolabi, Amusan, Oloke, Olusanya,

Tunji-Olayeni, Dele, Peter Joy & Omuh, 2014). Committed leadership plays

significant role in the process of development and organizational growth. Quality

programs mainly rely on the commitment and determination of leadership. Leadership

commitment refers as involvement of the organizational leadership in developing

quality achievement policies and initiating steps to implement these polices to obtain

the results. Quality concerned leaders design polices and plan in written form

according to the expectations of stakeholders and they also disseminate those polices

to the entire organization (Farooq, Akhtar, Zia Ullah & Memon, 2007). Commitment

define as “a strong desire to remain a member of a particular organization, a

willingness to exert high level of effort on behalf of the institution, a definite belief in

and acceptance of the values and goals of the institution” (Khan, 2008, p.185).

There are various definitions of leadership commitment in the literature as

different experts define leadership commitment in different ways. Most of these

definitions focus on the behavioral aspect of the commitment. Such as, when it is said

that someone becomes “bound by his/her actions” focus is on the expressions and

observable actions of the individuals. Therefore, most of the time organizational

members put their focus on their behavioral aspect of commitment. They show their

loyalty with employing organization which is an important factor at their workplace

(Bush & Heystek, 2006; Pineda, 2013).

24

Other common trend among theories to explain the concept of commitment is

in the form of an attitude. Such kind of attitudinal commitment provokes when “the

identity of the person (is linked) to the organization” (Sheldon, 1971, p. 143) or when

“the goals of the organization and those of the individual become increasingly

integrated or congruent” (Hall, Schneider & Nygren, 1976, p. 176). Attitudinal

commitment take place when individuals are being recognized by their behavior as a

part of specific organization and those individuals try to maintain their membership in

future with that organization. In such kind of situations, individuals feel themselves as

representative of their organization and they act accordingly (Ramesh & Ravi, 2016).

March and Simon (1958) stated that attitudinal commitment take place as a

result of rewards and recognitions which employees receive from their organization.

A large number of individuals are connected to their organizations for this type of

commitment. There are three types of related factors:

1. Strongly in belief of organizational goals and values and their acceptance

2. Willingness to put maximum efforts for organizational development

3. Strong will to be member of the organization.

Commitment goes beyond from the general type of loyalty with concerning

organization. Individuals want to contribute eagerly for the betterment of organization

because they own it from the core of their hearts. Tang, Chen and Wu (2010) stated

that employees go beyond from the simply acceptance of goals, they strive their best

to achieve those goals. Further, they willingly want to be part of organization not only

for the fulfillment of their own needs rather they have also great concern for their

organization. Organizational development and betterment largely rely on these

factors.

25

Commitment depicts from the action of the individuals rather than from their

opinion and believes. This definition of the commitment is only limited to the actions

and visible aspects of the commitment but there are many other aspects which

represent commitment. These factors mainly stated in the literature are attitudinal

commitment as narrated above, job satisfaction and continuance commitment. Mostly,

literature asserted focus on the affective dimension of the commitment. Commitment

represents person‟s agreement and level of acceptance towards the organizational

vision, mission, goals and polices while the affective aspect put emphasis on the

emotional attachment with workplace (Tuchman, 1994; Temponi, 2005). Literature

argued that organizational commitment is more than merely job satisfaction which

may be change with time from external factors. On the other hand, commitment takes

time to develop but it retains with the person constantly and does not fluctuate with

time (Prajogo & Sohal, 2003; Huber, 2004; Sadikoglu, 2008). In industrial and

business sector leadership commitment remained an area of interest of researchers for

a long time particularly in context of organizational progress and successfulness but

very few studies can be found in education sector in this regard (Madanchian,

Hussein, Noordin & Taherdoost, 2016). In this regard, the extents to which

individuals are attached with organization is also a contributing factor.

Previous studies proved that for measurement of quality management

practices, commitment of top leadership was one of the core elements which played a

significant role in this regard (Low & Toe, 2004). Chin and Choi (2003) stated that

base of every successful program relies on the top management of the organization.

Arditi and Gunaydin (1997) stated that at every phase of the quality program,

leadership commitment and continuous improvement is necessary to make it

effective. Biggar (1990) claimed that implementation of TQM requires fully

26

involvement from the side of leadership. It is prerequisite rather than it limited only to

the delegation of the duties to employees. Leaders set examples for the others,

therefore, their commitment and involvement is significant for the successful quality

programs. Research showed that leaders who involved in quality implementation

program personally get desired results as compare to the other leaders who do not

involve themselves in quality programs (Vaughn, Koepke, Kroch, Lehrman, Sinha &

Levey, 2006).

Literature discussed leadership commitment for implementation of quality

program in detail and highlighted the significance of commitment for successful

quality program. It contained the constructs which various researchers used in the

previous studies and also discussed different definitions. These constructs and

definitions were important to precede the research process. In order to measure the

organizational success, commitment of individuals with the organization has become

core element (Prajogo & Brown, 2004; Saravanan & Rao, 2007; Rehman, Shareef,

Mahmood & Ishaque, 2012). Therefore, this aspect of commitment has drawn the

attention of many researchers to explore the concept (Morrow, 2011). Leaders‟

commitment influences the employees‟ attitude towards work, they get inspiration

from leaders. Lack of commitment of leaders results in low employees‟ productivity

and increase emotional and physical burnout among employees (Nasomboon, 2014).

To keep organizations sustainable it is very important that leadership and employees

should have strong affiliation and feelings of attachment with organization to achieve

desired outcomes. Commitment is bounding force between organizational members

and the organization (Taing, Granger, Groff, Jackson & Johnson, 2011). This

subsection discusses the definitions of commitment present in the literature. Many

research studies have been carried out in this regard in the management sector in the

last three decades (Soumyaja, Kamalanabhan & Bhattacharyya, 2011).

27

Organizational commitment discussed in the literature as a multidimensional

concept (Mathews & Shepherd, 2002). Oxford Dictionary (2001) defined

“commitment as the state or quality of being dedicated to a cause or activity”. Many

researchers relate concept of organizational commitment with quality management

program of the organization. Commitment raises the level of productivity of the

employees and also their level of dedication to work hard (Arora, Nuseir, Nusair &

Arora, 2012). Further and Sani (2013) stated the commitment as a motivational force

for employees which motivate them to be part of the organization and contribute

positively in the success of organization. Dey (2012) added in the concept of

commitment by stating that it is more than to contribute towards the organizational

success it is a force which makes the employees to stay with the organization.

Ellenbecker and Cushman (2014) discussed the reasons of employees‟ attachment

with organization and among those moral, emotional and sense of obligation are

included.

Another important part of organizational commitment is identified by

Balassiano and Salles (2014) that is acceptance of organizational goals by the

employees and they preference of those goals over their personal goals. This is the

reason that individuals try to balance between their personal and professional life.

This definition depicts that when employees keep balance between their personal and

professional life they tend to be more focused on their work and least involvement in

conflicts and stress. In this situation conflicts and stresses create imbalanced division

of tasks which affects the employees‟ performance. Yuksel (2000, p.76) explained

organizational commitment as; “Organizational commitment is worker‟s loyalty to

work, accordance with work and adaptation to work”. He highlighted the aspect of

work that commitment depicts from the productive input of the individual within the

28

organization. Accomplishment of the task according to prescribed criteria and within

due time shows employees‟ loyalty and sense of ownership. Visible performance of

employees mainly relies on their internal drive which enables them to adopt the ways

which leads towards betterment and improvement and that internal drive is

commitment. Furthermore, in the perspective of Newstorm and Davis (2013, p.198)

“since commitment is the identification degree of worker to organization, it requires

to actively participation in organizational activities”. Concept of commitment

explained by both of Newstorm and Davis (2013) also related to the employees‟

involvement in organizational activities. Committed employees always strive for

betterment and eagerly contribute in the achievement of predetermined targets of the

organization. Active participation is an indication of emotional attachment of

employees with organization.

Drivers of organizational commitment. There are many factors which

provoke commitment of individuals towards the organization. Drivers help to

understand the relationship between organizational commitment and implementation

of quality management practices which results as effective performance of the

organization. In this section findings of the previous studies are discussed which are

related to commitment drivers. Albrecht (2012) stated that among driving factors of

commitment the role of leadership commitment is significant, which influences the

employees‟ commitment within organization. Leaders are icon of an organization,

therefore, their behavior promotes a culture in organization which is own by its

employees for a long time. Therefore, leadership commitment plays multidimensional

role as leaders by their own self they stay connected with organization with dedication

and also set example for their employees.

29

Srivastava (2013) conducted his study in the private sector related to driving

factors of commitment and he described that leadership commitment is core driving

force for the employees‟ emotional binding. He discussed that top managements‟

commitment and their personal involvement in organizational activities has direct

relation with commitment and involvement of employees within organization.

Moreover, findings of his study show a positive relationship between leadership

commitment and organizational performance.

Rodgers, Hunter and Rogers (1993) discussed that role of top leadership

commitment in enhancing organizational performance. According to them leadership

commitment makes a difference in the quality management program. Ultimately

leaders are responsible for the success and failure of polices and plans. Employees

take them as their role model and also take inspiration from them. Fottler (1977)

narrated that leadership commitment encourages them to put organizational welfare

on the top priority. Their efforts also go on the right side and align with the

organizational benefits. Juran, an expert of TQM, (1988) explained leadership

commitment towards quality management program reflects from their participation in

quality management program, development of clear vision, provision of resources,

training sessions and recognition of the efforts who are participating in quality

program. Feigenbaum (1994) also discussed the relation of leadership involvement

with successfulness of quality program. Biggar (1990) considered support,

understanding and active involvement of leaders as construct of leadership

commitment.

Rodgers, Hunter and Rogers (1993) defined the role of leadership for

implementation of quality plans and policies. According to them setting goals,

continuous improvement and strong relationship with stakeholders for quality

30

improvement is prominent aspect of leaders‟ role in the quality oriented organization.

Moreover, Low (1994) stated that leadership support for quality program and

betterment depicts their level of commitment with organization. Crosby (1996)

discussed that leadership participation and attitude show their willingness to make

organizational programs successful. Same construct of commitment is explained by

Goffin and Szwejczewski (1996) and they explained that leadership commitment is

not only measured by their extensive involvement in organization rather there are

many other aspects which are connected to commitment such as; their efforts, goals

accomplishment, expertise and their skills to involve employees in the organizational

development process. Arditi and Gunaydin (1997) put emphasis on the quality

program and its successfulness. They stated that committed leadership gives priority

to its quality program and leads it towards fruitful accomplishment. Goetsch, David,

Davis and Stanley (1997) focused on the resources allocation and leadership

involvement as representing aspect of commitment.

Similarly, Ahire, Sanjay and Shaughnessy (1998) highlighted various aspect

connected to leadership commitment which included priority, involvement, setting

clear goals, and resources allocation. Further, Howard, Larry and Foster (1999)

mentioned that having quality strategy as the construct for management commitment

towards quality management. On the other hand, Samson and Terziovski (1999) put

leadership and their involvement on the top as a constructs of commitment whereas

Jaafari (2000) highlighted leadership style, he stated that leaders‟ commitment reflects

from their style of leadership. Chan, Chu and Yuen (2000) also asserted focus on the

resources allocation and their utilization as measures of commitment. Harris, Frank,

McCaffer and Ronald (2001) prioritize initiatives of leadership while according to

Taylor and Wright (2003) leadership involvement is on top priority. Chin and Choi

31

(2003) described the behavior of committed leaders as they set common goals, always

focus on the continuous improvement, acceptance to change and active participation

in quality management activities. Haupt, Theo, Whiteman and Daniel (2004) took

leadership initiatives towards quality programs and their support for the successful

implementation of quality polices as construct of leadership commitment.

Low and Teo (2004) focused on the budget and financial support from the

side of leaders for quality program. They considered that leaders‟ who plan their

change process and adopt different methods to monitor the quality programs are

committed. On the same issue, Thevnin (2006) explored commitment by using

leaderships‟ willingness for quality improvement and their involvement in quality

insurance process as indicator of commitment. He stated that leadership commitment

is the core element which makes them to work hard for their organization. Committed

leadership inspires employees to own their organization and bound them all as team.

While and Dadzie (2009) concerned about the allocated resources, reward system and

communication system for quality program. Allocation of required resources in time

play significant role in achieving goals. Further, they stated that dedicated leaders take

care about the required material and they acknowledge the efforts of employees to

boost their morale.

Bergman (2012) described commitment is an attitude towards organization.

According to him commitment reflects through dedication and loyalty with the

organization and willingness to continue the membership. Some factors which

significantly contribute to determine the commitment and age is one of these factors.

With the passage of time maturity comes in a person and his power of decisiveness

also enhance which increases the commitment in an individual. Furthermore, time

period which a person has spent in an organization has significant impact on the level

of attachment with that organization (Qamar, 2012).

32

Studies indicated that there is positive relationship between leadership

commitment and performance of the higher education organizations. Committed

leadership put its best for organization and set example for others (Allen, Lambert,

Pasupuleti, Tolar & Ventura, 2004; Ang, Lee, Tan & Chong, 2011). According to

Morrow, (2011) studies in manufacturing sector revealed that there is variety of

opinion and different concepts related to quality programs but leadership commitment

is one aspect where all agreed that it is mandatory component for successful quality

program.

Effective organizational performance requires dedicated leadership which

facilitate quality program and shows personal concern towards it (Gelaidan & Ahmad,

2013). It is prime responsibility of leadership to define organizational goals and align

all stakeholders towards same direction. Unidirectional efforts are very important for

fruitful outcomes. Close interaction between leadership and stakeholders facilitates

leaders to make its agenda clear to all of them and take their commitment and make

them involve to the quality program (Venkateswarlu & Nilakant, 2005; Wang &

Huang, 2013).

Ahmad (2011) stated that leadership not only defines goals but it also provides

directions and resources to assist the quality planning. Further, he discussed that lack

of leadership commitment is big hurdle in achieving organizational goals. Soumyaja,

Kamalanabhan and Bhattacharyya (2011) shared the results of their study and they

described that leadership provides workplace environment which facilitates quality

program and enrich the culture which make the stakeholders closer to the

organization. It is proved in the literature that leadership‟s commitment is basic

component of organizational effective performance and success. Present study aimed

to explore relationship among leadership commitment for implementation of TQM

practices in order to explore its impact on the performance of organization.

33

Types of organizational commitment. Literature revealed three types of

commitment which: are affective, continuance and normative commitment. All of

these types of commitment are included in the present study. Three components of

commitment are explored by Meyer and Allen (1990) and they made significant

contribution in this regard. They defined commitment types as affective commitment

refers to the emotional attachment of employee with organization. Continuance

commitment takes place when employees know the consequences of leaving and

normative commitment is associated with the sense of obligations which employees

feel towards their organization (Allen & Meyer, 1990).

Allen and Meyer (1997) distributed the commitment into three different

categories, affective, continuance and affective. They claimed that these three

categories are also measureable. These three categories are related to the

psychological aspect of human being; therefore, employees stay in the organization

and put their efforts best for the organizational development. According to Bergman

(2006) these three components of the commitment play their contributory role to

enhance the feelings of ownership and association with organization. They are

binding force and beneficial for the both organization and employee. Many

researchers have conducted their studies to explore concept of commitment and they

came out with the results that above mentioned three types are significantly contribute

to the construct of commitment. Furthermore, these studies endures that three driving

forces exist in the almost all the contexts of world (Arumugam, Ooi & Fong, 2008;

Uline, Wolsey, Tschannen-Moran & Lin, 2010). These three types are described in

table 2.1.

34

Table 2.1

Types of Organizational Commitment

Commitment Type Commitment Reasons

Affective Sense of belongingness, desire

Continuance Limited options, cost on leaving

Normative Moral considerations, ethical

Affective commitment. It makes the employees closer to the organization and

attaches them emotionally with the work place. Employees feel happiness and

contentment to be part of organization (Wiener, 2000). They are satisfied and eager to

continue this relation with organization. Their sense of belongingness increases with

the passage of time (Kimura, 2013). According to Balassiano and Salles (2012)

affective commitment reflects the feelings of employees for their organization and

identifies the extent to which they are involved in their organization. Emotional

attachment is necessary to take best from the employees and their willingness to stay

in organization for a long time (Leroy, Palanski & Simons, 2012).

On the same aspect of commitment, Kimura (2013) asserted that true sense of

affective commitment obtain when employees want to stay with organization from the

core of their heart and because of their internal feelings not for any external or

materialistic factor. Affective commitment occurs with the passage of time and grows

accordingly. Successful organizations develop environment which provokes affective

commitment among employees because it is important for organization. Jussila, Byrne

and Tuominen (2012) also stated that such type of commitment is core element for

sustainable development of the organization. Meyer and Allen (1991) described

affective commitment as a driving force which motivates individual to play active role

in organization. Contribution and devotion of the individual also enhance to the

organization. Borman (2004) stated that this type of commitment attaches members

with their workplace for a long time and they involve themselves within organization

35

actively. Members behave in way as they have personal concern with organization

and they own organization as their family. Affective commitment takes place when

there is no conflict between organizational and individual goals. Values congruities

are important to develop the affective commitment. Emotional attachment and

feelings of belongings can be achieved through common goals and concerns (Wiener,

2000). Burnout rate goes down after achieving affective commitment. Sustainable

work force is a real asset for an organization. Affective commitment is connected with

emotional stability of individuals that positively contributes in work progress (Meyer

& Herscowitch, 2001).

Continuance commitment. Employees join organization to fulfill their needs

and to get financial benefits. They stay there because of their own needs and

requirements such kind of attachment with organization refers as continuance

commitment (Balassiano & Salles, 2012). Due to Continuance commitment workers

want to be part of organization because they do not have best alternative. Personal

needs and profits provoke individuals to do so. Researches showed that mostly people

attach with their organization due to continuance commitment. It is based on the

needs and social life responsibilities of the individuals. It may also vary among

individuals according to their social and personal life liabilities (Chen & Francesco,

2003).

Such type of commitment plays its transactional role as organization has its

own concern with employees and employees have their own benefits with

organization. Continuous commitment sustain till the better alternative and it is

concerned with the external factors, such as reward system, pays, allowances and

other benefits offered by organization (Bergman, 2006). Therefore, sustainable rate of

employees is higher in the organizations which offer attractive pays and benefit

36

system to their employees (Taing, Granger, Groff, Jackson & Johnson, 2011). As

results productivity and performance of the organization increased and these factors

play significant role in making positive organizational image. Employees do not have

worries about their basic needs because they are being managed through their pays.

They spend most of the time in the betterment of the organization (Balassiano &

Salles, 2012). Taing, Granger, Groff, Jackson and Johnson (2011) conducted their

survey based research on the perceptions of beneficial economic exchanges versus the

perception of low job alternatives and they came out with results that mostly

employees have low job opportunities therefore they are serving in their employing

organizations. Furthermore, continuance commitment may takes place because of

fewer opportunities in the market or lack of experience, qualification and other

personal factors of individuals. Family obligations and fulfillment of personal needs is

the prime motive of a person for work. These liabilities bind the person with

organization on of cost of financial benefits (Wasti, 2002; Salagean, Balc & Garbacea,

2014).

Continuance commitment can be define as worker may stay in organization

due to some psychological reasons or because of their friends who are also part of the

same organization. These possible factors have been revealed by previous researchers

in literature and they also discussed that these external factors are binding force

between organization and individuals. Organization and individual believe in give and

take policy therefore both sides try to provide best to get best. Moreover, literature

depicts that employees are part of their workplace in workplace because of

continuance commitment (Mohanty & Behera, 1996).

Normative commitment. After spending specific period in an organization

individual feels some kind of personal obligation and affiliation with the organization.

37

This type of commitment relies upon the previous relation with organization.

According to Balassiano and Salles (2012) such kind of commitment takes place

because employees feel attament to organization due to moral perspective and they

want to serve organization because of past relations. Further, Gelaidan and Ahmad

(2013) added that after taking advantages from the organization employees develop

sense of belongingness and obligation with the organization. It is a strong binding

force which stimulates the workers to give their best to the organization. Edwards

(2001) stated that individuals learn from their work place which enrich their

experiences and with the passage of time affiliation with organization also increased.

Normative commitment inculcates sense of responsibility among the employees and

they accomplish all tasks because they are committed to do so. In addition to the

concept of normative commitment Dordevic (2004) described that culture of

organization, age; qualification and job duration affect the normative commitment. As

these factors indicate that normative commitment is mainly related to the environment

of work place and the extent to which they give the employees a sense of ownership.

Rich organizational culture contributes in this regard very effectively. Values and

norms make person to stay in organization and to serve for its betterment. Hence,

normative commitment also concerned with the personal needs and wants because

after provision of their services, in return organization gives them benefits which may

be financial, fringe reward and in form of appreciation and reorganization. Wasti

(2002) discussed concept of normative commitment in way that it is mainly

influenced by personal wants and ethical obligations. Due to these bonds person stick

with work place and prefer to be part of it. Normative commitment depends upon the

previous relations between organizations and individual, moreover, time decides the

level of normative commitment which individual has spent there.

38

Studies showed that not only demographic variables contribute towards

normative commitment but design of the job is also significant in this regard. Job

satisfaction is strongly related to job design. Individuals enjoy the job which is

suitable and appropriate to their interest, experience and qualification. This

appropriateness brings job satisfaction among individuals and as result normative

commitment enhances (Allen, Lambert, Pasupuleti, Tolar & Ventura, 2004).

Commitment was discussed in the literature from many dimensions, sometime

as a whole concept and mostly discussed in three separate dimensions. Though in this

study commitment was taken as whole concept rather than measuring three elements

separately. Here commitment was being studied in relation with other variables,

implementation of TQM practices and performance of the universities. Therefore,

commitment was taken as whole concept, including all dimensions; in this study in

relation with above mentioned variables (Takalo, Abadi, Vesal, Mizaei & Nawaser,

2013).

Measurement of Organizational Commitment

In this study, organizational commitment of the leaders was measured through

a survey based instrument. Variety of ways was added in the instrument to measure

the commitment. Questionnaire was adapted and required changes were made in the

instrument for the purpose of contextual appropriateness. After necessary changes a

pilot study was conducted to examine the reliability of instrument. Present section of

the study discusses the instrument which measures the commitment from various

dimensions. Most popular instrument in this regard was measuring organizational

commitment developed by Meyer and Allen (1991). Three dimensions of

commitment, affective, continuance and normative commitment have been included

in the instrument. There are 24 items in the first instrument but in the revised version

39

there are 18 items. The instrument has good reliability, therefore, many researchers

have used it in their studies (Xu & Bassham, 2010; Dirani & Kuchinke, 2011;

Benjamin & David, 2012). Another instrument commonly used by researchers and

largely discussed in the literature is Organizational Commitment Questionnaire

(OCQ) developed by Kanning and Hill (2013). It is translated in six different

languages and research proves that it is fitting in other contexts after some required

changes according context in which instrument being used. It contained 15 items and

same instrument was used in the present study.

Summary

Summary included organizational commitment, leaderships‟ commitment and

types of commitment in the light of previous studies. The review showed the construct

of commitment according to the views of different researchers and other driving

factors also discussed which influenced the commitment. Furthermore, leadership

commitment was discussed in order to improve the organizational performance. Many

studies in this regard have been conducted in the industrial, manufacturing, business

and banking sectors and few have focused the education sector. Therefore, present

study was conducted in the field of education to fill the existing gap to explore the

relationship among leadership commitment, implementation of TQM practices and

performance of the public sector universities of Punjab. Research studies which have

been conducted in education sector mostly explored commitment of teachers in regard

with their job satisfaction. TQM is a holistic approach largely accepted and adopted

by other than education sector. While it is at evolving stage in education sector, from

the last decade researchers are doing research in this area from various dimensions.

Topics mostly covered by researchers in previous studies are, implementation of

TQM, compatibility of TQM with education sector, least impact of TQM in education

40

sector but TQM implementation in relation with leadership commitment and

organizational performance was not been studied before in education sector. Further,

studies related to quality practices have been done from the views of students and

other stakeholders‟ perspective rather than leadership. Review of literature enabled to

find the gape and precede the research and uncover the variables which are not

studied before particularly in education sector of Pakistan.

Section II: TQM Practices

History of total quality management. Philosophy of TQM has got attention

and popularity in almost in all fields which are quality concerned. The term

philosophy or approach both has been used for TQM in the literature and both are

acceptable by researchers and academicians (Snell & Dean, 1992; Yusof &

Aspinwall, 2000). Initially it is outlined by Shewhart, later on followed by Edward

Deming (Snee, 1990). Origin of TQM is usually attributed to Japan for quality

improvement in 1950s and ideas for quality improvement generated which brought

immense change in Japanese industry. This philosophy got popularity with the

expansion of its quality concepts such as; Statistical Process Control (SPC),

teamwork, prevention not remedial actions, continuous improvement and

management responsibility enhanced by declaring that 85% failures caused by

management. In late 1980s, the concept quality control changed with the term total

quality management (Wilkinson & Marchington, 1996).

Generally TQM is associated with Edward Deming and he is considered as

one of the gurus of TQM. This idea of quality was accepted by many organizations

before World War II (Magutu, 2010). Hunt (1992) described the situation which

turned the focus of Deming towards TQM. He stated that while Deming was working

as employee at Western Electric Company in 1920s, there he observed the workers‟

41

demotivation, their dissatisfaction with work and lack of trust in the incentive and

promotion systems which were based on the numerical data. Employees were

unhappy and organizations were suffering unproductivity and loss.

Meanwhile, Deming gave the idea of holistic improvement and aligned all the

activities with organizational goals. Distinguished concepts related to TQM are in

continues improvement and customer satisfaction. Many other practices are presented

by TQM such as employee empowerment, clear vision, education and training,

leadership involvement and involvement of all stakeholders (Allen, Lambert,

Pasupuleti, Tolar & Ventura, 2004; Serafimovska & Ristova, 2010). It indicated that

practices of total quality management are applicable for entire organization which

focuses on the unidirectional fruitful activities. Customer is the judge of quality and

their satisfaction is the ultimate goal of organization. According to Wilkinson and

Witcher, (1991) TQM is combination of three words which represents their own

meanings. Every word depicts the fundamental principles of TQM philosophy. Total;

means involvement of all stakeholders in the improvement process. Quality; refers to

the meeting and exceeding the customers‟ expectations. Management; indicates that

management and whole organizational system are supportive. Further, it depicts that

executive members of organization is committed to quality program.

TQM is accepted in every sector with the passage of time due to its productive

outcomes. This approach has got attention in worldwide and it has won the trust of the

organizational stakeholders. It was accepted by management sector that TQM is the

prime approach for the sustainable improvement of organizational performance. TQM

focuses on the holistic development and ensures quality based outcomes. Firstly,

TQM has got attention in industrial sector and with time it was equally adopted by

other sectors (Allen, Lambert, Pasupuleti, Tolar & Ventura, 2004).

42

TQM provided practices which promote the culture of continuous

improvement and every member of the organization involves in achievement of

targets. It ensures proper provision of required financial, material and human

resources for the accomplishment of tasks. TQM not only propagates the concept of

customer satisfaction once but it puts emphasis on the continued improvement. Every

time expectations of customers are fully understand and then provide them what they

demand (Seymour & Low, 1990; Ahire, Golhar & Waller, 1996). This approach

involves every member of the organization in the process of improvement. Many

researchers mentioned that TQM is an approach that is strongly associated with the

stakeholders‟ satisfaction, service quality and effectiveness of organizational

performance (Zwain, Lim & Othman, 2011).

Focus of TQM. The chief goal of TQM is developing a quality culture

organization wide by utilizing available resources in creative and efficient way which

enhances the trust of employees‟ in leadership (Todorut, 2013). TQM approach is

mainly influenced by various gurus and their worthy contributions made this approach

effective. Some of them are: Shewhart (1931) Crosby (1980); Ishikawa (1985);

Deming (1986); Juran (1988) and Feigenbaum (1994). These gurus shared their ideas

and concepts regarding the quality management which are significantly effective and

provide solutions to various challenging situations. According to Dale (1999)

common practices are discussed by these experts like practices related to leadership

involvement, participation of employees, their training program, planning related and

measurement of quality for continuous improvement. The ideas of gurus provide a

way to the researchers to conduct the studies and in the field of quality to present

those ideas in the form of TQM elements.

According to Mandru, Patrascu, Carstea, Popesku and Birsan (2011) major

concepts of TQM are associated with various gurus and their contribution is beneficial

43

for both industrial and service sector. A famous approach by Deming is Deming

Wheel Approach, which consisted of four elements, Plan, Do, Check and Act.

Basically this approach is based on 14 points of Deming. Jurans‟ Quality Triology

rooted in three fundamental aspects of quality, Quality Planning, Quality Control and

Quality Improvement. These aspects included the elements; need analysis, plan,

leadership commitment, resource allocation, diagnose problems, remedial action and

consistency. Crosby‟s concept of quality is based on perfection and he believed that

“doing it right the first time” and “zero defects”. Furthermore, his concept of quality

comprised of; quality is perquisite of every action, focus on prevention rather than

remedial action, emphasis on peoples‟ corrective actions which ultimately results in

product quality. Taguchi‟s Quality Loss function basically focused the design and he

assured that quality comes from design.

Total quality management assists organizations to get desired results and

develop strong organizational image in the market place. Sustainability is the prime

focus of the TQM it requires the efforts from top to bottom to maintain the

organizational popularity. Stakeholders are very important for TQM philosophy and

their feedback has worth for improvement. Change is the basic principle to fulfill the

needs and to win the trust of the customers. According to TQM philosophy,

customers‟ trust and their satisfaction is the big achievement. For this purpose, whole

system engages in betterment process and it strives to excel in the market place

(Tsinidou, Gerogiannis & Fitsilis, 2010). TQM is against the traditions and status quo

because they create hinders in moving forward and in adaptation of new techniques.

For sustainable development fundamental aspect is continual improvement.

Therefore, TQM appreciates new ideas and encourages members to put their

creativity in their tasks and bring best product in the market. Employee involvement is

44

very important in this regard as they are the persons who put the things in practical

forms. There are many factors which contribute to the implementation of quality

practices. Various studies have been conducted in this regard to find out the most

crucial factors of success. Leaders also eager to know the key practices for

achievement and they try to adopt those practices in the routine life of their work

place. It promotes teamwork and believes in organization wide development rather

than focusing one aspect. In short, it is a holistic approach which is grasping place in

the every growing sector due to its fruitful outcomes (Davies, 2008).

Key Elements of Successful TQM Implementation

To ensure the implementation of quality management practices in organization

willingness and dedication of leadership is core element. TQM has become a tool to

enhance organizational performance through continuous improvement not only in

manufacturing industries but also in education sector. As Kumar, De Grosbois,

Choisne and Kumar (2008, p.50) sated “Despite some criticism, TQM has gained

widespread acceptance in both the academic and business communities”. Researchers

in industrial sector conducted their studies regarding the implementation of TQM and

its relation with organizational performance and found that leadership commitment is

primary requirement for implementation of total quality management practices (Tena,

2004). Leadership commitment is a common element which is disclosed by many

studies regardless, sector and context, as a core element for successful implementation

of TQM. Hence, situation is not different in education sector, leaders‟ willingness and

readiness for successful implementation of TQM is considered one of the core

elements.

Sila and Ebrahimpour (2003) stated that implementation of TQM is influenced

by multiple elements such as due to difference in the nature of work in various

45

sectors, size of the organizations, work related values and organizational culture.

Further, they discussed that country culture also influence the implementation of

TQM practices and human resource is also significant element in this regard, their

education, training and involvement greatly impact on the successful implementation

of TQM. Workforce commitment to quality was vastly discussed by literature as

pertinent element for quality management (Pimentel & Major, 2016)

Kanji (1996) included customers focus in critical elements of successful

quality management because, in competitive era, customers are the chief judge of

quality program. He described that customers are the driving force behind continuous

improvement and they do not accept traditional approach to quality. Marolia (2007)

also considered customer satisfaction as a core element of successful quality program.

There are other studies which included process, services and customers‟ satisfaction

as the integral elements of TQM (Black & Porter, 1996; Antony, Leung, Knowles &

Gosh, 2002; Curry & Kadasah, 2002).

Padhi (2018) discussed key elements of TQM in a unique way by presenting

key elements in a form of a building. He illustrated various elements according to

their significance in the building and mainly focused on values for successful quality

program. Other elements included leadership, teamwork, training, recognition and

communication.

Figure 2.1 Key Elements of TQM Padhi (2018)

46

He divided these elements into four groups labeled as; foundation comprises

of integrity and ethics, building bricks, includes leadership, teamwork and training,

building mortar, based on communication while recognition presented as roof of the

building. According to him these elements collectively shape the TQM building in

any sector and absence of any one element makes building incomplete.

Key TQM Practices

In literature researchers discussed many TQM practices, which are being

prevailed in various sectors to achieve the desired outcomes and to enhance the

performance of the organizations. These principles and practices of TQM provide

base to the philosophy of TQM. This study included most common TQM practices

which literature revealed as widely adopted practices. Many practices which are

adopted by higher education organizations are initially developed in manufacturing

sectors. According to Owlia and Aspinwall (1997) that various activities carried out

by both sectors, industrial and education are similar to much extent. Those TQM

practices are:

Leadership involvement. According to Mittal (1999, p.124) “Leadership is

defined in the context of TQM as providing and driving the vision”. Effective

leadership provides foundation to sound TQM program. Das, Kumar and Kumar

(2011) mentioned three fundamental characteristics of leader;

a) Identification of goals (setting direction)

b) Coherence of team employees‟ (mutual efforts with team work)

c) Motivating and inspiring employees‟ ( striving for best with intrinsically)

Leadership set examples for others to participate and promote quality culture.

They not only design realistic and achievable goals but also put their best efforts with

their team to achieve goals. A prominent quality of effective leadership team building

47

and ensure their productive involvement in the organization wide tasks (Jansen,

George, Van den Bosch & Volberda, 2008). Bayraktar, Tatoglu & Zaim (2008) also

emphasized on the visible involvement of leadership in quality improvement process.

They described that leaders must realize the importance of effective quality

management program and make efforts for betterment. Ahmed and Ali (2016)

discussed leadership involvement as one of the core ingredients of TQM. They

claimed no quality improvement program can be successful without leadership

participation.

Involvement of leadership is necessary to be aware with the quality and other

developmental plans. Studies indicated that leaders‟ interest and participation in

quality program attract the attention of the other members and they give importance to

such programs. There are many factors which are related to successful

implementation of effective quality management but leadership involvement with

commitment is one of the crucial factors. Kanji (2002) described “without

commitment any strategy for change is likely to fail”. The study by Wells and Peachy

(2011) revealed significant correlation between leadership involvement with

commitment and organizational performance. Researchers are commonly agreed that

leadership is the core element to improve quality program (Goetsch & Davis, 2006).

According to Farooq, Akhtar, Zia Ullah and Memon (2007) personal involvement of

leadership in quality process ensures the progress and success of quality program.

Study conducted by Taylor and Wright (2003) showed that leaders define

ways to the team members and encourage them to reach the destination. They ensure

the provision of required resources and effective use of available resources. Main

strength of quality program is its sustainability and it can only be achieved through

the involvement of the leadership. TQM disseminates concept of empowerment and

48

collective efforts. Therefore, TQM leaders always believe in building team. Combine

efforts lead organization to achievements and fulfillments of targets. This concept of

leadership is different from the traditional concept which is based on the superiority

of leader. In TQM, distributed leadership is applicable and according to these leaders

only mutual efforts can bring positive results. Literature related to TQM exposed that

involvement and support from leadership is a crucial and fundamental aspect for

effective TQM implementation.

Huber (2004) described that TQM discussion cannot be completed without

describing leadership role and involvement. Literature of every sector discussed the

critical role of leadership commitment in successful quality program. Similarly, in

education sector importance of leadership and their involvement has highlighted in

many aspects including from the quality improvement perspective. In education sector

TQM is gaining its place and successfully satisfy the needs of stakeholders. Education

sector mainly deals with human beings and TQM is approach that is human oriented

(Garvin, 1986). It focuses from the top leadership to the lowest group of employees to

enhance the productivity and effectiveness. Organizational successes are accompanied

by leaders‟ involvement and their vigilant leadership.

Organizations rely on the skills, knowledge and expertise of the human

resources, among them importance of leaders is central. They have to look after all the

administrative and academic activities. Mozafari and Pazargadi (2012) discussed

knowledge, personal attitude, change management skills and communication skills as

essential skills required for successful implementation of TQM. Organizations which

have gained a standard name in the market their leaders have special quality concerns

(Chapman & Hyland, 1997). Brown, Hitchcock and Willard (1994) stated that lack of

leadership commitment is one of the causes of failure of TQM implementation.

49

Declining quality in education sector provoke academic researchers to explore the

factors which affect the quality programs. Role of leaders cannot be undermining in

this regard. Therefore, present study explored the leadership commitment for the

implementation of TQM practices.

Dissemination of vision. Baum, Locke and Kirkpatrick (1998) identified the

vision as a core element of charismatic leadership. Shamir, House and Arthur (1993)

defined vision as a set of shared values which is an ideal for an organization and

organization strives to arrange activates in the light of that vision. Importance of

vision has largely been discussed in the studies conducted in business sector and

revealed its positive effect on organizational level performance. Kotter (1990)

suggested that vision is significant for strategic change. Vision is one of the core

elements which provide direction to the organization. Whole structure of the planning

polices and goals based on the vision. Vision is a future of organization which is

being set many years before. High level leadership provides vision then aligns all of

their activities with that vision (Larwood, Falbe, Kriger & Miesing, 1995).

Developing vision is a critical task of leadership for long term planning. It is based on

the sound foundations of organizational values, cultures, norms and most important

linked with the expectations of the customers. Vision is long term so it must be up to

the market demand and interrelated with the changing world. Baum, Locke and

Kirkpatrick (1998) shared the attributes of an effective vision which included;

conciseness, clarity, abstractness, challenge, future orientation, steadiness and ability

to aspire. The combination of these attributes significantly contributes in developing

effective vision. Additionally, they discussed that vision must be concerned with

current market needs and ultimately produce quality product.

50

In TQM organizations, vision development is crucial step but only

development of sound vision is not enough for organization. Communication of vision

is also important and it is the key to successful quality program (Berry, 1997). Baum,

Locke and Kirkpatrick (1998, p.27) emphasized that dissemination of vision by

stating “ vision must be communicated to others, both through written statements as

well as through personal communication, in order to convince them to support it”.

Achievement of vision is accompanied by its awareness from the top leadership to the

every member of the organization. Locke and Latham (1990, p.289) affirmed that

“leaders must use their personal communication skills, including speaking as well as

listening skills, to articulate the vision to followers”. It provides organizational

members direction and charges their energies to make their efforts to achieve the

vision. Previous studies conducted in manufacturing sector, proved that commitment

of leadership is correlated with quality program and leadership must be demonstrate it

by developing and communicating the organizations vision throughout the

organization.

Further, studies described that committed leadership creates quality vision,

minimizing resistance to change and promote quality culture by meeting customer

needs and continual improvement (Claver, Tan & Molina, 2003; Tari, 2005). Quality

concerned leader always focuses on excellence while making planning, strategies,

techniques and builds knowledge and develop skills among employees. Leaders

present themselves as an example and motivate others to participate in the

achievement of vision. Leaders can inspire followers with disseminated vision

(Vallaster & De Chernatony, 2005). Vision enlightens the organizational activities

towards the direction and provokes stakeholders for combine efforts. Baum, Locke

and Kirkpatrick (1998) reviewed theories related to charismatic leadership and found

three basic elements common in all theories are;

51

(a) Creation and dissemination of vision

(b) Owning charismatic, personality traits

(c) Taking initiatives to achieve the vision

All leadership theories commonly shared these aspects as crucial elements for

organizational growth and development. These aspects are interlinked with effective

leadership approach and results in long term positive effects.

Continuous improvement. Total quality can be achieved through continuous

improvement and it results in continuous success of the organization. TQM

philosophy believes in continuous success. Leadership in TQM thinking requires a

continuous cultural change and people need to be guided through the change.

Continuous improvement can be attained through motivated employees, who work in

a team and utilize productive tools for the purpose of increasing user‟s satisfaction

(Bessant, Caffyn, Gilbert, Harding & Webb, 1994). Continuous improvement is

concern of every member in the quality oriented organizations and these organizations

do not satisfy with only one time achievement. Sustainability is necessary to win the

trust of the customer and that comes only with continuous improvement. Customers

expect new things and enhancement in quality with time. Innovation is another

demand from the side of customer which cannot be undermined. All the expectations

and requirements of the customers can only be achieved through continuous efforts

(Hennig & Klee, 1997). Sadikoglu and Zehir (2010, p.154) defined continuous

improvement “as a company-wide process of focused and continuous incremental

innovation. Continuous improvement and innovation are the most important part of

services, means searching for never-ending improvements and developing processes

to find new or improved methods in the process of converting inputs into useful

outputs”. Performance can be enhanced through continuous improvement and

52

sustainability can be achieved through on going progress (Hirsch, 2000). Combs,

Crook and Shook (2005) stated that success can be achieved through proper

implementation of TQM practices because these practices allow organizations to meet

and exceed the customers need. Many studies clearly indicated that organizations with

TQM culture develop a learning environment which integrates positive attitudes of

employees to continuous improvement (Burnham, 1997). Thus, it is necessary for

every member of the organization to know the continuous improvement process

which based on the idea that every member of the organization possesses new skills

and knowledge (Lim, Rushami & Zainal, 2004).

In education sector it is prime responsibility of higher education organizations

to align their academic stuff and activities according to the market demand. Quality in

organization wide activities is another compulsory aspect for higher education

organizations. Day to day needs and challenges can only be tackled through

continuous efforts. TQM organizations measure their success from the satisfaction

and trust of their stakeholders. Such kind of success is associated with knowing the

requirements of concerning members and then meeting those requirements. Integrated

systems are developed through continuous improvement and mutual efforts.

Continuous improvement can be stated as developments which may be

attained through small, gradual or huge and multiple efforts. There are various aspects

which are related to improvement such as; customers‟ satisfaction and retention,

minimizing errors, facilitating concerning members, meeting global requirements,

efficient use of resources and enhancing the organizational performance. In the

perspective of educational organization, it is related to provision of up to date

knowledge, inculcating skills according to market demand and align academic

activities with global trends. After completion of degrees from higher education

53

organizations graduates should be able to contribute in the development of the country

and improve their own living standards. For continuous improvement evaluation

system must be effective to find out the gaps and loops for improvement. Juran and

Gryna (1993, p.76) described “a formal evaluation of quality provides a starting point

by establishing an understanding of the size of quality issue and the area demanding

attention”. Evolution is source to identify the requirements to attain the quality. It also

enables to make the develop area sound and explore area that needs improvements.

Proper documentation and record is necessary for evaluation system. Record provides

evidences and clears the ambiguous aspects of procedures.

TQM provides tools for evaluation for the purpose of improvement. These

tools include; Statistical Process Control (SPC), Quality Control (QC), Plan Do Check

Act (PDCA). These tools assist to improve the quality in organization and minimize

the wastages. Improvement is an ongoing process which never stops. Furthermore,

literature discussed that it is necessary for organizations to survive. Customer

satisfaction and their retention are key measures of success for quality oriented

organizations. Therefore, continuous improvement is included in the top agendas of

successful organizations.

Employee involvement. Organizations rely on availability of resources,

proper utilization of resources, right time decisions, mutual efforts and integration of

whole system. Effective and efficient people are required for successful

implementation of TQM (Morgan & Zeffane, 2003). Both of these aspects as based on

the employees‟ involvement. There are different individuals who work in organization

to attain organizational goals. Among those some are working in top level

management mostly known as Chief Executive Officers (CEO), some in the middle

management known as managers, and many work in the lowest level of the hierarchy

54

and these are generally, called workers. All of these members are asset for an

organization because success of organization depends upon their combine efforts.

Chief Executive Officers gave polices and define organizational goals while

fulfillment to those goals is not possible without employees‟ involvement.

Involvement gives them sense of ownership and enhances their level of confidence.

Dedication and commitment of employees are very important to reach the destination.

When they own organization they put their great efforts through their knowledge and

creativity they participate in improvement process significantly. TQM seems a

management style which delegate powers among employees and enhance their

autonomy (Wilkinson, Marchington, Goodman & Ackers, 1992).

Dale, Lascelles and Plunkett (1990) discussed the views of TQM gurus

regarding employees‟ involvement in detail. They stated that Crosby and Juran

emphasized on employees‟ involvement in organizational activities. They

recommended high level training of employees and enable them that they can resolve

the problems immediately without any dely. Further, he explained the Demings‟ view

that employees‟ should be offered challenging and rewarding jobs and management

should trust their employees‟ creativity. Deming also in view of promoting high trust

relations between management and employees that boosted employees‟ confidence

and enhanced their work performance. Feigenbaum endorsed this concept by putting

emphasis on employees‟ active participation in quality program. He argued that

employees‟ must have to understand what management is expecting from them to

avoid repetition and alter. In addition he stated that improvement requires

participation of everyone in quality enhancement process. Ishikawa is also in the same

view by highlighting the significant role of employees‟ in quality enhancement

process in way that employees consider quality oriented activities as part of their job

55

rather than as a supplementary task. Hence, TQM evidently promotes teamwork and

strongly believes in employees‟ involvement in organizational activities.

Furthermore, Goodstein and Burke (1991) described that TQM promotes,

autonomy, creativity, confidence, trust and cooperation. It not merely restricts

employees‟ to compliance but also empowers them and recognizes their efforts by

appreciating them. Researchers, in the field of TQM, recommended fair reward

system organization wide and they assert emphasis on active employees‟ participation

(Daily & Huang, 2001; Morgan & Zeffane, 2003). By developing such kind of system

employees actively contribute in the quality process (Kumar & Gupta, 1991; Ahire,

Golhar & Waller, 1996). Employee involvement ensures that every member is part of

organization and they actively participate in developmental tasks (Zhang, Waszink,

Winjgaard, 2000). Collecting ideas and suggestions from the employee is a valuable

source for quality improvement. Involvement of employees can minimize negative

attitude and enhance commitment among them. Communication system also improves

with integrated systems and timely information communicates to the relevant persons.

Participation of every member, from top to bottom, is a key to make quality program

effective. Teamwork discouraged resistance to change and promote collaboration

efforts which develop quality culture (Hill & Wilkinson, 1995).

Hence, in the perspective of higher education, participation of teaching and

non-teaching staff in the decision making process and promote team work among all

employees (Lim, Rushami & Zainal, 2004; Venkatraman, 2007; Bayraktar, Tatoglu &

Zaim, 2008; Colurcio, 2009). Jusoh (2008) stated “quality gurus emphasized

employee involvement, reward and recognition, training and development and team

work. In the university context, these factors are crucial either in teaching and

learning, or research activities”. Teamwork provides great opportunity to all staff

56

members to share their knowledge and techniques with each other. Such kind of

knowledge sharing forum is significantly contributes towards the academic success of

the related individuals (Sallis & Jones, 2002).

Recognition and reward. According to Dale (1999, p.135) “reward and due

recognition for improved performance by any individual, section, team, department or

division within the company, is an important element of a quality improvement

program”. Similarly, Brwon, Hitchcock and Willard (1994) suggested in their study

that organizations should develop a transparent and systematic way of evaluation and

organized reward system. Rewards system motivates employees and gives them sprit

to work hard for organization. Further, they recommended that penalties and rewards

system should be clear. Everyone in organization knows the rules and regulations.

Recognition and acknowledgment is compulsory aspect of well progressed

organizations. To make the reward system well organized administration should take

suggestions from the employees.

Many benefits can be included in the reward system such as, improvement in

work conditions, bonus, increment in salaries, promotions, appreciations and may also

include fringe rewards. According to Stalk, Evans and Schulman (1992, p.34) “Some

of the TQM companies also offer profit-sharing programs to enhance employees‟

ownership in their jobs and quality improvement activities”. Employees‟ retention and

their commitment are important components for organizational development.

Employees feel sense of ownership and have personal affiliation with organization.

Numerous scholars have revealed the significance of incentives and rewards

for successful quality program (Everett, 2002; Santos & Alvarez, 2007). According to

Sweins and Jussila (2010) it is necessary to know and reward the employees who

actively participate in quality process and work efficiently on their work place.

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Likewise in educational organizations, motivation efficiency of academic staff can be

enhanced which helps them in raising the standard of education (Lim, Rushami &

Zainal, 2004; Lin, 2007; Bayraktar, Tatoglu & Zaim, 2008). With the assistance of

leadership and transparent rewards system organizational performance can also be

enhanced.

Education and training. Innovations, knowledge, new skills and techniques

are important factors which contribute to the organizational development. As Kaynak

(2003) described employees‟ training as a critical element while implementing new

programs and policies. Further, she claimed that without trained human resource

management cannot achieve desire outcomes. Management provides required

resources for employees‟ training to enhance their work capacity and polish their

skills. Moreover, she explained that only participation in training is not surety to

success rather personal involvement of employees and their willingness is important

factor. Continuous improvement can only be achieved through updating knowledge

and providing training to employees. Matchless efforts from the side of leadership

require for the provision of opportunities to employees for updating their knowledge

and skills. Leaders promote culture of learning organization wide and employees

strive to learn new skills. Through such kind of practices, education and training,

excellence and quality embeded results can be achieved. Many studies concluded that

education and training are obligatory to move forward and for successful achievement

of quality related goals (Ahire, Golhar & Waller, 1996).

Chapman and Hyland (1997) described in their study that education and

training assist employees to solve problems and also reduce the wastages and it also

extended its worth by promoting quality culture in organization. Worth of human

resources cannot be undermined as they are the real asset for organization. Besides

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this, provision of required resources for training and education is necessary.

Investment in education and training is not a liability for organization rather it gives

profit in future for a long term. Training session provides opportunity to gather and

share knowledge and new techniques. Moreover, it develops climate of teamwork

which positively contributes in implementation of quality program (Chapman, Clarke

& Sloan, 1991). Studies related to TQM identified significant relation between

organizational performance and trainings (Vermeulen & Crous, 2000; Roettger,

Roettger & Walugembe, 2007). Further, Talib and Rahman (2010) described the

important role of educational and training courses to obtain the high level quality

within organization.

Training and education is considered one of the crucial practices of TQM

(Ooi, 2009). Continuous improvement depends upon the current knowledge, existing

practices and new skills. Organizations cannot give guarantee for high quality unless

they assure sound educational and training program sessions (Wong & Sohal, 2002).

Provision of opportunities to employees for education and training enhance their

professional growth. Arrangement of workshops and other programs play integral part

to update the employees‟ knowledge regarding various aspects. The aim of leadership

for quality practices, ensures provision of education and training opportunities to the

employees being positive results to organizational performance.

Student involvement. After adaptation of TQM in educational organizations,

a debate was started that who is the main customer of educational organizations

(Sirvanci, 2004). Asif, Awan, Khan and Ahmad (2013) declared that most critical

phase of TQM implementation is identification of its customers. As Houston (2007)

highlighted the crucial step of customer identification by stating that failure in

identification of customers may leads to unwanted situation. Conway, Mackay and

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Yorke (1994) stated that higher education has multiple beneficiaries it becomes

complicated when one wants to identify its customers. They mentioned as “Higher

education has a number of complementary and contradictory customers” (p.31). A

large number of researchers agreed that student is the main customer in educational

organizations (Sirvanci, 1996; Lim, Rushami & Zainal, 2004; Sirvanci, 2004;

Sakthivel, Rajendran & Raju, 2005; Bayraktar, Tatoglu & Zaim, 2008). In higher

educational organizations, there is large number of customers. Prime responsibility of

the university leadership is to identify their customer and give them worth and keep a

balance among all groups of customers while fulfilling their needs. Stanford

University declared its customers as “the student customer”. Harvard University

described “the customer is defined as anyone to whom we provide information or

service”. Oregon State University defined “Our students are our purpose for

existence”. Nortwest Missouri State University mentioned “in the classroom, the

students along with the instructor are suppliers who produce a product (knowledge)

that future customers‟ (employers or graduate school) will evaluate”.

According to Asif, Awan, Khan and Ahmad (2013) vast literature of quality

declared students as customers. Conway, Mackay and Yorke (1994) described the

division of customers in three groups; primary, secondary and tertiary customers.

Students are included in primary customers, local education authorities and

employees as secondary customers while tertiary customers contained validating

bodies, graduated students and employers. Further, they discussed that needs of all

these groups are different which may create conflict among their demands. They also

explained that this conflict is not only limited to education system but the situation is

same in business or industrial sector. In these sectors, borrowers require lowest prices

on all products while investors interested in high profit by increasing prices, so

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conflict in needs and demands among various groups of customers is natural and

common.

Above mentioned statements indicated that students are primary customer of

educational organization. They gain knowledge and receive services from educational

organizations directly therefore they are the prime customers. After considering

students as main customer, a drastic change has come into management practice and

quality program. TQM always focused on the customer satisfaction and exceeding

their expectations. Keeping in view these principles, students become the focus of

attention for educational organizations. Among the group of students‟ customers, all

students enrolled in the universities, prospective and graduate students are included.

University design different programs for students according to their requirements to

fulfill their needs (Koch, 2003). However, the student centered approach aims to

identify the students‟ needs and demands after that it devise strategies to fulfill those

demands. Gathering information from students in order to take suggestions and

developing evaluation procedures for students help to identify their demands (Sallis,

2005). Identification of customers demand and efforts to fulfill the demands leads

educational organization towards the effective implementation of quality practices. As

TQM disseminated, students are main stakeholder in the higher education

organizations. They are directly affected by the prevailing practices in their

organizations (Sahney, Banwet & Karunes, 2004). Satisfaction of students mainly

contributes while determining the performance of educational organizations.

Other stakeholders’ involvement. Current quality concept put emphasis on

customers‟ and stakeholders‟ satisfaction and meeting their expectations. TQM

focuses the inclusion of all relevant and concern organizational members in order to

satisfy their needs. The Malcolm Baldrige National Quality Award (MBNQA) is

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famous award of quality awarded to the organizations in recognition of their quality

performance. The criterion of MBNQA award also included the customers‟ and

satisfaction as a gauge of quality (Vesper & Gartner, 1997). Quality process is being

done for customers and their feedback is very important for organizations. Therefore,

according to Kanji and Tambi (1999) taking feedback from customers is one the core

activities in TQM. Involvement of stakeholders contributes significantly in the

organizational performance further it also become source to inculcate a sense of

ownership among them. Customer satisfaction is compulsory to maintain their

retention. Researchers have consensus that in near future performance mainly judge

through customers‟ satisfaction (Tan & Kek, 2004; Telford & Masson, 2005). Another

important aspect connected to quality and organizational performance is customer

retention. Retention only obtain when customers‟ need are being fulfilled therefore

quality experts stated that meeting customers‟ need once and ever (Chong, 2009;

Brah, Tee & Rao, 2002). Moreover, Kanji and Asher (1993) described that customer

satisfaction not only informs about the current performance of the organization but

also predict the future success.

According to TQM expert Ishikawa (1985) knowing expectations of

stakeholders and understanding their demands and provision of products and services

according to their demands is necessary for the successful implementation of TQM.

For this purpose, close interaction with stakeholders and customers is crucial to

completely determine their demands. Close interaction between organization and

stakeholders also provide quick feedback regarding products and services which is a

rich source for improvement.

Input is necessary at every stage of the process so that there is less likelihood

chance of quality problems in the end of process and product comes out as error free

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(Stalk, Evans & Schulman, 1992). Hallowell (1996) discussed the relationship

between customers‟ satisfaction, loyalty and organizational performance, profitability.

He explained that there is core relation among these variables and emphasized that

enhancement in customers‟ loyalty and satisfaction result in desirable outcomes.

Companies should be able to: respond quickly with new ideas and technologies to

customers‟ demands; produce products that satisfy or exceed customers‟ expectations;

anticipate and respond to customers‟ evolving needs and wants to stay competitive in

the market (Flynn, Schoeder & Sakakibaba, 1994). Involvement of stakeholders is

significant at every phase because valuable suggestions lead towards improvement.

According to Tari, (2005) active management always connected with its stakeholders

because they are well aware of their worth. Researches in this regard uncover the facts

and shown that customer satisfaction is one of the major aspects of performance in

services sector many studies revealed same results in this regard (Agus, 2000; Brah,

Tee, & Rao, 2002; Chong, 2009).

Kaghed and Dezaye (2009) disclosed that perception and judgments of

customers are positively associated with the progress of organization. Researchers

who conducted studies in the context of education they stated that many groups can be

included in the group of stakeholders. For universities these groups included schools,

colleges from where their students come, families and business sector where the

students go to provide their services. Further, they also extended the group of

customer by inclusion of students, families, community and state (Melewar, & Akel,

2005; Bret, Matthews, Hartley & Whitaker 2009; Furtado, Batista & Silva, 2011).

Section III: Performance of Higher Education Organizations (HEOs)

It is commonly accepted principle that performance improvement in an

organization greatly relies upon good management and effective leadership with

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involvement of their emotional commitment (Katzenbach, 2000). Leaders are mainly

concerned with the implementation of TQM practices and ensure the success of

quality program. Such kind of efforts of the leaders and responsible authorities bring

desirable outcomes which may enhance the performance of the organizations. Among

TQM programs, measures for performance are very important. Leaders are

responsible to lead the organization towards right direction and take best from their

employees. Such kind of directions cannot be identified without proper information

because decisions are made on these basis. There are no perfect and ultimate

measurement criteria to measure the performance (Kumar, De Grosbois, Choisne &

Kumar, 2008).

Every sector and organization has its own measures according to their context

and which are more suitable to their objectives. Similarly, in education sector there is

no single perfect method to measure the excellence and quality of teaching learning

process and for other activities undertaken by educational organizations. Commonly,

it is considered that fulfilling organizational objectives and meeting the targets is

indication of performance. Previous literature discussed that performance measures

are not only limited to the achievement of organizational goals. These are extended to

efficient use of available resources, identifying future needs of customers, deduction

in wastage and enhancement in proficiency (Modell, 2001). Such kind of

improvement procedure obtained through adaptation of modern techniques in

management sector and through discovering more strategies according to special

needs of the organization. To make this process successful, leadership involvement

and their leadership style to manage the people play fundamental role. They utilize

their expertise and identify best among their employees then assign them task

according to their expertise. All these practices work as ladder to attain the set criteria

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and improve the organizational performance (Figlio & Kenny, 2009). Selection of

appropriate measure of performance can only bring fruitful results. Basic purpose

behind any performance measurement is to evaluate the existing practices and their

compatibility with desired outcomes. Further, it based on enhancement of efficiency

and in the light of feedback making required changes (Van Thiel & Leeuw, 2002).

According to Brignall and Modell, (2000) performance measurement is a multifaceted

concept that is not easy to conduct. Along with multiple measures of performance,

nature of stokeholds‟ interest with organization also varies, so it is complicated task to

select most appropriate measure of performance.

Performance Measures

Generally, performance measures inform about the quantitative aspect of the

success and it is helpful in the industrial sector. Service sectors also give importance

to the quantitative measures of performance but their major dimension is the

satisfaction and trust of their concerned stakeholders that is subjective aspect of

performance (Parasuraman, Berry & Zeithaml, 1991).These sectors deal with human

beings therefore measurement of performance criteria also vary from industrial and

corporate sector (Kanji & Baker, 1990). Anyways both tools: statistical (objective)

and judgmental (subjective) are significant and provide information about the existing

situation and provide direction for future improvement. Measures of performance

informs about:

Progress of the task which is going on

efforts and resources are bring used for the achievement of organizational

goals

customers are satisfied with the organization

all processes are being completed under the settled standards

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identification of needs for improvements

These measures assist in making crucial decisions regarding entire

organization (Kumar, De Grosbois, Choisne & Kumar, 2008). According to Kaplan

and Norton (1993, p.67) “an effective performance measurement system should

provide timely, accurate feedback on the efficiency and effectiveness of operations”.

There are many units of measures which in a combine form develop performance

measure. In the light of organizational goals measures are being designed. Therefore,

these measures are strongly tied with objectives. Sometime, performance measures

include one dimension of performance such as quantitative measures and sometime

other aspects of the performance are being included. Defining measures for

performance is very crucial because they provide base for decisions and future

polices. Previous studies provide some measures of performance among which

meeting customers‟ needs and their satisfaction is the basic measure of the

performance.

Slack, Chambers and Johnston (2010) described performance that it is the

extent to which an organization achieves the primary objectives such as meeting the

needs of customers. There are many concepts and definitions which are related to

performance. It is not easy to select any one definition of performance which covers

the whole concept of organizational performance. Therefore, studies in the

management sector suggest that performance measures which are based on the diverse

practices are considered appropriate to measure the performance. Two major

approaches exist to measure the performance one is financial ratio analysis and other

is perception of stakeholders regarding organizational products and services which

refers as subjective performance. Performance measurement is a crucial aspect of

effective management. Demirbag (2006) argued that measurement is best tool for

66

improvement because it identifies lacking areas and also highlight the strong areas of

organization.

Therefore, for the purpose of quality enhancement in educational

organizations there is a need to identify the appropriate measures to assess the

performance. This section discusses the various indicators of performance. Many

studies have explored relationship between TQM practices and different performance

measures and they came up with mix results. Studies show positive and negative

relationship between them. Studies in this regard show there are different indicators of

performance measures (Sadikoglu & Zehir, 2010; Morrow, 2011). These indicators

are presented in the figure 2.

Furthermore, Arumugam, Ooi and Fong (2008) studied organizational

performance by measuring quality of product and customer satisfaction with product,

organization relations with customers and organizational performance in the market.

Zakuan, Yusof, Shaharoun and Laosirihongthong (2010) conducted their research in

management field they measured performance of organization by two dimensions,

satisfaction of employees and customers, other is the results of business, profits, ratio

of sale products, cost and number of defect free products. These two dimensions

cover almost entire area of organization as it included activities of whole

organization. They found that first dimension of performance is more complicated to

measure and analysis because knowing about employees and customers satisfaction is

not an easy task. Although it is a complicated category but according to them it is the

most important aspect of performance because TQM literature and practices declared

customer as judge of successful quality program. Therefore, their opinion is

significant measure of performance particularly in service sector where as all systems

and procedures are designed for customers. Other indicators have their own worth.

67

Other aspects of performance which mainly deal with the numbers are also significant

indicators of performance.

Financial performance is significant indicator of the organizational

performance but other non-financial indicators, such as stakeholders‟ satisfaction,

fulfilling the needs, their sustainability, are also key indicator of implemented TQM

practices and shed vital impact on organizational performance. Combs, Crook and

Shook (2005) argued that satisfaction of the customers provides base to the financial

performance. It is the key to make customer satisfy and obtain their loyalty within the

organization. A number of studies conducted both in management sector and some in

service sector discussed the importance of measuring at financial as well as non-

financial dimensions of performance. Organizational performance can be defined as

the outcome of the organization‟s efforts or attainments of organizational objectives.

Organizational performance is correlated with Leadership commitment and quality

management practices (Sirvanci, 2004). Agarwal, Erramilli and Dev (2003) and Guo

(2002) discussed organizational performance has two dimensions elaborated in figure

2.2.

Figure 2.2. Higher Education Organizational Performance

Subjective/ Judgmental dimension of performance comprises of customers and

employees satisfaction and retention within organization. Further, it also deals with

service quality of the organization. Meeting the criteria of this dimension is not an

easy task. It requires continuous efforts and improvements to lead organization

Objective

Performance

Subjective/Judgmenta

l Performance

Higher Education Organizations‟

Performance

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towards the developmental process. There is subjectivity among the opinions of

related persons about the performance of organization. Therefore, meeting the needs

of variety of customers and satisfaction of all employees is a challenging task for

leadership.

Other dimensions of the performance deal with quantitative aspect which

includes profit, financial benefits, market share and statistical procedure. Ittner and

Larcker (2003, p.57) suggested “the use of individual, non-financial, qualitative and

subjective performance measures is motivated by these measure qualities or their in

formativeness”. Furthermore, subjective performance assists in the measurement of

objective performance because objective performance is inadequate for measuring

organizational performance (Baker, Gibbons & Murphy, 1994). Basic purpose of

performance measures is to present clear picture of the organization. These two

dimensions are different in nature as subjective measures mainly rely upon the

personal opinion of the person which varies from person to person. While objective

measures deal with the superficial and numerical aspect of organizational activities.

Literature discussed the measuring ways of subjective performance. Dawes

(1999) discussed that scale to measure the subjective performance which may range

from “very poor” to “very good” or “much lower” to “much higher” and other

comparative terms. He further stated that for objective measures actual facts and

figures are available in the organization which can be obtained. It is very common

measure traditionally used by organizations. With the paradigm shift from financial

profit towards customers‟ satisfaction, methods and criteria of performance also

changed according to the requirement (Hirsch, 2000). Both of these dimensions have

their own uses and advantages as for manufacturing and industrial sectors objective

measures are more reliable and evidence based. In service sector like education,

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students are the primer customer so their satisfaction and trust is more important for

educational organizations. Therefore, subjective performance measure is more

appropriate tool to measure the performance of for such kind of organizations (Rao,

Solis & Raghu-Nathan, 1999)

Subjective performance measure provides direct and actual information about

the existing situation. Obtained information helps to overcome the problems and

distortions and make the system more organized. According to Clayton (2000, p.160)

“for compensation purposes it is important for managers to know how they can

measure customer loyalty, employee satisfaction, and other subjective performance

measures that influence company profitability. To effectively use non-financial

performance measures it is important that managers link non-financial performance

measures to company strategic goals”. It is important for managers who are

responsible for sustaining the quality process and continuously work for

improvement. Therefore, it is necessary to explore the ways and methods that how

they can attain information in a better way from their customers or stakeholders.

Meanwhile, they must align those techniques with their organizational objectives.

Organizational objectives guide every activity which is carried out in the organization.

Developing linkage between organizational objectives and performance measures is

significant to ensure that organization is working towards right dimensions and efforts

are productive (Motwani, 2001).

Baker, Gibbons and Murphy (1994) explored that subjective measure includes

opinion and perception of the employees to identify their satisfaction but their

supervisors do not trust them. Therefore the traditional organizations show reluctant

attitude towards adaptation of subjective measures. In subjective measures, trust is the

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basic requirement for both supervisors and employees to attain the optimum

advantages from these measures.

Present study focused on the subjective/ judgmental dimension of the

performance to measure the performance of the organization. There are several

reasons for taking judgmental dimension as indicator of performance in the present

study. As in education sector students are the primary stakeholders. All of plans and

policies focus on the provision of best educational facilities to students. Satisfaction

of students with organizational facilities and environment is also representative of a

performance of the organization (Jamaa, 2011). As Unal (2001) stated that customer

is the principal judge of the quality. In addition he described that customer satisfaction

with organizational services is significant measure of quality program.

In education sector, universities offer their services to all stakeholders such as

parents, students, employers and community. Quality measures included the quality of

services provided by university and value of the product in market. However, in

education sector the quality of product is difficult to measure because it is mostly

intangible (Sirvanci, 2004). Quality of students is determined by teaching staff, who

give them grads, employers to whom they provide services after acquiring degree.

Such kind of subjective measures are based on the perception of relevant persons.

Therefore, authenticity of this criterion is considered challengeable depends upon the

criterion which is being used for measurement. Quality of services in education sector

is measured by chief customer and students as they express their opinion regarding

curriculum, teaching methods, availability of facilities, opportunities for exposure,

accessibility to modern technology, healthy environment, updated knowledge and

linkage between acquired knowledge and its usefulness in their practical life (Zollo &

Winter, 2002). Universities try to provide best services to its customers through

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provision of quality education which meet the criteria of current market (Kwan,

2013). Quality program become successful with the assistance of competent and

hardworking teaching staff, efficient administration and promotion of quality oriented

culture. Universities assure their stakeholders best services and healthy climate to win

their trust that is a big achievement. Quality improvement is not an ending process it

works on continuous basis for its survival. There are two major aspects which are

related to the success of quality program, one is identification of stakeholders‟

expectations, not only meeting but also exceeding those expectations (Sakthivel,

Rajendran & Raju, 2005). Then stakeholders involved in the organizational activities

take their suggestions for betterment is the best source to attain and sustain the

quality. According to Zwain, Lim and Othman (2011, p.177) “in the field of

education, because the quality in higher education is not a visible and tangible in the

same sense as a manufactured sector here if customers are happy with the product and

services, then the quality performance of the organization is acceptable”. Quality

performance in education sector is determined by satisfaction of their stakeholders.

Moreover, teaching staff mainly involves in the quality ensuring program as

their teaching primarily affects the students‟ satisfaction level regarding academic

environment. Teaching staff and students of any higher educational organization are

key stakeholders of organization that‟s way inclusion of both, provides sound

information regarding the organizational performance (Chen, Wang & Yang, 2009).

These stakeholders are well aware of TQM practice carried out by organizational

leadership so they can provide information in a better way regarding leadership

commitment for implementation TQM practices. Satisfaction level of the stakeholders

and their level of agreement regarding leadership commitment for implementation of

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the TQM practices represent the performance of the organization (Johnson & Kleiner,

2013).

A number of previous studies regarding TQM and performance are carried out

in different sectors those studies have taken subjective measures to examine the

organizational performance (Baker, Gibbons & Murphy, 1994; McCracken, McIlwain

& Fottler, 2001; Jacob & Lefgren, 2008). Results of the studies showed that

adaptation of TQM practices enhance the effectiveness and change the situation of

status quo. Many studies provided evidence that TQM is best tool to achieve the

quality objectives (Soomro & Ahmad, 2012; Sharma, Gupta & Singh, 2014; Twaissi

& Al-Kilani, 2015: Pushpa, 2016). These studies proved that TQM is equally

beneficial and effective for every sector which wants quality embedded results. The

table 2 shows a picture of the previous studies which have explored the relationship of

TQM with organizational performance from the different dimensions (Brady, Cronin

& Brand, 2002).

Benefits of performance measurements. According to Kumar, De Grosbois,

Choisne and Kumar (2008, p.51) “Performance measurement is considered one of the

most important dimensions of TQM, critical to its successful implementation”. Wide

range of studies carried out regarding performance measures in order to check the

impact of TQM on organizational performance (Dean & Bowen, 1994; Bourne, Mills,

Wilcox, Neely & Platts, 2000; Fuentes-Fuentes, Albacete-Saez & Llorens-Montes,

2004; Talib, Rahman & Qureshi, 2010). Helm, Mauroner and Pohlmann (2018) stated

that performance measurement remained area of interest for researchers over the last

years, both objective and subjective measures. Due to complex nature of performance

they could not reach conclusive results. Variability of results leads researchers to

explore this area therefore, it is still being studied in various sectors from different

73

dimensions. Although, findings are inconstant but researchers are agree with

beneficial outcomes of the measures. There are various benefits which can be

obtained through adaptation of appropriate performance measures which contain

following benefits;

1. identification of customers‟ needs

2. development of the strategies to fulfill the customers‟ needs

3. assist in getting fully information about organizational process

4. help in taking fact based decisions

5. indicate the areas of improvements

6. highlight the areas where the progress was done

7. help in exploring the areas where problems and issues exist

8. knowing about the required resources

9. presented clear picture of the entire organization

10. provide evidences for future plans

Performance measures assist in all above mentioned aspects effectively.

Further, measures extended their effectiveness by provision of true picture of

expectations and actual situation. These measures enable organization evaluate their

data and identify the problematic areas where improvement needed and also expose

the strengths (Bourne, Mills, Wilcox, Neely & Platts, 2000). Performance measures

determine the future need of organization in term of improvement in product, process,

training and requirement of physical, human and financial resources. Moreover, the

standards of work are being defined in the light of performance measures and

employees clearly know work place norms and criteria on which their performance

being measured as an individual. Intra-organizational performance measures

collectively designed the overall organizational performance measures which are

74

significantly related to organizational development and progress (Micheli & Manzoni,

2010).

Furthermore, both major dimensions of performance, objectives (statistical)

and subjective (judgmental) have benefits and uses according to their own nature of

measurement. While, profit oriented organizations widely adopt objective

performance measures to review their productivity, assets, profit and return (Alam &

Yasin, 2010). However, researchers conducted many studies in industrial and business

sector to explore the compatibility and appropriateness of subjective measures in

profit oriented organizations. Majority of the studies showed that subjective

performance measures are suitable in corporate sector too. After conducting extensive

research even some researchers preferred subjective measures due to their

appropriateness and contribution. As Baker, Gibbons and Murphy (1994, p.1142)

shared their thoughts as “However, that in some circumstances objective and

subjective measures are complements: neither an explicit nor an implicit contract

alone yields positive profit, but an appropriate combination of the two does. Finally,

we consider subjective weights on objective measures”. They are accepting the

importance of both measures and also discussed that these are not contrasting

dimensions of performance rather these are supportive tools for each other. Whereas,

they are in opinion that subjective measures are dominant as compare to objective

measures. Additionally, Wall, Michie, Patterson, Wood, Sheehan, Clegg and West

(2004, p.96) explained “subjective measures have tended to focus on overall

performance, whereas objective measurement has typically used more specific

financial indicators”. They described the inclusive aspect of subjective measures

which focus performance holistically. On the other hand, objective measures

fundamentally deal with finance and profit related matters. Both measures have their

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usage and benefits, some organizations adopt both dimensions of performance to take

detail picture of their organization. Present study included subjective (judgmental)

dimension of performance measures and data were collected from students and

teachers. Literature discussed the importance of teachers‟ and students as stakeholders

of higher educational organizations (Yarime, Trencher, Mino, Scholz, Olsson, Ness &

Rotmans, 2012). Many studies have been conducted to explore the relationship

between TQM implementation and organizational performance. Few years back, Anil

and Satish (2016) conducted their study in India to develop a conceptual framework

and research model of TQM implementation in relation to organization performance.

They presented a comprehensive review of previous studies and concluded that these

studies reported various and ambiguous results, some concluded positive relationship

and some revealed negative relationship between TQM implementation and

organizational performance. Discrepancy of findings leads researchers to explore this

aspect more from various dimensions which are still covered. Mostly studies in this

regard have been carried out in industrial and business sector and little in service

sector, including education. Present study included subjective/judgmental aspect of

performance in relation to performance of public sector universities of Punjab. Table

2.2 presents an ample view of earlier studies conducted in various sectors regarding

TQM and different aspect of organizational performance.

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Table 2.2

Studies Explored Relationship between TQM and Organizational Performance (OP)

Dimensions of OP indicators of Performance Supportive Literature

Operational performance

(1) Least cost

(2) Waste reduction

(3) Quality of product

(4) Efficiency

(5) Quality sustainability

Flynn, Schroeder &

Sakakibara (1995);

Terziovski & Sohal

(1999);

Rahman & Bullock

(2005); Fuentes & Montes

(2006); Salaheldin (2009)

Financial performance (1) Profits

(2) Net profit

(3) Overall financial

benefits

(4) Rate of return

(5) Sustainability in market

place

Powell (1995); Grandzol

&

Gershon (1997) Idris &

Zairi

(2006); Fuentes & Montes

(2006) Kaynak (2003).

Non-financial performance (1) Trust worthy relations

Customer

(2) Customer Satisfaction

(3) Motivation of

employees

(4) Employee job

satisfaction

(5) Competitive profile

Flynn, Schroeder,&

Sakakibara (1995);

Rahman & Bullock

(2005); Terziovski &

Sohal (1999); Idris & Zairi

(2006); Demirbag (2006);

Salaheldin (2009)

Operational performance deals with process and procedure, chief concern here

is end product quality and avoid redundant activities. It concerns with low cost of the

product in order to hold place in market and retain the customers‟ trust. On the other

hand the primary concern of financial performance is profitability in term of monetary

benefits. It focuses the investment and rate of return and likewise concerns with

sustainability of the product in the market. Another important performance dimension

largely studied by researchers and academics is non-financial performance. The basic

purpose of this type of performance is productivity enhancement and improvement of

performance. Non- financial measures of performance maintain emphasis on

customers‟ satisfaction, trust, sustainability, loyalty and employees‟ motivation.

Zakuan, Yusof, Laosirihongthong and Shaharoun (2010) conducted their study to

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measure organizational performance and they took customers‟ and employees‟

satisfaction and business results as gauge of organizational performance. Measures of

non-financial performance lead towards financial performance. This type of

performance is equally being used by all sectors but it is most compatible with service

sector, like education (Bon & Mustafa, 2013).

Based on the review of previous studies, this study also adopted the measures

of organizational performance which are based on customers‟ (students) and

employees‟ (faculty members) satisfaction, as Deming (1986) claimed that efforts for

successful quality program lead towards the desirable consequences mainly included

employee and customer satisfaction which ultimately results in efficiency and

sustainability in the market place.

Relationship between TQM Practices and Quality Performance

A considerable body of empirical evidences suggested that TQM

implementation improves quality performance of the organization. It was measured in

various ways and found that the quality management model and specific practices,

which best predict performance varies across the world (Prajogo & Sohal, 2004;

Arumugam, Ooi & Fong, 2008). The research framework for quality management

proposed by Flynn, Schoeder and Sakakibaba (1994) suggested that the inputs of this

framework are the Quality Management (QM) practices while quality performance

represents outcomes. Further the product design process, process flow management,

and top-management support have significant correlation with quality performance

(Flynn, Schoeder & Sakakibaba, 1995). Parzinger and Nath (2000) examined the link

between TQM and soft quality and found that TQM implementation improves the soft

quality and performance, and thus increases customer satisfaction.

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Hasan and Kerr (2003) studied the relationship between TQM practices and

organization performance in service organizations and discovered that TQM practices

like top-management commitment; employee involvement; training; supplier quality;

quality costs; service design; quality techniques, benchmarking; and customer

satisfaction leads to higher productivity and quality performance. Prajogo and Brown

(2004) conducted an empirical study within Australian organizations to investigate the

relationship between TQM practices and quality performance, and the results

indicated a strong and positive linkage.

A study on ISO9000 certified organizations of Taiwan performed by Jeng

(1998) examined linkage between six Quality Management (QM) practices and

quality performance. He found customer is focused as the most powerful

discriminated practice of quality performance while remaining five practices showed

low discriminating powers. Brah and Tee (2002) examined the relationship between

TQM constructs and organization performance by measuring quality performance of

Singapore companies. They found that implementation of TQM leads to quality

performance and have positive correlation. Another study based on the comparative

analysis of TQM practices and quality performance between Australian

manufacturing and service firms, Prajogo (2005) reported that there exist no

significant differences in the level of most of the TQM practices and quality

performance between two sectors. A study utilizing Structural Equation Modeling

(SEM) approach by Sanchez, Dewhurst and Martinez (2006) provided the insight

regarding TQM practices on operational and quality performance. SEM is a software

that “utilized to verify the construct validity of scales and to test relationships among

variables and unobservable variables” (Chileshe, 2005, p.1). They found TQM

initiatives generate significant positive gains in operational and quality performance.

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In line to this, Prajogo and Sohal (2004) also employed SEM approach to examine the

multidimensionality of TQM in association with organization performance.

An empirical study was conducted by Arumugam, Ooi and Fong (2008)

explored the relationship between TQM practices and quality performance on

ISO9001: 2000 certified manufacturing organizations in Malaysia. Analyzing

empirical data drawn from 122 Malaysian organizations through correlation and

multiple regression analyses, the findings revealed that TQM practices were found to

be partially correlated with quality performance. They further found that customer

focus and continuous improvement were perceived as dominant TQM practices in

quality performance. Scenario is different in education sector, a few studies carried

out in education sector but varying nature of results provoke academics to rethink and

study this aspect empirically to reach the consistent outcomes. Earlier studies have

been conducted in industrial, corporate and business sector and therefore, it is need to

conduct empirical study in education sector regarding TQM practices and

performance of educational organization (Hahn, Doganaksoy & Hoerl, 2000; Ehie &

Sheu, 2005; Davison & Hyland, 2006).

Compatibility of TQM with Education Sector

TQM is accepted in various fields and gain popularity because of its

significant outcomes. In the beginning, this concept of quality improvement was

adopted by manufacturing and industrial sector. With the passage of time TQM

gained the attention of non-profit organizations as well such as, health and education.

Chen, Yang and Shiau (2006) described that universities and other educational

institutions are non-profit organizations but these organizations can also adopt best

practices of management from business sector in order to improve their own

management. They further asserted focus on the exchange of effective practice

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between profit making and non-profitmaking organizations for betterment and

development. According to them, traditionally working environment varied in both

organizations but the present situation is not same. Both sectors are facing similar

challenges such as efforts for survival, tough market competition, meeting and

exceeding of customers‟ needs and more important sustainability of quality program.

They argued that these challenges can be dealt by common best practices, approaches,

strategies and innovations. Therefore, it can be said that effective TQM practices are

appropriate for both sectors equally.

Adaptation of TQM practices in higher education was initiated by U.S and

U.K in the late 1980s. In education sector, it was implemented in three areas,

academic administration, curriculum and non-academic activities (Vazzana, Winter &

Waner, 1997). This change showed that TQM not only focused on the profit making

or financial aspect but it also concerned with every activity related to any type of

organization. Similarly, in education it was recognized that TQM is one of significant

approaches which have positive relation with educational improvement.

Education is a tool to uplift the living standards and play central role in

building constructive society. To gain maximum output from education requires

quality embedded system of education (Gertler & Glewwe, 1990). Quality has various

meanings in the context of education so, it is necessary to reach the commonly

accepted definition of quality education. Quality measurement in education is started

from the measurement that to what extent education is beneficiary for society

(Babbar, 1995).

Concept of quality grasped central position in every field of life including

education. Quality improvement process involved many techniques and approaches

which are applicable in various domains. While quality management focused on

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aligned activities which are designed to make the customers satisfied and these

activities ultimately enhance the organizational performance (Deming, 1986). TQM

absorbed the ideas of Quality Management (QM) in itself. Prior to the TQM approach

different sectors have adopted quality management for quality assurance. QM was not

limited to the management of people but it also ensured that product should be defect

free and services must be according to the expectations of customers. TQM caters the

needs of entire organization and provides concept of collective efforts towards the

organizational goals. TQM has its linkage with QM with addition of some new

practices made the Japanese companies the champion of the world market (Sallis,

2002). Furthermore, TQM has drastically appealed education management sector due

to its favorable outcomes not only in manufacturing industries but also successfully

implementing in educational organizations from the last few decades (Sahney,

Banwet & Karunes, 2004; Kwan, 2013).

Academicians showed their trust in effectiveness of TQM practices TQM in

educational organizations such as Helms and Key (1994, p.102) stated “TQM values

are more compatible with higher education than many existing management systems”.

Their argument indicated the extent of appropriateness of TQM practices in

educational organization and they claimed on the basis of TQM usability in education

sector. Cowles and Gilbreath (1993) pointed out the multidimensional aspect of TQM

and they discussed effectiveness of TQM practices in boosting morale of employees

and students‟ retention.

Tofte (1995) mentioned that total quality management provides solutions of

various problems and it ensures involvement of every member of the organization

towards improvement. TQM proved successful in industrial and manufacturing sector

now it is grasping its place in education sector as well. Studies related to education

showed that it is equally fruitful for this sector but it is introduced in education sector

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from the last two decades. Therefore, it may take some time in the development of

proper framework and other related things which can be implemented in the field of

education (Melewar & Akel, 2005). In developed countries, the situation is different

from others. They applied TQM in higher educational organizations and came up with

desired results. Their studies proved that it is beneficial for all types of organizations,

particularly for education sector (Curry & Kadasah, 2002; Chen,Yang & Shiau, 2006;

Fryer, Antony & Douglas, 2007).

It provides new ways of advancement to education sector for quality program

and allows educational organizations to adopt the meaning of quality and also define

tools to attain the quality (Murad & Rajesh, 2010). Further, they emphasized that it is

applicable to higher education sector it requires some modifications according to the

needs of education. Basic practices and principles of TQM are equally productive for

profit and nonprofit making organizations, including educational organizations.

Education sector is responsible for the provision of manpower to society so, their

education must be rooted in quality and usability. Importance of higher education

increased in this regard because it supplies individuals to the market to fulfill the

needs (Srivanci, 2004).

Applicability of TQM Practices in Higher Education

Higher education is most powerful tool for social, economic and overall

development of a society (Ang, Lee, Tan & Chong, 2011). Generally, role of higher

education is considered important for teaching learning process, research productivity

and extension. Advancements in the field of science and technology rely on the

quality of higher education. Higher education is a hub for provision of required

individuals to industrial, agriculture, manufacturing, banking and food security areas.

These individuals are well trained and equipped with advance skills which assist them

to make innovations in their relevant fields.

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Moreover, the contribution of higher education becomes prominent as it

provides lifelong learning and opens the doors of new opportunities (Sallis, 2005).

After considering the worth of education, concerning authorities put a lot of emphasis

on the expansion of education. In the present era, it is intensely realized that

excellence is the most significant and strongly correlated with the quality of

education. Recently, attention of educationists, researchers and other related persons

turned towards quality of education to meet the requirement of the modern age.

Quality education refers as fulfillment of educational goals and objects according the

predefined strands of the quality. It is fundamental step towards the destination of the

progress and betterment (Rosa, Sarrico & Amaral, 2012).

Quality is at the top of most priority of effective leadership while improving

quality is most important as well as challenging task because it demands holistic

development and continue improvement (Sallis & Jones, 2002). Previous studies

indicated that adoption of total quality practices and implementation of those practices

is the prime function of organizational leadership. Furthermore, Vouzas and

Psychogios (2007) described leaders as the guards of quality programs. Means they

are vigilant about the quality program and solve the problems immediately which they

face during implementation. There are many total quality management practices

which ensure the organizational performance through drastic change.

Previous studies revealed the fundamental practices of TQM which are

commonly adopted by industrial and education sector. Literature revealed those

practices which are: Leadership Participation, Dissemination of vision, Continual

Improvement, Employee involvement, Recognition and Reward, Education and

Training, Student Involvement, Stakeholders‟ involvement (Roettger, Roettger &

Walugembe, 2007; Stensaker, 2008). According to Wiklund, Klefsjo, Wiklund and

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Edvardsson (2003) concept of TQM in higher education is not limited to a specific

level rather it can be applied to other levels of education. There are some areas where

TQM has direct effect such as; availability of physical resources (building, and sports

grounds etc.). Further, TQM concerns with the provision of academic facilities

including, libraries, laboratories, scientific lab, computer lab, communication,

infrastructure of information, curriculum and evaluation system. TQM requires most

suitable persons for quality enhancement process. It believes that quality of education

requires academicians and individuals are according to the requirement and they

possess sufficient knowledge. Delivery of knowledge is another important element

which contributes towards the betterment. After that research productivity is also

increased in quality culture organizations. Organizational development plans are also

rooted in quality programs and relations with community is very strong. According to

Michael, Sower and Motwani (1997, p.125) “Deming claimed his production system

can be applied to service organizations as well as to manufacturing organizations”.

Previous studies also claimed the appropriateness of TQM in higher education by

stating that “a broader view shows that the essential TQM elements have relevance in

HE” (Bayraktar, Tatoglu & Zaim, 2008; Asif, Awan, Khan & Ahmad, 2013).

Hinders in Implementing TQM in Education Sector

It is fact that concept of TQM is not fully understood in education sector

therefore, its results vary in different contexts. Where TQM is fully comprehended

and implemented according to its actual practices results are positive and fruitful

while situation is different in those sectors in which TQM is not fully comprehended

and implemented. Anil and Satish, (2016) reviewed extensive literature related to

hinders and obstacles in implementation of TQM and they mentioned some reasons

such absence of one prescribed model or set of practices of TQM, resistance to

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change, lack of commitment from the side of government, lack of leadership

commitment, lack of competency in leadership, lack of qualified and experienced

consultant, lack of knowledge regarding TQM, limited resources, lack of training,

workers‟ hesitation, difficulty in developing organization specific model and time

duration, lack of patience because TQM takes time during implementation. These

elements are commonly revealed by various studies as hurdles in successful

implementation of TQM. In this regard Srivanci (2004) described that generally

education sector face challenges in promoting TQM are; lack of willingness from the

side of leaders, least interest of other stakeholders and status quo. According to Murad

and Rajesh (2010, p.67) “unlike business organizations, chancellors and heads of

higher educational institution do not enjoy ultimate authority in hiring and firing of

personnel and allocating resources”. They further commented “Lack of necessary

authority makes it difficult to deploy their values and goals through layers of higher

education institutions” (p.71). Power to make decisions and manage quality program

is the necessary for leadership. But situation is different in education sector, here

leaders have less authority therefore they face challenges in implementation of quality

program.

Moreover, Youngless (2000) explained the TQM as a proactive approach

which emphasis on the quality and defect free product at planning and manufacturing

stage rather inspection at the end of the all process. He argued that TQM concerns

with the quality work at the very initial stage of the product and put emphasis to do

the work at the first time. Development of such kind of refine and quality embedded

system is not an easy task it requires sound planning and proper implementation of

planning. However, it has not been widely used in educational organizations. Even

those educational organizations that adopted the TQM are facing challenges like,

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absence of TQM framework which may assist them to implement the practices,

shortage of skilled and relevant human resources, lack of leadership commitment and

hurdles in promoting quality culture.

There are some researchers who are in the view that TQM is not compatible

with education sector as Koch (2003) studied the least impact of TQM in higher

education and he stated that practices of TQM may be applicable for educational

administration rather than academic sector. Brown and Koenig (1993) also described

that faculty members resist in adopting TQM practices because there is a lot of work

which they have to do for quality enhancement. Entin (1993) also claimed that leaders

are ready to implement TQM in educational intuitions to achieve desired results but

their team members show reluctance to cooperate in this regard.

Mehralizadeh and Safaeemoghaddam (2010) conducted their study in Iran and

narrated that there are hurdles in implementing TQM in higher education

organizations. They described that teaching staff is not willing to adopt TQM

practices and principles because they have to do rigorous work to achieve the target

and continuous work to maintain their position. They further described that besides

the hard work another reason for resistance in TQM implementation is teaching staff,

who do not find their individual benefits as a result they resist in adopting TQM.

According to them TQM is more appropriate for administration as compared to

academia because of difference in their purpose and functionality.

Moreover, Pfeffer and Coote (1991) considered TQM as a slippery concept as

it has vast meanings rather than specific and clear meanings. Similarly Wiklund,

Wiklund and Edvardsson (2003) reported that TQM practices have lack of clarity in

their meanings as these are more subjective in their nature. They showed their view

regarding TQM in a very critical way “the trouble of total quality management, the

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failure of TQM, you can call it, is that there is no such thing. It is a buzzword. I have

never used the term, as it carries no meaning” (p.99). Anderson (2006) conducted

qualitative study in thirty universities of Australia and found that in education sector

people relate quality only with academic excellence while faculty members consider it

as threating notion therefore they want to replace it with traditional working

environment. He concluded that TQM is not much beneficial for academia as it is for

administration.

Another hinders of TQM implementation in education sector is unclear

position of stakeholders. Some researchers mentioned students as customer, other

stated as product and many included them as stakeholders. As Rabah (2015, p.12)

mentioned that distribution of stakeholders in education sector is unequal. He stated

as “TQM is not harmonized if stakeholders are not all satisfied and treated equally in

higher education organizations, and this is reflected in the European Foundation for

Quality Award and the Malcolm Baldridge National Quality Award criteria where the

importance of different stakeholders is unequal”. He argued that TQM has not been

properly theorized for education sector it is mostly concerned with industrial and

managerial sector. Ali and Shastri (2010) also mentioned in their study that ambiguity

in customer and stakeholder identification is a hurdle in implementation of TQM in

higher education. Hence, there are hindrances and hurdles in implementation of TQM

in education as it is evolving stage in service sector. Particularly, the situation of

developing countries is different as compare to developed countries. Controversial

findings tend researchers to explore this area in order to reach authentic and reliable

conclusion. Therefore, it was dire need to study the suitability of TQM in education

sectors where education system needs drastic change to meet the current world‟s

requirements (Srikanthan & Dalrymple, 2003).

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CHAPTER III

Methodology of the Study

This study was conducted to explore the relationship among leadership

commitment, total quality management implementation and performance of public

sector universities of Punjab. This chapter contains a detailed description and

justification of the methodology and procedure which were adopted in the present

study. The population of the study, sampling procedure, research questions, variables

of the study, instruments used in the study, data collection process, data analysis and

statistical techniques, are included in the chapter.

Design of the Study

Study was quantitative in nature and a survey was conducted to collect the

data. It was aimed to explore relationship among leadership commitment, TQM

implementation and performance of public sector universities. Both descriptive (Mean

Score) and inferential statistics (Correlational and Regression Analysis) were applied

to analyze the data.

Procedure of the Study

Higher education institutions are striving for the achievement of quality

embedded results but desired results are still awaited. TQM is an approach which

aims to improve quality and focuses on the persistent outcomes. Higher Education

Commission in Pakistan has taken various initiatives and devised plans for uplifting

quality of education. In 2000 a report has been published by World Bank and

UNESCO Task Force on Higher Education and Society and report discussed the

future of higher education in developing countries. After this report, Pakistan has

started work on the reforms in higher education and resultantly Higher Education

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Commission (HEC) has been established in 2002 which replaced the University Grant

Commission (UGC). Prior to Higher Education Commission, University Grant

Commission was the regulatory body of higher education in Pakistan since 1947.

Establishment of HEC brought drastic change in higher education, expansion of

universities (both public & private) accreditation, provision of abroad and indigenous

scholarships and ensuring quality standards. Quality assurance is included among the

prime responsibilities of HEC and works as an external body to check the quality

assurance mechanism and strives to keep the universities‟ practices aligned with the

international standards. “This leads to the overall organizational structures of

universities and the role of the top management, the board of governors of universities

in both the public and the private sector” (Usman, 2014, p. 39).

Many of quality management practices which are implemented in public

sector universities of Pakistan aligned with TQM practices therefore, this study is

correlational focused on leadership commitment for implementation of total quality

practices in public sector universities of Punjab and resultantly performance of these

universities. There are different practices of TQM but current study included only

those practices which are adopted by education sector. Survey was conducted for data

collection and heads of departments, teaching faculty and students were included as

participants of the study. Participants included in the study were taken from the

faculty of social sciences of general type public sector universities. Collected data

were analyzed by using Statistical Package for Social Sciences (SPSS).

Research Paradigm

This study is based on postpositivism research paradigm which believes that

reality is not fixed it can be vary in different contexts and influences by individual‟s

thinking pattern. Earlier to it, positivism paradigm remained in field for a long time

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which believes in absolute reality and considers only the objectivity nature of reality.

Positivisms was replaced by postpositivism after World War II (Mackenzie & Knipe,

2006). Postpositivism absorbs the assumptions in it, which are varying from positivist.

It sees the world with hidden and multiple realities which needed to be uncover.

O'Leary (2004) defined the postpositivism in a way “what might be the truth for one

person or cultural group may not be the truth for another” (p.6). He believed in the

inclusive and holistic nature of postpositivism. Therefore, it can be used in social

sciences studies to explore the phenomena with the notion of variability rather than

absolute reality. As Kivunja and Kuyini (2017, p.32) stated “The latter (postpositivist)

accepts that reality is imperfect and that truth is not absolute but probable”. So,

postpositivism allows researcher to conduct study and test assumptions in social

world besides the laboratories control setting to understand the reality. Additionally,

they mentioned “the Postpositivist paradigm has tended to provide the worldview for

most research conducted on human behavior typical of educational contexts”.

Philosophical stance of the study. Major focus of the research was to study

the relationship among three variables leadership commitment, implementation of

TQM practices and performance of public sector universities of the Punjab. Literature

contains a rich number of studies regarding these three variables but in different

sectors and contexts. Previously these were also studied by using quantitative

methods. The constructs of TQM are well defined and documented by researchers in

the literature but most of these studies have been conducted in industrial and

corporate sectors. Therefore, there is need to conduct study and examine the

implementation of TQM practices in education sector. TQM is an emerging

philosophy of quality in academic setup but has been studied at large scale on various

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sectors, so present study also adopted the quantitative approach to measure the TQM

implementation in education sector.

Ontological stance of the study. While the ontological assumptions of the

study based on understanding of the leaders‟ and their patterns of thinking about the

TQM practices in education sector. TQM has largely accepted and adopted, in other

sectors, as a fruitful approach for quality acquisition therefore, present study

determined to test the TQM practices in this context that whether these practices have

similar influence as reported by other studies from different sectors. Moreover, it is

intended to testify the relevancy and alignment of respondents‟ views with the

existing literature of TQM and also aimed to explore that whether institutional leaders

have awareness regarding TQM practices in real sense or not. They know the

importance of all practices of TQM and their positive outcomes. Literature evidenced

that various sectors other than education and developed countries have adopted TQM

practices fully with clear understanding of its real meaning. Further, it is believed that

TQM requires involvement of all members for quality assurance so, it is also pertinent

to know that students as customers and teaching faculty as employees of educational

organizations are aware about TQM practices for quality improvement or not.

Moreover, it is integral part of the study that whether implemented TQM practices

have positive influence on performance of the public sector universities or not. To

answer the all afore said queries present study has been carried out in the field of

education where TQM practices are at their evolving stage and many things are still

covered.

Epistemological stance of the study. Successful implementation is subjected

to commitment of leadership, if they are committed and dedicated they can implement

the quality enhancement policies with their true spirit desired outcomes can achieved

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on a large spectrum. The epistemological aspect of this study aimed to explore the

leadership commitment with particular concern of quality enhancement by

implementation of TQM practices. Furthermore, it included the extent to which TQM

practices are being implemented in public sector universities and understanding of

these practices as really meaning by TQM. As TQM literature, from all over the world

supported that organizational performance positively influenced by implementation of

TQM. So, another epistemological motive of the study was to verify this assumption

in the context of Pakistan which has not been tested yet in the field of education.

TQM construct has been studied and documented in the literature in refined form and

various scales have been developed to measure the construct. TQM has been explored

from different dimensions and contexts therefore multiple tools regarding TQM

construct are available in literature.

Methodological stance of the study. The methodological aspect related to the

procedure and materials used for accomplishment of the study. Present study is

correlational which lays under quantitative method of research and comes under

postpositivist research paradigm, survey was used for data collection from the

participants. Study included the trio of participants, heads of departments (leaders),

teaching faculty (employees) and students (customers). Survey method was used for

data collection because besides quantitative approach it could not be feasible to

collect data from all the participants. Quantitative approach is also aligned with

study‟s ontological basis as it aimed to testify the exiting practices of TQM in relation

with other two variables. Furthermore, quantitative method is suitable for the study

because it has provided a broad view by collecting data from seven universities of the

Punjab and findings of the can generalize on the population. Study aimed to include

heads of departments, teaching faculties and students so it could only be possible by

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conducting survey. Inclusion of large number of participants enabled to collect

information on large scale which assisted in understanding the phenomena. Moreover,

these three variables were studied before, although not all in a single study, but

differently therefore standardized research instruments were available to measure the

variables. All the available instruments were based on quantitative method which can

be used in a way to collect the required data. Collected data were analyzed by using

SPSS, by applying descriptive and inferential statistics. All the assumptions of the

study were based on testing and verification therefore, SPSS was appropriate tool

according to research questions.

Axiological/Ethical aspect of the study. This study was completed with fully

consideration of ethical aspect and its significance. Permission has been taken from

the concerning authorities before data collection and respondents were ensured about

the secrecy of provided data (Appendix E). Furthermore, information has been kept

anonymously and names of institutions and respondents were not revealed at any

level. Besides this, findings of the study are not harmful to anyone rather these are

beneficial and significant for promoting quality of educational institutions by

implementing TQM practices. Study also discussed the positive outcomes of TQM

practices to improve the performance of public sector universities of the Punjab.

Population of the Study

The population covered all the general type universities in Punjab province

(Appendix B). Pakistan has five major administrative units; Punjab, Sindh,

Blochistan, Khyber Pakhtun Khawa and Gilgit Balistan. These units referred as

province and provincial government is responsible to manage the province with the

cooperation of federal government. HEC is autonomous and statutory body works

both on federal and provincial level. Punjab is the populous province of Pakistan

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covering of largest portion of population. Punjab province consists of different major

regions, Northern, Southern and central Punjab. A large number of educational

institutions including universities are situated in central Punjab province. Central

Punjab has a large population and number of universities is comparatively higher in

this region therefore they can be taken as representative of the public sector

universities of the Punjab. Among ten public sector general type universities of

Punjab, seven are situated in central Punjab and these seven universities are included

in the present study. Data were collected from the faculty of social sciences from each

university. There are 36 districts of Punjab among which 19 are located in central

Punjab. Districts included in central Punjab are; Sargodha, Mandi Bahauddin, Gujrat,

Sialkot, Narowal, Gujranwala, Jhang, Hafizabad, Sheikhupura, Faisalabad, Lahore,

Kasur, Toba Tek Singh, Okara, Pakpattan, Sahiwal, Khanewal, Lodhran and Vehari.

Number of universities is also higher in central Punjab therefore this region can

provide a representative data. Number of general type public sector universities in

Punjab and central Punjab is given in Table 3. 1.

Table 3.1

General Type Public Sector Universities in Punjab

Sr. No. Location Number of general type universities

1 Punjab 10

2 Central Punjab 07

Source:http://www.hec.gov.pk/InsideHEC/Divisions/QALI/Others/Pages/StatisticalIn

formationUnit.aspx

Sample of the Study

From general type public sector universities of central Punjab, directors/heads

of the departments were included in sample using census as they are leaders of their

departments. Census method was used to collect data from four hundred and seventy

five teaching staff. One thousand four hundred and fifty eight students of Master (at

95

least spent one semester in university) and BS (2nd

/ 3rd

year) were included in the

sample by using proportionate sampling technique. In the present study 1458 students

were taken from the 4860 that is the 30% of the total number of the students. Census

was used to collect the data from heads and faculty members. Census is a method

which enables researcher to include whole group in to the study and collect data from

all respondents (Sigdel, 2011). Students from each university were selected through

proportionate sampling technique. Sampling flow chart. The Sampling flow chart of

the sample is presented in the figure 3.1:

General type public universities in Punjab (10)

General type public universities in central Punjab (07)

Universities included in sample (07)

Figure 3.1: Sampling flowchart

H= Heads of Departments 47 (by using census)

F= Faculty members 475 (by using census)

96

S= Students 4860 (proportionate sampling)

Sample proportion (30% /100x Total Number of students from each university)

Total sample of the students= 1458 (30% of the population, 4860).

Total number of respondents= 1980

Research Instruments

In this study three instruments were used (Appendix E), Leadership

Commitment Questionnaire (LCQ), only for the heads of departments. This

instrument was developed by Kanning and Hill (2013). Two other questionnaires

were adapted; Quality Management Practices Questionnaire (QMPQ) and

Organizational Performance Questionnaire (OPQ) for data collection from heads,

faculty members and students. These instruments were already used by Jose, Juan and

Jose (2003) for research purpose, permission was taken from the concerned persons to

use these instruments in the study (Annex C & D). These instruments were pilot

tested for this study to check the reliability and suitability.

Questionnaire survey was the main quantitative method with statistical data,

analyzed by using SPSS, which included descriptive statistical analysis, reliability

analysis, correlation analysis and factor analysis. The study assumptions were tested

using correlation and regression analyses. The respondents were requested to rank the

degree or extent of leadership commitment and TQM practices in their higher

education organizations on a 5-point scale ranging from 1 = strongly disagree to 5 =

strongly agree. The first part of instrument contained demographic information

(gender, age, qualifications, position and work experience) next part comprised the

statements regarding the variables:

Leadership commitment. As literature indicated that there are three

dimensions of commitment, affective, normative, continuance and all of these

97

dimensions were considered during developing the instrument statements. Some

factors assisted in measuring leadership commitment are: development of clear vision,

dimension of vision organization wide and participation in the quality improvement

activities.

TQM practices. This study included eight different practices of TQM which

literature reflected most frequently adopted practices both in industrial and service

sector including education. Number of TQM practices and their extent to which these

were implemented in the higher education organizations measured through the

inclusion of statements related to each practice.

Higher education organization performance. Judgmental dimension of the

performance was taken in the present study. Judgmental performance focuses on the

satisfaction of employees and customers regarding the facilities and quality services

and their retention within organization. In the present study teaching faculty was

taken as employees and students as customer of the public sector universities of

Punjab.

Reliability of the Instruments

A pilot study was conducted to find out the reliability of the instruments. For

reliability analysis Cronbach‟s alpha was calculated by using SPSS. The alpha

coefficient for the leadership commitment instrument is 0.763 that was an acceptable

measure. Other instrument of TQM practices obtained 0.880 of reliability. Reliability

of performance measurement tool is 0.915 which was a high computed reliability. As

the alpha coefficients were all greater than 0.7, a conclusion was drawn that the

instruments had an acceptable reliability coefficient and were considered appropriate

for the study.

98

Data Collection

The data were collected from heads, teaching faculty and students from the

public sector universities of central Punjab. Data were collected through mail as well

as personal visits to the faculties. Different universities, dispersed in central Punjab

were selected and questionnaires were mailed with a covering letter and a stamped

envelope. The cover letter described the purpose of the survey and assured them of

anonymity and confidentiality of the information. The heads of departments who were

responsible for quality systems implementation or quality manager were requested to

complete the questionnaire. Faculty members and students of the same departments

were selected to fill the questionnaires.

Ethical Considerations

Following are the ethical consideration of the study;

1. Confidentiality of the acquired data were first and basic point of the study and

it was also ensured to respondents that all information would be treated on the

strictly confidential basis.

2. All given details were used for only for research purpose.

3. Formal consent for conducting the study in universities was obtained from the

heads of concerning universities.

4. During report writing use of biased language avoided and tried to disseminate

the actual findings of the study.

Data Analysis

The gathered data were tabulated and analyzed in order to determine the

degree of relationship among the variables. Statistical tool such as correlation matrix

and regression were used for data analysis. Pearson correlation test was conducted to

explore existence of relationship between the variables. Relative strength of

99

relationships between the variables was examined through regression analysis. The

data were analyzed by using Statistical Package of Social Sciences (SPSS) version 19.

Table 3.2

Data Analysis Aligned with Research Objectives and Research Questions

Research Objectives Research questions Instrument Analyses

To explore the

commitment of

leadership in

implementing TQM

practices in Public

universities.

To what extent leadership

commitment in public

universities supports the

quality program?

Leadership

Commitment

Questionnaire

(LCQ)

Mean Score

To examine the extent

of implementation of

TQM practices in

Public universities.

To what extent the Public

universities adopted TQM

practices?

Quality

Management

Practices

Questionnaire

(QMPQ)

Mean Score

To find out the relationship among leadership commitment, implementation of TQM practices and institutional performance.

Is there any relationship among leadership commitment, TQM practices and institutional performance?

Organizational Performance Questionnaire (OPQ), (LCQ), (QMPQ)

Pearson

correlation

To explore nature of the relationship among leadership commitment, TQM practices and institutional performance.

What is the nature of relationship among leadership commitment, TQM and institutional performance?

Organizational Performance Questionnaire (OPQ), (LCQ), (QMPQ)

Pearson

correlation

To compare the strength of leadership commitment with implemented TQM practices.

Does strong leadership commitment result in successful TQM implementation?

Leadership Commitment Questionnaire (LCQ) Quality Management Questionnaire (QMPQ)

Regression Analysis

To measure the

strength of leadership

commitment with

performance of public

sector universities.

Does strong leadership

commitment result in good

performance of public sector

universities?

Leadership

Commitment

Questionnaire

(LCQ)

Organizational

Performance

Questionnaire

(OPQ)

Regression

Analysis

100

To explore the

relationship between

demographic variables

and leadership

commitment.

Is there any relationship

between demographic

variables and leadership

commitment?

1. Does leaders gender

has any relationship

with their

commitment for

implementation of

TQM practices?

2. Is there any

relationship between

leaders‟ age and their

commitment for

TQM management

practices?

3. Is there any

relationship between

leaders‟ qualification

and their

commitment for

implementation of

TQM practices?

4. Is there any

relationship between

experience of leaders

and their

commitment

regarding TQM

practices?

Leadership

Commitment

Questionnaire

(LCQ)

Independent

sample t test

- ANOVA for

the

variables of

age, level of

education,

teaching

experience and

rank or

designation

101

CHAPTER IV

Data Analysis and Interpretation

This chapter provides details about the analysis and interpretations of the data

collected through survey questionnaire. The main purpose of the study was to

determine the relationship between the three important elements in a successful

organization. Focusing on the context of higher education the chief focus of the study

was exploring relationship among leadership commitment, TQM practices, and

performance of higher education organizations. Following a quantitative approach as

research methodology, a survey based correlational design for the study was adopted

which majorly focuses on establishing the type and significance of relationship

between quantitative variables (Fraenkel & Wallen, 2006).

On the basis of the overall research methodology, the quantitative approach to

analysis has been adopted with a focus on the research objectives. The three variables

of this study are Total Quality Management Practices, Leadership Commitment and

HEOs‟ Performance. The scales were checked through pilot study for reliability in

this context of the study which indicated that it was valid as reported by previous

studies that used these scales to measure the variables. Descriptive statistics has been

used to explore the existing level of Leadership Commitment, TQM implementation

and HEOs‟ Performance. Pearson correlation was applied to determine the strength,

direction and nature of relationship between the study variables. Regression analysis

was also conducted to determine the predictability of the explanatory variables in the

study. The results of the analysis were organized on the basis of major objectives of

the study and presented under relevant theme headings. Tables and figures were used

to make the presentation and interpretation of the results more vivid and easy to

understand.

102

Data Preparation and Refinement

The survey questionnaire consisting of three scales were distributed among the

total sample of 1980 respondents. All the questionnaires were collected through

personal efforts by travelling to the sampled universities in the province of Punjab.

From students‟ sample additional 100 questionnaires were filled in case some

questionnaires are not appropriately responded, as usually happens with the survey

questionnaires. Thus, from students sample a 100 percent response rate was ensured

by getting the questionnaires filled by 1458 university students.

There were some questionnaires which were inappropriately filled were

rejected to include in the analysis. In the same way, according to the selected sample

size of 47, questionnaires were collected from Head of Departments through

personally meeting with them. All the sample of 475 university teachers filled the

questionnaires but during the scanning of questionnaires for accuracy 14

questionnaires were not appropriately filled therefore they were not included for

analysis.

The questionnaire contained three major scales: The first scale measured

leadership commitment scale (LC) containing 15 items, and 3 subscales measured

through responses on a 5 point Likert scale. The responses ranged from strongly agree

to strongly disagree coded as 1 to 5. This scale was only filled by Heads of the

Departments as they were assumed to play leadership roles and the scale was aimed to

measure their attitudes towards their commitment with the organizations they were

serving. The second scale of the questionnaire measured Total Quality Management

implementation (TQM) which had 8 subscales measuring the important relevant

constructs of TQM. This scale was also in the same form as was LC scale and

distributed to all the HODs, Teachers and the students. The third scale was used to

103

measure HEOs‟ performance which also measured the respondents‟ perceptions of

their organizations‟ performance. This questionnaire measuring performance of

higher education organizations was filled by all the three strata of the study sample

that is teachers, students and head of departments.

The demographical variables that were considered to influence the results of

the study were also included. The demographical variable age was coded as: one for

the age range 20-25, two for 26-30, three for 31-35, four for 36-40 and four to above

40. The second demographical variable was qualification which was coded as: one for

B.S, 2 for M.A., three for M.Phil and 4 for Ph.D. The coding for „qualification‟ for

teachers stated from minimum Master level degree up to PhD, coded from 1 to 3

respectively. The third demographical variable was „designation‟ only used for

university faculty, coded as: lecturer= 1, Asst. Professor= 2, Associate Professor= 3,

and Professor=4. The „experience‟ was measured in years starting from 1 to 5 codes

as one, 6-10= 2, and 11-15=3 and, 15 and above= 5. Finally „job status‟ was also

considered for study analysis, codes as: Permanent/Regular=1, Contract= 2. From the

students‟ sample, only gender, as demographical variable was considered. The

instrument was adapted in order to make it easier for local context which was

validated by three experts of the relevant research and then tested through piloting the

instrument. Table 4.1 shows the characteristics of the sample studied.

104

Table 4.1

Characteristics of the Research Participants

Sample Strata Gender Age Qualification Designation Job Status

HOD/Directors

Teachers

Students

Male=26

Female=21

Total=47

20-25=0

26-30=2

31-35=18

35-40=24

Master=1

M. Phil=1

PhD=45

Lecturer=0

Asst. Prof.=1

Asso Prof.=1

Profs.=45

Regular=44

Contract=3

M=251

F=209

Total=461

20-25=298

26-30=132

31-35=18

35-40=04

40<=09

Master=287

M. Phil=139

PhD=35

Lecturer=151

APs=163

Aso.

Prof.=138

Professors=9

Regular=409

Contract=50

Missing=10

Male=371

F=1087

Total=1458

20-

25=1298

26-30=149

31-35=09

35-40=1

40<=1

BS=646

Master=812

……… …………

Note: The respondents did not mark their characteristics are not reported here.

Table 4.1 indicates the female respondents are almost more than three times

than that of male students. In the same way a good number of females are the Head of

departments and directors. The statistics of teachers indicates that a large number of

faculty is still holding low qualification (Master=287). When the number of PhD

faculty combined there are only 35 PhD teachers. The distribution of this sample

indicates that the figures for HODs, and faculty was taken through census while the

students sample is 30 percent of the total population of BS and Master level students

of the 7 selected general type university from Central Punjab. Factor analysis showed

that the number of factors representing the three scales are appropriate (KMO=.957,

p<0.05).

105

Table 4.2

Reliability Analysis of Sub-factors of TQM, HEOs Performance and LC Scales

Scale Dimensions/Factors No of items Cronbach‟s α

TQMI

HEOs Performance

LC

Leadership Participation

Quality Vision

Continual Improvement

Employee Involvement

Recognition and Reward

Education and Training

Students' Involvement

Other Stakeholders' Involvement

4

4

4

4

4

4

4

4

Total=32

.799

.732

.714

.718

.654

.652

.772

.805

Fulfillment of Students' Expectation

Students' Satisfaction

Service Quality

Retention with HEOs

Overall HEOs‟ Performance

2

6

5

3

6

Total=22

.663

.804

.774

.769

.854

Affective Commitment

Continuance Commitment

Normative Commitment

6

4

5

Total=15

.723

.654

.729

Table 4.2 shows the TQM subscales have the acceptable level of reliability

value considered acceptable by experts (Nunnally, 1978). From the pilot study before

the applications of the questionnaire on the actual sample the TQM practices

implementation showed .880, while Higher Education Organizations‟ Performance

(HEOs‟) has the Cronbach alpha of .915 indicating high reliability. However table 4.2

indicates the reliability of sub scales applied in actual study also indicates the validity

of the scales in the Pakistani context research in which some variation in the

reliability can be expected due to two main reasons: Respondents biasness factor the

fact that TQM concepts are not well understood and recognized; and the fact that

some items were modified and shortened to appropriate the local context.

Few subscales meet only the threshold, which is .60 (Faisal, 2010) and that

may be due to the readability of the questionnaire items and their understanding. The

106

questionnaire was distributed in English language which has its own implication for

the reliability of such scales. Even then, overall scales show more than the threshold

value of .60 as suggested by Faisal (2010). Having made the allowance for the local

milieu, it can safely be concluded that the three scales have a commendable level of

reliability applied to the actual sample of this study; hence the results would be valid

to signify the research findings.

Descriptive Analysis of TQM Practices, LC and HEOs’ Performance

The study has three major objectives (objective 1, 2 and 4) to explore the

existing level of TQM, HEOs performance and LC. The level is measured from a

scale of 1 to 5. The Mean values and Standards Deviations have been reported. The

median is reported as some statisticians consider it more appropriate than mean value

in case of ordinal scales. The mean value below three indicates low level, and above

three shows higher levels up to the maximum value of five; while the value exact

three or near to three would mean it cannot be determined whether the factors of study

are working in the context of higher education organizations in Pakistan. The

descriptive results from the ordinal level scale are presented in Table 4.3.

107

Table 4.3

Level of TQM Practices, HEOs Performance and LC in Terms of Mean & Median

Scale Dimensions/Factors Mean SD Median

TQMI

HEOs Performance

LC

Leadership Participation

Quality Vision

Continual Improvement

Employee Involvement

Recognition and Reward

Education and Training

Students' Involvement

Other Stakeholders'

Involvement

Overall TQM level M= 3.556,

SD=.649, Median=4

3.657

3.651

3.560

3.511

3.558

3.638

3.407

3.465

.838

.787

.017

.787

.945

.597

.932

.865

4.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

Fulfillment of Students'

Expectation

Students' Satisfaction

Service Quality

Retention with HEOs

Overall HEOs Performance

Overall HEOs performance

level M=3.870, SD=.440,

Median=4

3.702

3.867

3.859

3.964

3.898

.876

.581

.594

.521

.561

4.00

4.00

4.00

4.00

4.00

Affective Commitment

Continuance Commitment

Normative Commitment

Overall LC level M=3.903,

SD=.334, Median= 4

4.645

4.574

4.634

.269

.329

.301

4.669

4.500

4.800

Table 4.3 shows that in the TQM factors, the last two factors of „students‟

involvement, and other stakeholders‟ involvement show least mean value which

indicates that these are the important areas of TQM implementation but given the

least attention by leadership. Other research reports also indicate lack of stakeholders,

especially parents‟ and communities‟ interest and involvement in educational

organizations in Pakistan (Memon, 2007). From the mean values against each factor

of all the three scales it can be interpreted that in the sampled universities TQM

practices are implemented and the HEOs are performing well. Leadership

108

commitment scale shows even higher level however the continuance commitment is

slightly more in practice than the other two dimensions of leadership commitment.

The threshold value for mean 3.5, to clearly indicate a positive result in terms of the

implementation of TQM practices and the HEOs‟ Performance.

The median value suggests that the overall values show that 50% of the

responses are above 4 and 50% below 4, as the median is the middle value or

responses from strongly agree to strongly disagree coded from 1 to 5, is near the

highest value. If the median is 3 it would be considered a neutral response like the

mean value while it is 4, therefore it can be concluded that the participants showed

more positive perceptions about the TQM practices and HEOs performance level and

Leadership Commitment. The last two dimensions of TQM even fall below the

threshold. The median value however, indicates that 50% of values fall below and

above it, which means four, is middle value which itself is a positive indicator of the

measurement.

The major objective of the study was to determine the relationship between

TQM practices, Leadership commitment and organizational performance. A product

moment correlation co-efficient is conducted to find the nature and strength of the

relationship between three variables. Before conducting the test the normality

assumptions are checked in order to ensure the reliability of the test results.

Kolmogrove-Smirnove statistics and QQ plots are used to check the normality of the

data.

According to the Kolmogrove-Smirnove statistics, if the value is above .05

then the data meets the normality assumption tests, a necessary assumption to be met

for quantitative inferential or parametric tests such as correlations and regressions

(Pallant, 2010). The Kolmogove-Smirnove statistics show that the values for score of

109

leadership commitment and HEOs performance fulfilled the criteria of normality

assumption as P=.423 and .066 respectively the significance value is above .05. The

other scores of TQM are not meeting the normality assumption, thus their mean score

examined for extremes scores which affected the normality assumption.

After deleting the extreme cases, which were 15 in total and consisted of

values higher than five and lower than 1.5, the scale was still not meeting the

threshold of Kolomogrove-Smirnove‟s normality test however the values of Kurtosis,

Histogram and Box plot show the distribution to be normal as shown in figure 4.1 and

4.2. Besides, the sample for TQM was large enough to ignore some degree of

normality as the result would still be generalizable. The value of Kurtosis is -.243

indicating a bit skewedness of the distribution which can be acceptable as a perfect

normality, according to Pallant (2010) is „uncommon‟ in social sciences (p. 57). He

further added that the value for Skewedness and Kurtosis is zero when there is a

perfect normality. The normality assumptions seemed fine after deleting the extreme

case as shown in the box plot and QQ plot of TQM scale below in figure 4.1 and 4.2

respectively.

Figure 4.1 Histogram of TQM (Total Quality Management) Measure

110

Figure 4.2 TQM (Total Quality Management) Score Distribution

Figure 4.1 shows that the score of TQM measure are normally distributed

close to the mean value of 3.57 while figure 4.2 shows that there are no outliers. Thus,

the score can be used for applying statistical tools for further analysis for valid results

such as bivariate correlation and regression analysis. The mean values indicate in the

figures are obtained from all the individual items values of TQM by transforming the

values into total mean score. After looking for the normality of distribution the nature

of relationship between TQM practices (IV) and HEOs performance (DV) is checked

through visual inspection of the scatter plot as shown in figure 4.3.

Figure 4.3: Linear Relationships between TQM (Total Quality Management) and HEOs

(Higher Education Organizations) Performance

111

Figure 4.3 clearly depicts the nature of relationship between TQM practices

and HEOs performance which also indicates a positive relationship between the two

variables. Similar figure 4.4 shows the relationship between Leadership commitments

with HEOs‟ performance which can be assumed to have positive linear relationship

with organizational performance.

Figure 4.4 Scatter Plot Showing the Direction of Relationship between TQM and

LC (Leadership Commitment)

Figure 4.5: Scatter Plot Showing the Direction of Relationship between LC and HEOs

(Higher Education Organizations)

112

Figure 4.3 and 4.4 show the study variables have a linear relationship. Since

product moment correlation co-efficient assumes that the variables are in linear

relationship thus it can be tested to study the strength and significance of the level of

relationship. In order to make the presentation simpler the whole relationship matrix

is presented in two tables. Only important factors of TQM and HEOs performance

and LC as whole are presented in table 4.4 followed with relations of sub factors of

HEOs performance and LC with TQM practices implementation as whole. It is

provided an overall picture how the sub factors of each of the study variables

correlated with one another. Other important relationships are discussed through

models in the upcoming sections. For this purpose product moment correlation co-

efficient correlation is conducted in SPSS. The results are presented in Table 4.4.

Table 4.4

Relationship between TQM and TQM Factors with HEOs

Variables 1 2 3 4 5 6 7 8 9 10 11

1.TQM

2.LP

3.QV

4.CI

5.EI

6.R&R

7.E&T

8.SI

9.OSI

10.HEOs

11.LC

-

.736*

-

.744*

.622*

-

.763*

.563*

614*

-

.788*

.569*

.629*

.560*

-

.755*

.469*

.469*

.503*

.476*

-

.715*

.484

.490*

.521*

.427*

.483*

-

.739*

.469*

.508*

.572*

.441*

.468*

.657*

-

.744*

.848*

.528*

.430*

.350*

.372*

.444*

.451*

-

.679*

.595*

.543*

.588*

.475*

.508*

.564*

.571*

.434*

-

.057

-.124

.084

-.004

.032

.269*

.030

-.025

.305*

.248*

-

Note: LP=leadership Participation, QV=Quality Vision, CI= Continual Improvement, EI=Employee

Involvement, R&R=Recognition and Reward, E&T=Education and Training, SI= Student Involvement,

OSI= Other Stake Holder Involvement, HEOs=Organizational Performance.

*the relationship is significant at .05 level of confidence.

Table 4.4 shows that the TQM implementation has strong positive and

significant correlation with HEOs (Pearson r=.679, p<.05). However, the relationship

113

between TQM and LC (Leadership Commitment) is significantly positive but small in

magnitude (Pallant, 2010). It is important to note that some of the factors of TQM

show negative relationship with LC, for example the sub factor of TQM, OSI (Other

Stakeholders Involvement) has negative relationship which indicated the lack of other

stake holders‟ involvement, no matter what level and type of leadership commitment

is in practice. The results are though statistically weak in relationship but for practical

reasons these results seemed to be worth consideration as other factors of TQM also

have a weak correlation with LC, however the overall relationship of TQM with LC

was moderately positive and significant. However, some biasness in data cannot be

rule out as the LC scale is applied to only 47 heads of departments due to the study

delimitation. The TQM has strong positive correlation with HEOs performance.

The TQM sub factors are also analyzed for their relationship with the factors

of and HEOs performance and HEOs sub factors. The relationship matrix shows that

the first factor of TQM, leadership commitment has .518, .611, .573, .531 and .581

with HEOs performance factors of FSE, SS, SQ, RI and OIP respectively. An overall

view of the factors of HEOs performance and LC indicate that they are in weak

relationship as previously it was noticed that LC and its factors were also weak; and

in some cases negative relationship have been found among TQM and sub factors of

TQM.

The three levels of leadership, though can be expected differ in terms of their

relationship with the TQM and HEOs performance, they can be examined by a visual

inspection of table 4.5. All these values are significant and above moderate in terms of

strength of relationship.

114

Table 4.5

Relationship Matrix between LC and HEOs Performance Factors

Variables 1 2 3 4 5 6 7 8 9 10

1**LC

2 AC

3 CC

4 NC

5 HEOs

6 FSE

7 SS

8 SQ

9 RI

10 OIP

-

.484*

-

.770*

.223

-

.639*

-.186

.268

-

.248

.064

.264

.152

-

.158

-.071

.148

.193

.644*

-

.076

-.175

.046*

.232

.591*

.648*

-

.231

.203

.303*

-.032

.663*

.468*

.591*

-

.099

.022

.151

.021

.648*

.372*

.663*

.551*

-

.639*

.212

.268

.115

.543*

.508*

.553*

.661*

.658*

Note.*significance of relationship at .05

**LC=leadership commitment, with three factors of affective (AF), continuance (CC) and normative

commitment (NC); HEOs =organizational performance with five factors of fulfillment of students‟

expectation (FSE), Students‟ satisfaction (SS), Service Quality (service quality), Retention with

Organization (RO), Overall Organizational Performance (OOP).

Table 4.5 shows relationship (r=.305) between LC and factors of HEOs‟

performance and it indicates that there is positive linear relationship between both

variables. It also indicates that not only LC shows weak correlation with the factors of

HEOs‟ performance but also the three types of leadership commitment indicated

insignificant correlation. Since LC scale has three different types of commitment

which may have variations and thus was expected to have a different results,

nevertheless, overall it indicates a positive significant correlation with the

performance factors of HEOs (r=.305, p<.05). Based on the relationship matrix, it

was thought to be appropriate to present the major findings in a relationship model in

order to give a quick and broad look at the interrelationship level between the study

variables. Figure 4.6 gives a conceptual model for relationship between TQM, HEOs

performance and LC.

115

Figure 4.6: Conceptual Model of Relationship between TQM, LC and HOEs

Figure 4.6 reveals that TQM has strong correlation with HEOs performance;

leadership commitment has also a moderate positive correlation with HEOs

performance while TQM and leadership commitment are independent of each other

with no significant relationship between them. It can be interpreted as whatever the

approach of commitment the HODs in this study reported is not necessarily linked

with the TQM practices.

Leadership commitment independently influences the HEOs performance.

This result however, reflects the findings overall, thus with in by examining the

overall relationship matrix it is found that the continuance commitment shows

significant but mild positive correlation with institutional performance (r=.303, p<.05)

as can be seen in table 4.5. None of the other factors of commitment shows the same

results with any of the HEOs Performance and sub factors of HEOs Performance. It

shows the continuance commitment influences HEOs performance. Whether any of

the sub factors of leadership commitment has significant correlation with TQM? To

answer this question product moment correlation co-efficient is again conducted show

none of the factors had any significant correlation; however continuance commitment

has relatively high positive correlation as compared to the other two factors.

Leadership Commitment

Total Quality

Management

Implementation

HEOs

Performance .679*

.057 .305*

116

Affective commitment even shows a negative correlation but it is statistically

insignificant (r=-.043, p>.05). The highest correlation of continuance commitment,

though insignificant statistically but in practical terms it has implication for HEOs

performance because those leaders who make long term commitments with HEOs

learn how to improve the system as they are more knowledgeable and have a better

understanding of the issues and problems of their departments.

The major conclusion that can be drawn from the study relationship matrix is

that the relationship of TQM with HEOs performance is a strong relationship and it

has linear relationship with leadership commitment. Both TQM practices and

leadership commitment have an independent relationship linked through HEOs

performance. The findings however, should be carefully generalized as the sample

size that reported about their leadership commitment factors were 47 in all. There are

other studies which indicate that TQM related concepts are not still properly

understood in developing countries (Yazdani, Soukhaki & Mozaffari, 2013).

From the relationship matrix however some practices of TQM are

implemented in different ways without necessarily being aware of TQM as an

approach to the organizational process. Some factors indicate more functional than

others depending on the context. Based on the study relationship matrix the TQM

factors that have significant relationship with HEOs performance and those neglected

areas are presented in figure 4.7. These factors can be called critical success factors

(Yazdani, Soukhakian & Mozaffari, 2013) in the context of higher education

organizations in Pakistan.

117

Figure 4.7 TQM Critical Success Factors Based on the Study Relationship Matrix

Note. * indicates the correlations value is significant even at .05 confidence level.

Figure 4.7 indicates that overall TQM has quite high positive correlation with

HEOs performance. It means enhancing TQM practices would lead to enhancement of

organizational performance and decrease in the implementation of TQM practices

would mean decrease in HEOs performance. The factors of TQM which contribute to

this level of relationship are a matter of interest to know. As the figure 4.7 depicts,

other stakeholders‟ involvement has the highest magnitude of all (.571) followed by

students‟ involvement. The organizations with better performance do focus more

these factors even if they are not aware of TQM practices as such. Employees‟

involvement ranked the third when examining the correlation in descending order.

Continual improvement and leadership participation hold the 4th

and 5th

position in the

figure. Quality vision, education and training are however less recognized factors

Leadership Participation

TQ M: measured through

8 factors

Org

anizatio

nal P

erform

ance

.679*

*

.515*

Quality Vision

Continual Improvement

Employee Involvement

Recognition and Reward

Education and Training

Students‟ Involvement

Other stakeholder‟s

Involvement

.508*

.543*

.558*

.475*

.508*

.560*

.571*

118

though they also have potential for improvement especially in the context of

innovation (Hoang, Igel & Laosirihongthong, 2010). Recognition and reward

sometimes may not be as effective as other TQM practices as revealed by the study

model.

Although in the correlation analysis, since TQM and LC is apparently

considered to be independent of each other. However, in social sciences such

perception seemed to be unreasonable, because in other studies leadership

participation and leadership commitment were found to be positively and significantly

correlated with the overall TQM practices (Goetsch & Davis, 2014).

In order to examine the actual nature of relationship between TQM and LC,

partial correlations are conducted with controlling each of the two variables. The

results shows that the relationship between TQM, HEOs performance is .682 having

controlled for LC; while the relationship between TQM and HEOs performance

without having controlled for LC was .679. The values of relationship with and

without having controlled for LC were different indicating that these two variables

cannot purely be considered as independent of each other. Hence the role of LC can

be seen as a moderating variable in the relationship between TQM and HEOs

performance.

After studying the relationship matrix, it is decided to study predicative power

of TQM as TQM is showing a strong positive correlation with HEOs performance.

The results are shown in Table 4.6.

119

Table 4.6

Regression Analysis of TQM and HEOs Performance

Variables Mean SD R-square F df p

Constant (HEOs)

TQM (Predicting

variable)

3.502

3.573

.717

.604

.461 1662.199 1 .000

These results are obtained from conducting a simple linear regression which is

applied if there is one independent variable. The researcher could have applied a

multiple regression considering the LC as an additional independent variable but the

relationship magnitude between LC and performance of higher education

organizations is not strong enough to be considered for prediction through regression

analysis. The R-square value in Table 4.6 indicated that 46 % of variability in HEOs

performance score can be predicted by TQM. This explains a moderately considerable

explanation in the variability of HEOs performance that can be accounted for the

practices of TQM in the HEOs.

Analysis of Relationship of Demographical Variables with TQM,

HEOs Performance and LC

Another major objective of the study was to determine whether the

demographic variables, Gender, Age, Qualification, Experience, Job Designation and

Job status have any significant influence on the Students and teachers and HODs

perceptions on the TQM practices, HEOs performance and LC. Thus, at first Gender

and Job Status are analyzed as two variables had two categories in each. Gender has

male and female category, Status has two categories: employee with regular job and

employees with contractual job status. The independent variables, TQM and HEOs

are obtained from both university faculty and Heads/Directors. Only students‟ gender

is considered to include in the analysis. First of All TQM, HEOs and LC as dependent

120

variables are analyzed with respect to gender including the strata of students teachers

and Directors/HODs.

Association of Gender with TQM, HEOs Performance and LC

To interpret the statistical result obtained from independent sample t-test, a

hypothesis is developed: There is an association of respondents‟ gender on the TQM

practices, HEOs and LC. The results of the test are presented in table 4.7 followed by

their interpretations.

Table. 4.7

Independent t-test for the Mean Difference of TQM, HEOs Performance and LC

Based on Gender with Overall Data N=1964

Variables Gender N Mean SD t df p

TQM Male

Female

641

1304

3.625

3.546

.593

.608

2.738 1943 .006*

HEOs

Performance

Male

Female

647

1313

3.585

3.447

.692

.738

3.972 1958 .000*

LC

Male

Female

26

21

3.894

3.914

.295

.384

-.196 45 .846

Table 4.7 revealed that the two dependent variables, TQM and HEOs

performance shows significant difference between their mean values while LC

indicates no significant difference between the mean values of male responses to

those of female respondents‟ as TQM and HEOs performance showed the p values

below the significance level of .05 indicating the difference is statistically significant.

Hence it can be concluded that gender has an association with TQM implementation

and HEOs performance. The gender association is further studied with respect to the

university teachers who closely concerned with TQM related measures and also

because the quality of universities depends on their performance as an integral part of

the HEOs performance. It is predicted that since the number of female teachers

significantly higher in universities, thus it is deemed appropriate to study the gender

effect on TQM and HEOs performance separately table 4.8.

121

Table 4.8

Mean Difference between the Genders of University Teachers

Variables Gender N Mean SD t df p

TQM Male

Female

248

206

3.814

3.882

.5484

.5035

-1.374 458 .170

HEOs

Performance

Male

Female

248

206

3.884

3.788

.5030

.5582

.768 458 .063

The previous table 4.7 shows that though overall gender may be associated

with TQM and with the performance of HEOs as males‟ mean values are statistically

different from their female counterpart. In table 4.8, it can be seen that both TQM and

HEOs‟ performance scores have no significant difference as the p value for each case

is above the significance level of .05. Hence, it can safely be inferred that the gender

of university teachers have no significant association. The test results can be relied

upon as the Levene‟s test of equal variance was met, though the sample sizes are

unequal. The unequal size in each group also affects those results of the test if it

violates the assumption tested through Levenes‟ variance test. In this case the test

shows that condition is fulfilled that is the variance is constant. The standard deviation

values are also not with a large gap.

Another demographical is respondents‟ job status which included two labels,

regular/contract. The results of independent sample t test are presented in table 4.9

explaining the association of job status with TQM practices and HEO performance in

terms of their mean differences.

122

Table 4.9

Independent t-test for Mean Difference TQM, HEOs and LC between Regular and

Contractual Teachers

Variables Job Status N Mean SD t df p

TQM Regular

Contract

449

051

3.838

3.914

.526

.488

-.983 458 .362

HEOs Regular

Contract

449

051

3.848

3.791

.503

.558

.758 458 .449

LC Regular

Contract

44

3

3.901

3.800

.342

.176

.551 .858

The results displayed in table 4.9 reveals that in all the three variables of

TQM, HEOs performance and LC, the difference mean between regular and

contractual faculty is statistically not significant as p values in each case showed

above the significance level of .05.The third demographical variable is respondents‟

qualification which has three levels coded as 1, 2, 3 against BS/M.A or MSc level,

M.Phil/MS, and PhD respectively. Since the variable qualification had more than two

levels, thus one way ANOVA is applied in order to determine the significance of

mean difference between the three levels. The results of the test are shown in table

4.10.

123

Table 4.10

Mean Difference of TQM and HEOs between Teachers Based on Qualification with

N=455

Variables Qualification N Mean SD F df p

TQM M.A

M. Phil

PhD

284

136

35

3.790

3.904

4.074

.514

.5361

.5562

5.755 3 .003*

HEOs

Performance

M.A

M. Phil

PhD

284

136

35

3.817

3.837

4.055

.5302

.5188

.5467

3.156 3 .044

Table 4.10 shows the difference mean between the three levels of qualification

of teachers. For this test the students and HODs are excluded from the analysis

because all HODs were PhDs while the students are already at BA/BS or M.A level

according to the sampling parameter, and has no qualification of M.Phil or PhD.

Therefore, only faculty was included as they had a variety of levels as their academic

qualification. The third variable LC is to be excluded as a consequent of excluding

HODs from the analysis as the LC scale is concerned with measuring leadership

commitment with the performance of HEOs and the relevant questionnaire is filled by

the HODs only.

The one way ANOVA test results shows that qualification influenced the

respondents‟ views on TQM practices and HEOs‟ performance because in both cases

the P value for F statistics is quite below the level of significant difference .05. The

results can be relied on because the Levene‟s test of equal variance is not violated.

Post hoc analysis was also conducted to identify the means of significant difference in

each level.

124

Table 4.11

Post-hoc Analysis of Significant Difference between the Means Based on

Qualification

Dependent

Variables

Qualification

A

Qualification

B

Mean Difference of

Qualification A and

Qualification B (A-B)

SE Sig.

M.A

M. Phil

PhD

-0.112

-0.284

.0235

.0341

.213

.000

TQM M. Phil

M.A

PhD

0.114

-0.172

.0342

.0334

.122

.000

PhD M.A

M. Phil

0.284

0.172

.0341

.0334

.000

.000

M.A

M. Phil

PhD

-0.020

-0.227

.0530

.0510

.322

.000

HEOs‟ Performance

M. Phil

M.A

PhD

0.020

-0.224

.0543

.0432

.543

.000

PhD M.A

M. Phil

0.227

0.224

.0510

.0432

.000

.000

The post-hoc test is conducted using Tukey after the One way ANOVA. The

results show that for TQM and performance of HEOs the mean value for PhD is

significantly higher than M.Phil and Master level faculty. The difference of the mean

values between the M. Phil and Master was not significantly different. It was logical

result because PhD has higher understanding of quality processes as well as regarding

the performance of HEOs. The mean difference further illustrated in the figure 4.7

and 4.8.

125

Figure 4.8: Mean Plot of TQM Based on Qualification

Figure 4.9: Mean Plot of HEOs Based on Qualification

Whether the respondents‟ age and experiences account for any difference is

the next question for which one way ANOVA is conducted to identify the difference

between different age groups. The age is grouped at five levels. From 20 to 25 is

coded as 1; from 26-30 is coded as 3; from 31 to 35 as coded 3; from 36-40 is coded

as 4 while above 40 are coded as 5. The results can be seen in table 4.11.

126

Table 4.12

Mean Differences of TQM, HEOs Performance and LC of Heads, Teachers and

Students Based on Age, N=1947

Variables Age N Mean SD F df p

TQM 20-25

25-30

30-35

35-40

40<

1592

284

39

31

1

3.545

3.661

3.775

3.934

2.50

.6030

.5937

.6370

.4885

….

6.527

4 .000

HEOs 20-25

25-30

30-35

35-40

40<

1592

284

39

31

1

3.459

3.604

3.710

3.959

….

.5302

.5188

.5467

7.653

4 .000

LC

20-25

25-30

30-35

35-40

40<

0

3

18

26

0

….

3.7333

3.8667

3.9487

…

…

.7373

.6423

.3643

….

.728 2 .489

Before interpreting the results of table 4.11 the Levene‟s test for homogeneity

of variance is inspected, according to which the HEOs‟ performance value is not

qualifying the test while the other two variables passed the test, hence it can be

considered for analysis, however, the LC already shown insignificant difference as

F(2,47)=.728,p>.05. The first variable indicates significant difference in their mean

values. Post hoc analysis that indicates the significant mean difference of given two

variables, is also conducted and results are shown in table 4.12

127

Table 4.13

Post Hoc Analysis of the Mean Differences between Age Groups

Dependent

Variables

Age group A Age group B Mean Difference

of age group A

and age group B

(A-B)

SE Sig.

TQM 20-25 25-30

30-35

35-40

-0.116

-0.230

-0.396

.0151

.0352

.1020

.213

.165

.000

25-30

20-25

30-35

35-40

……

0.230

0.394

……

.0352

.1010

….

.234

.000

30-35

20-25

25-30

35-40

……

……

0.165

…..

…..

.0156

…..

…..

.000

HEOs‟ Performance

20-25 25-30

30-35

35-40

-0.020

-0.246

-0.251

.0184

.0384

.1206

.322

.000

.000

25-30

20-25

30-35

35-40

…….

0.246

0.355

……….

.0384

.0234

……

.000

.000

30-35

20-25

25-30

35-40

……

……

-0.249

……

……

.1012

…..

…..

.000

LC 25-30

30-35

35-40

-0.1334

-0.2154

.0543

.0120

.678

.000

30-35

25-30

35-40

…..

-0.1820

……

.0235

…..

.345

A Tukey post hoc analysis reveals that the mean value of age group 35-40 is

significantly different from the other values. This finding supports the findings of

qualification where high qualified respondents show greater mean value for both

TQM and HEOs‟ performance as can be seen in Table 4.10. The results still seemed

to be problematic; for a true picture of the difference due to high gap between the

numbers of respondents in each age level, hence looking at the mean plot would be

more appropriate to get an overall picture of the difference of means.

128

Figure 4.10: Mean Plot of TQM for Age

Figure 4.11: Mean Plot of HEOs (Higher Education Organization) for Age

129

Figure 4.12: Mean Plot of LC for Age

Figure 4. 9, 4.10 and 4.11 give a comparative view of the mean plot of TQM,

HEOs and LC respectively. The first two figures show extreme low values for the age

group above 40. This should be carefully interpreted as the respondents in the age

group of above forty are equal to one. The mean plot of LC again indicate low

number of respondents at the age of 25-30 as the respondents responded to LC is

HODs and has higher age than 30.

With respect to the demographical variable Experience, which has four levels,

again one way ANOVA is conducted the test results are presented in table 4.12. The

experience is measured in years coded as one from 1-5 years, 2 from 6-10 years, 3

from 11-15; and 4 for above 15 years.

130

Table 4.14

Mean Difference of TQM, LC & HEOs’ Performance of Heads and Teachers Based

on Experience

Variables Experience N Mean SD F df P

TQM 1-5

5-10

10-15

15 and above

126

148

152

74

3.869

3.882

3.794

3.838

.501

.560

.478

.568

.828

3 .479

HEOs 1-5

5-10

10-15

15 and above

126

148

152

74

3.853

3.849

3.824

3.846

.550

.530

.485

.537

.096

3 .962

LC

1-5

5-10

10-15

15 and above

11

14

15

07

3.933

3.885

3.889

3.924

.432

.342

.246

.289

.057 3 .982

*experience was measured in terms of years of work in their existing profession

The values of p in table 4.14 indicates that the difference with respect of

experience is not statistically significant. By taking a quick look at the mean values

one can easily determine that almost all mean values against each experience level are

the same. The ANOVA test also shows that the test of homogeneity is also not

violated. In other words, the test is fit and appropriate to rely on the statically

outcomes.

The last demographic variable that can be associated with the study variables

is respondents‟ job designation. It can be hypothesized that the job designation which

shows respondents status in their exiting job. The designation variable includes four

factors: lecturer coded as 1, assistant professor, coded as 2, associate professor coded

as 3 while professor was coded as 4. It has also more than two levels therefore one

way ANOVA is used to test for the significance of mean difference with respect to all

the three variables of the study. The results of the test are shown in table 4.13

131

Table 4.15

Mean Difference of TQM, HEOs’ Performance & LC of Teachers and Heads Based

on their Job Designation, N=500

Variables Designation N Mean SD F df P

TQM Lecturer

Asst. Prof.

Asso. Prof.

Professor

148

162

136

54

3.944

3.794

3.767

3.926

.466

.538

.565

.461

3.783

3 .011

HEOs‟

Performance

Lecturer

Asst. Prof.

Asso. Prof.

Professor

148

162

136

54

3.851

3.809

3.829

3.952

.558

.502

.522

.467

1.057

3 .367

LC

Lecturer

Asst. Prof.

Asso. Prof.

Professor

0

1

1

45

3.667

3.733

3.889

3.916

…..

…..

….

….

.0387 3 .681

Table 4.15 shows that only TQM and HEOs‟ performance variables met the

assumption of homogeneity of variance but not the third variable LC which shows

imbalance; rather a one sided distribution thus LC can be ignored. TQM is meeting

the test of one way ANOVA and also showing p value below .05 indicating that the

difference between the mean values is significant. The mean value for professor is the

highest and is significantly different from all except the „lecturer‟. Thus post hoc

analysis is conducted to point out which mean values are differing significantly.

132

Table 4.16

Post Hoc Analysis for the Mean Differences in Designation’ of the Variable TQM

Dependent

Variables

Designation-

A

Designation-

B

Mean Difference

(A-B)

SE Sig.

Lecturer

Asst. Prof.

Asso. Prof.

Professor

0.260

0.277

0.019

.0031

.0032

.0041

.000*

.000*

.456

TQM Asst. Prof.

Lecturer

Asso. Prof.

Professor

……

0.027

0.284

……

.0034

.0041

…..

.765

.000*

Asso. Prof. Lecturer

Asst. Prof

Professor

…..

…..

-0.123

…..

…..

0.0023

…..

……

.134

Table 4.16 indicates that on TQM the views of lecturers are significantly

higher than both from assistant professors and associates professors while it does not

show any significant difference between the views of lecturers and professors. It may

be interpreted as the assistant and associate professor are more directly or indirectly

working with quality assurance measures taken by universities time to time. Their

motivation level may also cause a difference of views on TQM practices of their

HEOs.

The overall analysis is summed up by mentioning that TQM and the factors

associated with it are potential factors for improvement of HEOs. TQM as

combination of different important quality improving factor shows a strong positive

correlation with performance of organizations. In order to implement the TQM

practices, leadership plays a significant role. The commitment of leaders is studied

worldwide and found to be a key factor in quality improvement. The factor of

leadership commitment also indicates a positive correlation with performance of

higher organizations performance but from the findings of this study one important

point can be found that only leaders and their commitment may not be as successful in

133

a context such a Pakistan which spends only 2% of its GDP on education (Memon,

2007).

In order to ensure quality of education the role of top leadership is important

but influence of related factors cannot be ignored for achieve the desired results. Only

views from head of departments may not be fully explained the true nature of

leadership commitment and its impact on the overall quality improvement of HEOs.

Considering all these factors, the leadership commitment, no matter at what level,

does influence the HEOs performance. The study found those two major factors of

HEOs performance students‟ and other stakeholder environments has not been fully

recognized in Pakistani context.

134

CHAPTER V

Summary, Findings, Discussion, Conclusion and

Recommendations

The present study explored the “Relationship among Leadership Commitment,

Quality Management Implementation and Performance of Public Sectors Universities

in Punjab”. Major objectives of the study included to explore relationship among

leadership commitment, implementation of TQM practices. As outcomes

implementation of quality management practices positively contribute in the

performance of public sector universities. Furthermore, the study intended to identify

the relationship among demographic variables in term of leadership commitment,

TQM implementation and performance of public sector in Punjab.

Heads of the departments, faculty members and students from the faculty of

social sciences of general type public sector universities of Punjab was the population

of the study. From the faculty of social sciences 47 heads of departments, 475 faculty

members and 1458 students of general type universities of central Punjab was the

sample of the study that was the 30% of the total number of students. Data were

collected through three close ended questionnaires. Each questionnaire dealt with

different variable of the study, leadership commitment, TQM practices and HEOs

performance. Questionnaires were adapted and used after piloting, and validating in

the local context.

Major findings of the study indicated that there was moderate relationship

between leadership commitment and implementation of TQM practices, while TQM

practices have strong positive relationship with performance of public sector

universities of the Punjab. The factor of leadership commitment also indicated a

positive significant correlation with HEOs performance.

135

Major Findings

The quantitative approach was used to analyze the data with a focus on the

research objectives. The study included three variables, Total Quality Management

Practices, Leadership Commitment and HEOs Performance. There were three major

objectives of the study (objective 1, 2 and 4) to explore the existing level of TQM,

HEOs performance and LC. Major findings of the study were as following:

Factor analysis was applied to check out the reliability of the factors included

in the questionnaires. The mean values against each factor of all the three

scales showed that in the sampled universities TQM practices were being

practiced and the HEOs were performing well.

Only last two factors of TQM students‟ involvement, and other stakeholders‟

involvement showed least mean value which indicated that these were the

important areas of TQM implementation but given the least attention by

leadership.

Leadership commitment scale showed even higher level however the

continuance commitment was slightly more in practice than the other two

dimensions of leadership commitment. The threshold value for mean can be

3.5, to clearly indicate a positive result in terms of the implementation of

TQM practices and the HEOs Performance.

Findings revealed that responded have positive perceptions about the TQM

practices and HEOs Performance level and Leadership Commitment. The last

two dimensions of TQM fall below the threshold. The median value however,

indicated that 50% of values fall below and above it, which means four, was

middle value which itself was a positive indicator of the measurement.

136

The nature of relationship between TQM practices and HEOs performance

which also indicate a positive relationship between the two variables.

The relationship between Leadership commitments with HEOs‟ performance

can be assumed to have positive linear relationship with HEOs‟ performance.

Study explored that TQM has strong positive and significant correlation with

HEOs‟ Performance.

However, the relationship between TQM and LC was significantly positive

but small in magnitude.

Some of the factors of TQM showed negative relationship with LC, for

example the sub factor of TQM, Other Stakeholders‟ involvement has

negative relationship which indicated the lack of other stakeholders‟

involvement, no matter what level and type of leadership commitment was in

practice. Other factors of TQM also have a weak correlation with LC,

however, the overall relationship of TQM with Leadership Commitment was

moderately positive and significant.

The TQM has strong positive correlation with HEOs Performance. The TQM

sub factors were also analyzed for their relationship with the factors and HEOs

Performance and its sub factors. An overall view of the factors of HEOs

Performance and Leadership Commitment indicated that they were in weak

relationship as and previously it was noticed that Leadership Commitment and

its factors have also weak; and in some cases negative relationship with TQM

and TQM sub factors also.

Study indicated that not only LC showed linear correlation with performance

of HEOs, but also the three types of leadership commitment also indicated

linear correlation. Since LC scale had three different types of commitments

137

which may have variations and thus was expected to have different results,

nevertheless, overall it indicated a positive significant correlation with HEOs‟

performance.

TQM has strong correlation with HEOs performance; leadership commitment

has also a moderate positive correlation with HEOs performance while TQM

practices and Leadership were independent of each other with no significant

relationship between them.

Study reported that whatever the approach of commitment the HODs adopted

was not necessarily linked with the TQM practices. Leadership commitment

independently influenced the HEOs performance.

This result, however, reflect the findings overall, thus with in by examining

the overall relationship matrix we find that the continuance commitment

shows significant but mild positive correlation with performance.

None of the other factors of commitment showed the same results with any of

the institutional performance and sub factors of the performance. It shows the

continuance commitment influences performance of higher educational

organizations. Affective commitment even showed a negative correlation but

it was statistically insignificant.

The highest correlation of continuance commitment, though insignificant

statistically but in practical terms it has implication for HEOs performance

because those leaders who make long term commitments with organization

learned how to improve the system as they were more knowledgeable and

have a better understanding of the issues and problems of their departments.

The relationship of TQM with HEOs performance is a direct relationship and

it has indirect relationship with leadership commitment. Both TQM practices

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and leadership commitment have an independent relationship linked through

HEOs performance. The findings, however, should be carefully generalized as

the sample size that reported about their leadership commitment factors were

47 in all.

Study revealed that the two dependent variables, TQM and performance of

HEOs showed significant difference between their mean values while LC

showed no significant difference between the mean values of male responses

to those of female respondents‟ as TQM and institutional performance showed

the p values below the significance level of .05 indicating the difference was

statistically significant. Hence, it can be concluded that gender has an

association with TQM implementation practices and HEOs performance. The

gender association was further studied with respect to the three strata of

sample that was, University teachers, students and HODs. Hence, it can safely

be inferred that the gender of students have no significant association with

TQM and performance as it was observed.

Another major objective of the study was to determine whether the

demographic variables were associated with study variables. It revealed that

the two dependent variables, TQM and performance of HEOs‟ showed

significant difference between their mean values while LC showed no

significant difference between the mean values of male responses to those of

female respondents‟ as TQM and performance showed the p values below the

significance level of .05 indicating the difference was statistically significant.

Hence, it can be concluded that gender has an association with TQM

implementation practices and HEOs performance.

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Another demographical was respondents‟ job status which had two labels,

contractual and permanent. Study revealed that in all the three variables of

total quality management, performance of public sector universities and

leadership commitment, the difference mean between regular and contractual

faculty was statistically not significant.

The third demographical variable was respondents‟ qualification, and the one

way ANOVA test results showed that qualification did not influence the

respondents‟ views on TQM practices and performance. The post-hoc test was

conducted using Tukey from the One way ANOVA. The results showed that

for TQM and performance the mean value for PhD was significantly higher

than M.Phil and Master level faculty. It was logical result because PhD had

higher understanding of quality processes as well as HEOs‟ performance.

It was also addressed in the study that whether the respondents‟ age and

experiences account for any difference. By taking a quick look at the mean

values one can easily determine that almost all mean values against each

experience level were the same. The ANOVA test also showed that the test of

homogeneity was also not violated. In other words the test was fit and

appropriate to rely on the statically outcomes.

The last demographic variable that can be associated with the study variables

is respondents‟ job designation. One way ANOVA was used to test for the

significance of mean difference with respect to all the three variables of the

study. The mean value for professor was the highest and was significantly

different from all except lecturer.

Discussion

Quality education is a crucial need of today‟s HEOs for their own survival.

Quality education is prime focus of higher education and it is also demand of the

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current era. Market demands have been changed with the expansion of public and

private higher education institutions. Generally, universities are bearing the burden of

candidates intend to higher education particularly, public sector universities. Private

sector is growing in the market therefore, market demands have been changed and it

also has accelerated the competition in many dimension but mainly concentrate on the

provision of quality education. Both, public and private, sectors are trying to sustain

their position in the market and to meet the needs of customers (Marginson, 2007).

Sustainability mainly depends upon the services which both sectors are providing to

their customers. Quality education is a major challenge, this study was conducted to

explore the relationship among leadership commitment, implementation of total

quality management practices and performance of the public sector universities of the

Punjab. Major objective of the study was to explore the leadership commitment for

implementation TQM practices in public sector universities of Punjab. Study came up

with findings vary from the previous studies which indicated that leadership

commitment has moderate positive relationship with implementation of TQM

practices. While earlier research studies revealed strong positive relationship between

leadership commitment and implementation of TQM practices (Anurangam, Ooi &

Fong, 2008; Wang, Jen & Ling, 2010; Hassan, Hassan, & Nawaz, 2013). There are

some reasons which provides base to the variant findings of this study with previous

studies, as Abolarin, Abdullahi, Adedipe and Abdulrahman (2013) reported that top

management commitment is prerequisite element for the effective TQM

implementation. Although leadership commitment is crucial an element of TQM

implementation but it is not only one element which solely brings desired results. As

Todorut (2013, p.1106) stated that “Introducing base principles of TQM in a

university depends on the existence of an adequate quality culture of the entire staff.

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The organizational culture from the universities affects the application procedures in

the context of quality strategies, although it does not appear directly but through its

consequences.” It reflects from his findings that entire climate of organization affects

the quality program particularly existence of suitable culture is significant for

successful implementation of TQM. Conservative and rigid cultures resist change and

always discourage innovation. He explained the word culture in a way that it

integrates share values, believes and living patterns of daily life, so it influences the

behavior of team members which directly contributes quality enhancement process.

This notion is strengthened by the Imai (1997) as he stated “total quality management

requires its own culture where people understand it and gain the required skills” (p.

43). Furthermore, Asif, Awan, Khan and Ahmad (2013) conducted a study in Pakistan

regarding critical success factors of TQM in Pakistani universities and they argued

that TQM practices are influenced by contextual factors largely. Therefore,

discrepancy has largely been observed among the findings of different countries with

diverse contextual conditions. Todorut (2013) also in the same view while describing

the cultural influence, he discussed that universities in developed countries enriched

in their academic and research field because these universities are flexible to change

and always welcome to innovation. Further, he explained that situation in developing

countries is different. Thinking pattern and believes hugely shaped by culture and

culture is context specific. So, contextual factors contribute primarily in

successfulness and effectiveness of any new program. Difference of present study‟s

findings from previous studies may be due to contextual and cultural factors, as most

of the previous studies carried out in the developed countries. Another core factor is

earlier studies were related to industrial and corporate sector, so variation of findings

may be caused by these factors.

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Moreover, Asif, Awan, Khan and Ahmad (2013) claimed “The fitness of TQM

in higher education depends upon how TQM is applied” (p.1884). It means,

successfulness of TQM keenly knitted with organizational specific model that how

organization has adopted TQM practices. Sometime leadership applies TQM without

understanding of its true nature and ultimately they remained deprived from its

benefits. Study conducted by Ali and Shastri (2010) in India regarding TQM in higher

education and they also in view that TQM concept in education sector is not properly

grasped its place in academic affairs therefore, many theoretical issues are being faced

during implementation of TQM practices properly. As Snee (1990, p.116) described

“Total quality is a difficult concept to understand because it is so broad and complex.”

He developed model to understand TQM concept and after extensive work he came

up with the conclusion that TQM is difficult to comprehend because it is vast in

nature. There are other studies which indicated that TQM related concepts are not still

properly understood in developing countries (Yazdani, Soukhaki & Mozaffari, 2013).

Pfeffer and Coote (1991, p.13) discussed TQM as unclear concept as they mentioned

“TQM to be a slippery concept since it includes a wide variety of meanings and

means different meanings to different people”. Koch (2003) conducted his study to

explore the reasons for least impact of TQM in higher education and he explored that

organizational culture becomes a hurdle in way of change, it promotes status quo

rather than to adopt change therefore, implementation of TQM is a challenging

process. This study explored that TQM practices are implemented in public sector

universities of Punjab without consideration of these practices in the perspective of

TQM philosophy. It is possibility that unawareness of leaderships‟ about TQM might

have influenced the study findings.

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Besides all, it may be said that except leadership commitment there are other

factors which play contributory role in successful implementation of TQM such as

provision of required resources is crucial particularly financial resources are one of

the important factors (Sila, 2007).While in Pakistan 2% of budget is being allocated to

education sector that is insufficient to meet the educational needs. According to

Memon (2007, p.48) “The extremely low level of public investment is the major

cause of the poor performance of Pakistan‟s education sector. Public expenditure on

education remained less than 2 percent of GNP before 1984-85. In recent years it has

increased to 2.2 percent”. Ryan (2005) conducted a study to explore relationship

between organizational expenditure and students‟ learning and he argued that

financial resources play significant role in uplifting the standard of education.

Findings of his study revealed a strong positive relationship between availability of

financial resources and students learning.

Another important factor of successful implementation of TQM is teamwork

and it is worldwide accepted principle that teamwork strengthens the developmental

programs of the organization and brings required positive changes. Additionally,

TQM believes in holistic development and requires involvement of all organizational

members but the situation is not same everywhere. Leaders‟ face confrontation from

employees while implementing new programs because acceptance of new programs is

not easy. Owlia and Aspinwall (1997, p.533) also stated that leadership commitment

and involvement is “adversely affected by individualism among academic staff and

due to absence of team working”. Findings of Asif, Awan, Khan and Ahmad (2013)

study revealed that leadership is influenced by individualism and their effectiveness

can adversely affected by individualism. TQM concerns with collectiveness and

emphasis mutual efforts to obtain maximum gain. Researchers, in the field of TQM,

included teamwork in core elements due to its fruitful outcomes. Holmes and

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McElwee (1995, p.8) highlighted this aspect as “It is (TQM) associated with every

aspect of an organization‟s activities requiring the total commitment of every

member”. It showed that exclusive leadership‟s commitment is not a requirement of

TQM implementation hence, willingness of all organizational members is mandatory.

With the involvement of whole team, TQM promotes quality culture and integrates

principle of “error free work” in all projects. Additionally, for effectiveness of TQM

in higher education they suggested “HEOs (Higher Education Organizations) are,

therefore, encouraged to seek the participation of all those involved in the process of

education to create an environment of collective collegiality” (p.10). The findings

however, should be carefully generalized as the sample size that reported about their

leadership commitment factors were 47 in all.

Study explored another major dimension regarding relationship between

leadership commitment and organizational performance. Prior research studies

documented the link between leadership and organizational performance. As Jing and

Avery stated “During the past four decades, the impact of leadership styles on

organizational performance has been a topic of interest among academics and

practitioners working in the area of leadership. Perhaps the most prominent reason for

this interest is the widespread belief that leadership can affect the performance of

organizations” (2011, p.68). This established notion has been studied from different

dimensions, such as leadership style, vision, plans, polices, involvement and many

other. Another prominent dimension which largely studied was leadership

commitment. Leadership commitment is an important factor in quality enhancement

process and there are two main dimensions of performance mentioned in the

literature, financial and non-financial performance. Financial performance concerned

with quantitative aspect of performance while non-financial performance included

customers and employees satisfaction (Jing & Avery, 2011). Present study took non-

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financial dimension of performance as a measure of organizational performance and

findings revealed positive linear relationship of leadership commitment with

organizational performance.

Previous studies explored strong positive relationship between customer and

employees‟ satisfaction and organizational performance (George, 1990; Wiley, 1991;

Ulrich, Halbrook, Meder, Stuchlik & Thorpe, 1991; Reynierse & Harker, 1992;

Schmitt & Allscheid, 1995; Johnson, 1996; Schneider, Ashworth, Higgs & Carr,

1996; Schneider, White & Paul, 1998; Jing & Avery, 2011). These studies came up

with identical findings that satisfaction of stakeholders is major indicator of

organizational performance. Jing and Avery (2011, p.74) stated that “employee

satisfaction and customer satisfaction lead to positive changes in organizational

performance. Therefore, employee satisfaction and customer satisfaction remain

useful measure of organizational performance”. Asikhia (2010) and Kassim and

Abdullah (2010) reported that customers‟ satisfaction has become a vital indictor of

organizational performance. Fotopoulos and Pssomas (2010) identified in their study

that for better organizational performance customer satisfaction is now top priority of

management. They explored positive relationship between customers‟ satisfaction and

organizational performance. Chen (2012) also added by stating that maximization of

organizational performance relies on the customers‟ satisfaction and retention. He

recommended building strong relationship with customers‟ for survival and long term

gain. Dadfar (2013) also associated customers‟ satisfaction with organizational

performance. He discussed that establishment of healthy and strong relations with

customers‟ lead to desirable results.

Furthermore, previous studies agreed that leaders‟ behavior and their practices

influence the motivation of employees and overall organizational culture. Wide range

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of studies in literature explored that leaders‟ commitment has positive impact on

organization wide activities (Dey, 2012; Dhammika, Ahmad & Sam, 2012; Farjad &

Varnous, 2013; Faloye, 2014). Leaders are persons who motivate the individuals

towards quality work and they ensure the implementation of plans and policies which

is positively related to organizational performance (Brigham, 1993). Pounder, Ogawa

and Adams (1995) conducted study in education sector they came up with findings

that leadership bonding is significantly related to the organizational performance on

the whole. Innovative and transformational leadership stimulate their team and boost

their confidence which contributed significantly towards the organizational

performance (Boerner, Eisenbeiss & Griesser, 2007). Identical findings are reported

by Emery and Barker (2007) in their study they explored that highest leadership

involvement related to highest gain and also make the improvement possibilities

higher. Further, they stated that employees greatly influenced by leadership and have

immense care about their leadership because of monetary benefits which are dealt by

leadership. So, for promotions and financial incentives they are more concerned about

their leaders‟ vision and try their best to fulfill the expectations of leaders. While in

public sector mostly promotions and economic benefits are not directly under the

jurisdiction of organizational heads may be, therefore, leaders‟ commitment has

moderate positive relationship with organizational performance.

Collective efforts and mutual work put the organizations on progressive way.

According to Yusuf and Aspinwall (2000, p.652) “TQM helps in creating a culture of

trust, participation, teamwork, quality-mindedness, enthusiasm for continuous

improvement, constant learning and as a result, a working culture that contributes

towards a firm‟s success and existence”. As previously discussed the findings of

Owlia and Aspinwall (1997) that sometime leaders face isolation their team members

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are not cooperative and show resistance to change and innovations. Solo commitment

of leadership is not sufficient for improvement and development collaborative efforts

of the whole working group are significant. However, leadership commitment is

closely related to organizational performance.

Another main concern of the study was examination of relationship between

implementation of TQM practices and organizational performance. Practices of TQM

included in the study were; Leadership involvement, Dissemination of vision,

Continual Improvement, Employee involvement, Recognition and Reward, Education

and Training, Employee involvement, Students‟ involvement and other stakeholders‟

involvement. Study explored strong positive correlation between implementation of

TQM practices and organizational performance. Extensive literature contained the

similar findings which depicted that TQM has strong positive relationship with

organizational performance. Previous studies also indicated that TQM practices;

leadership involvement, effective vision, continual improvement, employees‟ training

and participation in quality management activities, reward system and stakeholders‟

involvement have significant effect on the organizational performance (Flynn,

Schroeder & Sakakibara, 1995; Das, Paul, Swierczek & Laosirihongthong, 2000; Ho,

Duffy & Shih, 2001). Cheshier (1994) highlighted the importance of continuance

improvement process that it brings change and update the organization with the

market demand. Similar findings are reported by Valmohammadi (2011) that TQM is

a strong tool which can change the organizational culture and makes the ways of

quality improvement easier as a result performance of the organization increased.

Identical findings also revealed by Michael, Sower and Motwani (1997) regarding

positive role of TQM in enhancing customers satisfaction and make them part of

organization for a long time that is definitely indicating improvement of organization

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day by day according to their customers‟ expectations. Further, findings reported by

Stewart (2006, p.47) “degree of TQM implementation is positively related to

organization performance”. Bon and Mustafa (2013) revealed the identical findings

that top leadership involvement, vision development, employees‟ involvement,

education and training and reward system are key practices of TQM and have positive

impact on performance. Research studies from all sectors reported the same findings.

Sharma and Kodali (2008) also came up with same results that TQM has positive

impact on the performance of organization. Many scholars discussed that TQM is

equally productive for both administrative and academic sectors in higher education.

Previous studies documented the evidences of TQM implementation and

organizational performance in a comprehensive way, including in education sector.

Moon and Smith (1998) argued “TQM can be implemented in any public organization

including higher education in all departments” (p.305). They discussed TQM

implementation in public sector in detailed and intensely as they described that since

TQM has been introduced in service sector the initial complication aroused due to

nomenclatures which are used in TQM. Terms, such as profit, customers and

stakeholders are not well defined in service sector as are in industrial and corporate

sector. They duly pointed out another issue related TQM implementation in public

sector organization that is bureaucratic and authoritative system. Public sector

organizations have cultural and procedural barriers which hinders in outputs and

cultural legacy additionally interrupts the smooth process. Point of concern here is,

TQM has significant outcomes and it is compatible with academic activities but need

to address the core factors first. Organizational performance and TQM practices are

aligned to each other, hence, prior to implementation of TQM practices there is need

understand the TQM nomenclatures in service sector. Furthermore, they claimed that

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TQM can be implemented in any organization at any stage and it can produced

desired outcomes. Arguments given by Moon and Smith (1998) gave a logical base to

the findings of another research question related to involvement of stakeholders. As

they disclosed that some concepts of TQM are not clear and well defined in the

service sector such stakeholders. Finding of the current study revealed that among the

TQM practices, last two practices students‟ involvement and stakeholders‟

involvement showed least mean value. Slightest mean value indicated that these

important areas of TQM practices were given least attention by leadership in the

public sector universities. Sirvanci (2004) conducted his study regarding critical

issues of TQM implementation in higher education and came out with the findings

that in nonprofits organizations TQM encounters many challenges and among those

challenges, identification of its customers is one of the core challenges. As TQM is at

evolving stage in the education sector therefore, many aspects need to be unfolding

yet to accomplish the quality process. Identification of customers and stakeholders in

service sector is a big challenge for management. Related findings Ali and Shastri

(2010, p.13) mentioned in their study that “vagueness in customer identification also

creates obstacles in TQM implementation in educational institutions”. Similar

findings reported by Rabah (2015) that stakeholders are not clear in education sector

which is problematic for successful implementation of TQM. Studies conducted in

this regard indicated that students are most important customer in higher education

sector. Taylor and Hill (1993) described that universities involve mostly academic

staff in quality enhancement process and involvement of other individuals, supportive

staff, and students, not actively involved in this process. Stensaasen (1995) in his

study also discussed the significant participation of students in quality enhancement

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process. Mostly in public sector universities students were not being involved in these

activities.

Little and Williams (2010) explored the ways to engage students to make the

learning process more enrich. They claim that in UK students are focus of attention

for the organizational management in order to enhance learners‟ engagement. Further,

Coates (2007, p.132) described engagement as “a broad construct intended to

encompass salient academic as well as certain non-academic aspects of the student

experience”. It can be inferred that meaningful involvement of the students is crucial

in quality process to “enhance the collective students learning experience” (Little &

Williams, 2010, p.117). Students participation in organizational activities is highly

appreciated and encouraged in change oriented organizations which bring positive

outcomes (Pascarella, Sefifert & Blaich, 2010).

Present study explored that student participation was not being focused in

most of the public sector universities. It was general practice to involve management

and sometime academic staff in organizational development process where as students

were confined to only academic activities. Present study was conducted in public

sector where management mostly concerned about the implementation of government

policies rather than to device new quality enhancement plans and policies. Situation

may be different in the private sector where students are prime focus for management

and students‟ retention and their satisfaction is top priority for management. There are

so many reasons for which private sector gives priority to its students, financial aspect

is one of the major reasons because they generate major part of their expenses from

their students (Mansoor, 2004). In Pakistani context students‟ prefer to be enrolled in

public sector universities where fee structure is low as compare to private sector.

Therefore, already incline of customers and stakeholders towards public sector, for

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their own concern, may also be one the reasons that public sector universities have

least concern regarding students.

Another TQM practice with low mean value was other stakeholders‟

involvement. Least concern of stakeholder was culture of traditional organizations,

while TQM gives central position to stakeholders‟ involvement for long term

development. Sectors where TQM is at on its initial phase may not have well

established relationship with its stakeholders (Susniene & Vanagas, 2005). Owlia and

Aspinwall (1997, p.537) explored in their study that it becomes difficult to identify

the expectation of all stakeholders and to fulfill them because there is variety of

stakeholders in higher education; “students, parents, employers, faculty members,

government, and general society”. There is variety of interest of these stakeholders

according to their own requirement therefore, HEOs face complex situation in this

regard. Other research reports also indicated lack of stakeholders‟, especially parents‟

and communities‟ interest and involvement in HEOs in Pakistan (Memon, 2007).

Hence, findings of the present study also indicated least participation of stakeholders

in TQM implementation. Overall, findings of the present study are endorsed by the

previous studies few discrepancies are due to variation of context and disparity of

available situations. TQM is an emerging philosophy particularly in the academic

sector therefore, certainly it will take time, patience, resource and comprehension of

concepts according to related sectors‟ requirement.

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Conclusions

On the basis of findings following conclusions can be drawn:

1. In the sampled universities TQM practices, Leadership involvement,

Dissemination of vision, Continual Improvement, Employee, involvement,

Recognition and Reward, Education and Training, Student Involvement

Stakeholders‟ involvement, were being practiced and the HEOs were

performing well. Only last two factors of TQM „students‟ involvement, and

other stakeholders‟ involvement showed least mean value which indicates that

these were the important areas of for TQM implementation but given the least

attention by leadership.

2. Leadership commitment scale showed even higher level, however, the

continuance commitment was slightly more in practice than the other two

dimensions of leadership commitment. Results of the study showed positive

result in terms of the implementation of TQM practices and the HEOs

Performance.

3. Furthermore, study explored positive linear relationship between Leadership

commitment with HEOs performance. Another important finding of the study

indicated strong positive correlation between TQM practices and

organizational performance.

4. Relationship between leadership commitment and TQM practices

implementation was significantly positive. Overall relationship between TQM

practices and leadership commitment was positive while involvement of

stakeholders was negative related to leadership commitment which indicated

least participation of stakeholders in the public sector universities.

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5. The relationship of TQM with HEOs Performance was a direct relationship

and it has indirect relationship with leadership commitment. Both TQM

practices and Leadership Commitment have an independent relationship

linked through HEOs performance.

6. In term of demographic variables it was concluded that gender has an

association with TQM implementation practices and organizational

performance. The gender association was further studied with respect to the

three strata of sample that was, University teachers, students and HODs.

Hence, it can safely be inferred that the gender of students have no significant

association with TQM and performance as it was observed.

7. It revealed that the two dependent variables, TQM and performance showed

significant difference between their mean values while LC shows no

significant difference between the mean values of male responses to those of

female respondents‟ as TQM and performance of HEOs showed the p values

below the significance level of .05 indicating the difference was statistically

significant. Hence it can be concluded that gender has an association with

TQM implementation practices and HEOs performance.

8. Another demographical was respondents‟ job status which had two labels,

contractual and permanent. Study revealed that in all the three variables of

TQM, performance and LC, the difference mean between regular and

contractual faculty was statistically not significant.

9. The third demographical variable was respondents‟ qualification, and the one

way ANOVA test results showed that qualification did not influence the

respondents‟ views on TQM practices and performance of their institutions.

The post-hoc test was conducted using Tukey from the one way ANOVA. The

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results showed that for TQM and performance the mean value for PhD was

significantly higher than M.Phil and Master level faculty.

10. It was also addressed in the study that whether the respondents‟ age and

experiences account for any difference. By taking a quick look at the mean

values one can easily determine that almost all mean values against each

experience level were the same.

11. The last demographic variable that can be associated with the study variables

was respondents‟ job designation. One way ANOVA was used to test for the

significance of mean difference with respect to all the three variables of the

study. The mean value for professor was the highest and is significantly

different from all except lecturer.

Recommendations

Following recommendations are based on the findings of the study;

1. As findings of the study revealed that most of the TQM practices were

implemented in public sector universities of the Punjab but without realizing

the real meaning of TQM. Outcomes may be enhanced if leaders become fully

aware of TQM and intentionally involve in implementation.

2. Training programs, seminars and workshop regarding quality insurance

program may enhance the awareness of leaders regarding TQM practices

which may bring fruitful results.

3. To make the TQM program successful in HEOs it may be mandatory to

involve all stakeholders in TQM implementation program and make them

aware regarding significant outcomes. It may be beneficial to motivate them to

participate in quality management practices in order to obtain maximum

advantages.

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4. Organizational leaders may conduct their meetings on regular basis and ensure

involvement of stakeholders by giving weightage to their opinion and

recommendations. Further they can review implemented polices and devising

new plans according to current situation.

5. Involvement of students in quality enhancement process may bring innovation

in the existing policies which may results positively in the HEOs performance.

Through their involvement they may own their organization and feel

themselves as a productive part of the organization.

6. It is also explored that there are many challenges in implementation of TQM

in academic sector. Therefore, there is dire need to devise strategies to tackle

those challenges to successfully implement TQM in education sector.

7. There is a paradigm shift era from traditional management styles towards the

modern managerial practices in every sector. In order to meet the changing

scenario of world, our education sector may also adopt new practices to meet

the market demands. There is need to establish a quality management

committee which ensure the implementation of new practices in HEOs and

also follow the whole procedure to obtain the advantage in real sense.

8. As present study find out least involvement of stakeholders in quality

management practices. This is one of the factors that quality is still a big

challenge for our education system. Committee of quality management

practices may be comprises of organizational members, teachers, students‟

representatives, nonteaching and supportive staff, parents‟ representative,

employers and general community members. As TQM believes involvement

of all stakeholders in order to achieve desire results.

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9. Although study explored that many practices of TQM are implemented in

public sector universities of Punjab but leadership commitment is not related

to implementation of TQM. This implementation of TQM may be due to

regulatory authority as HEC in Pakistan which has made necessary to adopt

quality management practices to gain better position in universities raking.

Level of implemented TQM practice and its outcomes may be increased due to

committed leadership. Therefore, regulatory authority may encourage the

committed leaders and reward them that other can take motivation and may

actively involve in implementation of TQM in HEOs.

10. TQM focuses on whole organizational development therefore it may take time

to improve the things. It also depends upon organizational leadership that how

quick they adopt and implement new practices. It may take some time for

overall performance improvement therefore; patience is needed to reach the

TQM results.

11. Quality is fundamental element in TQM, it focuses on merit based decisions in

every quality oriented organizations. Quality management practices may be

enhanced through elimination of favoritism, nepotism and through adaptation

of fair and promoting transparent practices.

Recommendations for Future Research

Total Quality Management proved its worth in the industrial, banking and

business sector and also in service sector in the developed countries. Keeping in the

outcomes of TQM practices it is need to focus in this area further to explore the

impact of TQM in a broad spectrum. Following are few recommendations for further

research:

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1. Private is flourishing recently and they are also focusing on quality

management practices to fulfill the demands of the stakeholders. It is a

generally being considered that private sector is more quality oriented and

adopted proactive approach to sustain their position in the market. So, for

further study private universities can also be included to compare the

implementation of TQM practices in both sector universities. Results may

beneficial for both sector to set example for each other in order to meet current

challenges of academic world.

2. Qualitative study can also play significant role in the existing body of the

knowledge. It can provide detail and depth understating of the prevailing

situation by providing chance to the respondents to share their views regarding

implementation of TQM practices. Findings from qualitative study may enable

to understand the existing scenario and provide suitable solutions to make the

programme successful.

3. Current study included heads of the departments, teaching faculty and students

as population. As TQM focuses on the involvement of the stakeholders in

quality enhancement process therefore, future research stakeholders may also

be included in the study to explore their views regarding the implementation

of TQM practices in HEOs.

4. There is also need to conduct cross cultural research in universities, colleges

and in schools with the purpose to check the relationship among these three

educational organizations in regard with implementation of TQM practices.

These three streams of the education impact each other, as quality of school

education influence the quality of colleges‟ education and similarly the same

product colleges provide to universities for further education. Therefore, study

158

at various levels of education plays significant role in understating the

interlinked elements of the quality education.

5. Study shows the linear relationship between leadership commitment and

implementation of quality management practices. There is need to explore the

reasons behind the linear relationship in order to obtain reliable results through

research.

6. Current study was conducted in faculty of social sciences further research may

also be included other faculties which may provide variety of results and offer

comparative picture of different faculties within university. Enhancement of

sample may also bring variation in results.

159

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200

APPENDICES

Appendix A

Support Letter for Data Collection

201

Appendix B

General Type Public Sector Universities of Punjab

Sr No General Type Universities of Punjab

1 University of the Punjab, Lahore

2 Government College University, Lahore

3 University of Education, Lahore

4 Lahore College for Women University

5 University of Sargodha, Sargodha

6 University of Gujrat

7 Govt. College University, Faisalabad

8 Fatima Jinnah Women University, Rawalpindi

9 Bahauddin Zakariya University, Multan

10 The Islamia University of Bahawalpur

http://www.hec.gov.pk/insidehec/divisions/qali/others/rankingofuniversities/pages/categorywi

se.aspx

202

Appendix C

Permission for Using Instrument TQM Implementation and

Organizational Performance

Juan Jose Tari <jj.tari@ua.es>

6/13/16

to me

Hello Hajra: You can use the instrument in your study and I hope to share the results when you finish. Please find attached papers related to the measurement of QM elements and a paper about a

review of QM in HEIs in of case of they are interesting for you. Best regards, Juan José Tarí.

Hajra Rajput <hajrariaz03@gmail.com>

6/13

/16

to jj.tari

Dear Sir,

Hope you are enjoying your good health. Sir I am Hajra Bibi Ph.D Scholar at University of the Punjab

Lahore, Pakistan. I want to conduct my research related to Relationship among

Leadership Commitment Quality Management practices and performance of Public sector universities of

Punjab, for my PhD dissertation. I studied your Research instrument that measures the

Quality Management practices and organizational performance.

I need this research instrument to measure the implementation of QM in Higher Education in

Pakistan. Therefore I request you to allow me to use your instrument so that I can measure the commitment

in Pakistani context. I would also like to share the results with you after completing my study. kindly allow

me to use this instrument. I will be highly obliged.

Best Regards,

Hajra Bibi

PhD Scholar

Institute of Education and Research

University of the Punjab Lahore, Pakistan

203

Appendix D

Permission for Using Instrument Organizational Commitment

Uwe Kanning <u.kanning@hs-osnabrueck.de>

6/7/

16

to me

Dear Hajra Bibi,

thank's for your interest in our research. Please feel free to use our Items.

Yours Sincerely

Uwe Kanning

Prof. Dr. phil. habil. Uwe P. Kanning

Hochschule Osnabrueck

Fakultaet Wirtschafts- und Sozialwissenschaften

Caprivistrasse 30a

49076 Osnabrueck

Tel. 0541/969-3890

U.Kanning@hs-osnabrueck.de

http://www.wiso.hs-osnabrueck.de/kanning.html

Am 07.06.16 um 06:02 schrieb Hajra Rajput:

Hajra Rajput <hajrariaz03@gmail.com>

6/7/

16

to U.Kanning

Dear Sir,

Hope you are enjoying your good health. I am Hajra Bibi Ph.D Scholar at university of the Punjab Lahore,

Pakistan. Recently I want to conduct my research related to the Relationship among

Leadership Commitment, implementation of Total Quality Management and performance of public sector

universities of Punajb for my PhD dissertation. I studied your Research instrument (OCQ) that measures the

organizational commitment.

I need this research instrument to measures the leadership commitment for implementation of TQM in

public sector universities of Pakistan. Therefore I request you to allow me to use your instrument so that I

can measure the commitment in Pakistani context. I would also like to share the results with you after

completing my study. I will be highly obliged.

Best Regards,

Hajra Bibi

PhD Scholar

Institute of Education and Research

University of the Punjab Lahore, Pakistan.

204

Appendix E

Research Instruments

Dear Respondent

I am candidate of Doctor of Philosophy (Ph.D) in Education at the Institute of

Education and Research, University of the Punjab, Lahore. I am working on my Ph.D

dissertation and the topic of my research is „„Relationship among Leadership

Commitment, Total Quality Management Implementation and Performance of

Public Sector Universities in Punjab”. Total quality management is an approach

that focuses on the holistic development of the institution. I need your opinion on

these research questionnaires. I assure you that the data collected through these

questionnaires will not be used for any purpose except research context.

Thanks for your cooperation.

Professor Dr. Mahr Muhammad Saeed Akhter Hajra Bibi

Research Supervisor Dr/2014-F-20

Personal Profile (Please tick the relevant option)

1. Gender: Male Female

2. Age 20-30 30-40 40-50 More than 50

3. Qualification: Master M. Phil Ph. D

4. Field of study/ Department: _____________________________

5. Teaching Experience in years:

1-5 5-10 10-15 More than 15

6. Designation: Lecturer Assistant Professor. Associate

Professor

Professor

7. Nature of Job: Permanent Contract

9. University Name: _____________________________

Please fill the questionnaire according to instruction and as your opinion about the

statement.

Strongly Disagree = (1) Disagree = (2) Neutral = (3)

Agree = (4) Strongly Agree = (5)

205

Demographic Information of Students

Personal Profile (Please tick the relevant option)

1. Gender: Male Female

2. Age 20-25 25-30 30-40 More than 40

3. Qualification: Bs.Hons Master

4. Semester 2nd

3rd

4th

5th

6th

7th

8th

4. Field of study/ Department: _____________________________

5. University Name: _____________________________

Please fill the questionnaire according to instruction and as your opinion about the

statement.

Strongly Disagree = (1) Disagree = (2) Neutral = (3)

Agree = (4) Strongly Agree = (5)

206

Leadership Commitment Questionnaire

Sr

no

Statements SD D N A SA

Affective Commitment

1

I am willing to make a great deal of effort beyond

what is normally expected of me in order to make this

university successful.

2 I have strong desire to spend the rest of my career in

this university.

3 I really feel as if this university's problems are my

own.

4 I feel loyalty to this university.

5 I am proud to tell others that I am part of this

university.

6 Deciding to work for this university was a good

decision of my life.

Continuance Commitment

7 It would be very difficult for me to leave this

university in case I will have to.

8 There will be disturbance for me if I leave this

university.

9 It is my need to stay with this university.

10 I want to stay with the university because there is

scarcity of alternative opportunity

Normative Commitment

11 I would feel guilty if I left my university now.

12 After spending ample time here, I feel emotional

attachment with the university.

13 It is my obligation to be loyal with this university.

14 I feel sense of belongingness with this university.

15 Generally speaking, I am very satisfied with this

university.

207

Total Quality Management Practices Questionnaire

Sr

no

Statements SD D N A SA

1

Our leadership (head of department) actively

participates in quality management and improvement

process.

2 Our leadership discusses many quality-related issues

in top management meetings.

3 Our leadership focuses on quality program.

4 Our leadership pursues long-term institutional

success.

5 Our leadership has a clear long-term vision statement.

6 The vision effectively encourages employees‟

commitment to quality improvement.

7 Our leadership has a clear quality policy.

8 Our leadership has an effective quality improvement

plan.

9 The quality system in our department is continuously

improved.

10 Our leadership imparts education which is in line

with the day‟s present needs.

11 Our leadership strives for identification of areas for

improvement regularly.

12 Our leadership promotes participation for achieving a

continuous improvement culture.

13

Our leadership strongly encourages employee

involvement in quality management and

improvement activities.

14 Our leadership empowers employees to solve quality

problems.

15 Employees are actively involved in quality-related

activities.

16 Most employees‟ suggestions are implemented after

208

an evaluation.

17

Our leadership has reward system to encourage

members to participate in quality improvement

program.

18 Employees‟ rewards and penalties are clear.

19 Recognition and reward activities effectively

motivate employee commitment for quality program.

20 Position promotions are based on work quality in our

department.

21 Our leadership learns quality-related concepts and

skills.

22 Conferences, seminars and workshops on different

topics are arranged in our department.

23 Our leadership encourages us to participate in

Conferences, seminars and workshops.

24 Our leadership arranges adequate resources for

employee education and training.

25

Our leadership collects student complaints and

evaluates them carefully.

26

Our leadership conducts a course-evaluation survey

for every course taught in each semester regularly.

27

Our leadership takes suggestions from students to

improve its quality program.

28

Students‟ suggestions are carefully evaluated and

implemented if accepted.

29

Our leadership has established long-term co-operative

relations with stakeholders (faculty, employees,

students and community).

30 Our leadership involves stakeholders to improve its

quality program.

31 Our leadership regularly conducts survey to take

209

feedback from the stakeholders regarding quality

program.

32 Our leadership regularly conducts quality audits.

Organizational Performance Questionnaire

Sr

no

Statements SD D N A SA

1

Students‟ and employees‟ expectations are effectively

understood throughout the department.

2

Our department takes feedback from students and

employees to improve its system.

3

Our department is concerned about collecting information

from its students and employees in order to measure their

satisfaction.

4

Our department shows interest to solve the problems of

students and employees.

5

Information related to quality program is collected and

analyzed continually.

6

Our department is always courteous to its students and

employees.

7

Staff of our department helps in improving the education

process.

8

Faculty in our department is fair in evaluating student

grades.

9

Our department has modern facilities (e.g. laboratories,

library, computers, internet, video players) to enhance the

effectiveness of education.

10

Present facilities of our department are sufficient for

students.

11 Our department regards quality as the most important

210

factor to enhance performance.

12

Non-academic staff of our department is always interested

to offer quick services.

13

Our department always guarantees best services at all

times.

14

I would recommend this department to my family/friends

for study.

15 I have strong desire to be part of this department.

16

Due to the best services of the department I want to stay

here for long.

17

Quality program of our department has increased its

reputation.

18

I feel the performance of our department over the past

three years has been excellent in meeting its goals.

19

Quality program of our department has improved our

performance in general.

20 Satisfaction of the employee and student has increased.

21

Our department has developed a culture that promotes

quality.

22

I think quality management program of our department is

successful.