Thesis (M.M.S.)--Carleton University, 1999. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 5, 2006. Dissertation Committee: James C. Palmer, Edward R. Hines (co-chairs), John R. McCarthy, Anita Lupo. Includes bibliographical references (leaves 81-84) and abstract. Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Sep. 12, 2006). PDF text of dissertation: xiii, [140] p. : ill. ; 0.42Mb. UMI publication number: AAT 3208112. Includes bibliographical references. Also available in microfilm and microfiche format.

Orientador: Ettore Bresciani Filho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica / Made available in DSpace on 2018-08-03T18:25:29Z (GMT). No. of bitstreams: 1 Bacelar_SoniaReginaBarreto_M.pdf: 1511640 bytes, checksum: f9e59789da07bd444f6fc9340c82cb74 (MD5) Previous issue date: 2003 / Mestrado

The objective of this diploma thesis is to map the opinions of organisations and the public on the value and benefits of the National Quality Award of the Czech Republic based on the realised survey. The results of this survey are used to reason the suggestions to improve the importance of the prize and its perception in the society. Apart from the general quality conception, the theoretical part of the thesis also includes the presentation of the EFQM Excellence Model principle that represents a base for the National Quality Award of the Czech Republic. The particular programmes of this prize are also presented - the ones the organisations may apply for. The practical part contains the analyses and data evaluations from the questionnaires that were answered by organisations as well as the respondents from the public. The practical part also includes the review of the quality prizes awarded abroad.

Key elements found in areas of organizational commnication which develop into the foundational structure for the comprehensive list of best practices for communication is discerned from the wide array of practices existent in American companies. To remain among the most competitive globally, it is increasingly important to understand how best practices can be utilized to maintain a lead. This can be accomplished by recognizing the importance of American efforts to share knowledge and strategies for competitiveness. The Federal program under the directive of National Institute of Standards and Technology (NIST) manages a program called the Malcolm Baldrige National Quality Award (MBNQA). Using the award summary profiles of the 68 MBNQA recipients, the best practices are studied to reveal the tactics and strategies that influence the best American companies to achieve the highest productivity and successful communication models. The practices measured within the profile summaries of winning organizations are comprehensively packaged for senior leader use in strategic planning and vision deployment. Exploring reoccurring communication models found in the Malcolm Baldrige National Quality Award Program contributes to the body of knowledge in organizational communication studies; by comprehensively providing the practices used for organizational excellence. The seven principles integral to organizational communication methods employed by top national companies can be categorized by these essential communicative functions: adapting to change, adapting new technology, managing information effectively, mentoring for leadership, organizational culture, performance feedback, and supervisor and employee communication. MBNQA recipient application profiles principle attributes were calculated by degrees of contribution to the successful application to organizational communication models. Success is identified by the award criteria with regard to aspects of business which exemplify quality improvement in their approach to deployment, integration, and learning. These areas are looked at in terms of relevance to key factors in varied levels concerning strengths, opportunities, and results.

This study focused on the University of Wisconsin Stout's (UW Stout) implementation of the Malcolm Baldridge Award (MBNQA) Criteria for Educational Performance Excellence. The study had two objectives: (1) to determine administrator, faculty, and staff/support staff perceptions and compare those perceptions; and, (2) to identify the positive and negative views each of the three groups held regarding the implementation process. The study design was a mixed method approach which used both qualitative and quantitative research methodologies. Administrators, faculty, and staff/support staff at UW Stout were randomly selected to participate in the study. The instrument used to gather information contained 26 quantitative, two qualitative, and three demographic questions. Qualitative data were analyzed using analysis of variance with an alpha level established at .05. Results revealed significant differences in participants' perceptions for four of the seven MBNQA categories. Tukey Post-Hoc tests were performed for each of the significant categories. Post-Hoc tests for all four categories indicated that administrative participants had significantly more positive perceptions of MBNQA education criteria implementation than faculty or staff/support staff. A content analysis of the qualitative data revealed five positive themes: (1) Recognition as a Center of Excellence, (2) Pride in Affiliation, (3) Positive Exposure/Marketing Opportunities, (4) Conduit for Continuous Improvement, and (5) Increased Communication. Analysis also revealed nine common negative themes: (1) Perceived Opportunity Costs, (2) Education/Training Needs. (3) A Lack of Continuous Improvement, (4) Increased Workload, (5) Disconnect Between the Award and the University Mission, (6) Campus Climate, (7) Increased Quality Expectations, (8) Decisions Being Made Without Following the Baldridge Model, and (9) Insufficient Employee Recognition. Study findings may provide insight regarding employees' differing views of quality implementation at the university level. Results of this investigation may be useful to quality consultants who assist others in the establishment of institutional quality initiatives as well as higher education administrators who are considering MBNQA criteria implementation at their own institutions. / Ph. D.

品質的管理，從早期的統計品質管制，逐漸演變成全面品質管理。很多國家的政府都體認到全面品質管理對提昇企業競爭力，進而提昇國家競爭力，有相當大的助益，紛紛設立了國家級的品質獎，一方面激勵企業實施全面品質管理，另一方面也提供完整的管理架構給想要引進全面品質管理的企業，做為實施的標竿(Benchmarking)。 　　然而，國家品質獎為了能盡量開放給不同產業的企業參賽，其評審項目就比較一般化，於是可能有一些評審項目對某些產業（例如金融服務業）就不太適用。本研究主要目的就是藉著探討中華民國國家品質獎的評審項目在銀行業的適用情況，進而探討銀行業推行全面品質管理之實務作法的相關議題。 　　本研究的研究對象是台灣地區的銀行業，問卷是根據中華民國國家品質獎之九大類40中項評審項目發展而成，以人員問卷訪談方式詢問本國銀行的分行經理以及外商銀行的副總經理，就其主觀認為每一道題目對銀行營運的重要性程度，以及該主管所服務之銀行在每一道題目的執行確實程度。實際完整填答23份有效問卷，樣本包括9家公營銀行、6家新民營銀行、8家外國銀行在台分行，佔母體（70家，不包括地區性銀行）的32.86%。 　　問卷資料藉由集群分析、變異數分析、雪費檢定後發現，除了少數幾個中項之外，銀行業者普遍認為國家品質獎九大類40中項評審項目都相當重要。就「認知重要性」而言，可將九大類分為重要程度不同的三群，將40中項分為重要程度不同的四群。就「執行確實度」而言，亦可以將九大類分為確實程度不同的三群，將40中項分為確實程度不同的四群。進一步同時考慮上述「認知重要性」以及「執行確實度」的分類，則可將九大類評審項目分為五類，將40中項分為七類。另外，本研究亦比較國內公營銀行、國內新民營銀行、外國銀行在台分行等三類不同銀行在九大類40中項評審項目之「認知重要性」以及「執行確實度」方面的差異。 　　最後，本研究建議想要推行全面品質管理的銀行業者，不應偏廢國家品質獎九大類評審項目中的任何一類。而國家品質獎若想將銀行業納入評審對象，似乎應該考慮銀行業的業務特性，而做若干修正。

Supply chain management (SCM) and quality management (QM) share some common literature and have overlapping domains that reinforce each other in the supplier and customer relationship management areas. Despite the recognized importance of supplier and customer relationships toward achieving quality goals, limited prior research examines whether SCM represents a distinct construct within the prominent existing quality focused organizational frameworks such as the Malcolm Baldrige National Quality Award (MBNQA). As a result of the absence of the SCM construct in the frameworks, the problem facing researchers is understanding the role of SCM in the implementation of QM practices within an organization. Such an understanding is key to QM theory development for the 21st century organizations. In order to conduct this investigation, we examine several well-studied quality focused organizational frameworks that are validated among the community of researchers, and, widely accepted among practitioners. However, which of these well-known quality management models serve as the best proxy for a quality focused organizational framework is an important area for research in order to better promote QM worldwide. This research involves three essays and uses a mixed methodology of qualitative and quantitative research. Essay 1 compares well-known national quality award frameworks such as the MBNQA, the Deming Prize, and the European Foundation for Quality Management (EFQM) Award through analysis of the extensive literature on each as well as examination of the government documents about the frameworks. Comparisons show the Baldrige framework most widely serves as basic model for national quality award frameworks to increase the awareness of quality and promote the best QM practices. After reviewing the categories and their weightings in the frameworks of MBNQA, the Deming Prize, and the EFQM Award, we identify opportunities to refine the frameworks and promote QM theory development. Essay 2 fills a critical research gap by assessing the effectiveness of the Baldrige framework within a government organization and by comparing the effectiveness of the categories of the Baldrige framework in government to the effectiveness of the categories in different industries. This study examines the relative effectiveness of each Baldrige category in the MBNQA 2013-2014 framework using data from a municipal government. It tests the hypothesized research model employing partial least squares - structural equation modeling (PLS-SEM). Drawing on contingency theory, it explores the commonalities and differences of the effectiveness of Baldrige categories across different industries by comparing our results with summarized prior research findings of interrelationships among the Baldrige categories. Essay 3 posits a restructured Baldrige framework after conducting a rigorous literature review on SCM and examining the Baldrige framework and categories associated with SCM. This work includes a longitudinal set of studies that test the hypothesized research model based upon the newly posited restructured theoretical framework using PLS-SEM on survey data from three different time periods over 20 years across a variety of organizations. The results support that the restructured framework provides a good model fit when the SCM construct is independently identified and included within the framework. The comparison from the longitudinal analysis provides significant insights for theory evolutions of leadership, SCM, and information systems constructs. Additionally, this longitudinal investigation over 20 years supports the evolution of the Baldrige framework as it was revised over time. Most importantly the work posits and supports the new theory development and shows the overarching importance of the SCM as a major organizational construct.

The purposes of this study were: (a) To determine whether full-time teaching faculty and full-time administrators perceive the Malcolm Baldrige National Quality Award (MBNQA) 1998 Education Criteria for Performance Excellence (ECPE) to be appropriate for assessing Virginia community colleges, and (b) To determine if differences in perceptions exist regarding demographic variables among full-time teaching faculty and among full-time administrators in the use of these criteria to assess Virginia community colleges. Data were collected from a random sample of 129 full-time teaching faculty and 57 full-time administrators using the seven categories and 18 items of the 1998 ECPE. Demographic factors included years of teaching experience in education, years of administrative experience in education, major teaching area, highest degree level earned, college enrollment, and age. A mean was calculated on the perceived appropriateness of each of the 18 items of the 1998 ECPE for faculty and administrators. A t test or an analysis of variance was conducted on the scale means for faculty and administrators to determine if differences exist regarding demographic variables and the perceived appropriateness of the 18 items of the 1998 ECPE by faculty and administrators. The Scheffe post hoc analysis revealed a significance difference for administrators in the college transfer and the technical classifications of major teaching area. The major conclusions were: (1) faculty and administrators perceived the 1998 ECPE as "somewhat appropriate" for assessing Virginia community colleges, (2) faculty and administrators perceived each of the 18 items of the 1998 ECPE as "somewhat appropriate" for assessing Virginia community colleges, (3) the major teaching area was not a factor in full-time teaching faculty members' perceptions of the 18 items of the 1998 ECPE's appropriateness for assessing Virginia community colleges; however, the major teaching area was a factor in full-time administrators' perceptions and this statistically significant difference could possibly be attributed to their low rate of response with only 47.4% of administrators surveyed responding to this question, and (4) years of experience in education, highest degree level earned, college enrollment, and age were not factors in full-time teaching faculty members' or full-time administrators' perceptions of the 18 items of the 1998 ECPE's appropriateness for assessing Virginia community colleges.