O objetivo principal desta pesquisa é compreender as causas de insucesso do Programa Sebrae de Qualidade Total (PSQT) por meio da sistematização dessas em fatores organizacional, comportamental e metodológico, e propor ajustes para melhorar os resultados de sua implantação. Através do levantamento bibliográfico realizado, pode-se perceber que vários estudos apontam causas de insucesso na implantação de Programas de Qualidade Total, porém tais causas são apontadas de maneira dispersa, isolada e assistemática. Através dos resultados encontrados, conclui-se que os fatores organizacional e comportamental foram os mais relevantes para o insucesso do Programa Sebrae de Qualidade Total. Já o fator metodológico foi o menos relevante no insucesso do referido Programa, apesar de as causas englobadas por este fator serem tratadas, na literatura pesquisada, como de alta representatividade. Espera-se com esta pesquisa contribuir com o SEBRAE nos esforços de melhoria dos resultados do Programa Sebrae de Qualidade Total com as pequenas empresas, sendo instrumento de informação e análise aos pequenos empresários, consultores e demais pessoas ligadas à área de qualidade em pequenas empresas e, particularmente, com o Grupo de Pesquisas em Pequenas Empresas da Engenharia de Produção - EESC/USP. / The main objective of this research is to comprehend the causes of insuccess of Sebrae\'s Quality Total Programme through the systematization of that causes in organizational, behavioural and methodological factors, and to propose adjustments to improve the results of your implantation. Through of the bibliographical survey realized it\'s possible to perceive that several researches show causes of insucces in the implantation of Quality Total Programmes, but that causes are showed in a disperse, isolate and assystematic way. Through the results found it\'s concluded that the factors organizational and behavioural were the most relevants for the insuccess of the Sebrae\'s Quality Total Programme. The methodological factor was the least relevant for the insuccess of the referred Programme, despite of the causes included into this factor are treated through the researched literature like causes with high representativeness. It\'s expected with this research to contribute with Sebrae, in his efforts of improvement of the of Sebrae\'s Quality Total Programme results; with the small business, being an instrument of information and analysis to the small managers, consultants and other people stand in with the quality area of the small business, and specifically with the Small Business Groupe Research of Engineer Production - EESC/USP.

O objetivo principal desta pesquisa é compreender as causas de insucesso do Programa Sebrae de Qualidade Total (PSQT) por meio da sistematização dessas em fatores organizacional, comportamental e metodológico, e propor ajustes para melhorar os resultados de sua implantação. Através do levantamento bibliográfico realizado, pode-se perceber que vários estudos apontam causas de insucesso na implantação de Programas de Qualidade Total, porém tais causas são apontadas de maneira dispersa, isolada e assistemática. Através dos resultados encontrados, conclui-se que os fatores organizacional e comportamental foram os mais relevantes para o insucesso do Programa Sebrae de Qualidade Total. Já o fator metodológico foi o menos relevante no insucesso do referido Programa, apesar de as causas englobadas por este fator serem tratadas, na literatura pesquisada, como de alta representatividade. Espera-se com esta pesquisa contribuir com o SEBRAE nos esforços de melhoria dos resultados do Programa Sebrae de Qualidade Total com as pequenas empresas, sendo instrumento de informação e análise aos pequenos empresários, consultores e demais pessoas ligadas à área de qualidade em pequenas empresas e, particularmente, com o Grupo de Pesquisas em Pequenas Empresas da Engenharia de Produção - EESC/USP. / The main objective of this research is to comprehend the causes of insuccess of Sebrae\'s Quality Total Programme through the systematization of that causes in organizational, behavioural and methodological factors, and to propose adjustments to improve the results of your implantation. Through of the bibliographical survey realized it\'s possible to perceive that several researches show causes of insucces in the implantation of Quality Total Programmes, but that causes are showed in a disperse, isolate and assystematic way. Through the results found it\'s concluded that the factors organizational and behavioural were the most relevants for the insuccess of the Sebrae\'s Quality Total Programme. The methodological factor was the least relevant for the insuccess of the referred Programme, despite of the causes included into this factor are treated through the researched literature like causes with high representativeness. It\'s expected with this research to contribute with Sebrae, in his efforts of improvement of the of Sebrae\'s Quality Total Programme results; with the small business, being an instrument of information and analysis to the small managers, consultants and other people stand in with the quality area of the small business, and specifically with the Small Business Groupe Research of Engineer Production - EESC/USP.

Companies realize to stay competitive they have to introduce quality improvement programs. Many companies are challenged today with the sustainability of these quality improvement programs. Generally the understanding of the dynamic behaviour of quality improvement programs is poorly understood with soft issues as factors of the system. System dynamics may solve this problem. This research was focussed on operational management of operations. The organising framework of this research has been qualitative research where the research design was a polar type research design where the case studies focussed on initiatives that were dramatic success or failures, with the expectation that their comparison would help identify those processes that prevent competence enhancing change. A dynamic hypothesis has been constructed from archival data, semi-structured interviews and direct observations, gathered during these case studies. A system dynamics model for quality improvement programs in an automotive environment has been tested and expanded to be applicable for a heavy engineering manufacturing environment. The structure of the system dynamics model has been expanded to include a sustainability feedback loop which also included a management support model. The management support model included soft factors such as management support, management pressure and managerial effectiveness. The complete quality improvement program system dynamics simulation model with sustainability has been tested and validated against a real system data, for a heavy engineering manufacturing environment, gathered during the case studies. The model parameters were determined from a calibration algorithm, by using the Vensim® simulation platform, that fitted the real system behaviour the best. A sensitivity analysis has been done on the model parameters determining the information cues for the management decision policies. From the system dynamics model of the complete quality improvement program, including the sustainability feedback loop, proposed management decision policies have been studied that could lead to sustainable quality improvement programs for a heavy engineering manufacturing environment. From these simulation studies several management policies have been proposed. / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Graduate School of Technology Management / Unrestricted

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.