In May 1993, 795 school district associates, students, and parents participated in a study to determine whether the implementation of TQM from 1990 to 1993 has made fundamental and significant changes and improvements in the district. In 1990-91, senior management of the district received 80+ hours of training and were certified as Quality Trainers by the Xerox Corporation and the Virginia Department of Education through a US Department of Education partnership grant. By September 1992, nearly 90% of all Rappahannock school district associates (employees) had received 30+ hours of training in quality management. The Xerox model of training includes components on defining quality, meeting needs of customers, interactive skills, working in teams, problem solving, and a quality improvement process. Over 60% of associates volunteered to serve on quality teams to address concerns targeted by customer surveys. In 1992-93, all associates served on required quality teams to improve instruction and support services. A couple of elementary school quality teams reduced numbers of students needing math remedial pullout services by 35% to 40%. The high school math team devised an improved process for team-teaching math and quality problem solving. Bus drivers, parents, teachers, administrators, and students served on a quality team to reduce 34% parent dissatisfaction with transportation services to 11%. The study found that since the 1990 introduction of TQM in the district: 89% of associates are using aspects of the quality training in their work with others; 72% of associates feel that administrators have increased their efforts to meet their needs; 66% of associates feel more empowered; 78% of students identify things that have improved; and 79% of parents feel that the schools have increased their efforts to meet their childrens’ needs. A "quality customer service in education" (QCSIE) scale was devised from the student survey items and responses. Seventy-eight percent of the district's students have positive QCSIE scores. The QCSIE scale can be used to help schools determine the level of student satisfaction with educational and support services. A similar scale found that 88% of students have a willingness to help produce, or coproduce their education. / Ph. D.

The Navy, through its Total Quality Leadership (TQL) program, has emphasized the need for objective criteria in making design decisions. There are numerous tools available to aid human factors engineers meet the Navy’s need. For example, simulation modeling provides objective design decisions without incurring the high costs associated with prototype building and testing. Unfortunately, simulation modeling of human— machine systems is limited by the lack of task completion time and variance data for various objectives. Moreover, no study has explored the use of a simulation model with a Predetermined Time System (PTS) as a valid method for making design decisions for display interactive consoles. This dissertation concerns the development and validation of a methodology to incorporate a PTS known as Modapts into a simulation modeling tool known as Micro Saint. The operator task context for the model was an interactive displays and controls console known as the AN/SLQ-32(V). In addition, the dissertation examined the incorporation of a cognitive workload metric known as the Subjective Workload Assessment Technique (SWAT) into the Micro Saint model. The dissertation was conducted in three phases. In the first phase, a task analysis was performed to identify operator task and hardware interface redesign options. In the second phase data were collected from two groups of six participants who performed an operationally realistic task on 24 different configurations of a Macintosh AN/SLQ-32(V) simulator. Configurations of the simulated AN/SLQ-32(V) were defined by combinations of two display formats, two color conditions, and two emitter symbol sets, presented under three emitter density conditions. Data from Group 1 were used to assign standard deviations, probability distributions and Modapts times to a Micro Saint model of the task. The third phase of the study consisted of (1) verifying the model-generated performance scores and workload scores by comparison against scores obtained from Group 1 using regression analyses, and (2) validation of the model by comparison against Group 2. The results indicate that the Modapts/Micro Saint methodology was a valid way to predict performance scores obtained from the 24 simulated AN/SLQ-32(V) prototypes (R² = 0.78). The workload metric used in the task network model accounted for 76 percent of the variance in Group 2 mean workload scores, but the slope of the regression was different from unity (p = 0.05). The statistical finding suggests that the model does not provide an exact prediction of workload scores. Further regression analysis of Group 1 and Group 2 workload scores indicates that the two groups were not homogenous with respect to workload ratings. / Ph. D.

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Institutions of higher learning in South Africa should establish and sustain their own quality management systems. These systems should improve quality of the core business of higher education i.e. teaching and learning, research and community engagement. It should yield reliable information for internal planning as well as external monitoring purposes. The integration of quality management with planning and resource allocation within a framework of continuous improvement is viewed as fundamental elements for successful quality management of institutions of higher learning. A key assumption of this research is that quality management models should be underpinned by the systems theory in order to enhance the integration of quality management, planning and resource allocation on institutional strategic, tactical and operational levels. This study utilised the key elements and phases of the PDCA and ADRI models to develop a model for the integration of quality management, planning and resource allocation within a context of continuous improvement This model will be suitable for implementation by one of the institutions of higher learning in South Africa that fails, according to its latest HEQC audit to integrate quality management, planning and resource allocation. It offers also a conceptual framework for any institution of higher learning that fails to integrate quality management, planning and resource allocation. / Ph.D., Education, North-West University, Vaal Triangle Campus, 2010

Institutions of higher learning in South Africa should establish and sustain their own quality management systems. These systems should improve quality of the core business of higher education i.e. teaching and learning, research and community engagement. It should yield reliable information for internal planning as well as external monitoring purposes. The integration of quality management with planning and resource allocation within a framework of continuous improvement is viewed as fundamental elements for successful quality management of institutions of higher learning. A key assumption of this research is that quality management models should be underpinned by the systems theory in order to enhance the integration of quality management, planning and resource allocation on institutional strategic, tactical and operational levels. This study utilised the key elements and phases of the PDCA and ADRI models to develop a model for the integration of quality management, planning and resource allocation within a context of continuous improvement This model will be suitable for implementation by one of the institutions of higher learning in South Africa that fails, according to its latest HEQC audit to integrate quality management, planning and resource allocation. It offers also a conceptual framework for any institution of higher learning that fails to integrate quality management, planning and resource allocation. / Ph.D., Education, North-West University, Vaal Triangle Campus, 2010

Thesis (D. Tech.) -- Central University of Technology, Free State, 2007 / Success in today’s competitive business environment demands innovative approaches. Organisations must be able to react effectively and make informed decisions in order to be in the best position to take advantage of collaborated business opportunities in the organisation’s external network. The results of strategic decisions are affected by the strategic choices that are made and how successfully those objectives are implemented. In many cases the strategies have mediocre success or fail to achieve what they set out to do due to the failure to formulate and implement strategies that enhance the development of a sustainable competitive advantage in the long term. The case study organisation, MultiChoice Africa (Pty) Limited, serves as an example in understanding the knowledge base imperative in utilising strategic management instruments such as Kaplan and Norton’s (1996a: 8-18, 224-292) Balanced Scorecard to guide leadership in creating real-time value, thereby creating a sustainable competitive advantage. Balanced Scorecards have largely been developed and applied to internal managerial purposes, though they are seldom used for external marketing. The purpose of this research was to evaluate the strategic value of the Balanced Scorecard in the networked economy, utilising a case study design by following a phenomenological paradigm approach. The outcome was based on a pre- and postanalysis of the implementation of the Balanced Scorecard within the case study organisation, focusing on the perceived value towards overcoming the barriers to strategy implementation, developing a competitive advantage and sustaining this advantage. Sustainability was specifically defined and tested against the environment and ethical behaviour as the results indicated that a link exists between sustainable competitive advantage and the appropriate utilisation of the Balanced Scorecard. Research results suggest that respondents appear to be enthusiastic and have started the process of transforming the organisation into a ‘Balanced Scorecard organisation’. The main advantages included an increased awareness of vision, linking operational tasks to strategic employees’ participation and flexibility. Shortcomings, on the other hand, included the perceived lack of contribution of the Balanced Scorecard to the final outcome as well as to the transformation process. A number of limitations were evident in the design, deployment and utilisation of the Balanced Scorecard in overcoming the barriers to strategy implementation and how to gain a sustainable competitive advantage in the networked economy. Important aspects surrounding employees and stakeholders were also highlighted as the design of the case study organisation’s original Balanced Scorecard is based on its value chain. However, due to the networked economy and its implications for the organisation, the Balanced Scorecard architecture should be modified to make provision for a networked design. These modifications should incorporate additional constructs that need to be taken into consideration when creating larger networks and establishing collaborative communities of practice. Key to the organisation’s future strategic value and intent is the successful implementation of change management (transformation) as a driver into the application of the Balanced Scorecard in the networked economy. Insight gained was used to propose a theoretical model based on global business landscape demands, utilising new and innovative strategies and business model architectures that require the convergence of aggregated metrics of all role players in the borderless network, as outlined in the ‘Networked Balanced Scorecard’ theoretical model. The theoretical model outlines how organisations can reform and integrate their Balanced Scorecards to support strategy formulation, implementation and control. It therefore supports sustainable competitive advantage and is based on embracing components of competitive intelligence and collaboration in the networked economy. It is thus suggested that organisations can no longer implement sustainable competitive advantage strategies in isolation, but need to focus on organisational development strategies that encapsulate the network concomitance structure and architecture, thereby attaining the new value proposition for strategic intent.

This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)

The purpose of this study was to to investigate the impact of leadership practices on service quality in private higher education in South Africa as a source of competitive advantage. Higher education institutions and, more specifically, private higher education institutions, have faced increasing pressure on many fronts in recent years. These pressures include increased competition, lack of support from key constituencies, an increase in the size and diversity of the student population, dealing with changing technology, increased calls for accountability, a higher demand for quality by all the stakeholders involved, more responsibility for research and teaching and greater emphasis on efficient and effective management. The literature review for this study suggested that leadership impacts positively on quality and, equally important, on service quality. The academic leaders at these institutions have a tremendous influence on the quality of the education provided and the service rendered to the growing number of students. Using a quantitative methodology and a cross-sectional survey research design, this study was conducted on five campuses of a prominent private higher education provider across South Africa using two survey instruments. The Leadership Practices Inventory (LPI) questionnaire was utilised to conduct the leadership survey while the SERVQUAL instrument was applied in the service quality survey. The campus principals of the five campuses and some of their selected subordinates completed the LPI survey. The SERVQUAL questionnaires were completed by 984 students from the five campuses. Correlation analysis was the major statistical tool used to analyse the data. The findings of the study indicated a strong positive linear correlation between the leadership practices of principals and service quality to students at these institutions. / Business Management / M. Com. (Business Management)

This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers. The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)

Submitted in fulfilment of the requirements of the Degree of Master of Technology: Quality, Durban University of Technology, 2014. / There has been a call from society for both the provision of a quality education and for a quality “student” who can contribute to the economy and citizenry of South Africa. It therefore makes sense for any educational structure to develop and adopt, strategies and systems in order to meet these new calls, and to provide technologically relevant education that will meet the demands of modern society. This has led to a renewed need for consistency, conformity and quality within higher education. Concerns about students’ capabilities have been raised, and have led to questions about the accountability of higher education institutions. A quality management system framework may ensure that these higher education structures are able to deliver a quality education to their external and internal customers. This research investigated the current quality management systems used in dental assisting both locally and world-wide, and then developed a quality management system framework to suit South African conditions. An action research study, using data gathered from a purposive census sample, and data obtained by means of a mixed-method approach, was conducted in two phases. A preliminary study (Part A) was conducted amongst the four South African dental assisting education programme providers and deficiencies in the quality management systems of these programmes were identified. The preliminary work (Part B) in this study consisted of a comparative analysis of the quality management systems of a convenience sample of dental assisting education providers in twenty countries. Both good practices and deficiencies in practices were identified. A further review of the literature identified possible solutions to improve the quality of the dental assisting education programmes, and was used as the foundation for the development of the Dental Assisting Higher Education – Quality Management Framework (DAHE-QMF). The results of the preliminary study - the comparative analysis and the literature review - revealed that the development and implementation of a quality management system framework for dental assisting in South Africa could lead to an improvement of the standards of training, and thus the competence of the student. The framework will be presented to the four programme leaders at the four Universities of Technology that offer dental assisting education for their consideration of partial/total adaptation of the framework.