Strategic management The Jordanian Ministry of ...

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Strategic management The Jordanian Ministry of Higher Education Strategy and its roles of total quality management efficiency and the Assessment of Students and Teachers Awareness and its impact on the students performance

(Application of TQM of Kaffa'h examination-Jordanian Universities) A thesis submitted in partial fulfillment of The requirements for the degree of Doctor of Philosophy in TQM & Strategic management Burhan Mahmoud Awad Alomari Nixon University/USA

2010

Nixon University

http://www.nixonuniversity.com

Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Abstract

5

Introduction

6

1.o Chapter one, Introduction

9

1.1

Problems with TQM

15-18

1.2 1.3 1.4 1.5 1.6

Objectives of this Research Scope of study Significant of the study Study Constraint Definition of terms

18 19 19 21 22

Chapter 2

25

2.0

Review of Related Literature Introduction

27

2.1

Literature review

2.2 2.2.1

higher education sector in Jordan Quality Assurance in Jordan

35 46

2.2.3

Assessing quality in higher education

47

2.2.4

Higher Education and Scientific Research

47

2.3., 2.3.12-3,14 2.4 2.4.12.4.4

University Achievement Exam, TQM and the Achievement Exam

53-72

TQM and Higher Education - Customer of 72-81 Higher Education, The emergence of markets in higher education,

Immature consumers,

Quality of Higher Education 2.5, TQM & TQM Philosophy and process 81-91 2.5.1Keywords : Strategic M Management and Total quality standards , Universities of 2.5.2 2.6 , Al-omar Globalization and Higher education and 91- 98 Jordan 2.6.1globalization

3

2.7

TQM Model for Higher Education

2.8 2.9 2.9 2.10 2.9.1

98-102

Changing Environment Ideal Quality System and Current Realities ISO 9000 Standards Application of TQM in Higher Education Adoption of (TQM) in higher education institutions 2.9.2 Measurement of (TQM) in Higher Education 2.9.3 Self-Assessment 2.9.4 Benchmarking 2.10.1. Hypotheses of the Study

102 103 104 106 107

2.11

Conceptual Framework of the study

119

2.10 , 2.13

Adopted Theory and Gab Analysis

121-123

Chapter 3 3.0

Research methodology

108 104 108 110-119

123 124

3.1.13.1.4 3.2 3.3

Samples,

124-127

Research investment Achievement Test:

127 128

3.4 3.5

Reliability and Validity of Achievement Test Experimental: Another Approach

129 130

3.6

Pilot test

131

37.

4.2

Tests for Goodness of Fit Chapter 4 Analysis result Tables hypothesis

132 133 133 131-133 135

4.2.1 4.2.2 4.2.3

The first hypothesis The second hypothesis The third hypothesis

135 137 140

4.1


4

4.2.4

Fourth hypothesis

143

4.2.5 4.2.6 4.2.7 5.1

Fifth hypothesis Six Hypothesis and H7 Other research Questions Chapter 5 Strategic Planning

145 146-156 157-166 166 168

5.2

Management

159

5.3

Infrastructure

168

5.4

Teaching and Training quality

169

5.5

Study Questionnaire

171

Chapter 6

171

6.1

Conclusion

171

6.2

Recommendations

173

Summary

175

References

179-198

Appendix 1 Appendix – I QUESTIONNAIRE For Teachers and Students plus administrative staff Part-1 Appendix – II, LIST OF THE UNIVERSITIES Appendix – III, LIST OF THE COLLEGES OF EDUCATION

199 190-205

Appendix IV LIST OF FIGURES Panel of Experts

212 214

207 209

214

ABSTRACT Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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This research aims to identify the strategic management in the Jordanian Ministry of Higher Education and the application of TQM adapted in the university colleges which is implemented by management and faculty members. This study focuses on application and analysis of total quality management in colleges of Jordanian Universiti8es . A questionnaire was developed after a careful review of the related literature and consultation with experts from several university and colleges PHD holders in the Business studies departments and Q experts plus more people regarding the subject in management, infrastructure, teaching, examination and objectives of B,S,S and C.S and other people from different programs or department in order to examine the quality of education and its mean, standard deviation, population mean and t-test were applied.. The population selected were ten public and private universities and 20 colleges in Jordan

to analyses the proficiency exam and Kaffa'h

examination and the students performance. The most important results of the study were that teacher at Jordanian universities abide by the total quality standards in higher education . But all does not designed educational activities to help students independency to pass the ministry Kaffa'h and p[proficiency exam and, does not help students to make decisions in everyday life situations , and does not encourages students teamwork. does he/or she helps the students solve their problems in life, Nor does not link education with student experiences and family cultural backgrounds. The most recommendations were that teachers should design educational activities that help students indepenancy, and the need to assist students to make decisions in everyday life situations , they Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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should encourage university to enhance faculty to implement the q application properly. Moreover it was concluded that both students and teachers agreed that the overall quality of education was poor. There was a slight difference in the opinion of teachers and students and other respondent. Teachers consider quality more at stake as compared to the students’ viewpoint. There should be highly qualified and experienced teachers in colleges of education to educate the future teachers. Better employment opportunities may be created for academics. Their pay scales be revised and they should be given quite an attractive pay package in order to overcome the problem of brain drain of teachers along with improvement in management techniques, infrastructure, examination and objectives of all Programs. It has been recommended that the concerned authorities should take serious notice of the character of colleges in the development of teacher education in Jordan and implement concrete measures for its future improvement.


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Introduction One of the important functions and duties of the education system in general is, to set up groups of individuals to acquire search tools and knowledge, to obtain knowledge from sources and how to deal with what information it should be putting in process to help all members capture duties properly and, how to understand and criticize the information through their own continuous learning skills, self education and cooperative education, scientific thinking and creative innovation, and understanding the principle of college strategies and application of TQM in the educational system which is must be implemented through thinking persuasion.. One of the most important challenges facing third world countries is the achievements of students knowledge to help in exam result and

tasks, assignments, activities and the abilities to work

in the market. Some argue that "TQM is the difficult of missing thing for improving education, education strives to achieve a higher standard of living for individuals and communities through of total quality standards in education and its strategy, the matter will become very expensive and difficult the use unless efforts are made to achieve this, and what is required is to a reassess and evaluate what is found in the educational plan and strategy and institutions training especially in colleges and universities through full recognition of what is quality standards and its design in all educational components like preparing a faculty member at universities, formulating educational objectives and providing a class room educational institutions and the administrator of the local quality " Harry S.Hertz" (Cook WJ., JR, ) entitled: "the Bridge’s 1990 report in their study all Business must meet the needs of faculty, introduction of Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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achieving the educational goals through supporting the development of curricula and teaching methods and restructuring of the educational structure and revitalizing the role of the Internet and other equipments and tools which helps the learning process and TQM with the motivation to use it accordingly in each class., Harry Hertz finds that the use of standards for measuring performance rate is the basis for the theme quality through putting indicators for those educational quality elements for example scholars learning, customer satisfaction, educational design, funding, professional development for faculty members, and other processes that take place within the educational system, it also includes self assessment by the people who direct the educational process in the light of existing standards and evaluating the educational process, and this is to establish the educational goals efficiently and without waste, and there is a major standard of quality represented by knowing of each members in faculty staff belong to the environment.

Chapter one Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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1.0 Introduction The importance of adopting strategy of Total Quality Management(TQM) in managing higher education is to achieve and maintain its competency and high performance level especially in today’s continuously changing and challenging world, as the attempt or trials to implement TQM approach become necessary as per many researchers. Therefore, this research is an attempt to identify the challenges and obstacles that are facing successful TQM implementation process in higher education and its impact on Students' Performance in the Jordanian Universities.

In many countries and many cultures, the issue of quality management is firmly on the agenda of the higher education institutions strategies. Whether a result of a growing climate of increasing accountability or an expansion in the size and diversity of student populations (Oldfield and Baron, 1998), both quality assurance and quality enhancement are now considered essential components of any quality management program (Brookes and Downie, 2002). Despite the progress that has been made through research and debate, there is still no universal consensus on how best to manage quality within higher education. This thesis therefore seeks to evaluate current approaches used to assess quality within higher education. The external pressures for change in universities are increasing not decreasing. Funding from the public purse is down in many systems, competition is up, and students are becoming more forthright about getting value for the money paid, instances of litigation against universities are emerging, government scrutiny is increasing and external Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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quality audits are more common. Higher education (HE) is expected to play a central role in social and economic transformation. The goal is not only to increase equitable access, but also to improve quality and efficiency in the management of all universities, college deans, heads and staff.. Mass participation will require new management approaches. Such policy reforms may need good leadership so that the government achieves its objective of access and quality education. The role and importance of higher education in national development is of utmost importance. Failure to expand access at higher education and secondary education level will undermine efforts to sustain in higher level in the country, and the achievement of the education related Millennium Development Goals (MDGs). Transition rates into the lower of higher education and secondary level may fall unless access to lower secondary schooling is expanded (World Bank Report, 1995). Higher Education (HE) is being challenged to become more responsive, effective, and efficient in the same way that businesses have been challenged over the past two decades upon the Higher Education Institutions (HEIs) (Alexander, 2000), thus the competent authority in Jordan represented by the Ministry Of Higher Education (MOHE) has clearly stated a vision to make Jordan a center of Learning and educational excellence. In addition, the competitiveness, especially in high value added and knowledge based sectors of economy, depends on people knowledge, skills and competences for all students, management and lecturers associated

with

abstract

reasoning

,

analysis,

language

and

communication skills and application of science and technology which Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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are most efficiently acquired through higher education that depends on secondary education level (Lewin, 2001).

Some researchers argue that "TQM is the missing thing for improving education in Jordan universities and in Arab countries in their education strategy, it's there but it's not adapted properly , education strives to achieve a higher standard of living for individuals and communities through the use of total quality standards in education, the matter will become very expensive and difficult unless efforts are made to achieve this, and what is required is to a reassess and evaluate what is found in the educational and training institutions especially in schools and universities through full recognition of what is quality standards and its design in all educational components like preparing a faculty member at universities, formulating educational objectives and providing a class room educational climate throughout the educational institutions ….Etc.

Mass education at secondary education level in Jordan, however, may require new leadership approaches in order to enhance efficiency and effectiveness. Improved efficiency is in deep need and can be achieved through management reforms; raising the learner teacher ratio, increasing teachers’ time and efforts on task, reducing repetition and improving accountability (Nsubuga, 2003).

Through inefficiency much learning

time is lost in the country education systems for several reasons all must be studied and encourage all to improve quality and effeciency Leadership at work in education institutions is thus a dynamic process where an individual is not only responsible for the group’s tasks, but also Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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actively seeks the collaboration and commitment of all the group members in achieving group goals in a particular context (Cole, 2002). Leadership in that context pursues effective performance in schools, because it does not only examine tasks to be accomplished and who executes them, but also seeks to include greater reinforcement characteristics like recognition,

conditions of service

and morale

building, to make students willing and capable to handle college tasks and studies requirements, coercion and remuneration (Balunywa, 2000). Thus, leadership incorporates the accomplishment of the task, which is the organizational requirement and the satisfaction of employees, which is the human resource requirement (Okumbe, 1999). Maicibi (2005) contends that, without a proper leadership style, effective performance cannot be realized in higher education. Even if the colleges has all the required instructional materials and financial resources, it will not be able to use them effectively, if the students are not directed in their use, or if the lecturers who guide in their implement them effectively.

usage are not properly trained to

Armstrong (2004) defines leadership as

influence, power and the legitimate authority acquired by a leader to be able to effectively transform the organization through the direction of the human resources that are the most important organizational asset, leading to the achievement of desired purpose. This can be done through the articulation of the vision and mission of the organization at every moment, and influence the staff to define their power to share this vision. This is also described by Sashkin and Sashkin (2003) as visionary leadership. However, according to them, the concept of leadership that matters is not being limited to those at the top of the organization such as the chief executive officer of the quality control management or Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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principal/head lecturers, but depends on certain characteristics of the leader. It involves much more than the leader’s personality in which leadership is seen as more of mutating followers to achieve goals (Shashkin, 2003:2).

This is supported by Lav Tzu (as reported in

Shashkin, 2003:7) that good leadership commits to doing less and being more. Good performance in any higher education organization should not only be considered in terms of academic rigor, but should also focus on other domains of education like the affective and psychomotor domains. This should be the vision of every leader in each college and department. What is performance then and how is it measured in the context of schools? Brumbach (1988), as quoted in Armstrong (2004), contends that performance refers to both behaviors and results, and adjusting organizational behaviors and actions of work to achieve results or outcomes. Behaviors are outcomes in their own right and reactions to the product of mental and physical effort applied to tasks.

In school

environments therefore, performance should not only be defined in terms of test scores, examination results, students’ ability to socially apply what is learnt, and the rate at which students move on to higher institutions of learning, but should consider the achievements of the school in other areas like equipping the learners with the requisite skills for survival. Number of higher education institutions and the number of students‟ enrolment in these institutions have increased tremendously in the past ten years in Jordan. The students‟ enrolment is growing many folds, as the benefits of earning a college degree become more evident, especially in the business and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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high tech sectors. By the year 2011, it is estimated that Jordan will need to accommodate (150 thousand) students in higher education institutes all are graduated from high school (MoHESR, 2010). Higher learning institutions are also considering this as a business like service industry where objective is to satisfy customers in order to retain and increase profit. Likewise satisfying admitted students is important for the institutions‟ existence, trying to meet the needs of this ever-increasing number of students as well as the quality they are demanding at this level of education (DeShields et al., 2005).

As facing the dramatic changes as the environmental forces imposing the need for effective quality management, these include: A growing climate of increasing accountability •

An expansion in the size of student populations

•

An increasingly diverse student population as a result of widening

•

participation initiatives and targeting international markets

•

Diminishing resources by which to deliver programs of study

•

Greater expectations of students as paying customers

•

More flexible educational provision at both undergraduate and

•

postgraduate level

•

An increase in collaborative provision between institutions

This study was conducted to analysis the application of total quality management (TQM) in colleges as part of their strategy of Jordanian universities. The objectives of the study were: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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1. To explore the effective support for the management of the university for teaching practical strategies to suit the foundations of overall quality.. 2. To examine the constant work to improve staff shift the teaching process. 3. To examine the improvement of the

educational process in the

Jordanian universities to meet the competency exam. 4. To evaluate and examine the equipments and teaching kits and tools in educational process in the Jordanian universities to meet the competency exam.. 5. To investigate the quality of service and the strategies and quality of education. 6. To investigate the preparation of educational process and procedures. 7.

To examine the motivation and reward of staff performance in

Jordanian Colleges and Universities: . Higher education is perceived as a “pure” service (Oldfield and Baron, 2000) and educational services “fall into the field of services marketing” (Hennig-Thurau et al., 2001, 332). Educational services are intangible, perishable and are produced and consumed at the same time by the provider/teacher and the learner/student. Therefore, the quality of this service cannot be measured objectively. The quality in higher education is a complex and diverse concept and is yet to be explored.


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1.1 Problems with TQM Efforts to Date

To date, the studies conducted in higher education institutions have primarily been on the use of TQM strategy as an institutional initiative (Carey, 1998) with recent studies indicating that TQM, in many cases, has not been successful institution-wide (Baldwin, 2002). This apparent lack of success at institution-wide implementation may be explained by general systems theory, which involves open and loosely coupled organizations. Higher education institutions strategy have been described as open systems, with inputs from the external environment requiring responses by the organization (Marion, 2002). Higher education institutions are also described as loosely-coupled organizations, and as such may have built-in difficulties implementing system-wide improvement processes (Bush, 1995). Loosely coupled systems are those in which activities in one area will not necessarily impact other areas. With a loosely coupled open system, inputs from the external environment may cause the institution to react with a corrective action in the form of TQM.

In order to analysis the application of total quality management (TQM) and universities strategy in colleges of Jordanian universities following research questions were framed: 1. To explore the effective support for the management of the university for teaching practical strategies to suit the foundations of overall quality.. 2. To examine the constant work to improve staff shift the teaching process. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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3. To examine the improvement of the

educational process in the

Jordanian universities to meet the competency exam. 4. To evaluate and examine the equipments and teaching kits and tools in educational process in the Jordanian universities to meet the competency exam.. 5. To investigate the quality of service and the strategies and quality of education. 6. To investigate the preparation of educational process and procedures. 7.

To examine the motivation and reward of staff performance in

Jordanian Colleges and Universities:

Higher education is suffering of many problems, while its outcomes are of low level and in a declined path. On the other hand number of students, programs and research fields are increasing continuously. The community needs for development process, skilled work force, applied researches, and variety of educational services put higher education institutions under high pressure if the globalization effects are considered as well. Most of researchers see that the solution of this crisis is by adopting the industry successful approach, which is total quality philosophy. The research tries to investigate the obstacles and challenges that are facing the successful implementation of TQM in higher education institutions in Jordan specifically. Defining quality in education is a massive challenge since it deals with the most sensitive creation on earth –the human being. Industrial products are finished goods- take them or leave them. Education is goal-oriented. Accordingly, quality of education has been seen with reference to excellence in education, value addition in Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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education (Feigenbaum 1983), fitness of educational outcome and experience for use (Juran and Gryna 1988), conformance of education output to planed goals, specifications and requirements (Crosby 1979), defect avoidance in education process (Crosby 1979) and meeting or exceeding customer’s expectation of education (Parasuraman et al. 1985). Holt (2000) argues, ‘I shall suppose that education is concerned with the development that of minds of the pupils; school produce educated persons who, by virtue of their schooling, to be construe? Commitment to quality makes student proud to learn and work hardly for improvement. Quality improvement is a never ending process. Education quality leads to a prospective future. Hence, insight on quality indices and virtual implementation need to be given top priority and due attention should be paid to the category in the wide range of educational strata e.g. school, university, educational management, and the staff. Given the important of the outcomes of the educational process this thesis will be carried out particularly because of the unavailability of indepth scholarly investigations explored into the underneath facts of the actual reality of quality management standards applications in Jordanian universities classrooms. 1.2 Objectives of this Research Objectives of the Study: Conceptual framework provided a base for development objectives of the study. The objectives of the study were to: 1. Measure the perception of college students, Teachers about met cognitive process by identifying met cognitive activities (such as planning, management strategies and evaluation) of college Teachers. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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2. Find out the differences in met cognitive activities of college Teachers. 3. Find out impact of personal factors on met cognitive awareness of Teachers. As the ultimate goal of teaching is the effective learning, therefore the study also framed objectives to assess: 4. Determine the impact of met cognitive awareness on academic kaffa'h exam achievement of students. 5. Find out the variance accounted for different social factors in met The preparation of educational process and procedures.. 6. Motivation and reward of staff performance in Jordanian Colleges and Universities: 1.3 Scope of study The present study contributes to existing knowledge by testing the possibility of implementing of TQM in Jordanian higher education in general and TQM in Jordanian universities in particular, achievement exam (Kafaah). To the writer’s best knowledge, there has been no previous effort made in the MOHE. Thus the study will be a useful body of knowledge for educators in Jordan and should lay a foundation for further research. Moreover, it presents a proposed model for implementing of TQM in MOHE with an explanation of its implementation framework. Our research result helps all Colleges and Universities Management, Staff and Students to produce better understanding through out the outcomes and answers to all research questions. All must be prepared and encourages performing better in result performance. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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1.4 Significant of the study Teaching in Jordan offers the literature instructor some of the most fundamental, immediate, active, even physical ways to engage students in learning. In implementing teaching strategy, every instructor will need to call upon and combine a range of techniques and methods. Teaching an individual in a single or groups involves different problems than organizing a whole course. Obviously, much depends on historical issues, and how familiar the subjects and reference and context of the TQM implementation. Different strategies have been used to teaching each subject; among these strategies, the researcher chose the Response-based strategy to measure its effectiveness in students' achievement due to the Ministry (Kaffa'ah) exams. This study explains the factors that affect the successful capabilities

of

teaching faculties about implementation of Total Quality Management in the Ministry of Higher Education and Jordanian universities, achievement exam (Kafaah) in both public and private sectors. Could be a reference and guide for the Execution of it to ensure the successful of Total Quality Management in Higher Education of Jordan to the need required for the organization's ability to survive in the long term so as not to erode the capacity of faculty and administrative through research and investigation to came up and get to the problems faced quality of higher education, achievement exam (Kafaah) and the factors influencing the student result, so to reach the best results that support the success of the educational process. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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We in Jordan believe in the importance of entering the new era of

development in higher education, because we are convinced in the significant role of implementing TQM through: -

Establishing leadership in Jordan is possible only when we have a developed system of higher education in which efficiency remains the sole criterion to evaluate performance.

-

The system of higher education is found efficacious in making available to the society a dedicated, committed, devoted and professionally sound team of human resources to decide the future of any nation

1.5 Study Constraint How to examine the characteristics of "University Achievement Exam" (Kafaah) among the selected colleges from the total universities in Jordan the researcher will take 8 Jordanian universities from the whole, (3 colleges from each sample

district) were randomly selected The proportion of Universities from both public sector and private sector, male and female college students was taking fifty- fifty from all part of Jordan, North, South, West &, East, researcher considered all part of the country. The selected Universities will be listed in chapter three from private and public universities are selected randomly.

Multistage sampling technique will be adopted to select the Twenty four deans and heads (for focused group discussion), (480) teachers and 50 classrooms (for observations) constituted the population for this study and Two thousand four hundred students (100 students from each sampled district) were randomly selected in which proportion of male & female students 100 of each was fifty- fifty.. Based on related literature review, the instrument of data collection will be developed for the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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focused group. Data will be collected through questionnaires, classroom observations, interviews and official documents. It is also limited to the student's, Lecturers, and subject taught. More issues to be considered as a limitation

the technology, classroom equipments,

IT facilities and

libraries, 1.6 Definition of terms 

1.6.1 strategy: is to enhance the educational strategy implement the learning and teaching process in order to help both students and teaching staff adopt their duties according to the Q standared.



1.6.2 Quality, “the degree to which a set of inherent characteristics fulfills the requirements, needs or expectations that are stated, generally implied or obligatory” (ISO 9000:2000).

•

“Quality should be aimed at the needs of the customer, present and future” (Edwards Deming, 1991).



1.6.3 Quality in higher education, fitness for use” (Joseph Juran, 1945), quality in higher education is a multi‐ dimensional, multilevel, and dynamic concept that relates to the contextual settings of an educational model, to the institutional mission and objectives, as well as to specific standards within a given system, institution, program, or discipline.



1.6.4 Quality control, (QC) is a system of routine technical activities, to measure and control the quality of the inventory as it is being developed. (MOHE, 2004).


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

1.6.5 Quality assurance, The Quality Assurance Agency describes quality assurance as “the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (QAA 2004), and quality enhancement as “the process of taking deliberate steps at institutional level to improve the quality of learning opportunities....



1.6.6 Quality improvement, the quality philosophy and principles have become central to international educational reform efforts in nations such as Canada, Australia, Japan, the United States and the United Kingdom (Weller, 1996). The attraction of TQM philosophy is mainly because of its successful record in the world of business in producing quality products and services. In fact, TQM provides a structured and comprehensive delivery system which may lead improvements in education (Weller and Hartley, 1994).



1.6.7 Customer of Higher Education, according to (Owlia and Aspinwall, 1998), “From different customers of higher education, students were given the highest rank. The remainders, in rank order, were employers, society, faculty, and families”. The philosophy behind ranking was that since needs/expectations of different groups of customers may differ or even oppose each other, giving a priority to them is essential.

 1.6.8 Total Quality Management, total quality management (TQM) is a well-known approach by organizations that strive to make quality assurance as their business culture. There are also various definitions Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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by different writers. Oakland as quoted by Berry (1996) defines TQM as:  an approach to improving the effectiveness and flexibility of business as a whole. It is essentially a way of organizing and involving the whole organization; every department, every activity, every single person at every level.

1.6.9 The PDSA cycle, leadership Management is also considered as a key factor in the success of (TQM) applications in higher education and all business organizations (Tari, 2006).

1.6.10 Globalization, majors for College graduates should be in line with the community actual needs, to make sure that there is no shortage of such qualified graduates and at the same time there is no surplus that leads to unemployment and linking the student's majors with local development plan (Mustafa, 1997). 1.6.11 Achievement Exam, the achievement Levels are a set of performance standards by the National Assessment Governing Board used to interpret student performance on the National Assessment of Educational Progress (NAEP) tests. 1.6.12 Assessment Gauging student’s progress or it is process of measuring student’s learning

1.6.13 Impact means change or potential change in attribute, skill, attitude or knowledge of all people working in higher education institutions.. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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1.6.14 Performance for this study has been defined in terms of students achievement exams score.

1.6.15 Awareness According to encyclopedia of Wikipedia awareness describes a human or animal's perception and cognitive reaction to a condition or event. Awareness does not necessarily imply understanding, just an ability to be conscious of, feel or perceive

1.6.16 Met cognitive, it means to ensure that the individual has learned how to learn.

1.6.17 Awareness, it is also self-reflection and self-reaction about own cognitions, or how people observe, monitor, evaluate and regulate own thought processes (Nelson, 1992)


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Chapter 2 Review of Related Literature 2.0 Introduction Curriculum education is an important aspect of higher instantiation There is a paucity of research which seeks to develop TQM theories and model based on a deep and rich understanding of both Curriculum Educational and technical issues. Resultant theories from such an inductive approach could potentially give a deeper insight into TQM, based on sound theoretical evidence. Studies of this kind should not be confused with descriptive case study analysis and examples of applications. While these helpful approaches contribute to the overall TQM discourse, they do not of themselves develop underpinning theory. This thesis describes a grounded theory research methodology for TQM, rather than the actual theory and results. The methodology was applied to many Educational organizations and study. The methodology makes a contribution from two aspects.

First, a comprehensive grounded theory approach for developing TQM theory based in practice was developed and applied.

Second, the methodology enabled the practitioners involved in the study to be critically reflective and reflexive in their thoughts and influence throughout the study. This reflexivity resulted in the case study organization

evaluating

and

implementing

TQM-based

change

throughout the study. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The chapter has been divided into the following sections: Theoretical Literature review Higher education Research variables Underlying theory Conceptual framework of the study

2.1 Literature review This research addressed many of the studies of the concept and application of (TQM) total quality management in different countries of the world, the researcher has reviewed many studies and previous research relevant to the subject of TQM and Curriculum Education to identify the most important results and general indicators that resulted from such research and studies, the following is a review of some of these studies: (Zamel, 1993) of the first studies that he addressed the concept of total quality management (TQM) in the Arab environment, it has examined the concept of the Kingdom of Saudi Arabia, whose main objective was to provide a general framework for the concept of Total Quality Management (TQM, and then to examine the knowledge of organizations by Saudi Arabia. The study examined the major constraints of the weakness of the application, and ways to raise awareness of the concept of Total Quality Management. To achieve these objectives, the study used the survey design and questionnaire used in the collection of information, this results of this study indicated that (42%) of the organizations responded to the study, applied the concept of total quality management, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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and (21.5%) are planning to apply the concept. Note that the total number is (1000) Organization surveyed, the study has given the idea that nonresponders and the number of (839) organization has not been applied or are considering the concept of Total Quality Management. On the other hand, the study found a direct correlation between the size of the organization and clarity of the concept, as well as the attempt to apply, as the study showed awareness of organizations that have adapt or are trying to implement the concept of the importance of training of all kinds in the success of the TQM and ISO application Ali (1996) have studded the application of university education using a system of Total Quality Management, the study concluded that each of the strategies of total quality management in universities depends on the joint efforts through which could be the participation of all personnel and continuous improvements that enable the University to use the application to achieve student's satisfaction and aspirations of the beneficiaries of the system. In addition, the application of this system in institutions of higher education requires the need to obtain support from business organizations and trade different.. Nagy (1998) this study aimed to identify the concepts and techniques of total quality management and the possibility of their application in higher education institutions in Jordan. The application to Amman Private University, has been the extrapolation of the views of deans and department heads and directors of departments and students about the application of total quality management at the university, the results of this study indicated that the level of satisfaction in Amman Private University students was high with respect to equipment and low for the university plans of study and academic staff and internal regulations and instructions, also this shows the available of

the


29

University of the conviction and they have the desire to apply the principles of Total Quality Management. such as providing incentives for employees and work to meet the needs of students. In the study by (Coate, 1990), was intended to achieve the policy of total quality in all parts of the University of Oregon by the year 1994, where contact was made twenty-five universities and educational institutions including the University of Oregon, the results of that (17) an educational institution which is working to complete the policy of total quality in part of the curricula of graduate students and those who are on the threshold of graduation. And half the educational institutions that have been reconnaissance has implemented a policy of total quality to a large extent by forming study teams that have been used in the policy of total quality (five) than for the purposes of education and research only, and that fifteen of these institutions have made remarkable efforts in terms of service. While the other ten had dedicated their efforts to the academic and academic work is more important in business colleges. In a survey made by several members of the Faculty of Canadian Government, Harvard University, conducted in (1990), to seventy-two of the managers to the higher echelons of the federal government, he noted all of Kabeliano and Brasali (Kabolian & Brazaley, 1990), that total quality management achieved substantial recognition or status within the federal government as a way to improve organizational performance. It was found that sixty-one percent of those who conducted the survey they have been trained in Total Quality Management, and ninety percent were able to clarify the beliefs and core values of TQM. It was found that there is considerable interest in TQM among these managers, many other researchers who have formulated frameworks for quality improvements Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

30

(Johnson 1993; Susan 1995). These frameworks are entitled as Continuous Quality Improvement (CQI), Strategic Quality Management (SQM) or Total Quality Management (TQM). Even though there might be some differences among these approaches, the term TQM is considered to be more general and specific to capture the essence of quality improvements. TQM has been defined as a strategic architecture requiring evaluation and refinement of continuous improvement practices in all areas of businesses especially in higher education. Quality Management (TQM) work in (10) industrial enterprises and service different in the United States, have reached the following results: 1 - The whole force managers to total quality management leads to improved quality of products and services, but their institutions have not yet applied the principles. 2 - Although managers recognize the importance of total quality management as an effective tool to improve quality, but their support for the activities of total quality management (TQM) is decreasing over time. 3 - In most managers recognize the existence of a range of problems facing the application of total quality management in their organizations, but their focus on addressing these problems is still limited. 4 - One of the main problems faced by the Total Quality Management is the administrative and human problems such as ineffective supervision, poor training of workers, and lack of effectiveness of corrective actions. The Derbas (1994), study on total quality management (TQM) and the potential benefit from the education sector, the Saudi and the obstacles facing it, and concluded that it is necessary to apply the concepts of total quality management in different institutions, and that the conditions are in place to begin applying the concepts and techniques of total quality Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

31

management in the educational system in Saudi Arabia. TQM has become increasingly popular in education, as evidence by the plethora of books and journal articles since 1990 (Tucker 1992). TQM has also spread into mainstream of educational organizations. The Association for Supervision and Curriculum Development, for example, devoted its entire issue n November, 1992 of its journal, Educational Leadership, to the quality movement in education. In support of the TQM initiatives in education, Crawford and Shutler (1999) applied Crosby (1984) model to suggest a practical strategy for using TQM principles in education. Their strategy focuses on the quality of the teaching system used rather than on students’ examination results. They argue that examinations are a diagnostic tool for assuring the quality of the teaching system to satisfy the educational student needs and to continuo for improvement and efforts to be applied directly to curriculum and delivery of services. From such a perspective, various root causes of quality system failure in education have been identified. These include poor inputs, poor delivery services, lack of attention paid to the standards and the performance and measurements, unmotivated staff and neglect of students’ skills and performance (Ali and Zairi 2005). One of the weaknesses of such a perspective is in its concentration and participation on the student as a customer whereas TQM in education should concern the customer satisfaction and student performance. Literature available, points to a deep interest to apply TQM in education and for a many

reasons

(Thakkar et al. 2006; Temponi 2005). Some of the reasons include: pressures from industry for continuous upgrading of academic standards with changing technology; government schemes and policies with allocation of enough funds, to encourage research and teaching in the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

32

field of quality; increasing competition between both private and government academic institutions; and a reduction in the pool of funds for research and teaching, implying that only reputable institutions will have a likely chance of gaining access to various funds. More of the literature review of the studies about TQM have examined what constitutes TQM and what are the key practices for the process and success of TQM (Sila and Ebrahimpour, 2002; Saraph et al., 1989; Antony et al., 2002; Sureshchandar et al., These studies have provided different sets of practices considered to essential success of TQM Total Management process and implementation. This leads to inconsistencies in many research which made it difficult to reach a conclusion on the practices of TQM (Ooi et al., 2008; Hoang et al., 2006). As such no study has identified a common set of practices for the better successful implementation of TQM. Though there are some Quality Award models such as Malcolm Baldrige National Quality Award (MBNQA, 2005); considered the European Quality Award (EQA, 1994); The Deming Prize (1996); Kanji Business Excellence Model, which determine a a powerful and

useful

benchmark

framework

for

industries

to

help

the

implementation of TQM and evaluating their business performance results. According to Bayraktar et al. (2008) study, the following critical success factors (CSFs) of TQM were identified: leadership, vision, measurement and evaluation, process control, improvement, program design, quality system process, worker involvement, recognition, award, education, training and, student focus, and others. Deming’s overall approach focuses on improvement of the process, in the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

33

system, rather than the worker, which is the cause of process variation. His universal points for quality management are summarized as under: i. Create consistency of purpose with a plan. ii. Adopt the new philosophy of quality iii. Cease dependence on mass inspection iv. End the practice of choosing suppliers based solely on price. v. Identify problems and work continuously to improve the system. vi. Adopt modern methods of training on the job vii. Change the focus from production numbers (quantify) to quality viii. Drive out fear ix. Break down barriers between departments. x. Stop requesting improved productivity without providing methods to achieve it. xi. Eliminate work standards that prescribe numerical quotas. xii. Remove barriers to pride of workmanship xiii. Institute vigorous education and training. xvi. Create a structure in top management that will emphasize the preceding thirteen points every day. was Juran (1986) who introduced the managerial dimensions of planning, organizing, and controlling and focused on the responsibility of management to achieve quality and the need for setting goals? He defines quality as fitness for use in terms of design, conformance, availability, safety, and field use. His concept more closely incorporates the point of view of the customer. He is prepared to measure everything and relies on systems and problem-solving techniques. His ten steps to quality and strategy improvement are: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

34

1. Build awareness of opportunities to improve. 2. Set goals for improvement. 3. Organize to reach goals. 4. Provide training. 5. Carry out project to solve problems. 6. Report progress. 7. Give recognition. 8. Communicate results. 9. Keep score. 10. Maintain momentum by making annual improvement part of the regular systems and processes of the company. He promotes a concept known as managing business process quality, which is a technique for executing cross-functional quality improvement. Juran has the broader concept, while Deming’s focus on statistical process control is more technically oriented. Deming, Joseph M. Juran, and Philip Crosby stated the following components of Quality Managements: a. Vision, mission, and outcomes driven b. System dependent c. Leadership: creating a quality culture d. Systematic individual development e. Delegation of decision making f. Collaboration g. Planning for change h. Leadership: supporting a quality culture


35

The components advocated in here are interrelated and interdependent. They need to be implemented as a system driven by the vision and mission of the institution. The mission evolves and changes as stakeholder expectations are included in defining the direction of the institution. The power of such components comes from the synergy of the whole system, fundamentally linking the mission to measurable outcomes.

2.2 About the higher education sector in Jordan Higher education in Jordan started in 1951 with a one year postsecondary teacher training college. The first university program began in 1962 with the establishment of the University of Jordan. It did not, however, emerge as a significant economic sector until early in the last decade. Up until the end of the 1980s higher education in Jordan was entirely public sector owned and operated, and heavily subsidized by taxpayers. Mounting numbers of university students and the rigidity of both tuition fees and government subsidies drove public-sector universities into serious decline financially and qualitatively. This gave opportunity to private entrepreneurs to profit from setting up private universities, relieving the pressure of numbers on the public universities. Demographic pressures associated with a disproportionately young population, coupled with the response of the private sector in accommodating the rising number of eligible students by creating private higher education institutions, led to a dramatic increase in the number of universities in Jordan. Today there are 10 public and 16 private universities in Jordan offering a variety of fouryear degree programs. At the same time, the urgency of developing a vibrant higher education sector, compounded by Jordan’s lack of natural Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

36

resources and its subsequent reliance on human capital to remain competitive, led Jordan’s leadership to place significant attention on the sector and push for concrete strategies to support and expand its performance. As a result Jordan has witnessed a large expansion in its education base with enrollment rates more than doubling in the last five years. Parallel to this non-university and vocational education is offered at community colleges, which were created in 1981 by converting and expanding the existent teacher colleges. These institutions are meant to offer two-year career-oriented training, and prepare their students for work in middle-level professions. As of 1997, all community colleges (numbering close to 50, half of which are public and half private) have been supervised by and affiliated to Al-Balqa Applied University, which is a Jordanian public university. They offer about a hundred specializations

distributed

through

11

programs:

Academic,

Administrative, Agricultural, Applied arts, Computer educational, Hotel management, Meteorological, Paramedical, Social work, Engineering. Access to higher education is open to holders of the General Secondary Education Certificate (the Tawjihi) who can then choose between universities and community colleges. The credit-hour system, which entitles students to select courses according to a study plan, is implemented at universities. Admission is highly competitive, but students from the less privileged areas in the kingdom are accepted on the basis of a quota system, which allows the most competitive of them to be admitted relatively easily. All post-secondary education is the responsibility of the Ministry of Higher Education and Scientific Research (MOHESR) which was established by the Higher Education Law in 1985. The Ministry includes the Higher Education Council (HEC) Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

37

and the Accreditation Council (HEAC). In principle Jordanian universities enjoy a degree of autonomy. In reality, however, they are subject to fairly severe constraints imposed by the HEC and the HEAC. Pre-university reform in Jordan has yielded nearly universal access at the basic level and an enrollment rate of over 80 percent at the secondary level. Combined with rapid population growth and an overwhelming young population (38 percent under the age of 14), this has created a strong demand for higher education that is expected to rise exponentially in the coming years. Close to 30 percent of 20 to 24 year olds (200,000) were enrolled in higher education in 2007; more than two-thirds of these attended public institutions. Enrollment in private universities has expanded from 7000 in 1992-93 to more than 57,000 students today.1 The increase in the number of students attending private universities in part reflects the stringent admission requirements designed to constrain the number of publicly funded places available at public universities. The admission requirements are of course proportionately more demanding for faculties that are more costly to run, e.g. medicine and engineering, Which therefore can afford a fewer number of publicly subsidized places. The creation of privately owned universities was the response of the market to the mounting demand of students whose qualifications were not competitive enough to secure for them the subsidized seats in the public universities (MoHESR, annual reports, 2010). After a while, public universities in turn responded to similar market incentives, and some of them decided to increase the number of seats they offer by creating the so-called “parallel programs”. These admit eligible students who, because of insufficient Tawjihi scores, did not make it into the faculties they desire. For this advantage they are charged higher fees Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

38

that cover as a minimum the marginal cost of such admissions. This system has existed for less than 10 years, and has led to a substantial number of no regular (parallel) students at public universities. The number of such students currently stands at over 20 per cent of the regular student population, and these are included in the figures already cited. Finally, one feature of Jordanian higher education not observed in many other countries in the region is the relatively large number of international students who attend Jordanian universities. In 2007, close to 25,000 foreign students were enrolled at Jordanian universities. Of this number 13,000 attended private universities and 6,686 were female. The majority of these students were Arab nationals. The relatively high number of foreigners (more than 10 percent of the total) is attributed to the reputation of Jordanian universities; diversity of program offerings; and the modern, yet conservative community, coupled with greater security and political stability than in other countries in the region. This has been highlighted by a recent World Bank Report that identified Jordan as a leader in higher education in the Middle East (World Bank, 2008).


39

Fig 1 Ministry of higher education, organizational chart

Higher Education in Jordan (facts and figures)

The Hashemite Kingdom of Jordan in Brief Area: 92,300 sq km (80% Arid Land). Population: 6,407,085 (2010 est.) Age Structure: 0-14 years (35.3%), 15-64 years (59.9%), Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

40

Over 65 years (4.8%) (IIE, 2010) (Fig.5)

Figure 2: The Youth Bulge—Jordan Population Pyramid for 2010

Fig. 7: Age Structure

Population growth rate: ≈ 1 % (2011 est.) Literacy: 96% male and 90% female Unemployment rate: 12.9% (2008 est.) Higher education: 30 Universities (10 public and 20

private) with

300,000 enrolled students (2009/2010) Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

41

Total No. of Students in Bachelor Programs During 2007/2010 - 2010/2014 PUBLIC

PRIVATE

TOTAL

61,751

35,198

96,949

71,171

34,642

105,813

81,985

36,672

118,657

93,979

41,108

135,087

105,174

44,865

150,039

118,686

47,912

166,598

127,821

50,798

178,619

138,941

53,101

192,042

145,554

56,643

202,197

150,817

57,163

207,980

160,090

59,187

219,277

Table 3: Total No. of Students in Bachelor Programs during 2007/2010 2010/2014 at Jordanian Higher Education Management System

Post-Secondary Education supervised by: The Ministry of Higher Education & Scientific Research and the Higher Education Council includes. 1.

The Scientific Research Support Fund

2.

The Higher Education Accreditation Commission

Other institutions supporting Jordan’s (HE) sector: 1.

Jordan Society for Scientific Research,

2.

Higher Council for Science and Technology

3.

Higher Education Development Fund


42

4.

El-Hassan Science City

5.

Higher Education Development Forum

6.

Jordan Higher Education Development Project

Higher education in Jordan might be thought of as a modern, promising and giant industry, in which the inputs are students, lecturers and teaching materials; and the outputs are graduated students and drop-out students. If this is the case, then it is necessary to study the demand for outputs and the supply of factors. However, the supply of student inputs corresponds to the demand for places by potential students. Higher education institutions do not sell in any direct way their output of graduate students in the market for education labor, nor are they thought of as selling their places to input students. Thus, profit maximization hypothesis is less appropriate to the education industry than other services industries (Radner and Miller, 1970). Higher Education in Jordan (future prospective) Higher education in Jordan developed steadily over the past two decades regarding content programs, and methods of teaching and learning that affect both quality and quantity. The Higher Education Council, the Accreditation Commission, and the Higher Committee for Scientific Research oversee the programs offered by both private and public institutions and evaluate their effectiveness in implementing higher education’s vision, mission, and objectives. Jordan has achieved noticeable progress and distinction at the pan Arab and regional levels. At present, it is seeking to achieve the same at the international level, especially with respect to development of human resources, despite limited natural and financial resources. For more than half a century, Jordan has witnessed the rise of institutes and universities of higher Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

43

education which offer solid and advanced learning opportunities. Higher education institutions in Jordan realized early on the importance of empowering individuals, especially the youth, through focusing on the knowledge economy and the use of technology in planning and educational programs. To this end, Jordan has been effecting continuous changes, transformations and developments of the higher education sector with the aim of achieving quality and distinction. Over the years, higher educational institutions in Jordan have attempted to strike a balance between academic and vocational education. Future Strategic goals for the Ministry of Higher Education and Scientific Research: 1. Improving higher education in Jordanian Universities. 2. Improving the quality of Higher Education Environment. 3. Enhancing scientific research quality and the role of higher education institutions Jordanian Universities. 4. Providing national quality data-bases and periodic studies on the higher education sector and scientific research in accordance with international best practice Jordanian Universities. The Ministry has developed a strategy for higher education and scientific research. The main components include admission policies of Jordanian universities, curricula and study plans, developing human resources, university management, quality assurance, and legislation. Accreditation is the hub of all this. It lays the foundation for quality and excellence. Consequently, it was instituted from the very beginning and assigned to different agencies and bodies, but always impelled by the two objectives, for which purpose a number of by-laws, guidelines and benchmarks were formulated to be observed by the private universities in Jordan as basic requirements for any progress towards quality and excellence. The Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

44

Accreditation Council, which until recently shouldered this responsibility as a part of the Ministry of Higher Education and Scientific Research was dissolved in June, 2007, and the Higher Education Accreditation Commission was set up in its place by Law (20) for the year 2007. The Commission Council consists of a president, a vice-president, two fulltime members, and three part-time members, all of whom are of high academic and administrative qualifications. According to the enabling law the Commission is administratively and financially independent. It is entrusted with a number of tasks that constitute its mission. The law states that the objective of the Commission is to enhance and guarantee quality in higher education, to encourage universities to be open to and interact with international scientific research institutions and accreditation commissions, and to upgrade higher education in Jordan on the basis of internationally recognized criteria. The Commission Council is empowered to formulate relevant criteria; to audit, evaluate, and accredit institutions of higher education, making sure that they comply with all pertinent regulations; to collect data and do research related to higher education; and to ratify reports by the President and committees and issue relevant research, studies and brochures. Obviously, the Commission has wider jurisdiction.

First, it has a mandate over private and public universities and over all foreign institutions of higher education in Jordan affiliated with Jordanian universities. This means an addition of ten public universities. The total stands now at twenty-six universities. It is not difficult to imagine the amount of extra work and effort to be exerted for this purpose. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

45

Second, the Commission is charged with the establishment and management of The National Testing Center, which will design and conduct all kinds of standardized tests in almost all fields, to be used, among other things, for graduation and admission, and not only an exit test in a limited number of fields, as was formerly the case. A set of bylaws and regulations have already been drafted and committees set up to do the job. The plan delineates tests of Arabic for foreign students and aptitude tests as well.

Third, the Commission is working on better ways and means to make sure that the institutions are in full compliance with all its regulations. To this end, the Commission has done a study of these universities on the basis of a number of criteria and come up with a preliminary evaluation and ranking. The step has already had its fruits, urging universities to revise their policies, activate their internal self-assessment plans, and improves their functioning. The system is to be refined and developed to become as accurate as possible. On the other hand, in August 2007, the Commission held a workshop, in which representatives of the universities participated and were apprised of ways to compute capacities, to prepare assessment reports of the university as a whole, of any of its programs and any of its courses, and to administer quality management. To many of those who attended the workshop the experience was eye-opening, enriching their consciousness with new concepts and practices. More, of course, needs to be done along the same lines. For this same purpose, the Commission plans to organize more workshops of similar kind to train assessors, who are able to audit, evaluate, and prepare self-assessment reports; to bring total quality management into the university academic Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

46

environment and to make it one of the major concerns of both staff and faculty; and finally to develop the culture of excellence by both knowledge and practice. To bring all this to full fruition, the Commission intends to make it imperative that all institutions set up quality and internal audit departments for purposes of accreditation on national and international.

2.2.1 Quality Assurance in Jordan The Quality Assurance and Accreditation system in Jordan evolved as a result of a rapid expansion in the higher education sector: 1990 – The accreditation system recognizing the need for regulatory steps for academic and administrative supervision of higher education. 1999– The Accreditation Council was established to - Formulate criteria for public and private universities - Establish quality assurance measures - Establish monitoring system to ensure compliance to criteria 2007 – Higher Education Accreditation Commission established 2011 – Ad Hoc Committee was established for establishing the Ranking System for Jordan. - The Higher Education Accreditation Commission (HEAC): The HEAC was established in June 2007 to replace the AC (Accreditation Council), and granted administrative and financial autonomy Its mandate includes overseeing the development and maintenance of quality in higher education institutions in Jordan. Runs the National Center for Testing, which establishes and conducts tests in all specializations Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

47

- Vision: To raise the standard of specializations and faculty members in Jordanian higher education institutions to internationally recognized standards - Aims: 1- Establishing benchmarks for quality assurance and accreditation in the country 2- Monitoring and ensuring adherence to quality assurance and accreditation procedures in universities Encouraging Jordanian higher education institutions to cooperate with international research centers and accreditation and quality control commissions

2.2.3 Assessing quality in higher education Defining quality in higher education has proved to be a challenging task. Cheng and Tam (1997) suggest that ‘education quality is a rather vague and controversial concept’ (p. 23) and Pounder (1999) argues that quality is a ‘notoriously ambiguous term’. At the broadest level, education quality can be viewed as a set of elements that constitute the input, process and output of the education system, and provide services that completely satisfy both internal and external strategic

2.2.4 Higher Education and Scientific Research About the Ministry of Higher Education and Scientific Research Interest in higher education in terms of supervision when released the Higher Education Act in 1980 and was established after the Council of Higher Education in 1982, supervises the institutions of higher education in Jordan, and in 1985 established the Ministry of Higher Education, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

48

issued the Higher Education Act No. (28) for the year 1985, which defined goals of higher education as defined powers and responsibilities of the Board of Higher Education and Ministry of Higher Education, and its relations institutions of higher education, and after thirteen years to establish the ministry issued the Higher Education Act No. (6) for the year 1998, by which the abolition of the Ministry of Higher Education and replace it with the Council of Higher Education and follow all community colleges Jordanian Balqa Applied University. And after the receipt of His Majesty King Abdullah II Bin Al Hussein constitutional powers as stated in a written assignment royal re-establishment of the Ministry of Higher Education and Scientific Research on 21.8.2001 to take over the supervision and control over the institutions of higher education official and private and the advancement of the level of higher education to keep pace with and consistent with developments witnessed by the higher education sector in the world and the needs and aspirations of

the

community

and

humanitarian

environment

in

general.

Were three basic laws governing the conduct of work in this ministry in 2001 and then was the amendment in the two years 2003/2004, namely: • Law on Higher Education and Scientific Research, the provisional No. 41 of 2001, as amended. • Law of the Jordanian public universities Provisional No. 42 of 2001, as amended. • Law of Jordanian universities on the provisional No. 43 of 2001, as amended. Overseen by the Ministry of Higher Education and Scientific Research of Jordan on the higher education sector in Jordan by the Higher Education Council, who is the general policy for the sector of Higher Education and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

49

Scientific Research Support Fund and the Higher Education Accreditation and the team ministry technical and administrative represented by lists of the departments that support the work that will improve the level of Higher Education in Jordan through specialized scientific committees based study of all certificates issued by institutions of higher education and non-Jordanian recognition and equivalence and the ratification of all documents issued. As the Ministry is to support outstanding need of students in Jordanian public and private universities through the missions of the early Kingdom and early brigades, grants and loans from the Fund to support the student, in addition to a number of grants from private sector companies, and grants from the Research Support Fund so as to support scientific research projects that meet the national needs and priorities, and providing grants for graduate students excelling academically, in addition to a number of international programs including the Office of Tempus National (TEMPUS) for the exchange students to study in universities of the European System of Graduate Studies, and the draft United Nations Development

Programme

(UNDP),

Education

Enhancement

Project higher towards the knowledge economy (HERfKE) to support the work of the ministry and the private sector alike. In view of the developments that have occurred for the higher education sector in Jordan necessary to review the rules and regulations governing the work of this sector in order to maintain the quality and the quality of output of higher education and further support the independence of universities, where a law was passed Jordanian Universities No. (20) for the year 2009, as well as the Higher Education Act new number (23) for the year 2009, which created it: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

50

• The Policy and Planning Unit, which holds under the new law the functions of data collection and information on the sector of higher education and conducting studies to support the work of the Council and other functions contained in the law. • Coordination Unit as well as admission and registration, where she holds the unit to accept students in public universities, in accordance with the principles approved by the Council for Higher Education. And after the enactment of the Higher Education Accreditation No. (20) for the year 2007 under which the Organization shall enjoy legal personality with financial and administrative independence and aims to ensure the achievement of higher education institutions Jordanian standards Alaatmadin public and private sectors, and improve the quality of higher education in the Kingdom and to ensure its quality, and stimulate institutions Higher Education on the openness and interaction with universities and scientific research institutions and accreditation bodies and international quality control, and development of higher education using a specific measurement standards. And a continuation of the pursuit of the ministry to develop all its business in accordance with the strategic plan of the Ministry for the 2007-2010 plan has the department launched several initiatives of quality and unique from entering the ministry Award of King Abdullah II Center for Excellence in Government Performance, and the award came to confirm the interest of staff working actors in government institutions, in addition to interest Recipients of service, in addition to the important role of training and ongoing education of staff and the granting of various incentives and rewards. In the area of the development of institutional performance Ministry is currently reexamining and developing its strategic plan and the identification and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

51

measurement of performance indicators for the objectives and develop plans and follow-up performance, and build the organizational structure, and suggest processes for the development of working methods and streamlining of procedures and update job descriptions, and propose to provide reference services to the recipient of the service and the publications and annual reports of the achievements of the ministry, and the involvement of the service recipient in making decisions through a fund complaints and make suggestions and recommendations and decision-making, and study the satisfaction of service recipients and to increase the level of satisfaction and examine employee satisfaction and work to increase the level of satisfaction to them through training, rehabilitation

and

compensation

and

incentives.

In the field of cultural relations concerned with the ministry the conclusion of several international agreements and executive programs had a value of the exchange of many foreign students and the dispatch of a number of Jordanian students to study abroad, in addition to holding several cooperation agreements with a number of international institutions, scientific as a Fulbright, and the Arab Federation for Technical Education, the Academy International Leadership / United Nations University in Jordan, and others to promote international communication and cooperation in the fields of science, culture and participation in conferences, workshops and specialized courses and exchange of academics, as well as cooperation with the World Bank, which supported many of the draft education sector, higher education and project financing scarce for this sector as well as support female Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

52

graduates of community colleges and their access to labor market opportunities To be rewarded.

Population Growth

Improvement

Demand for more Education

Education development

Fig.4: the continues population growth will lead for more demands for education which will improve (health for example) which will lead to population growth too (McMahon, 2002)

Due to the large success of TQM in manufacturing companies, service

Organizations have started to follow in their footsteps and consider the application of TQM. This was mainly due to the nature service industries in terms of its students’ orientation. Thus TQM was applied to universities, hospitals, hotels and education. In order to apply TQM to a service sector it is important to decide on how to evaluate the quality of service. Service can be evaluated according to cost, flexibility, totality, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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and response time. This paper will concentrate on the affect of applying TQM to the services and educational strategies and will be used in universities in Jordan as a model (Al-Tarawneh, 2011). In developing theory and TQM, Giroux and Landry (1998) show the longitudinal theoretical development of TQM and develop a series of tests for the theoretical convergence of TQM. Furthermore, De-Cock (1998) and Lawrence and Phillips (1998) link the theoretical development of TQM with postmodernism and critical theory, viewing these philosophies as a means of transforming TQM. Gap analysis must be taking under consideration in this research to help researcher to answer each of the questions will be helpful for colleges and universities in our societies.

2.3 University Achievement Exam, ( TAKEN FROM THE MINISTRY OF HGIHER EDUCATION IN 2012 The Strategic Plan for Higher Education in the Hashemite Kingdom of Jordan during the years 2004-2006 creates a vision to an education system with high quality to produce qualified human resources in different fields of knowledge and meets the needs of the community's current and future in line with economic and social development. "As included the general objectives of this strategy is the need to improve the quality of higher education and the harmonization of the requirements of the community through the development of standards and principles for accreditation and quality control applied to all institutions of higher education and in conformity with international standards. Hence it was necessary to find mechanisms and means through which the Jordanian state and its institutions on the assessment of higher education outputs in order to measure the impact of the processes taking place on the input of Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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education in institutions of higher education. They decided to establish the Higher Education Council, which carried out the development of public policies for higher education in the Kingdom of the development of "academic proficiency test" to all the graduates of Jordanian students in Jordanian universities, and non-Jordanian universities who want their testimony in the equation.

2.3.1 What does the exam do? The following are the aims of the "university proficiency achievement test": 1. Provides the student with the graduate certificate of competence in the area of specialization recognized internationally. 2. Provides universities and the Ministry of Higher Education and scientific research institutions and other relevant information to credit can be used in the evaluation and development of curricula and improve teaching methods, and thus achieve the standards of accreditation and quality assurance and quality in higher education outputs according to the ISO and TQM standards. 3. Helps bachelor's degree holder eligible to get admission to graduate studies by providing a certificate of the wish to study, in addition to access to scholarship in their areas, and assistance in obtaining jobs at the competent regional and international support in addition to the degree the results of the international university proficiency exams.


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2.3.2 What is measured by the exam? Questions aimed at "efficiency university exam" to assess the level of basic knowledge of the students in the field of specialization by exploring its ability to: Analyze and solve problems within the framework of specialization. Understand the relationships between information and knowledge in various aspects of the specialization in interpretation of data or numbers that appear or are scheduled in the form of graphs or illustrations.

2.3.3 Strategy to deal with exam questions: This strategies dealing with University Achievement Exam (Kafaah) that focuses on the links between the 'thinking styles' (Sternberg, 1999) of students following a BSc in Mathematics and the strategies they employ when they deal with exam-type questions. The students' strategies were identified according to the 'A-B-Delta classification', a classification that builds on Weber's (2005) 'semantic', 'syntactic' and 'procedural'. The students' 'Initial Strategies' seem to be linked with the students' thinking styles, whereas the students' 'Back-Up Strategies' seem to be linked with the nature of the exam-type questions. The identified links between styles and strategies are discussed, drawing from (Skemp's 1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival). This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when they are dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualized to be relatively stable over Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner

Thinking

Styles

Inventory

(Sternberg,

1999),

translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritized thinking) and Core II (procedural, already tested and prioritized thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth, memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies. Determine the signs of "academic proficiency test," according to the number of correct answers from the choices given. Signs shall not be deducted against the wrong answers. Therefore, it is best not to leave the student to answer any questions on the exam, because there is a chance to get a correct answer for the question. Note: the student must answer half the questions on the exam at least until the dependent student's marks in the reports submitted to the department or the reports of the sub scores. May not choose more than one answer to the same question, where is canceled final question in this case.

2.3.4 Sets of exam questions? Involved a group of professors of each discipline in Jordanian universities, public and private in the development of components and vocabulary "test of competence university", The International Foundation Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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for the ETS ("ETS" Educational Testing Services) to participate in it in the organization of the exam, as the Supreme Committee issue a decision of the Minister of Higher Education and Scientific Research, in coordination and cooperation in this matter. The participation of international destinations in the exam is important to provide the international dimension and the recognition of its findings to him, in order to achieve certain objectives such as helping graduates to get accepted for postgraduate studies in universities outside the home, and get grants from regional and international bodies, according to the Strategic Plan for Higher Education in the Hashemite Kingdom of Jordan during the years 2004-2006 a vision to create an education system with high quality which is able to produce qualified human resources and specialized in different fields of knowledge meet the needs of the community's current and future in line with economic development and social development. This Exam will improve the quality of student’s performance, and

must meet the requirements of subject given to

students and develop their standards and the principles for accreditation and quality control that applied to all institutions of higher education and in conformity with international standards. Hence it was necessary to find mechanisms and means through which the Jordanian state and its institutions on the assessment of higher education outputs in order to measure the impact of the processes taking place on the input of education in institutions of higher education.

2.3.5 Who Writes the University Achievement Exam Questions? An elite group of selected university professors, representing the wide spectrum of disciplines and specializations offered by the various public Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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and private universities operating in the Kingdom, join efforts in writing the University Achievement Exam questions, with the help and support of the Educational Testing Services ETS. Besides helping in writing the exam questions, ETS offers instruction, consultation, and technical assistance in organizing and conducting the exam. However, the whole process is to be accomplished and finalized in coordination with members of the Higher Committee for the University Achievement Exam, to be formed by a decision of the Minister of Higher Education and Scientific Research. As a matter of fact, the participation of an international agency in the exam is crucial to ensuring an international recognition of its result. This international dimension would help students in gaining easy admission in postgraduate programs offered by foreign universities, and securing, if and when possible, scholarships from regional and international donors and agencies

2.3.6 What does the exam? Aims of the "university proficiency test" due to the following: 1-

Provide the student with the graduate certificate of competence in

the area of specialization recognized internationally. Provide universities and the Ministry of Higher Education and scientific research institutions and other relevant information to credit can be used in the evaluation and development of curricula and improve teaching methods, and thus achieve the standards of accreditation and quality assurance and quality in higher education outputs. Help bachelor's degree holder eligible to get admission to graduate studies. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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2.3.7 Exam hours This exam takes 2 hours time will be taking in each university

2.3.8 Who provide the exam? According to the decision of the Higher Education Council, the all Jordanian students are expected to graduate in the separation of what to come forward "for the university exam efficiency" in their respective specialization. The exam is optional for students of non-Jordanians.

2.3.9 Exam result Certificate is issued to the student and the graduate certificate in this show mark obtained by the student, and ranked among his colleagues in the same specialty. According to the decision of the Higher Education Council, is not a success in this exam requirement for graduation.

One of the comment and issues about the exam result written Alrai news paper for exam conducting in 2014-2015.

Published in Al-Rai- Jordan Thursday 01/29/2015 Low results of the achievement exam in university of Jordan


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Amman - Khalid Khawaja - A preliminary report of the results of achievement exam

Aman - Khalid Khawaja conversation - A preliminary report of the results of university efficiency for the second quarter on lower results in educational outcomes exam where the percentage of check or mastery of skills and general learning outcomes measured exam efficiency in the overall level was (39.75%). And the Chairman of the Accreditation Council for Higher Education Commission, Dr. Bashir Al Zoubi during a press conference held yesterday at the headquarters of the body he said that the proficiency rate or verification of competencies, skills and outcomes expected of the student ownership in the educational software family was (30.99%) of the total learning outcomes in special educational programs Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The reservation Zoubi in his publication of the detailed results for each university alone or indicate the level of results between the public and private universities impossible to avoid defamation of these universities.

He added Zoubi that the percentage of proficiency or check the competencies, skills and outcomes expected of the student ownership in the administrative programs and actions of the family was (37.00%) of the total learning outcomes.

Administrative programs and business, while the proportion of perfection or verification of competencies, skills and outcomes expected of the student ownership in the engineering software family total (44.64%) of the total learning outcomes for engineering programs And Zoubi said the exam in the general level of total of (8209) students representing a rate (26.9%) of the students, which amounts to the total number for this year (30 515) students and is based on measuring the skills exam rather than a test of measuring the knowledge and facts of the theories have been learned by the student.. And Zoubi said the success rate in mastering or check the competencies and skills learning outcomes own culture Informatics (34.22%) as ratios ranged check or mastery of skills and sub-productions in this area, three outputs of subset between (31.50%) of the skills to use rules information, and (47.50%) for skills recruitment, assessment information sources. .

The critical and creative thinking skills have accounted check or mastery of skills, and the outcomes of critical thinking and creative was (40.47%) as ratios ranged achieve these competencies and sub-productions, five Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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outputs subset between (29.33%) of the skills of interpretation), and (68, 50% ) of the skill to distinguish between facts and opinions..

The percentage of check or master competencies and skills related to ethical rules was (38.33%,) while the proportion of check or mastery of competencies and sub Actual falling below three competencies and outcomes subset between (35.00%) of skill discrimination behaviors consistent with the ethics rules), and (40, 50% ) to employ the skills of the special rule on ethical behavior) sources.

The knowledge of Law and rights and engage the local and regional community to the environment of specialization, reaching knowledge of civil rights and engage the local and regional community environment specialization ratio (42.75%), where the results showed that the percentage of check or mastery of competencies, skills and outcomes related liability amounted to (26.62%) The percentages percentage of proficiency check or sub Products that fall under the responsibility and the number of three sub-products was between (23.54% )for the skills to recognize the importance of responsibility and outputs), and (27.74%) for the skills to recognize the concept of responsibility in a given positions..

Dr. Zoubi said the proportion of check or mastery of competencies, skills and artifacts related to the concept of freedom and its applications was (38.72%). The percentages ranged from a check or master subcompetencies that fall under freedom, and travel three outputs of between (27.51%) for the skills to recognize the importance of freedom and outputs , and (48.03%)to assess the skills of the positions that are related Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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to freedom).)He added that the proportion of check or mastery of competencies, skills and artifacts related to the concept of power (50.60%) ranged percentages three products of between (17.87%) of skills assessment of behaviors consistent with power), and (72.26%)for the skills to recognize the concept of power.

The percentage of check or mastery of skills, skills and learning outcomes related to the concept of justice (39.15%), where the percentages ranged from a check or mastery of competencies and skills and sub-Products that fall within the justice, three outputs of between (26.69%) of skills evaluation consistent positions with the concept of justice , and (52.92%) for the skills to recognize the importance of justice and output.

The percentage of check or mastery of skills and outcomes and skills related to the concept of citizenship, functions and applications (45.83%) ranged percentages three products of between (25.46%) of skills evaluation consistent positions with the concept of citizenship, and (74.82% ) for skills recognition to citizenship practices and obligations and tasks associated. The research and analysis skills, reaching the proportion check or mastery of competencies, skills and learning outcomes own research and analysis (47.63%), where the percentages ranged from a check or master outputs sub learning that fall within the research and analysis, four outputs of between (24.00%) of skills conclusion and analysis of the results of research and come to conclusions), and (60.67%) for the skills to identify problems and attitudes identified in a given period of time. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The mental processing verbal and logical and mathematical skills, the results indicated that the percentage of check or master the skills and competencies and learning outcomes related to mathematical treatment (37.27%) ranged percentages six outputs of between (33.00%) of each of the conclusion skills and the employment skills numbers and applications, and( 50.50% )for skill analysis and interpretation of the data spreadsheet

The percentage of check or master the skills and competencies and learning outcomes related to the treatment of verbal (43.56%) as percentages of the four outputs of between (30.25%) of the number ranged skills verbal discrimination and understand the similarities and differences), and (50.25%) for skills measurement and perception verbal relations .

The check skills proportion and competencies and learning outcomes related to the logical treatment (28.43%) as percentages ranged from five outcomes subset between (26.47%) of logical analytical processing skill to determine the assumptions and reasons and claims), and (34.24%)for skills examine interactions between information and the percentage of check or mastery of skills, and skills outcomes related skills to solve problems (31.12%) The percentages ranged from five productions and travel related to solving the problems between (24.64%) for the skills of generating alternatives to deal with the problems, and (61.98% )for skills identify steps and measures to solve the problem.

The percentage of check or mastery of skills and outcomes related skills to work in a team (41.30%) as percentages of the four outputs and private Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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travel with the team to work ranged between (23.04%) for the skills of conflict resolution), and (48.46%) for skills formation team and the success of the work communication skills and oral reaching the proportion of check or mastery of skills, skills and outcomes related skills, oral communication and written (26.00%) as percentages ranged between (25.33%) for skills conclusion based on written messages, and (29.50%)for skills accommodate written texts and identifying content of those measures.

In the medium level and with respect to educational programs indicate the results of this session that the ratios check or mastery of competencies, skills and outcomes the home of the family of educational programs ranged between (18.56%) for competencies and skills and learning outcomes own strategies for teaching, and (51.89%) for competencies and skills Actual own and the availability of learning opportunities.

The engineering programs indicate the results of this session that the ratios check or mastery of competencies, skills and outcomes Home of the family of engineering programs ranged between (23.16%) for competencies and skills and learning outcomes for STDs, and (68.86%) for competencies and skills and Actual own knowledge of mathematics, science and engineering..

The administrative and management programs and actions indicate the results of this session that the ratios check or mastery of competencies, skills and outcomes as the home of the family of the administrative and management programs and actions ranged between (18.65%) for Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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competencies and skills and learning outcomes for the skills of key business), and (36.34%) for competencies and skills and Actual own administrative concepts He added Zoubi he took into account in their choice to represent the disciplines offered by each university, as well as coverage of the variable sex student (41%) males and 59% females, as well as distributed to different segments of the rate of cumulative (23.8%) is acceptable, and (50.7%) Good and (25.5%) is very good and excellent), and also included a sample study (4886) students from public universities and make up (60%) of the study sample, and (3323) students from private universities and make up (40%) of the study sample.

At the end of the conference attendees and participants in the exam on several points occur among Abdul-Rahman al-Zubaidi that these electronic exam success record, the first in the region and did not cost a penny and in national Jordanian including the National Centre for Information Technology and Orange and cooperation of private universities and government technical teams..

The struggle of Prof. Yunus said according to the problems of our Jordanian education system: Ratified the results of the efficiency with which announced recently the accreditation body which indicated that the universities exceeded the cutting edge, "three", including "private" universities and the University of Jordan and some of the faculties of universities Balqa Applied, while the distribution of universities by success in one specialization ratios were mostly refers to distinguish exam universities "own" the public universities, and adding to that the modest sites Jordanian universities on Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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the Arab and international university rankings, it means that the public universities fall back year after year, and that all the strategic plans of the shift towards global or research were not only one of the two; one occasion be a way to raise the academic community who suffers from depression and sagging morale, again be closely practical confirmation on the right administrative and academic planning failure..

According to the results, Faculty of Education and Arts UNRWA has ranked first proportions master requested the general level of the exam university efficiency, while Princess Sumaya University for Technology got second place and the University of Jordan (or universities) that we look forward to evolve and jump far leaps after fifty years of its inception, since embarked on the development of plans for turning around the world got the third place with the Arab Open University.

Talk about the rest of the specialties made by public universities have a special status already and some of them not on the cards, but in public universities .balata It does not make any difference in the overall assessment, which is why we sought by the Chair of the Accreditation Commission, Dr. Bashir Al Zoubi in order to follow up on these indications that the academic reputation and the integrity of the output is not limited to names and attributes, or the long history, but rather a serious academic departments and their ability to ensure the effective tools to provide a college environment and mechanisms of teaching interested in developing scientific and academic competencies university student who suffers from harbingers of violence and the high fees and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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lack of competitiveness , which is what makes the concern of any defect that could disrupt the reform of the Jordanian education train. What experienced public universities from difficult situations, and with the educational system in Jordan is not limited to, it is a really bad through which the educational strategies as a whole, which is not confined to the stage without the other, but all grade levels, without exception, including primary and secondary school years, which we have a look at it beauty which is covered early pyramid signs in the face of education in Jordan powder, and test high school, which has been the remains of water that covers the drought this face; however, the reality of today is not the case, everyone is suffering from sagging and retreat and weakness, although they differed in level they got him.

2.3.10 Anticipated benefit from the results of the exam? Classified results of the "academic proficiency test" on the five levels as follows: They may be interested in higher education institutions in the Kingdom to make comparisons between the results of Jordanian students in the exam in a particular specialty and the results of their counterparts at universities in other countries. This will result in frequent superiority of the results of a student at the University of certain Specialties to gain the university a strong reputation among Jordanian universities in that specialty. Due to the intensity of competition in getting jobs in the national and regional institutions and international, the results of proficiency test will enable graduates to obtain employment consistent with the best ability. Exam will result in the end to create a competition between the disciplines in different universities asymmetric towards better levels through the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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development of study plans, and teaching methods, and increase training of faculty members, and provide the requirements of the teaching process at best. 2.3.11 where is the exam held? Holding a "competency exam university" in the university, which belongs to the student, and is arranged in collaboration between the University and the Higher Committee for the exam and the Foundation (ETS)? 2.3.12 How many times the students can take the exam The student can take the "university exam efficiency" more than once and a maximum of three times, but the test for the first time should be in the chapters and subjects, which are expected after they graduated.

2.3.13 Content of the examination Per aims (25% -40%) of the exam questions to test the ability of the student or graduate to learn to identify the terms, facts, ideas, trends, methods, techniques, principles, and circulars in the field of specialization. Per aims (25% -40%) of the exam questions to test the ability of the graduate student to understand the written information, written reports, tables, charts, instructions, and laws related to his specialty. It also aims at a rate of about (30% -50%) of the exam questions to test the ability of the graduate student on the application of certain ideas, certain actions, methods, formulas, principles, and theories in the field of specialization. Eventually, the University Achievement Exam will create an atmosphere of competition between counterpart specializations and disciplines offered by the various universities. Subsequently, this competition will Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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urge universities to continuously revise, develop and update their curricula, study plans and courses in keeping with new trends and innovations; to upgrade their teaching methodologies; to enhance the skills, performance and training of their faculty; and to provide the best possible ambiance, facilities, resources and services for the overall teaching/learning process on their campuses. Results of the University Achievement Exam are to be classified into five major categories: The student's standard in comparison with his/her colleagues from the same university. The student's standard in comparison with his/her colleagues in the same specialization from other universities in Jordan The student's standard in comparison with his/her colleagues in the same specialization from other universities worldwide Each Jordanian university's standard in comparison with counterpart universities operating in the Kingdom Each Jordanian university's standard in comparison with counterpart universities worldwide Thus, the University Achievement Exam's results are of crucial importance and significance to every graduating student; every academic department in each Jordanian university; every Jordanian university operating in the Kingdom, whether private or public; the overall status and standard of higher education in Jordan, as well as local, regional and international agencies and institutions which take the exam results into account when considering opportunities for students' recruitment in the future


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2.3.14 TQM and the Achievement Exam The research defines (TQM) as a philosophy of educational organizations, improves organizational performance and administrative systems. The overall aim and objective of this study is to highlight the following: 1. To identify and examine the characteristics of "University Achievement Exam" (Kafaah) among six selected Jordanian universities. 2. To identify issues that affected University Achievement Exam (Kafaah) in Jordan. 3. To determine the efforts university made to improve University Achievement Exam (Kafaah). 4. To recommend possible TQM framework for the improvement of University Achievement Exam. 5. To examine the feasibility of applying TQM in the MoHESR and 6. To design a model for implementing TQM in MoHESR

The research main finding include: the adoption of (TQM) as a modern approach which still limited in the Arab countries, particularly at higher education institutions. Teamwork, continuous improvement, integrated coordination, creativity and innovation are the bases of (TQM) philosophy. The administrative competent and leadership both are the backbone and helpful for implementing of (TQM) methodology.


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2.4 TQM and Higher Education

2.4.1 Customer of Higher Education However, it is important to identify the customer of higher education; on the other hand many higher education institutions think that it’s really big challenge to do so (Lawrence and Robert, 1997). According to (Owlia and Aspinwall, 1998), “From different customers of higher education, students were given the highest rank. The remainders, in rank order, were employers, society, faculty, and families”. The philosophy behind ranking was that since needs/expectations of different groups of customers may differ or even oppose each other, giving a priority to them is essential. According to (Venkatraman , 2007), customer in higher education must be regarded as stakeholders, which in this case we take into consideration both internal stakeholders like employees and external stakeholders such as students and society. Universities, traditionally, have two main goals: to create and to disseminate knowledge. The creation of knowledge is done through the research and its dissemination, is done through the education. So, education and research are their central processes. Who is the main customer of each one of these processes? Is it easily recognizable? And as from identification of main customer, who is the conflicting, views among them? These questions are object of studious in the present paper that it will analyses the education and research while productive processes, who is the main customer of each one of these processes, as well as their conflicting views in higher education institutions and the current implications.


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This paper is structured on the following sequence: the first stage is the identification of possible customers of higher education institutions as from the bibliographical review. On a second stage it has a discussion about the main processes of higher education institutions: education and research, while distinct processes on a production system. Here are proposed specific production system models for each one of these processes, being the education process dismembered in two distinct processes: “teaching” and “learning”. And after it is demonstrated “Who the main customer is” of each one of these processes. Ending the paper, it is discussed the conflicting views of different customers and their implications about the organization of education and research processes in higher education institutions The higher education institutions have a great number of customers groups as you can know from different authors who studied the subject. These customers have different requirements, complementary or contradictory among themselves. This can be seen in studious in distinct areas, such as quality. Robinson and Long (1987) emphasize the necessity of internal marketing in the universities and accentuate as, particularly important for this a bigger focus on the human. 2.4.2. The emergence of markets in higher education read below. In the last decades the market has emerged as an instrument of public policy. Margaret Thatcher in the UK made extensive use of market mechanisms as a tool for promoting competition between public services (including higher education) to increase their efficiency and to maximize the provision of social benefits(Sizer 1990), economy in the acquisition of resources, Efficiency in the use of resources, and Effectiveness in the achievement of objectives. In several countries governments have also Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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been experimenting with market-type mechanisms to force higher education institutions to compete for students, for funds, for research money. However, the efficient operation of a market requires it to be perfectly competitive (Leslie and Johnson 1974). This implies a number of conditions that are difficult to fulfill, one of them being the need for perfect information by producers and consumers about price, quality and other relevant characteristics of the good or service being purchased. Therefore, the public disclosure of the results of quality assessment exercises can be seen as a tool to provide useful information for the efficient operation of the higher education market. Information is particularly relevant in the case of higher education that has three simultaneous characteristics (Dill and Soo 2004). It is an ‘experience’ good, meaning that its relevant characteristics can only be effectively assessed by consumption. It is only after a student starts attending classes that he forms a true idea of what he has got in terms of quality, professors, and educational experience.

It is a rare purchase, as a student in principle enrolls in a single degree program throughout his professional life. Therefore he cannot derive market experience from frequent purchases, as it would be the case of buying clothes or food.

Opting-out costs are high, as changing to a different program or institution is difficult and in general has high associated costs The simultaneity of these three characteristics of higher education gives the government a strong basis for intervention to protect consumers. In Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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general, government intervention aims at providing information to students and their families and may take different forms such as licensing, accreditation, and the publicity of the results of quality assessment activities (Smith, 2000).

2.4.3 Immature consumers The operation of a higher education market demands that students and their families make rational economic choices. However, Dill (1997) sustains that the information for making rational choices, i.e., the measure of prospective future earnings provided by alternative academic programs is not available, and as students are immature consumers, many of them (or their families) would not use that kind of data even if it were available, which raises the question of the validity of the hypothesis of rational economic choice (Tavares et al 2006). The theory of behavioral economics assumes that people do not regularly make rational and selfish choices. Vossensteyn and Jong have used this theory to explain student choice, which is surrounded by considerable uncertainty as they do not know the real contents of the studies and do not know if they will get a proper job after graduation. Therefore ‘concepts like reference levels, loss (and risk) aversion, diminishing sensitivity, mental accounting, in temporal choice, endowment effects and rules of thumb, all seem to be relevant to student choice’ (ibid: 16). The state or a state agency, acting on behalf of the final consumers, has more complete information than students about the market and can get a better bargain from the providers as it is a bulk purchaser, a rationale that is reinforced by the immature character of students as consumers. Therefore, the state will no longer be a provider of higher education, assuming instead the role of principal, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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representing the interests of consumers by making contracts with competing institutions (Le Grand and Bartlett 1993).

2.4.4 Quality of Higher Education In fact, main concern in this thesis is about definition of quality of higher education that has proved to be even more difficult rather than manufacturing products and services. There is no doubt about the point that quality plays an important role in today’s higher education (Owlia and Aspinwall 1997), (Feigenbaum, 1994) believes that in “invisible” competition between countries the quality of education is the main and important factor, and this is because quality of products and services is defined by the action, decision-making, and thoughts of managers, engineers, workers, and teachers in the quality work. Like other businesses, in today’s market, education and in particular higher education has entered to commercial competition, which is due to economical forces (Seymour, 1992). Freeman believes that this competition is firstly because of the improvement of the global education market, and secondly is due to the reduction of the governmental funds that encourage organizations to look for some other financial sources, (Freeman 1993). Therefore, identifying what does the quality mean in higher education as the first phase of quality work seems to be essential. However, still there is no one unique definition about the quality of higher education, there are plenty of these explanations that in somehow have industry perspective. Furthermore, (Cheng and Tam, 1997) suggest, “Education quality is a rather vague and controversial concept” and (Pounder, 1999) argues that quality is a “notoriously ambiguous term”. Nevertheless, some other gurus in the context of quality in higher Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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education prefer to correct those definitions coming from industry and use the revised version of definition of quality in higher education. For instance (Campell and Rozsnayi, 2002), have defined the concept of quality of higher education in several ways related to industry:

Quality as excellence: this definition is considered to be the traditional academic view that holds as its goal to be the best. Quality as zero errors: this is defined most easily in mass industry in which product specifications can be established in detail, and standardized measurements of uniform products can show conformity to them. As the products of higher education, the graduates, are not expected to be identical, this view is not always considered to be applicable in higher education. Quality as fitness for purposes: this approach requires that the product or service has conformity with customer needs, requirements, or desires. Quality as transformation: this concept focuses firmly on the learners: the better the higher education institution, the more it achieves the goal of empowering students with specific skills, knowledge and attitudes that enable them to live and work in the knowledge society. Quality as threshold: defining a threshold for quality means to set certain norms and criteria. Any institution that reaches these norms and criteria is deemed to be of quality. Quality as value for money: The notion of accountability is central to this definition of quality with accountability being based on the need for restraint in public expenditure. Quality as enhancement or improvement: This concept emphasizes the pursuit of continuous improvement and is predicated on the notion that Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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achieving quality is central to the academic ethos and that it is academics themselves who know best what quality is at any point in time.

Correspondingly, the definition of quality should be based on various attributes reflecting the above-mentioned different perspectives. To describe quality approaches in depth, the following attributes help to distinguish quality concepts:

1. Context and scope: Intended context of the approach (for example, schools, higher education, vocational training). Which processes are covered (e.g., design, development, realization)? 2. Objectives: What are the quality objectives that can be achieved by an approach? (Some examples are cost reduction, process consistency, learner satisfaction, and product reliability.) 3. Focus:

Does

the

quality

approach

focus

on

(1

organizations/processes), (2 products/services), or (3 competencies)? 4. Perspective: For which stakeholders and, correspondingly, from which perspective was a quality approach designed? (Developers, administrators, learners?) 5. Methodology: Which methods and instruments are used? 6. (Benchmarking,

criteria

catalogue,

guidelines,

information

provision?)

Metrics: Applied indicators and criteria to measure the success. (Some examples are drop-out rate, return on investment, learner satisfaction.)


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Finally, a variety of related approaches for a specific quality objective exist. These standards are used to assure quality for very specific aspects, such as data quality or interoperability. The following table (table 1) summarizes the potential choices for educational organizations.

Table 1: Classification of quality approaches Standards’ Type

Purpose Concepts

Examples for

quality ISO

management or

quality

9000:2000

(International

Organization for Standardization, assurance, 2000)

Generic quality

independent

Approaches

of the domain of usage

EFQM (European Foundation for Quality Management, 2003)

Specific quality approaches for learning, education, and training Quality management or Specific quality

quality

Quality management or quality

approaches for

assurance concepts for assurance concepts for the field

learning, education,

the field of learning, of learning, education, and

and training

education, and training

training

BLA Manage

or

Quality

Mark

(British

assure Learning Association, 2005)


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specific

aspects

quality. For example, learning Related approaches

of QAA Framework (Consortium for

technology Excellence in Higher Education,

standards

2001)

are used to assure interoperability

as

a Quality on the Line Benchmarks

specific

(Institute for Higher Education

quality objective

Policy, 2000)

ASTD Quality Criteria, American Society

for

Training

&

Development (2001)

Learning Object Metadata IEEE Learning Technology Standards Committee (2002) Data Quality (Pipino et al., 2002; Pierce, 2004)

2.5 Total Quality Management

However, defining the concept of quality is considered as an initial objective for HEIs, but it seems that concentrations are mostly in achieving this objective, rather than to focus for finding specific definition. Therefore, this question will come to mind, how can we gain the quality of higher education? Nevertheless, the origins of TQM in Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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business and industry, and its successful implementation in most cases as a universal remedy have jointed to bind its acceptability to HEIs, and many articles have been written on the subject. In fact, there are many advantages that product-oriented businesses and service oriented organizations like HEIs both can rely on to pursue Total Quality Management program, (Ramona and Sower, 1997).

2.5.1 TQM Philosophy TQM approach keeps the organizational goals at the supreme but there is a fundamental shift in philosophy - from work centered to employeecentered. TQM believes in the following: There are no workers and no managers; all employees of an educational institution have important roles to play. The role of each one is important. Therefore, we must realize that all are facilitators and team members, the head of them being the leader of the team. The team can never succeed unless everyone puts into his/her best. Involvement, and not merely participation in management, is the key word. Involvement means participation plus commitment and pride. This requires both empowerment of the employees and control also and when their actions go beyond addressing the institutional needs and objectives. Everyone is made to identify oneself with the institution. Employees voluntarily come forward as the relationships should be family-oriented, where everyone gives his/her best even without asking. The relationships should be informal, even though the formal authority remains intact beyond doubt.


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TQM requires a new set of values. There should be openness, transparency, trust, patience, respect and discipline. There is a need for long-term thinking and emphasis on long-term objective. Short cut, short term gains and short sightedness should be avoided. The system of punishments and rewards is to remain open to every body's evaluation. Thus, TQM is both practical and ethical. 2.5.2 TQM Process In an educational institution, the TQM process Figure 2 brings with it the commitment to quality, commitment to the employees, and commitment to the organization. Principals, administrators and teachers, as parts of the educational partnership, really want good things to happen for students. All those who contribute to the system should be involved, with a clear understanding of the purpose. The employees and the students, the environment and the strategic planning, that goes to make it a success. It is an approach to improve the effectiveness and flexibility of the organization as a whole. The improved performance is directed towards satisfying cross functional goals as quality, cost, manpower development, quality of work life, etc. These activities ultimately lead to increased students and employee satisfaction.

Accountability

Administrator as a Role Model

Mission and Passion

Environment factors

Feedback: Human Relations TQM Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

Customer Satisfaction

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Figure 5 indicate TQM process The processes introduce TQM in Universities/Colleges, generally have the following steps:

1. Mission and Passion: Total quality is an idea which has to be communicated. The determination and announcement of mission statement is the first and foremost task on which the whole TQM will depend. It helps everyone to focus on the central theme. It gives directions to the institution. There is no or minimal conflict. Everyone shares a passion to move continuously close to the ideal vision. The students, the teachers, the employees and the administrators push the college in one direction. Action of each one of them will be directed and moved by a common philosophy.

2. Administrator as a Role Model: Have you completely identified yourself with your institution and are you always thinking of making it a better and better college every day and fighting with all your strength all the vested interests which want to come in the way of your realizing the vision of an ideal college. It must also be clear from the side of administrator/principal of the institution that he / she is committed to total quality. The commitment should be communicated in meetings with employees and students and must be practiced i.e. it must be by word of mouth and by action visibly demonstrated. The process of pursuing this agenda should be continuous and never lost sight of.

3. Environment factors: The next step is identification of the factors of internal and external environment, which have a bearing on the institution Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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building. These include factors effecting the work environment in the institution (proper cleanliness, lighting, teaching aids, projectors, computer labs, lab materials, canteen, sports, gardening, water, etc) and factors helpful in image building of the institution (industry-institution interaction, debates, conferences, seminars, public relation including media management etc.) In managing total quality, endeavor should be to involve both internal and external environment factors. Involve students to help create environment for better learning/activity process. Involve outsiders for mutual benefit. In conclusion, there is a need to develop self-motivation for TQM in everybody who matters. Liberalization and globalization have set new trends in domestic and global competitive environment. This has led to a great disparity between what is taught and what is needed at the work place. Due to the socioeconomic, cultural and technological transformation which has taken place during past decade, newer demands are being placed upon educational institutions. Educational system can effectively react to these internal and external challenges only when it emphasizes on total quality. Engage in the delicate balancing act of ensuring quality to external customer (students, parents, and taxpayers), while at the same time paying attention to the needs of internal customers (teachers, board members, and other co-workers).

4. Accountability: We have to develop the system in which every group (student, teachers, researcher, and manager) is accountable to all other groups and members of each group are accountable to one another. Accountability is defined in terms of explicitly stated objective criteria, in which students are accountable to teachers because they have to submit Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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regular assignments and they are subject to regular and continuous open internal assessment and accountable to taxpayer who wants them to receive their education by hard work. We should develop a system in which teachers are accountable to students through instruction surveys and are accountable to management through self assessment and assessment of teacher by outside organizations and in which researchers are prepared to be assessed by outside agencies and funding agencies for their work. We have to develop a system in which managements are accountable for their work through assessment by accreditation process. Moreover all accountability at all levels has to be in terms of criteria laid down sufficiently in advance. 5. Human Relations: There is a need to enthuse quality in the whole setup, including the relationship. All individuals, small or big must be viewed as important human beings with physiological, psychological, social and ego needs. Establish systematic and continued communication among everyone. Develop skills in conflict resolution, problem solving and negotiations while displaying greater tolerance for and appreciation of conflict. The informal relations must be tuned to help the formal organization. 6. Customer Satisfaction, people are the basis of developing and supplying products and services delivered to supply customer higher satisfaction. Colleges/Universities are applying their investment

in

student's education and faculty training so that the can develop employees to be capable of taking

responsibilities and making improvements

independently and to be accountable of the final student achievement. According to Susan Aldridge, Jennifer Rowley, (1998) "Measuring Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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customer satisfaction in higher education", Quality Assurance in Education, Vol. 6 Iss: 4, pp.197 – 204, MCB UP Ltd, through theology was developed to measure student satisfaction with significant components of the service experience delivered to students at Edge Hill University College uses a questionnaire-based survey to collect information on student satisfaction. The methodology has two unique features: the Student Charter informed the survey design; and student responses were collected electronically through on-screen questionnaires through intranet. The outcomes suggest that there were remains some resistance to the completion of an electronic questionnaire and both paper and electronic versions are likely to continue to be necessary in order to achieve optimum response rates. The methodology has identified specific aspects of the service experience where there was either an absence of student satisfaction or the level of student satisfaction was variable. These aspects have been further explored with focus groups and fed into the quality plan for the college. Moreover, the implementing measurement to be recognized in any educational system process improvement initiatives undertaken from the standpoint of the customer model, with the aim of further motivating employees A Total quality system ” model shows above is proposed to offer to this study a framework for response to different types of feedback from students perspective. Stephanie Ellen, eHow Contributor, also suggest how to measure customer satisfaction in the Education Service through Student feedback on instructors and courses is valuable feedback for colleges and universities to improve instructional techniques, improve retention rates and garner feedback from students on course materials. Student Instructional Reports (SIR IIs) provide a way for institutions to Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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measure customer satisfaction in the education service. The reports, published by Educational Testing Service (ETS), can lead to improved instructional techniques and better experiences for students. The SIR II survey can also be administered to online classes. 7. Feedback: TQM is a continuous process. There is a need for continuous performance appraisal of all the subsystems as well as the system as a whole. The quality standards may be fixed in advance and performance compared both in qualitative and quantitative terms. The standards may also be reviewed as the graph of performance rises. For this purpose, independent assessment machinery should be created in the form of a Quality Coordinator or TQM committee. The machinery should be such as may have high moral credentials and faith of everyone, completely independent of the management/administration. However, for introducing a TQM approach in an organization or institution we prefer to classify it in two phases. The first phase can be defining of what TQM really is, and the second phase is about the implementation of this approach. Total Quality Is… Meeting Our Customer’s Requirements Doing Things Right the First Time; Freedom from Failure (Defects) Consistency (Reduction in Variation) Continuous Improvement Quality in Everything We Do (Fig. 2) Enablers (or Approach)

People Results

People Policy and Strategy

Leadership

Partnerships and Resources

Results

Processes

Customer Results

Key Performance Results

Society Results

and Learning Keywords : StrategicInnovation M Management and Total quality standards , Universities of

Jordan , Al-omar

Fig 6 The European Excellence Model

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Planning/ (PDSA) Planning cycle The Plan–Do–Study–Act Cycle The plan–do–study–act (PDSA) cycle describes the activities a company needs to perform in order to incorporate continuous improvement in its operation. This cycle, shown in Figure 5-6 is also referred to as the Shewhart cycle or the Deming wheel. The circular nature of this cycle shows that continuous improvement is a never-ending process. Let’s look at the specific steps in the cycle. Plan The first step in the PDSA cycle is to plan. Managers must evaluate the current process and make plans based on any problems they find. They need to document all current procedures, collect data, and identify problems. This information should then be studied and used to develop a plan for improvement as well as specific measures to evaluate performance. • Do the next step in the cycle is implementing the plan (do). During the implementation process managers should document all changes made and collect data for evaluation. • Study the third step is to study the data collected in the previous phase. The data are evaluated to see whether the plan is achieving the goals established in the plan phase. • Act the last phase of the cycle is to act on the basis of the results of the first three phases. The best way to accomplish this is to communicate the results to other members in the company and then implement the new procedure if it has been successful. Note that this is a cycle; the next step Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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is to plan again. After we have acted, we need to continue evaluating the process, planning, and repeating the cycle again. (Fig. 3)

Fig. 7: the PDSA cycle.

Leadership Management is also considered as a key factor in the success of (TQM) applications in higher education and all business organizations (Tari, 2006). Then TQM has been adopted as a management paradigm by many organizations worldwide. Quality movement in across the world starts with quality improvements project at manufacturing companies. But later it spread to other service institutions including banking; insurance,

nonprofit

organizations,

healthcare,

government

and

educational institutions. TQM models, based on the teachings of quality gurus, generally involve a number of “principles” or “essential elements” such as teamwork, top management leadership, customer focus, employee involvement, continuous improvement tool, training etc. Awards like Deming in Japan, Malcolm Balridge in USA; European Quality awards etc are reflection of growing concern in this area. Development of Student TQM Skills: In addition to using TQM to improve learning in general, every college should specifically equip its Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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students to understand and use TQM. Whether a school staff decides to integrate learning TQM into existing courses or to provide it as a separate course, it is important that students DO and not just study about TQM. Productive learning environment can be improved by six conditions for quality: Dr. William Glasser has provided one of the best translations of TQM principles into suggestions for a very productive learning environment: There must be a warm, supportive learning environment. Students should be asked to do only useful work. Students should be asked to do the best they can do. Students should be asked to evaluate their own work and improve it. Quality work should always feel good. Quality work should never be destructive (Al-Tarawneh, 2011).

2.6 Globalization Majors for College graduates should be in line with the community actual needs, to make sure that there is no shortage of such qualified graduates and at the same time there is no surplus that leads to unemployment and linking the student's majors with local development plan. (Mustafa, 1997). Globalization is operating at a political and cultural level with areas of concern such as climate change, depletion of resources as well as significant exchanges of ideas, beliefs, art and cuisine with the possible emergence of a ‘global culture’. These trends signal an increase in interconnection and argue that there is a growing interdependency between nations, companies, organizations, individuals and so on. Tabb’s definition (1999) is particularly useful in this context. He defines globalization as “a process of reducing barriers between countries and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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encouraging closer economic, political, and social interaction”(p.1). According to some researchers (for example, Panic, 2003 and Carney, 2003) globalization has various positive impacts. It is creating enormous opportunities for sharing social values and behavioral norms and promoting development at various levels including individuals, organizations, societies across different countries whether industrialized or developing. Another constructive impact of globalization is the mutual support and benefit to produce synergy for numerous developments of countries, communities and individuals (Cheng, 2002).

Prasad et.al

(2003, p.8), in their report about the effects of financial globalization on developing countries to the International Monetary Fund (IMF), claim that globalization could help to raise the growth rate in developing countries through some direct channels such as: augmentation of domestic savings, reduction in the cost of capital, transfer of technology from advanced to developing countries and the development of domestic financial sectors. Globalization could also help developing countries through indirect channels, which in some cases, could be even more important than the direct channels, such as, the increased production specialization in both macroeconomic policies and institutions induced by competitive pressures or the “discipline effect” of globalization. Prasad et.al (2003, p.8) also reveal that the average income for the group of more financially open (developing) economies does grow at a more favorable rate than that of a group of less financially open economies. However, at the same time, globalization could potentially have a serious negative impact on indigenous

development

particularly

for

developing

countries.

Furthermore, globalization can exacerbate inequalities so as to render Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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groups within developing countries, and groups of countries themselves, both poorer economically and not able to influence their roles politically (Woods, 2000).

In other words, globalization is continuing the

dominance of advanced countries over developing countries and indeed increasing the gaps between rich and poor areas in all over the world. Thus Chan (2001) notes that, “the less developed countries and communities remain stagnant economically, socially and even politically” (p.168). Globalization then has two facets, positive and negative, and it is important to consider both of these while dealing with globalization in the context of the Arab world and specifically Jordan. Torres (2002): “globalization not only blurs the national boundaries but also shifts solidarities within and outside the national state” (p.363). Cox (1996) goes even further into the impact of globalization on social structures. He argues that globalization has significant social consequences and can cause social division and creates contradictions of a three part hierarchy in social structure: (1) A top layer of people who are integrated into global economy; (2) A category of people serving those directly involved in global affairs and (3) Those that are excluded from the global economy (Daun, 2002, p.5). According to Cox’s taxonomy, globalization is highly favorable to industrial countries but for the developing countries, there is a real danger that globalization will mean economic stagnation and marginalization. Turning to the impact of globalization on the Arab world, the situation is significant particularly in terms of economic development in a highly competitive global economy. Camdessus (1996), the Managing Director of the IMF, in an address at the annual meeting of the Union of Arab Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Banks argued that “Arab countries as a group have attracted very little of the private capital that has surged into developing countries in recent years; nor has their export growth, which has averaged only 1.5 percent per year during the last five years, come anywhere close to the nearly 10 percent average annual export growth achieved by developing trade” 2.5.1 Higher education and globalization Higher education is implicated in all these changes. Education and research are key elements in the formation of the global environment, being foundational to knowledge, the take-up of technologies, crossborder association and sustaining complex communities,. Though higher education institutions often see themselves as objects of globalization they are also its agents (Scott, 1998). Research universities are intensively linked within and between the global cities that constitute the major nodes of a networked world (Castells, 2001; McCarney, 2005). Characteristically global cities have a high density of participation in higher education; there is a strong positive correlation between the higher education enrolment ratio of a nation or a region, and its global competitive performance (Bloom, 2005, pp. 23-24). Correspondingly, nations and regions that are relatively decoupled from the globally networked economy are typified by a low density of higher education. Being deeply immersed in global transformations, higher education is itself being transformed on both sides of the economy/culture symbiosis. Higher education is swept up in global marketing. It trains the executives and technicians of global businesses; the main student growth is in globally mobile degrees in business studies and computing; the sector is shaped by economic policies undergoing partial global convergence, and the first global university market has emerged. Even larger changes are Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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happening on the cultural side, Teichler (2004) remarks that „it is surprising to note how much the debate on global phenomena in higher education suddenly focuses on marketing, competition and management in higher education. Other terms, such as knowledge society, global village, global understanding or global learning, are hardly taken into consideration‟ (Teichler 2004, p. 23). It is surprising because while higher education is a second level player in the circuits of capital and direct creation of economic wealth, it is pivotal to research and knowledge, constitutive in language, information and cross-cultural encounters, and has many connections with media and communications. Information and knowledge are highly mobile, readily slipping across borders, so that the cultural sphere of higher education, in which research and information are produced, is actually more globalised than the economic sphere. Above all there is the ever-extending Internet, supporting intellectual goods whose use value far exceeds the cost of their distribution and consumption. Advanced higher education is now unimaginable without it. „The size, speed and complexity of information increasingly penetrate the daily life of scientists‟ (Smeby & Trondal, 2005, p. 453). The Internet facilitates world wide data bases and collaboration between academic faculty, stimulating more face-to-face and electronic meetings. Crossborder e-learning, combining ICTs and teaching, has not displaced existing educational institutions as some expected but continues to grow, with open potential for new kinds of pedagogy and access (OECD 2005b).

2.6.1 Globalization and Higher Education Development Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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It is a common claim that the world has entered a globalized age. Most, if not all, social life facets are affected by globalization. This term came into popular usage in the 1980′s to describe the increased movement of people, knowledge and ideas, and goods and money across national borders that has led to increased interconnectedness among the world’s populations, economically, politically, socially and culturally. There are heated debates about globalization and its positive and negative effects. While globalization is believed to have the potential to make societies richer through trade and to bring knowledge and information to people around the world, there are many others who perceive globalization as contributing to the exploitation of the poor by the rich, and as a threat to traditional cultures as the process of modernization changes societies. It is no surprise that globalization discourse has affected higher education too, in its policy-making, governance, organization, academic work, and identity. However, the relationships between globalization and higher education seem to be acute, perplexing and open to divergent views and many impact. The first impact of globalization on higher education is to employ economic standards as benchmarks. This has led to an international tendency to overemphasize the practical, technical value of higher education. Such a tendency causes tensions between the more profitable, applied subjects of science and technology, and those of basic theoretical enquiry, particularly arts and humanities subjects. It also creates institutional winners and losers; with a widening gap between the relatively few elite research universities and those more numerous middle-of-the-road, mediocre or even sub-standard institutions (Teichler, U. 2004). Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The second issue related to globalization is the spread of a commercial model in higher education, implying strong growth in private higher education provision and financing. The growth of private higher education and research funding has been faster than that of public funding in some areas, although higher education is still largely funded by the public purse. With the notable exceptions of Japan and Korea, the persistent reliance on the state is marked in higher education provision. Without strong government policy intervention, the current trends do not suggest very strong future development of the private sector in most countries. However, private higher education is likely to increase sharply in the future boosted by rapid demographic growth. As Guy Neave (1988: 274) puts it, “education is less part of social policy but is increasingly viewed as a subsector of economic policy.” The dominant rationale for education is economic (Welch 2000: 17), “It is largely concerned with finance, economic returns, human resource development, efficiency, effectiveness, costing, private funding and the like” (Watson 1996: 49). There are many economic, socio-political and technological reasons underpinning current plans for globalized education. They relate to the supposed benefits of a global student body, enhanced access, and flexibilities which are believed to overcome various structural rigidities of traditional universities (Edwards 1995). The virtual campus may widen opportunities for some, but not generally for those at the lower end of the economic scale. Virtual space is infinite, but it does not promise universality or equality. In fact, the latest data show that gaps in Internet access have actually widened, creating a “digital divide” between information haves and have-nots, which is liable to deepen disparities between rich and poor within countries. There are some reasons to cry Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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halt to the headlong expansion of the globalized education. Educationally, globalized education is increasingly centering on consumerism, wherein learning ceases to be about analysis, discussion and examination, and largely becomes a product to be bought and sold, to be packed, advertised and marketed. (Moore 1996). Culturally, the globalized education causes concerns about imperialist attitudes, the loss of indigenous cultures and the relentless imposition of Western values. It is seen as the new colonizer, insensitively spreading its providers’ views of the world on to developing nations in the mistaken belief that they are actually helping people. (Evans 1995).

2.7 TQM Model for Higher Education As we know, TQM has been used primarily in the industry but there are some reasons that TQM should be applied in educational institutions. First, necessitate for change do not be accepted by the institution most of the time. Second, is the hazard to the faculty’s individual autonomy therefore in TQM we need to have customer involvement and teamwork, (Fisher 1993). Finally, existing process will be improved by TQM. It cannot promote radical change When the applicability of TQM in education is accepted, the procedure of its process should be addressed, in fact, many institutions have reviewed the applicability of TQM in higher education and there are some proposed models to prove its applicability (J. Motwani and A. Kumar 1997) have suggested five step model that they believe is applicable to every institution. This model has five phases: deciding, preparing, starting, expanding and evaluating. TQM model proposed by J. Motwani and A. Kumar (ibid) is well defined and is clearly describing what should be taken into consideration for TQM Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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implementation. However, by looking at these phases and going back to the Deming cycle we will find similarities between them. To us the founded similarities means that we can put the phases defined by TQM model into Deming cycle, then the new created model will have more efficiency. In fact, one may claim that Deming cycle is for continuous improvement and proposed TQM model is for improving the quality. Therefore, combination of this model and cycle with some changes will offer model for continuous improvement of the quality, even though TQM is about continuous improvement for quality by itself, see figure 3. For this purpose, the phases defined by the TQM model will be set up in Deming cycle with some changes. The proposed model here will be a four-step cycle, which its components are as follow: 1- Plan step in Deming cycle is divided by two parts, first part is called Studying. This part is about doing a research of what TQM really is and top management should fully understand the concept, its objectives and they must accomplish their plan. The next part in plan step of this cycle is named preparing, and is about performing an internal assessment of the quality work and defining values, methodologies and tools. Furthermore, there must be some clearly defined objectives and visions.

2- Do step in Deming cycle is about starting and in another word plan and implement solutions. In this step, there must be some training to all levels about terms like Quality, TQM, Core Values, Methodologies and tools, and distribution of some customer surveys to both internal customers and external customers is desirable. Furthermore, Quality Council must be formulated and some quality improvement teams should be formed. Finally, some measures must be established and the university board Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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should perform a benchmarking in order to recognize and reward improvements.

3- Check step in Deming cycle has been regarded as evaluation step. This step has to do with evaluation of the plan and do steps. Here, the most effort should be set up for checking the actions that we have done and making sure that we are in a right direction to achieve our objectives.

4- Act step in Deming cycle is divided by two parts. In the first part, if there were found some problems according to checking step, changes must be applied to the system. Accordingly, those solutions and actions done well should be standardized. This will prevent from un-willingness changes within the defined systems.

TQM Model structure for Continuous Improvement In order to achieve the goals and aims of the study, a model that reflects the relation between the dependent and independent variables was constructed. This model can be seen in (Fig. 4) The model shows the interaction between the elements of TQM in order to achieve a continuous improvement in the outcomes and operation of the target organization, thus achieving students’ satisfaction. The model structure is made of three building blocks (Al-Tarawneh, 2011).


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Requirements

Actions

Results

Approval of Philosophy Training

Commitment Toward Philosophy

Students’ Satisfaction

Participation

Documentation & Information

University

Continuous Improvement

Profitability Educational & Financial Development

Productivity

Measurement & Bench Marking

Feed Back

Fig. 8: TQM Model structure for Continuous Improvement for achieving students’ satisfaction

Requirements: These are the basic requirements and building blocks for the initial implementation of TQM. These are: Approval of the philosophy, commitment toward the philosophy and availability of Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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critical information needed for the implementation and measurement of performance. Actions: These are the activities needed for the implementation of the philosophy in the organization. These include: training of faculty in the aspects of TQM and the meaning of the philosophy, participation and involvement of the upper management in the implementation phase and structural organizational change needed for implementation in terms of responsibilities, departments and management levels. Results : Measuring the impact of this model on students 2.7 Changing Environment Prior to 1980s the management of performance in universities was controlled by fairly routine procedures. Professional associations (e.g. engineering, medicine) performed the tasks of carrying out accreditations. Universities had their own committee systems (e.g. Course Advisory Committee) with a generally distributed participation, to oversee performance standards. All the reports emanating from these various bodies, generally kept the governments happy about the functioning of universities. Dramatic changes in the education scene began taking place in the 1980s. There was a striking growth, worldwide, of participation in higher education with the advent of ‘information age’ with its huge and rapid growth in knowledge. The growth of places in the universities increased at rates more than 10% per annum. A growing participation of ‘non-traditional’ students, e.g. those aged 21 and over, also increased at a phenomenal rate. With the galloping demand, the segregation that the governments had maintained – the great ‘binary divide’ – between technical institutions and higher education, came under enormous strain. Many countries caved in to the pressures and granted the same status of a university to all these institutions – a unified system of higher education. These dramatic changes in the composition of universities prompted the governments to look more closely at the issues of control and at outcomes in terms of the employability of the graduates. With the arrival of the knowledge based economy, universities were expected to play a part in the shaping of the new mould of education for the community (Klor de Alva, 1999). A poll among the 50 state governors of US (in ’98) Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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nominated encouraging ‘lifelong learning’ as the top priority for higher education. At the bottom of the list was the ‘maintenance of the traditional faculty roles and tenure’ (ibid). But studies of campuses revealed no such changed directions. ‘A narrow definition of the client base for post secondary education,’ continued ‘encompassing primarily those recently graduated from high school’ (Jone et al, 1998). 2.9 Ideal Quality System and Current Realities: Ideally, quality is achieved by carrying out the core function well. According Bowden and Marton (1998, ch.1), these core functions, for a university, are teaching, research and community service. They argue that the core process in all these functions is ‘learning’. When it is carried out well at all levels of participants: students, researchers and community, it becomes the defining element of quality in a university. Learning prepares the students for handling the situation in unknown future based on the current knowledge. Effective action requires effective ways of seeing the current situation, and developing choices. We discern the aspects of the choices and decide on a judicious course of action. Thus, learning effectively implies, widening the range of possibilities of seeing the same thing. Our world grows richer, and we have more options for action. There are a number of compelling insights into learning from various research traditions (Ewell, 1997): Learning is about transforming the student is into a flexible thinker, Learner is essentially an epistemologist – actively constructing unique ways of knowing, Students learn all the time; all situations are therefore a learning opportunity, Learning occurs best in the context of a compelling present problem, Frequent feedback reinforces already strong learning effects, Learning occurs best in an interpersonal context, working harmoniously with others, etc.


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An ‘ideal system’ should incorporate these 'learning insights'. At the organizational level, a typical university in the world is not yet ready to respond to these requirements. Their pattern of approach seems to be characterized by the following: 1. Academic programmers tend not be student-centered, but are conceived principally as 'delivery systems' to transmit knowledge. 2. Lack of systemic thinking; development initiatives are fragmented, which ignores the interdependencies within the whole system. 3. Lack of a consistent and constant leadership for change. As a result, curriculum and instructions are not clearly conducive for producing learning gains, as characterized by (ibid): A visible ‘aridness’ when it comes to ‘experience’: when the subject matter the students acquire takes the form of ‘ritual knowledge’, A debilitating fragmentation, where learning experiences are neither integrated horizontally (in the same year) nor vertically (in successive years), leading to a series of unconnected experiences….and graduating with a Bachelor of Bits and Pieces.. .’(Bowden and Marton, 1998, pp 234), Based on all these Ewell (1999) concludes that universities remain ‘novice cultures in developing approaches consistent with the obvious insights’ of quality learning culture (Ewell, 1997) Models for Managing Quality in Higher Education Based on the discussions above, ultimately quality in higher education can only be fundamentally changed by a deep rooted shift in culture at the academic level within the universities. Attempts have been made to adapt the models of quality management from industry. Two of the more wellknown ones considered for implementation are (Harvey, 1995): Quality Assurance system to ISO 9000 Standards, and Total Quality Management (TQM) model, 2.9 ISO 9000 Standards Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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ISO 9000 is an external standard which specifies a Quality Assurance System: a set of practices followed by the people involved in the delivery of the course/s to maintain the quality of the various activities related to the course. In order to do that it should ensure that: The course is designed to meet the needs of the customers (Students and Community), The process is effective and efficient. Interest in adopting quality assurance systems to ISO 9000 to higher education is broadly confined to Britain, New Zealand and Australia. More popular sector for the application has been in training and further education, rather than in higher education. Lundquist’s worldwide survey in ’97 revealed that only 16 universities were actively pursuing certification (Lundquist, 1997). Advantages: Communication: The main advantage to the organization stems from the amount of team work required to develop the quality manual which specifies the Quality Assurance System. There is a considerable clarity obtained by the members about their role and how to deal with any situation. External Recognition: The fact that the organization has an accreditation is a sufficient publicity for the prospective customers of the organization. Disadvantages: Harvey (1995) identifies a number of problems, which may outweigh the initial gains for the education sector. They seem to arise from the fact that the standard is fundamentally suitable for structured procedures required for rendering specific services e.g. banking, tourism etc. Such services have well-defined processes which could be managed and controlled. Education tends to be too subtle and far too extensive in the processes and delivery, to be specified and controlled by variables. In spite of attempts to revise the standards to adapt to


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education, e.g. attempts by BSI in 1991(ibid), the adoption of ISO 9000 to education has not gained momentum (as mentioned above). Probably another reason is that many of the quality monitoring procedures specified by various agencies, cover the same provision of quality assurance in education. This might somewhat reduce the attraction to the education sector of obtaining any additional certification.

2.10 - Application of TQM in Higher Education As far as application of TQM to higher education is concerned, there are serious problems identified with its adoption:

In TQM the processes are supposed to be customer driven. In higher education the critical problem is identification of the customers or products to ‘drive towards’. The customers can variously be students, employers, government etc. and in the same way the products can also be education, knowledge, research etc. This creates a considerable lack of focus for the groups involved with the processes. With its measurement and process focus, TQM makes an implicit assumption that the processes are amenable to measurement. On the other hand many processes in education are too subtle to be measured. ‘The more important the knowledge is the less likelihood there is of ever noticing it’ (Bowden and Marton, 1998). In addition, the main tenet of effective communication required within a university for TQM implementation is rarely reached. There is rarely a shared vision, and the academic managers in an attempt to retain power act as communication block. The participation in decision making at all Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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levels rarely ever takes place. Those with power continue to retain it (Bramble, 1996).

Based on the general reasons stated above, the enthusiasm of the academics to TQM has never been very high. It is therefore not surprising that TQM in higher education has been focused on academic support services given the relative ease with which customers can be identified e.g. in US universities as reported by (Sims & Sims 1995).

2.9.1 Adoption of (TQM) in higher education institutions The adoption of TQM in higher education has many reasons and motives as follows:Costs: A low level of spending in higher education makes Colleges seek control of cost. (TQM) is a mean of tools and principles to control costs during service (Decosmo, 1991).Expenditure on education is increased, and must be linked to benefit return which is to undertake the role of actual developmental contribute to the advancement of civilization through the quality of performance (Ibrahim, 2001). Competition Cornesky, 1994:1 (Colleges and Universities should keep up with student's loyalty (Sims and Sims, 1995). Also they have a strong competition as each institution seeks to attract the largest possible number of students through compliance with international standards. The College's overall survival is accomplished by meeting the best needs for students and society. The adoption of (TQM) enhances credibility to meet the requirements of the College's performance which leads to improve its competitive position among other similar academic institutions (Cornesky, 1994). Quality of higher education and reliability, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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governments these days are keen to assess the quality of higher education more than ever before and trying to apply quality and reliability more widely to develop the society and realizing that (TQM) in achieving high level of quality for the development of the higher education institutions.

2.9.2 Measurement of (TQM) in Higher Education In order to support and encourage continuous students and improvement process, Universities and Colleges need a set of techniques and tools to reach positive results in improving performance. The most important tools are:-

2.9.3 Self-Assessment It's one of the effective and efficient tools that guide the leadership to a manner of how to invest College's resources efficiently to improve performance compared with an international criterion or with the College itself through the assessment of the implementation of an annual plan with previous years.

2.9.4 Benchmarking It is a process to determine where inputs, processes, outputs, systems, and functions are significantly different from those of competitors or others. It's also an ongoing regular process to compare work results at a College a University with same work at another Colleges Universities in the same educational field, taking into consideration the concentration on activities, functions, and internal operations (Alkazzaz, 2001: Walton, 1985) This method is the most appropriate technique for higher education. Supporters of this process believe that Benchmarking lead to: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Determine the initial values, goals and monitor improvement through providing objective measurements. Make the College's work in such atmosphere to alleviate resistance of change. Create a structure of external evaluation. Effectiveness of the communication networks of new work and its role in sharing experiences between institutions of higher education and unified strategy (Sanyal, 1998). ISO following the Adoption of (TQM) by Colleges and Universities, it is necessary to rely on standards set by the "international standardization Organization (ISO) to ensure quality performance. ISO standard is one of a set of management tools that Colleges and Universities have adopted in recent years. Many Colleges and Universities worldwide received ISO certification of their quality management systems. In the United Kingdom more than (20) Colleges received ISO (9002) certification” (Ani, 2002). 2.10 Independent & dependent Variable

Figure 6 illustrates this research model that clarified the relationship between TQM and University Achievement Exam.

2.10 Variables

4. Developing Research Hypothesis & Independent & dependent Variable


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Based on the result of literature review and education reform in Jordan and introducing the University Achievement Exam (KAFFA) this study concluded seven factors to be the key driving force including both independent & dependent variables to an effective implementation of TQM and could have an impact on the results of students on University Achievement Exam (Kafaah) . Namely, these seven factors include: learner focus, university management leadership, human resource, management information system (MIS) and process management, continues improvement, and lectures. Further discussions about the aforementioned seven factors are provided & explained below: First: Independent Variable 2.10.1 Hypotheses of the Study Following hypotheses were selected for the study: H01: There is no significant difference between mean opinions of teachers, students and staff about Student Focus

1. Student focus Student focus satisfaction-examines how the university determines student expectations. Also examines the levels and trends in key measures of student satisfaction relative to comparable universities and/or appropriately selected organizations For education enterprises, the significant driving force to establish the quality goals basically originates from students needs. Generally speaking, students needs identify the operational goals for universities to meet. Oakland (2005) mentioned that quality started with the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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understanding of student needs and ended when those needs were satisfied. In order to meet the requirement of students, university management should clarify the expectations of its students. Further, organizational strategy should also be developed based on student’s needs. Samson & Terziovski (1999) pointed out that student focus is the underpinning principles for firms to implement TQM programs. Since senior university management may have the influence and authority to dominate the entire TQM implementation, dedicated commitment from top management about implementing TQM is certainly a necessity. Therefore, this study proposes that student focus is positively related to university management leadership. H1: Student focus is positively related to Management Leadership.

H02: There is no significant difference between mean opinions of teachers and students about University Management 2. University Management Management leadership is considered to be another major driver of TQM and it has a significant influence on determining whether or not a TQM program can be implemented effectively (Soltani, 2005). Management leadership in fact, refers to how management level guides and supervises personnel of a firm in an appropriate manner. Management level provides the necessary resources for training employees to meet the new requirements and/or changes that are resulted from TQM implementation, and consequently, creates a work environment which is conductive to employee involvement in the process of changes (Kaynak, 2003; Wilson & Collier, 2000). In addition, effective management leadership is critical Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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to influence the decision of selecting qualified lectures and employees. Management level is also responsible for mentoring curriculum and considering any updating and considering market demands & consumer needs (Deming, 1986; Flynn et al., 1995). In other words, the focus of management is essential for university to graduate highly qualified students that meet the needs of market (Flynn et al., 1995; Juran, 1981). In conclusion, management level plays a significant role on conducting university operations and also highly influences the decision-making and resource allocation processes and design management, respectively. Therefore, the authors propose that management level has positive effects on human resource, and process management. Therefore, this research proposes that management level has positive effects on human resource, and process management. H2a: Management Leadership is positively related to Human Resource H2b: Management Leadership is positively related to process management

aH03: There is no significant difference between mean opinions of teachers and students about Human resource. In terms of quality management, employees must be able to measure and utilize quality data efficiently and effectively (Ahire & Dreyfus, 2000; Ho et al., 1999). The study of Ho et al. (2001) indicated that human resource, which includes employee training and employee relation, was positively related to quality improvement, which was Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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mediated through utilizing quality data and reporting. Thus, whether or not a TQM program will be successfully implemented mainly depends on the collaboration and coordination among a university’s workforce. An effective implementation of TQM can be derived from employees’ understanding

of

the

philosophy

and

principle

of

TQM

implementation. Furthermore, if employees have high consciousness of TQM, the data and reporting of quality control prepared by working staffs will be easy to uncover the reality and thus, can be used to correct quality flaws or mistakes immediately and effectively. Human resource development and management-examines how university and staff development are aligned with the university’s performance objectives. Also examined are the university's efforts to build and maintain a climate conducive to performance excellence, full participation, and personal and organizational growth. In this way, this study proposes that better human management will result in more positive effect on educational process management. H3: Human Resource Development Management is positively related to educational process management. Ho4: There is no significant difference between mean opinions of teachers and students about Education Business Management and continuous improvement in education 4. Educational Business Process management The goal of process management is to reduce process variation by building quality into the education process (Flynn et al., 1995; Handfield et al., 1999). The effects of reducing process variation will increase the quality of outputs as well as decreasing the occurrences of unnecessary Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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costs such as rework costs and waste costs by finding and correcting quality problems immediately (Ahire & Dreyfus, 2000; Anderson et al., 1994; Forza & Flippini, 1998). Thus, the effectiveness of process management implementation has been cited as one of the major dimensions of integrated quality efforts (Anderson et al., 1995). Educational business process management examines the key aspects of process management, including learning-focused education design, education delivery, university services and business operation. In this way, this study proposes that educational business process management will result in more positive effect on continues education improvement. H4: Human Resource Development Management is positively related to continuous improvement in education. H5: There is no significant difference between mean opinions of teachers and students about ensuring continues improvement in education of the quality of service provided by the Jordanian universities and strategies management,

TQM is a practical but strategic approach to running an organization that focuses on the needs of its customers and client. It rejects any outcomes of other excellence. TQM is not a set of slogans, but a deliberate and systemic approach of achieving appropriate levels of strategy and quality in a consistent fashion. That meet or exceed the needs and wants of customers. It can be thought of as philosophy of continued improvement only achievable by and through people. As an approach, TQM represents a permanent shift in institution’s focus away from short-term expediency to the long-term quality and strategic improvement. Constant innovation, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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improvement and change are stressed, and these institutions that practice it lock into a cycle of continuous improvement. They make a conscious attempt to analysis what they are doing and plan to improve it. To create a continuous improvement culture, managers have to trust their staff and to delegate decision to the appropriate level to give staff the responsibility to deliver quality within their own sphere (Sallis, 2002) Continuous improvement it's a strategy deals with continuous search for excellence in what one does. It examines an university effort aimed at the implementation of quality concepts and practices throughout the organization. Continues improvement focuses on aligning the university around a set of improvement goals. Accordingly, this research proposes that continuous improvement in education will affect positively on students’ results. H5: Continuous improvement in education is positively related to students’ results. Ho6: There is no significant difference between mean opinions of teachers and students about university performance results, design and preparation strategy to meet the Kaffa'h, exams. 6. University Performance Results The effect of TQM have different impacts on internal quality and external quality, TQM implementation that directly and positively improve university’s performance by increasing quality performance (Kaynak, 2003), has indirect effects on increasing student satisfaction as well as market share (Handfield et al., 1998; Hendricks & Singhal, 1997).


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The improvement of operating efficiency will improve student’s satisfaction and eventually their performance. University performance results examine student performance and improvement, improvement in the university education climate, university services, and improvement performance of university business operations. Also examined are performance levels relative to comparable university and/or selected organization. Thus, this research proposes that university performance results resulting from TQM implementation will increase students’ satisfaction and improve their results. So, hypothesis H6 is proposed below. H6: University performance results are positively related to students’ achievement Exam (Kafaah).

Second: dependent Variable

1. University Achievement Exam (Kafaah)

The Strategic Plan for Higher Education in the Hashemite Kingdom of Jordan in 2004-2006 a vision based on creating a high-quality educational unable to produce qualified human cadres and specialized in different fields of knowledge meet the needs of the community's current and future in line with the achievement of economic and social development is sustainable" .As included the overall objectives of this strategy is the need to improve the quality of higher education and the harmonization of the requirements of the community through the development of standards and the bases for accreditation and quality control are applied to all Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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institutions of higher education and in conformity with international standards . Hence, it is imperative to find mechanisms and means through which the Jordanian state and institutions concerned with evaluating the outputs of higher education to measure the impact of the processes taking place on the input of education in higher education institutions. And thus, decided the Higher Education Council, which assumes the status of public policy for higher education in the Kingdom of the development of "University Achievement Exam” (Kafaah) for all graduates of Jordanian students in Jordanian universities, and non-Jordanian universities who wish to testify in the equation . The Kafaah exam measures the level of achievement of all students should be graduated next semester.

Figure 9 illustrates this research model that clarified the relationship between TQM and University Achievement Exam.


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Dependent Variable

Independent Variables

Student Focus

H1 University Management

H2 Human Resources

H7

University Achievement Exam (Kafaah)

H3 Education Business Management H4 Continues Improvement

H5 University Performance

H6 Motivation and rewards


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2.11 Conceptual Framework of the study This section describes possible courses of actions. Most of the researches based on theories, which explain and predict problem under consideration. Theories are linked to conceptual framework and conceptual frame is derived from theories. Before developing a conceptual frame for the present study, a comprehensive review of the literature was conducted. The literature review highlighted the fact that Higher Education is an emerging concept. Research on Higher Education started in Jordan in 1950s, but the centre of research was theoretical aspect of Higher Education in Jordan , which has now moved to experimental aspect. Literature review further showed that most of researches were conducted on students’ learning cognition, while teachers have been totally ignored. Limited numbers of researches have been conducted on met cognitive teaching and training. To fill this gap, the present study was undertaken. The main purpose of the study was to examine relationship between teachers’ met cognitive awareness and academic performance of students. Research work on students’ met cognition revealed that the following factors significantly correlated with the met cognition: An analysis of met cognitive theories revealed that met cognition is affected by personal, social and biological influences. The present study developed around the following broad research themes:


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1. Do teachers with high abilities make any difference supporting the effective support for the management of the university for teaching practical strategies to suit the foundations of overall quality in the academic Performance of students? 2. What is the effect of the constant work to improve staff to shift the teaching process and teaching experience on the met cognitive awareness of teachers? 3. Are there any gender differences in improving the educational process in the Jordanian universities to meet the competency exam through .the student awareness

and academic performance? 4. There are enough equipments and teaching kits and tools in educational process in the Jordanian universities to meet the competency exam? 5. Are there any guaranteed of college strategies and quality of service is to provided and improve the learning process.? 6. Is there any effect of the compliance to the quality standard related to planning, design and preparation strategy to meet the Kaffa'h examination procedures and policies to enhance teaching faculty and student learning.?

7. To examine and explains the strategic planning and the design of Kaffa"h exams topic and the preparation way of educational procedures and process.


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2.12 Adopted Theory

In this study it has been tried to bring out a clear status of higher education and emergent needs to enhance the quality of higher education in Jordan. Globalization of higher educational services has become an area of key focus for many countries. In order to fuel the socio-economic development of the country, higher education is playing a more active role in our country and this requires a paradigm shift in terms of governance and service delivery. Higher education institutions must become more innovative leading to quality institutions of knowledge production and dissemination. Realizing the importance of higher education, a lot of innovative experiments are being done to improve the performance of this sector. Application of TQM concepts is one of such measures, which will go a long way in revolutionizing the higher education system. This study attempts to theoretically conceptualize TQM modules in higher education in Jordan.

2.13 Gab Analysis The process that involves the identification of gaps between the current state and the future or desired state is the beginning point for implementation of a teaching improvement process. When the process of identifying gaps includes a deep analysis of the factors that have created the current state, the groundwork has been laid for improvement planning. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The gap analysis process can be used to ensure that the improvement process does not jump from identification of problem areas to proposed solutions without understanding the conditions that created the current state. The following guidelines are suggested for use by principals and team leaders who are charged with developing campus improvement plans:

1 - Lay the groundwork for this process by explaining that identifying gaps does not mean that individuals are at fault. Rather it is a means of examining systemic factors that contributed to the current state. 2- Using the scale to determine the current state is most successful if the group doing this work is assured that they can be honest in their assessments without fear of retribution. 3- The information gathered in this process needs to be written up and reviewed by the team that is working on the improvement plan. If questions arise from this review process, the team could outline a means of investigating the issue to verify it.

4-The intent of this process is to gather information that will be used to develop a future or desired state based on the indicators that are on the gap analysis worksheet. The team may decide to write additional indicators or to revise existing indicators if it decides that the need exists. 5 - As a result of identifying the gaps between the current state and the future state, planning teams can develop a problem statement that summarizes the underlying structural issue that needs to be addressed. A Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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root cause analysis can then be developed in order to determine the factors that are crucial to improvement. 6 - The factors that are identified are then used in the development of goals and objectives for the improvement plan.

Figure 2 shows the starting point for the improvement plan towards the implementation of the TQM modules in higher education in Jordan Data Analysis using current and recent data

Self-Assessment Questions to Identify Current State Problem Statement and Root Cause Analysis

Gap GAP is the Starting Point Identification of Future State

Improvement Plan

Fig 10 : Gap analysis as starting point for the improvement plan.


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Chapter 3 Research methodology 3.0 - Research methodology It was a co relational study. The main purpose of the study was to assess the impact of colleges teachers’ met cognitive awareness on the academic performance of students. A plan was developed to gain evidence about any relationship between a science college teacher’s met cognition and the achievement of students in the subject of their study at college level. This section describes the procedure of the research study. It consisted of:

3.1 Sample 3.1.1 Validity 3.1.2 Reliability 3.1.3 Pilot test 3.1.4 Goodness of fit 3.1.5 Type of research

3.1 Sample Random sampling technique was used and description of sample was as followed: The study population: (The study population consisted of teachers and students and management in the college development teams totaling 600 students and (200) Teachers distributors in

Jordan Universities and 20

deans and heads 2010 - 2014). Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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3.1.1 Sample of Colleges/Universities Twenty Colleges in public and private sector were selected from 10 universities

(2 colleges from each sample district) were randomly

selected .The proportion of Universities from both public sector and private sector, male and female college students was taking fifty- fifty from all part of

Jordan,

North, South, West &, East, researcher

considered all part of the country. Table 1 shows the total number of Universities. Public Universities Yarmok Universities – Erbid

University of JordanAmman

Mutta'h UniversityKarak

Al-AlbiatAlMafraq

Total Number of Universities, = 10 Colleges =20 Regain Colleges Private Regain Universit ies North Economic and Jadarah North administrative Universit ies Erbid MIS Middle Administrative and Amman Finance Alahlieah/ Amman Law South Administrative & Al-Zarqa East Finance Al-Ah liah- lZarqa CS West Law Ph

Colleges

Business and Finance

MIS Business Management

CS IT

MIS Risk Management


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MIS AlHashemeah

North

Irbid university

Business CS

Finance t IT MIS Business MIS

3.1.2 Sample of Deans and Heads All (20) Deans and heads of the sampled of the colleges from public and private Universities (the proportion of public and private sector, colleges included in sample above) . 3.1.3 Sample of Teachers (200) lecturer from teaching college classes (20) colleges (10) lecturer from each sample district) were randomly selected in which proportion of male & female lecturers was fifty- fifty. In a way that from each sample district, the proportion of the public and private and male and female lecturers was equal. The description of sample of the lecturers was as follows: Table 2 shows the total number of Teachers Total Number of Teachers Public University YarmokErbid University of JordanAmman

Colleges No of Lecturers 3 20 from each College 3 20 from each College

Mutta'h 3 UniversityKarak

20 from each College

Private Colleges No of University Lecturers Jadarah3 20 from Erbid each College Amman 3 20 from Aleach ahlieah/ College Amman Ph 3 20 from each College

Total 40

40

40


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Al-AlbiatAlMafraq

3

20from each College

Al3 Hashemeah

20 from each College 100

Al-Zarqa 3 Al-Ah liah- lZarqa Irbid 3 university

20 from each College

40

20 from each College 100

40

200

3.1.4 Sample of Students 600 students (25 students from each sampled district) were randomly selected in which proportion of male & female students 25 of each was fifty fifty. In such a way that from each sample district the proportion of the public and private and male and female students were equal . The descriptions of sample of the students were as follows: Table 3 shows Sample of Students Sample of Students Total Number of Students Colleges Public Colleges Private Male Female Male Female Economic and 15 15 Business and 15 15 administrative Finance MIS 15 15 MIS 15 15 IT 15 15 IF 15 15 Administrative 15 15 Business 15 15 and Finance Management Law 15 15 CS 15 15 IT 15 15 Law 15 15 Administrative 15 15 IT 15 15 & Finance CS 15 15 MIS 15 15 Business 15 15 Law 15 15 Administration MIS 15 15 MIS 15 15

Total 60 60 60 60 60 60 60 60 60 60


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Total

150

150

150

150

600

3.2 RESEARCH INSTRUMENT This study is descriptive in nature; a questionnaire was developed through review of literature and in consultation with a panel of experts (Appendix–IV) to collect data. The questionnaire comprised of both structured and unstructured forms. The questionnaire consisted of 50 items, fourteen items (1-14) were about the effective support for the management of the university for teaching practical strategies to suit the foundations of overall quality. From ( 14-20 ) were about the element of continuous improvement in Jordanian universities. items (21-30 ) were about the improvement of the educational process in the Jordanian universities to meet the competency exam, items ( 31-35 ) were about equipments and teaching kits and tools in educational process in the Jordanian universities to meet the competency exam. items ( 36-39 ) were about college strategies and quality of service provided to improve learning process. Item from (40-45 ) were about the preparation way of educational procedures and process. Also item (46-50) were about employee responses to motivation and work reward performance in Jordanian Colleges and Universities. This tool seemed more appropriate because it was easy to respond, tabulate and analyze. Remaining two open-ended items of questionnaires were included for the respondents to express their attitudes, interests, preferences and decision in their own words liberally. For the purpose of the present research, the students and the teachers were identified as informants. Therefore, same questionnaire was administered to both types of the informants to know their opinions about current situation of the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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application and analysis of total quality management in colleges in universities of Jordan. 3.3. Achievement Test: The researcher developed an achievement exam in the subject of Management to test thinking and met-cognitive skills (75% of items measuring met-cognitive skills) used by the learners in their learning. Exam items were based on four college curriculum of Business Management according to textbook board. Three indicators were kept in mind while constructing items i.e. the difficulty, understandability and relevance of items to the objectives of the study. The initial form of the exam consisted of 50 items. Thus, with the help of advisors from

my college and other colleges and other

experts, the researcher reviewed statements to find out how well the respondents understood the items being asked. Discussion resulted in the removal and modification of a number of items from the exam. It was then pilot tested. After pilot test some difficult items were removed while some items were restructured. 3.4 Reliability and Validity of Achievement Test: For reliability and validity of achievement Kaffaa'h exam, it was administered twice on the same groups on two different occasions. After administration, first the difficulty level of achievement exam was calculated. The first form of exam consisted of 50 item. Items having high and very low difficulty level were removed. Items having moderate difficulty level were taken into account. Some items were reworded and reshaped. Correlation coefficients were also computed, items having Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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value of “r” less than 0.4 (Garrett, 2000, p.176) were removed. After these processes test ended up within 60 items. Validity is always the more important issue: does the exam measure what it is intended to measure? The material was considered by seven experienced researchers and minor changes in wording and grammatical structures were incorporated. It is possible to consider reliability in terms of internal consistency: is there evidence that the questions are measuring the same kind of variable? Alpha was computed for the teachers and for the students, values of 0.88 and 0.78 being found respectively. However, the real question of reliability is whether the material is likely to give similar outcomes when used on more than one similar occasion? It was not possible to check this by any kind of exam-retest. However, the material was used carefully under conditions described by Reid (2003) and he argues that reliability is well assured in these circumstances.

3.5 Experimental: Another Approach The traditional way in psychology to assess attitudes often involves the gathering of a very large number of questions, pre-testing them in various ways and selecting a few for which there is clear evidence that they are measuring the same underlying variable. The problem is that attitudes are usually very multi-variable in nature, a point noted by Gardner (1995, 1996). It is assumed that, if inter-item correlations are reasonably high, then the questions are measuring similar things. However, inter-question correlation can be very misleading in this regard as correlation does not guarantee this at all. First of all, there is a need with the questions in this survey to explore whether they are measuring one variable or, indeed, the 9 variables Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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suggested by the researcher. This is easily checked using factor analysis by loading each question separately. Factor analysis looks at the patterns of correlations between measurements and explores whether there are any underlying factors which can explain these patterns. Factor analysis cannot say what the underlying factors are. It can only identify their presence and their number. SPSS will use and principal components analysis using varimax rotation was applied. In this, the factors are known as ‘components’. The statistical analysis seeks to impose a set of multi-dimensional coordinate axes onto the data in order to minimize and maximize the angles between the measurements made by each of the questions with the axes. The cosine of the angle is shown as a loading and this can be seen as the correlation coefficient between the component and what the question is measuring. Because this works in hyperspace, it is impossible to draw but Reid (2006) offers some background to the nature of correlation. 3.6 Pilot test For the pilot test, researchers adapting the test to 10 universities and 20 colleges were taken from district of Jordanian Universities. It was further divided into 50 questions for lecturers, staff and students divided to 7 tables and 4 questions for deans and heads. There is a pilot test was taken to 100 lectures, staff and students 5 deans and heads to insure the test validity. Also the Researcher personally reviewed and administered relevant questionnaires for deans and heads, teachers, staff and students, according to the advices taking from the expert of checking these questionnaires

which they were requested to give their suggestions

freely for the improvement of the questionnaires. They were also Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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requested to amend the questions, if necessary in format and the language to make the questions simple and understandable. Accordingly questionnaires were revised and

prepared by incorporating their

suggestions and proposals. Then the final version of questionnaires was developed for 50 questions to each one. Moreover some document from Colleges/Universities and MoHE were reviewed and analysis for this study, the researcher surveyed the official reports, documents and education policies of the Government of Jordan (MoHE) also were reviewed for more information about higher education, Kaffa'h exams and exam committees in order to make result more efficient. 3,7.Tests for Goodness of Fit: The chi-square test was using for goodness of fit for the instrument.


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Chapter 4 ANALYSIS RESULTS 4.1 Analysis of Demography’s Information Table 1: Highest academic degree possessed by teachers Name of Degree

B.S

Masters Ph.D.

Total

No of respondents

17

63

120

200

Percentage

12.00

27.33

60.67

100

Table 1 indicates that 120 PhD holders (in all filed) = 60.67 percent and 63 teachers possess Master degree, (in all filed) = 27.33 percent and 17 teachers possess BS. Degree( (in all filed) = 12.00 percents.

Table 2 Name of Degree

B.S

Masters

PhD

Total

No of respondents

21

37

142

200

Percentage

14.00

11.34

74.66

100

Table 2 indicates that 21 teachers working in public colleges of education possess B.S. Degree(in all filed) = (14.00 percent), Masters. (in all filed) 37 = (11.34 percent), and Ph.D. degrees(in all filed) 142 = (74.66 percent) respectively. Table 3: Age groups of teachers Age Group

Below 35

35-45

45

and Total

above No of Respondents

33

138

29

200


134

Percentage

28.00

64.00

8.00

100

Table 3 indicates that 33 or 28.00 percent respondents were below 35 years of age, and most of the teachers 133 = (64.00 percent) were found within the age group of 35-45 and 29 percent were found above 45 years of age = 8.00.

Table 4: Teaching and administrative experience of teachers Experience

Teaching

Percentage Administrative Percentage

In Years No of

No of

respondents

respondents

5 to 10

50

16.34

Zero

Zero

11 to 20

90

65.66

18

8.67

21 and above

60

18.00

33

17.33

Having not

Nil

Nil

149

74.00

Total

200

100

200

100

Table 4 shows that 50 administrative experience of teachers = 16.34 and 65.66 percent respondents have teaching experience from 11 to 20 years and in the below range none of them had administrative experience 60 = 18.00 percent respondent having more than 21 years teaching experience and among of them no of experience 33 = 17.33 percent also have administrative experience. A considerable number of teachers, 149 =7.66 percent and 74.00 percent having teaching experience were without any administrative experience respectively. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Table 5: In-service training of teachers No of Times

Below three

Three

to Above

Five

Five

Total

No of Respondents

105

55

40

200

Percentage

51.00

29.00

12.00

100

Table 5 illustrates that 105 out of 200 or 51.00 percent Respondents got professional training less than three times, while 55 = 29.00 percent received in-service triaging from three to five times and 40=29.00 percent got in-service training for more than five times. Comparison of Teachers and Students Scores on Strategic Quality of Education

4.2 Hypothesis

4.2.1 The first hypothesis

There are effective support of Student focus and satisfaction-examines on how the university determines student expectations. From Table 1, it is with the exception of paragraphs 1, 7, 9th most all of other paragraphs got circles of calculation is greater than 3.00 and the levels of significance Show no less than 0.05 it was statistically significant. And paragraph no 10 came up with first degree and a mean of 4.04, followed by the paragraph number 3 ranked second and a mean of 4.00, and paragraph No. 11 ranked last among the paragraphs statistically acceptable. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The paragraphs 1, 7.9th, they got circles of calculation is less than 3.00 all are,

not statistically significant. That means

the university

administration are holding to their personal opinions and impose on teachers. students and staff. University management they don’t use the financial resources available to them in a competitive way and do not use the strategic plan as it should be planned offend as forecasted. They don't use scientific methods in a proper way, even the real strategic been suggested as pre-set to predict what the teacher and the student needs to end with and the real needs to complete the teaching process in the form required. The paragraphs collectively has got to the mean of 3.00 level of significance scenes less than 0.05 that is mean it is statistically significant as it is the first to accept the hypothesis, there is no support for the effective management of the university and the strategy of applying part as of the quality of teaching elements and effective support of Student focus satisfaction-examines on how the university determines student expectations. .Table 1, The responses of faculty members and students and staff about the effective management of the university and the strategy of applying the quality of teaching elements and effective support of Student focus satisfaction-examines on how the university determines student expectations.

Item

Item

No

Arith-metic Mean

SD

test-

Probability

Value value (.Sig)


137

1 College has lending education 2.82

1.79

1.10-

0.09

1.14

7.87

0.00

0.96

13.49

0.00

1.00

12.44

0.00

1.26

5.24

0.00

0.89

10.80

0.00

Strategy in line with the needs of everyday students needs according to their study slandered. 2 Audio and visual aids are suitable 3.69 and available at the college strategy with quality needs and strategy available to fit their needs. 3 Teachers are giving notes and 4.00 given references according to it's strategy and quality to provide scientific books for the needs and benefits of students. 4 College has a clear plan and 3.96 strategy to improve the quality and improvement

of

learning

and

quality purposes. 5 Appropriate furniture and fittings 3.51 are available in the college to enable students achieve learning up to Q standards and improve skills. 6 Teachers

involved

in

the 3.81

development strategy of staff and programs technicians to promote technical and educational skills to help students learning according to Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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college strategy and QM objectives . 7 All faculty members have a good 2.48

1.18

5.29-

0.00

1.09

4.98

0.00

1.87

8.85-

0.00

1.06

12.67

0.00

1.35

5.01

0.00

1.29

4.71

0.00

relationship with each other in order to improve College Quality of their strategy's. 8 Existing facilities and laboratories 3.77 enough for the needs of colleges students to support their learning strategy. 9 Parents often visiting faculties for 2.07 the performance and coordination with teachers for the benefits of students to improve Q. 10 All college staff are working to 4.04 help and improve the education process for the benefit of students. 11 Suitable and available facilities at 3.41 the college for training in computer skills and Internet devices and succession marching college Q and strategy. 12 The university administration is 4.47 keen to establish good and lasting relationships with students and faculty in order to attract new Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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students. 13 The university administration is 3.51 keen

on

attracting

1.26

5.24

0.00

1.36

4.18

0.00

specialized

cadres in the teaching field. 14 Create

the

university 3,44

administration all the necessary facilities for the participation of faculty

members

in

teaching

programs Total

3.47

4.2.2 The second hypothesis: There is constant work to improve staff shift to the teaching process as University Management and Management leadership is considered to be another major driver of TQM and it has a significant influence on determining whether or not a TQM program can be implemented effectively: From Table 2, with the exception of paragraphs 18, all other paragraphs got circles of calculation is greater than 3.00 and the levels of significance Show no less than 0.05 it was statistically significant. And replaced paragraph No. 17 first prize and a mean 4.18, followed by paragraph number 16 in second place and a mean of 3.97, and was the last paragraph No. 15 rank within paragraphs statistically acceptable. Paragraph No. 18, they got to the middle of

less than 3.00 is, they are not

statistically significant. Any offers that what College dean and department head encourages innovation in teaching not equivalent creations and innovations designed to improve the performance and service and a fair level. The paragraphs collectively has got to the middle of larger than 3.00 level of significance scenes less than 0.05 any statistically significant as it is to accept the second hypothesis that there is a continuous improvement in the teaching process by Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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the interviewer category. Table (2): the responses of teachers, ,students and staff to the element of continuous improvement by University Management and Management leadership is considered to be another major driver of TQM and it has a significant influence on determining whether or not a TQM program can be implemented effectively in Jordanian universities to enhance students learning Item

Item

No

Arith

SD

metic

test-

Proba

Value

bility

Mean

value (.Sig)

15

College staff are dealing with students in a

3.67

1.09

4.91

0.00

College administrative personnel Officers helps 3.97

0.74

10.76

0.00

4.18

0.63

15.42

0.50

2.78

1.13

1.56

0.18

Curricular activities in the college is organized, 3.73

1.15

5.21

0.00

0.70

12.05

0.00

friendly way 16

students at appropriate times. 17

Students who are graduates they visit the college and suggest ways and means to improve the strategic and quality of education by their experience

18

College dean and department head encourages innovation in teaching

19

curriculum and participant is accordance with the schedule and the annual periodically 20

Teaching and learning process has been

4.15

improved and Keeping eye on exam preparation and results of the management efficiency exam Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Total

3.66

1.03

6.49

4.2.3 The third hypothesis: Human resource is to enable and improve the educational process in the Jordanian universities to meet the competency (Kaffa'h)exam in terms of quality management, employees must be able to measure and utilize quality data efficiently and effectively. From Table 3, with the exception of paragraphs 23.28, all other paragraphs got circles of calculation is greater than 3.00 and the levels of significance show no less than 0.05 it was statistically significant. And replaced paragraph No. 21 first ranked and a mean of 3.93, followed by paragraph number 29 in second place and a mean of 3.86, and was the last paragraph No. 25 rank within paragraphs statistically acceptable. The number of paragraphs 23.28, it got circles of calculation is less than 3.00 is, they are not statistically significant. Staff they are not solving the problems without reference to the direct responsible. Teams do not constitute especially when there is a need to accomplish specific tasks. The paragraphs collectively has got to the middle of my larger than 3.00 level of significance scenes less than 0.05 there not statistically significant where it is accepted that the third hypothesis is in terms of quality management, employees must be able to measure and utilize quality data efficiently and effectively enabled and improve the educational process in the

Jordanian universities to meet the competency(Kaffa'h) exam in Jordanian universities. Table (3) the responses of teachers and students about Human resource is to enable and improve the educational process in the Jordanian universities to meet the competency (Kaffa'h)exam in terms of quality Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

0.00

142

management to measure and utilize quality data efficiently and effectively.

Item No

Item

Arith

SD

metic

test-

Proba

Value

bility

Mean

value (.Sig)

21

College teachers and students complain

3.93

1.02

9.33

0.13

3.58

1.10

6.98

0.00

2.65

1.44

-0.67

0.50

3.51

1.03

6.82

0.11

3.39

1.20

4.95

0.00

3.60

1.10

6.18

0.00

The college has clear vision and the current 3.46

1.22

4.50

0.00

1.57

-1.65

0.10

about the lack of facilities in the college 22

Teachers are using audio and visual aids, video, TV during their lectures

23

Positive behavior and attitudes along with teaching staff in their lecturing hours

24

All bachelor program objectives are clear to me and to the majority of teaching staff.

25

All problems will be solved through meetings between faculty members, deans or department heads and students

26

Teaching staff facing important role in building the character of students

27

education system is useful for achieving the objectives of Undergraduate Students program 28

Teaching objectives of the program are

2.59

based on scientific, professional and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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technical knowledge 29

Teaching staff review their teaching

3.86

1.07

8.58

0.00

3.53

1.19

5.15

0.00

3.41

1.65

7.38

0.00

material and lesson from time to time 30

Teachers use method of teaching only during the lecture Total

4.2.4 Fourth hypothesis: to ensure Educational Business Process management in improving equipment supplies and devices necessary for the educational process variation by building quality into the education process:

With the exception of paragraph No. 32, all other paragraphs got circles of calculation is greater than 3.00 and the levels of significance show no less than 0.05 it was statistically significant. And replaced paragraph No. 31 first rank and a mean 4.15, followed by paragraph number 34 in second place and a mean 3.78, and came paragraph No. 33 ranked third and last paragraphs within statistically acceptable. Paragraph No. 35, got to the middle of less than 3.00, they are not statistically significant. that is mean university management does not care about the involvement of staff, faculty and students in decisions regarding pre-processing requirements in improving Educational Business Process management variation by building quality into the education process , hardware and system tools. Paragraph No.

32, it despite the fact that the arithmetic mean is greater than 3.00, but the significance of the viewer level was greater than 0.05, meaning it is not statistically significant. that there is a delay in the processing of the necessary variation by building quality into the education process of supplies, equipment and tools

for the process of teaching procedures. The paragraphs collectively has got to the middle of larger than 3.00 level of Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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significance scenes less than 0.05 any statistically significant as it is to accept the premise that is to contribute and participate in the processing variation by building quality into the education process needed for supplies, equipment and tools for the

teaching process and procedures

Table 4 :The responses of teachers and students about the needs of education process needed to improve equipments and teaching

kits and tools in the Jordanian

universities to meet the learning needs.

Item No

Item

Arith

SD

metic

test-

Proba

Value

bility

Mean

value (.Sig)

31

Tools and equipments available in college

4.15

0.70

12.05

0.00

3.09

1.35

1.05

0.13

3.71

1.01

4.09

0.00

3.78

0.98

4.18

0.00

2.81

0.69

1.16-

0.11

for staff to support their work. 32

Building and furniture's, tools, and equipments have been improved in the college in the past years to unable staff accomplish their duties.

33

College has a clear vision and clear direction of students and scientific material

34

The existence of programs and budgets and projects, and flexible policies, and strategy at the university took a private excellence and creativity of students creators care

35

There are enough jobs for those who have


145

completed a bachelor's program in the market Total

3.50

0.72

7.38

0.00

4.2.5 - Fifth hypothesis Table (5) staff responses to the Continues Improvement in Education component to ensure the quality of service and

the strategies and quality of education. Is to ensure the Continues Improvement in Education quality of service provided by the Jordanian universities and build direction of the strategies and educational quality: All paragraphs got circles of calculation is greater than 3.00 and the levels of significance shows no less than 0.05 it was statistically significant. And replaced paragraph No. 37 first rank and a mean 4.35, followed by paragraph number 36 in second place and a mean 4.13, and came paragraph No. 38 ranked last. The paragraphs collectively has got to the middle and larger than 3.00 level of significance scenes less than 0.05 any statistically significant and as it is to accept the premise that the Continues Improvement in Education is to ensure the quality of service provided within the strategies and quality education. Table 5 : Staff responses to indicate the guaranteed of college strategies and the Continues Improvement in Education and quality of service provided to improve learning process. Item

Arith S.D

t-

Probability

metic

value value

Mean

(.Sig)


146

36

The staff at the university is keen on providing 4.13 0.67

12.51 0.00

a high level of quality services 37

The university administration is seeking to

4.35 0.58

17.08 0.00

3.96 0.84

8.53 0.00

Staff, students and faculty members taken into 4.00 0.51

14.57 0.00

have their good characterized by the level of the rest of the other universities within the strategies 38

The university administration is keen to compare the quality of service provided to students with other services in order to provide the best educational service and quality.

39

account Notes when you make any change or modification, in the teaching or learning strategies and goals of providing quality to match international and regional universities goals and strategies. Total

4.11 0.60

13.25 0.00

4.2.6 Six Hypothesis: The teacher at Jordanian universities compliance to the standard related to planning, design and preparation strategy of University Performance Results to meet the Kaffa'h examination, procedures and policies to enhance teaching faculty and student learning of educational positions.

Table No. (6) shows: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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1-

responses indicates the exception of paragraphs 42 and 43, all other

paragraphs got arithmetic mean greater than 3.00 and observation levels less than 0.05. I.e. it has moral significance and this refers to the teachers of the University Performance Results and compliance with it all test needs to help students pass and get a better mark . Paragraph No. 4o that measures “the teacher planning strategy for teaching using their own information about the college exam with the college compliance with strategy and topic ranked first and with 4.59 arithmetic mean. Paragraph No. 44 came second, followed by paragraph no 43 and paragraph no 45 ranked last in statistically are accepted.

2-

paragraphs no 41 although come up with arithmetic mean which is

greater than 3.0 but observed significance levels is greater than 0.05. This indicates that it has no morals i,e the University teacher does not designed educational activities according to the exams to help students to be independent. 3.

paragraph No. 42 its takes the arithmetic mean it was 2.86 less

than 3.00, i.e. there is not moral significance. university teacher does not complained with decisions about the exam topics in learning life to increase student knowledge to pass in exams even in semester exams 4-

with regard to the all paragraphs , the arithmetic mean was 3.87

and 0.00 observed significance level which indicates the acceptance of the sixth hypothesis, i.e. the teacher at Jordanian universities bind by the first criterion related to strategic planning and the designing of Kaffa"h exams topic and the preparation of educational process and procedures.

Table (6) the arithmetic mean, standard deviation, t value and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

148

significance level of the value of t in relation to the first criterion, which compliance with strategic planning and the design of Kaffa"h exams topic and the preparation way of educational procedures and process in effect of TQM which have different impacts on internal quality and external quality, TQM implementation that directly and positively improve university’s performance by increasing quality performance.

Item

Item

No

Arithmet SD

test-

Probabi

ic Mean

Value

lity value (.Sig)

40 Plans to teach according to his

4,59

1,.3

31.86 0.00

2.55

1.,85

0,74

0.,46

2,86

1,38

2..7

0,04

4,26

1,33

19,55 0,00

4,48

1,10

27,95 0,00

information about the subject 41 designed the educational activities to help students autonomy 42 Helps students to make decisions in everyday life situations according to proficiency exam. 43 Plans to manage students behavior at classroom effectively to help in understanding of student learning subjects related to ministry Exam (Kaffa'h). 44 Choosing the teaching methods according to the nature of the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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objectives to be achieved learning exam subjects. 45 Engages students educational positions 3,97 including

taking

into

1,51

13,23 0,00

0,65

27,42 0,00

account

individual differences Total

3,87

H7: University Achievement Exam (Kafaah) The Strategic Plan for Higher Education in the Hashemite Kingdom of Jordan in 2004-2006 a vision based on creating a high-quality educational unable to produce qualified human cadres and specialized in different fields of knowledge meet the needs of the community's current and future in line with the achievement of economic and social development is sustainable" .As included the overall objectives of this strategy is the need to improve the quality of higher education and the harmonization of the requirements of the community through the development of standards and the bases for accreditation and quality control are applied to all institutions of higher education and in conformity with international standards . The absence of a reliable proficiency test at Jordanian University’s Institute for Teaching English in all subject taught in all universities in Jordan according to the survey conducted for this research shows that the Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

150

misrepresents of the actual level and performance of students. Knowledge about subject culture and type obviously affects student performance in Kaffa'h exams and other types of evaluation measures. However, other factors have not yet been accounted for as well. The main objective of this paper is to examine any possible relationship between grades and personality traits. The ultimate goal of the study is to assist instructors in their understanding of certain factors which affect students' performance in committee examinations beyond their ability in the language and subject

matters.

In order to assess learners' personality traits, I used the 50 question Type Indicator taken into account Accordingly, (200) teaching staff and (600) students from different educational backgrounds were selected to participate in the study. I was able to highlight some individual differences among teaching staff and students with regard to the impact of personality traits on their academic performance. Considerable consistent trends between grades and personality traits were recorded in both total subject Kaffa'h exams and composition exams. All 77.6 give the attitudes and behavior toward the bad result from their understanding of the subject taught in different level especially students fro 2009-2013.

Results of failing university exam efficiency ratios According to 85.4% of the respondents to H 7 they revealed the results of academic proficiency levels for the year 2013-2014 and the average for the year 2014/2015 exam for the decline of some public and private universities the levels of proficiency in students to some of the skills and competencies that must be available on their different specialties.


151

And the results showed the apparent disparity in proficiency rates of the three best universities and the lowest of three universities in the general level through competency exam, which won both the University of Educational Sciences and Arts (UNRWA), and Princess Sumaya University, Arab Open University at the highest levels of proficiency rates ranging between 50 to 53%, as opposed to all of Mutah University, and Jordan Academy of Music, and civil University and Irbid, university and others which claimed the lowest grades in the same level for the year 2014/2015 at rates not exceeding 39%. According to 71.4% of the respondents to H 7 they revealed the results of academic proficiency levels for the year 2013-2014 and the average for the year 2014/2015 exam, they described the results of university efficiency at the intermediate level exam has won all University of Science and Technology, and the Arab Open, and Princess Sumaya, the Middle East, and blue special, and Jordan university, and the Faculty of Education and Arts and Sciences, and Oman Arab, and Petra at the highest proficiency rates, while won each of the Balqa University (Shobak), and Irbid National, and Isra, and Yarmouk, and Balqa (Ajloun) and Muta, and Tafila, and Applied Science, and a wall at the lowest proficiency rates at the same level of 39%. The findings from 78% of the people respond to the H7 at the come at a press conference which was held Sunday afternoon at the Commission for the Accreditation of Higher Education Institutions in the presence of President of the Board and Dr. Bashir Al Zoubi, who confirmed that attributed the decline in proficiency levels primarily due to the lack of seriousness by some universities in the competency Kaffa'h exam. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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He pointed out that the body sends the results to all of them Jordanian official and private universities, stressing that some universities have never responded to these results and they did not examine the outputs to improve the level of proficiency considering it as a notification or notice only. And Zoubi said that universities in front of a big challenge, wondering: When will turn our universities from the carrier of knowledge into productive knowledge? , Stressing at the same time that the curricula and courses taught by a student that does not give him the skills and competencies necessary, all courses were totally different than what expected to be taught. . He added that the aim of the university proficiency exam as a requirement for graduation comes to stand on the quality of Jordanian institutions of higher education outputs and their outputs. He said: We hope that the CSC supports the results of the exam efficiency by giving students applying for jobs points counted them on the priorities of jobs at all levels. According to the results, the number of students who applied for the exam university efficiency of the general level reached (19 407) male and female students from all public universities, where the number of males (8372) students accounted for 43% of the students test takers, while the number of females reached (11035 ) per student (57%.) The results indicated that the number of students from public universities has reached (13 923) accounted for 72% of the students test takers and private universities (5484) students accounted for (28%), and the distribution by the cumulative rate categories (37%) acceptable, and (36%) good, and (21%) and very good (6%) is excellent. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Medium-level exam results also showed that the number of students who applied for the exam efficiency at the average level reached (19 762) students from all public universities, where the number of males (9622) students, including rate (49%) of the students test takers, while the number of female (10104) per student (51%.) The results showed that the number of students from public universities reached (14179) students by (72%) of the students test takers, while the number of private university students reached (5547) students accounted for (28%) and the distribution by the cumulative rate categories (38%) acceptable, and (36%) good, and (21%) are very good, and (6%) is excellent.

At the end of the conference Zoubi wished more attention to universities in the university efficiency and deal with it seriously because of its profound impact on the skills and build personal university students to be able to keep abreast of developments in all that is new exam. One of the photo taken during the conference.


154


155


156


157

Expert in Higher Education Affairs and other People from the respondents to the question of H7 saying : Who put questions? Translated from? It is guaranteed not to manipulate? And how to give the questions in English for students studying their courses in Arabic? Why Higher Education and Certification Authority monopoly on a particular class and not others? The questions do not fit our students and not the standard. Configurable exam no more, and enough fabricating crises. No one can understand the subject taught, that is way the percentage fail in most of the exams. Others saying What does it mean proficiency exam, or mastering what the meaning of the exam? Exam efficiency in Shaw? No university professors and students have ideas and knowledge about it? Higher Education toeing the unit away from universities, Some respondents wrote Zabahtona words of the university during the violence, which has the biggest role in the poor results in most of the Jordanian universities also the said please Stop university violence and attacked between students to improved results in the next future.

Other Questions given to the Management and other authorities: 4.2.7 Questions: Please put your answer in a separate page if is needed Question 1: Please give your opinion about the academic proficiency (Kaffa'h) exam, take into account the plans and strategies for higher education in Jordan, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Question 2: What are the bases that could be used in Jordanian universities to improve the quality of education in your opinion Question 3: What is the best strategy to enhance quality of education in your opinion Question 4: What are the problems facing the traditional system Education in Jordan which is based on knowledge teaching: Question 1: Please give your opinion about the academic proficiency (Kaffa'h) exam, take into account the plans and strategies for higher education in Jordan,

Questions given to the Zabahtona committee

about the academic

proficiency exam reveals the failure of plans and strategies for higher education in Jordan

when I Asked the National Campaign for the

students, "Zabahtona wrote about the " :Question given

about the

academic proficiency exam that reveals the failure of plans and strategies for higher education in Jordan

rights to "reconsider its policies and

strategies for higher education, which led to the deterioration of educational outcomes and access to disastrous results, represented the results of the competency "Kaffa'h exam," which recently announced by the Higher Education Accreditation Commission because of the bad result gained in the years 2010-2014 the ministry It must "re-examine the students again and do the placement of the exams of public and private universities which rely on public and private, in parallel with the increase in government support, so that the number of students commensurate Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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with the size of the potential of the university in terms of infrastructure, laboratory equipment and teaching staff". The campaign, called "progressive reduction in the number of students admitted to the graduate program over five years, to 10% of total admissions in universities max". It also called for "increased government support for formal universities, in parallel with the existence of financial supervision thereon, to adjust the financial and administrative corruption, and establish minimum salaries for academics in private universities, and reconsider their counterparts official university salaries, to stop the migration of the academic experience". It called for "stop raising tuition policies, both in terms of the parallel or competitive, and universities to reconsider the law, including the owners prevents interference in academic matters, and what their budgets are subject to the direct control of the Board of Higher Education". Also called "Zabahtona" to "reconsider free materials studied by the student," and "put to join a student clubs for at least one year, and the participation of three volunteer work at a minimum, a requirement for any student who graduated". And demanded the Council of Ministers "to ensure the continuation and development of the exam strategy, including contributing to reconsider upgrading materials to match the need of each subject taught for the purpose of Kaffa'h exam ", warning that "the powerful owners of capital and the pressure of the pressure on the government to rig the results of the exam in the coming sessions". The campaign explained that "the exam results showed the presence of convergence in the results of private and public universities, unlike what Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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was the case in previous examinations, since they are public universities And stated that "the audit results in numbers, the results prove that the convergence private and public universities, is not due to the high level of special need, but to lower the official level". According to the "Zabahtona committee ", the "more than half of public and private universities, deposited in the general level of proficiency exam, and did not exceed the 45% and sometimes to 35% barrier". They pointed out that none of them "have not been able to reach success rate in tests (engineering, natural, agricultural and Computer Science, Business studies and Information Technology. they pointed out that "the university which won first place in the ratio test for the level of workmanship average software engineering is Princess Sumaya University for information technology and did not exceed 41%". They pointed out that "it applies to the natural sciences program (physics, chemistry, biology, mathematics, earth sciences), as Petra University ranked first (40%), while it was the first program of Agricultural Sciences of the University of Science and Technology ranked (41%".( And showed the campaign that the observations about the findings of the report, explains that "the exam this year held in 2014-2015, distinguished from previous examinations, being mandatory to be expected graduation, and the mechanism of evaluating different from what had been followed in the past, and marked the largest to evaluate the level of the student and the university, according to the levels: general ability of (macro) medium (med), flour (micro ." The general percentage of exam mastering the general level of universities (44%), which is less than the success rate of the specific body count (45% ) Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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It also came as a result of the general level exam "shocking", especially with regard to the skills of oral and written communication (21.88%), and logical thinking skills (24.66%), according to the campaign. They believed that "the seriousness of these findings, comes the fact that these skills, reflect the culture acquired by the student at the university, and the resulting study materials and the provision of public research and extracurricular activities".

The campaign showed that "very low level, all universities, puts a big question mark about the seriousness of departments in dealing with these files". They pointed out that "it was observed that there were no statistically significant differences in outcomes and mastery of competencies and skills for college exam efficiency / year level ratios differences". They pointed out that this was due to the variable university type (formal, private), "refers to a large decline in the results of the public universities, which were harvested most of the first rank to private universities account, in all disciplines, especially scientific ones since the start in efficiency 2007-2010 exam". For mastering the average efficiency exam, the campaign made it clear that none of the "universities do not have access to the proportion of the pieces (success) 45% scientific programs (natural sciences and engineering, agricultural and computer science and information technology plus Business studies), indicating the weakness of the study plans and congestion teaching and laboratory facilities Plus Business studies" Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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It noted that "despite the fact that most of the students admitted in universities (Jordan, Science and Technology, Yarmouk and Jordan) of obtaining the highest marks to" guideline "(ie, the input of these universities are the best ". they pointed out that "it has not been reflected positively on the results of the exam (education where output), so their scores were low and less than the rate of success in scientific disciplines, and the private universities were able to outdo the public universities in the exam". they said it was remarkable for the Princess Sumaya University and the United Nations Relief and Works Agency for Palestine Refugees (UNRWA) on the first rank in the general level, two universities and two non public. They pointed out that this confirms that the higher education policy of "profitability" play a key role in the level of education outcomes. The campaign showed the absence of the University of Jordan for the first mattress in the middle of all Tests and falling for the seventh rank on the overall level. 70% of the respondents to the survey's noted that it "demonstrates that the University of Jordan's policies in terms of the expansion of the acceptance of the parallel program and the dramatic rise in the number of students without the presence of infrastructure and crew academic unable to absorb these numbers, played a major role down the level and lower educational outcomes in it". The results also showed the "media program take a big drop rank Faculty of Information at the University of Yarmouk, so that ranked last, despite the fact that the college is the oldest, and left large numbers of journalists and media professionals". Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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It concluded, "Zabahtona" that these findings "confirm once again that higher education policies in the last 15 years, have only served to further deterioration in the output of higher education

Question 2:

What are the bases that could be used in Jordanian

universities to improve the best strategy to enhance quality of education in your opinion, then 80% pointed that: 1-

Avoid foreign interference in the educational

3-

Work on the enactment of laws and legislation that ensures the functioning of the institution strategy to be in a stable manner towards their goals and to be adapted to all colleges.

4-

Re universities to the community work to be more affective for the market needs.

5-

Find the policies and projects that will ensure the continued flow of material support for universities, enabling it to play its role and scientific and research community.

6-

Put the Q control of the efficiency of workers in universities standards both school personnel and departments.

7-

Rule the spirit of knowledge, thought and encourage dialogue based on the plans and programs in and out of narrow partisan.

8-

Work on improving the academic plans and developed their programs.

9-

Work to improve the physical inserter for academics to enable them to full-time for scientific research in and out of physical conflict.


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10-

To increase the interest in research and encouragement through the financial support to all research to make staff more capable to do better research.

11-

Work on the development of local industries and promote technical and industrial industries

12-

Carry out studies that diagnosed the university actually identifies problems and draw out a plan on scientific grounds.

13-

The application of the general dependence of the Jordanian universities standards to ensure progress.

14-

Rework standard of acceptance and constructed on the basis of scientific merit

Question 3- What are the problems facing the traditional system Education in Jordan which is based on knowledge teaching: (Petra) media on 31st/Jun/2014 representative said that the number of universities in the Jordan amounted to (33) University of them (10) public universities attended by about (230,000) students for the academic year 2013-2014/, while the total number of private universities (23) University attended by about (83,000) students. To today a university education without talking about the basic problems of education in Jordan and we all do not deny that university education in Jordan suffers from many problems and can be likened (Brass bald Wayne and some of the problems are as follows: 1of

Higher university fees which leads to burdening parents as a result university education

requirements.

This

requires

successive

governments to play their role towards the adoption of laws that guarantee free university education as is the case in the compulsory level. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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this year some universities and the university of Jordan put a high fees for students for all student plus students who enrolled in master and Phd programs more than any other universities. 2-

Mess university education where spreads in Jordan more than thirty

University between public and private, and we do not need to a quarter of the number of universities and this confirms that education has become the centrality and it alternates traders and investors through the expansion of the establishment of private universities. 3. Weakness in terms of learning outcomes of graduate student of our universities, which lacks the minimum basics of specialization which come out of it, and this confirms that the use of modern methods during the teaching and learning process and rely on methods that are out of time and this is reflected in the outlook for the graduate of Jordanian universities. 4.

Twice and weakness in the scientific production and research that

the absence of a budget for scientific research and education, and the development and found they spend on luxury things unrelated to research and development. 5-

Also poor faculty staff and bad student registered.

Because of the above problem The researcher consider the following result: The problems and cause of higher education failure in the universities that I discussed before the most important problems need a lot of research and creative thinking and also strategies based on the diagnosis of the real problems and root causes and address the causes of the problems and not manifestations as is usually easy on the Jordanian way processors, and that the responses are also the aims to improve the quality of education Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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and harmonization with the labor market and maintain the principles of justice in providing equal educational opportunities for all income groups and make academic excellence is the element which is the difference in college admission and hiring the faculty staff and student.


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CHAPTER 5 STRATEGIC MANAGEMENT AND TQM IN EDUCATION RESULT 5.1 Strategic Planning Planning strategies in HEOM: Is a kind of planning which is mainly concerned with the design planning strategies to make the higher education organization in Jordan more suitable and able to optimize the use of resources and responding to understand the changes in the internal and

external environment and to assess the internal forces and

weaknesses in the organization, and develop visions for the future of these institutions, and the methods used to accomplish these tasks, the application those plans by monitoring and follow-up system. And to identify the necessary changes and adjustments that can be made to those plans. Total quality management has become an essential component of education sector\ in higher education to seek quality in education. It promotes the human resource to improve processes within an organization and exceed customer needs now and in the future. Quality is one of the most important issues in education today. Problem with today’s education system is well recognized fact that students leaving or graduating from high schools and colleges are unprepared to meet the demands of society (GOP, 2007), therefore, the output is unable to compete with global era of excellence. That’s why now the nations are measured by the disposition of their education and venture fight for quality, which has to be fought in the minds of stakeholders and customers. Quality emphasized on satisfaction of customers revolves around some elements highlighted by Greenwood and Gaunt (1994) as Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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availability, delivery, reliability, cost effectiveness and performance. That Jordan Education system is poor as he conceived the relationship between labor market and future manpower requirements. As mentioned in previous chapter that employment opportunities are relatively scarce. The institutions of teacher training have to play crucial role in providing their customers and stakeholders with a leadership, characterized by intellectual discipline, high academic accomplishment, and bold and imaginative attitude towards social and economic problems this country is facing. It demands paradigm shift from quality to quantity that Siddique (1991) has mentioned as teachers education programs should be compatible with changing needs. The accomplishment of educational institutions depends primarily on the attributes of teachers. So it is essential to study some of the indicators, which could evaluate the performance and quality of education in an educational institution. Moosa (2006) has presented a model for quality improvement and mentioned some important factors that revolve around quality of education, therefore in lieu of these factors; an attempt was made to measure the status of higher education in Jordan. In order to evaluate the quality, management, infrastructure, teachers and teaching, examination system and objectives are taken as indicators.

5.2 Management In researcher opinion Management and discipline in Jordan played a key role in the success of education institutions. The present study indicated that the quality of management in higher education is moderately negative, indicated that quality of education in Jordan is low due to management. Management in public sector colleges of education faces Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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many threats due to political interference regarding transfers and admission process. The problems are doubled up with indifference from the government side. The colleges of education have merely been a shuttlecock between all Department of Education and University of higher education. In such circumstances the quality of management deteriorates this will support our research.

5.3 Infrastructure Infrastructure, either external or internal having significant role in achievement of quality education in Kaffa'h examination and that’s why Natarajan (1990) recommended one third of the educational budget for capital outlay. The results of the study showed that the quality of infrastructure in public and private sector universities was not satisfactory. Physical facilities like offices, laboratories, libraries, computing labs, playgrounds, common rooms, and cafeteria, mosques, Dormitory's, dispensaries, and press vehicle parking sheds were available but not sufficient. The reason is that the colleges of education were initially established for Primary Teaching methods.

5.4 Teaching and Training quality About teacher training coerces, These teacher training courses were for old fashion way respectively, but later on due to the uplift in the minimum qualification for a primary teacher as BA/ B. Sc the courses of these institutions were rendered useless and ceased. In the light of these circumstances the authorities decided to start B.ED and M.ED classes in some colleges in higher education in Jordan. The infrastructure in this Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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way is not sufficient in these colleges. The facilities for games, audiovisual aids are not available in some of these colleges.

The quality of teachers and teaching were found satisfactory despite the fact that majority of teachers and students do not have an exposure of international standards of teaching and learning. Arshad (2003) mentioned that teacher’s attitude towards teaching profession was not fairly positive and they are serving as servant without clarity of mission about student achievement examination. Even in India, Narula (2000) said teachers are serving according to a mission.

But due to

dissatisfaction with the pay package and heavy work load, the quality of teaching is lower in comparison with international standards. The study revealed that the quality of systemic evaluation and the achievement (Kaffa'h) examination was good. Sajid (2006) also reports the same results. The colleges had an open and participative mechanism for evaluation Examination system was fair and transparent.

Teachers gave feedback within a week to students. Semester system of examination was considered more appropriate for teaching and evaluation. But the examination system promoted the rote learning. Shirazi (2004) and Sajid (2006) also supported this idea that our examination system moved around marks instead of imparting knowledge to develop understanding.

The quality of objectives is not satisfactory as viewed by teachers and students in the researcher surveys in this studies . But they need to be made more practical and skill oriented. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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The present study was conducted at national level and the study population comprised part of the teachers and students of colleges of education. The sample was 200 teachers and 600 students of all colleges of and 20 deans and heads, who were selected randomly. It could be better to select all the students of a province, keeping the same size of the sample, which would have made it possible to derive more authentic results. 5.5 Study Questionnaire The questionnaire of the study was based upon five-point Likert scale reflecting the degree of agreement or otherwise with each statement related to specific dimension of quality. In order to generalize the responses of the sample to the population, t-test and mean were employed for deriving the findings. Likewise, the procedure for measuring relative significance (priority order) of elements of strategic and education quality both for the sample and population might be faulty because questionnaire’s statements for each element were not the same. Therefore, the ranges of average mean score also fluctuated either at lower or at upper limit. These fluctuations made the task of determining the relative significance of elements of quality quite cumbersome.


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Chapter six 6.1 CONCLUSIONS

The main conclusions that emerged out of the study were: 1. It is observed that professional qualification as well as experience of teachers had a significant effect on students’ achievement exam. Teaching profession demands to learn methods and techniques for imparting knowledge to the students. It was observed in the study that lesser number of highly qualified and well experienced teachers are working in the education system in Jordan. 2. It is equally important to build management capabilities and practices within educational institution. In the present study, both students and teachers agree that the overall quality of education is poor it doesn't help student to pass in Kaffa'h examination. 3. Quality can be orchestrated with right setting on the educational processes. On the basis of established criteria of score brackets, it was concluded that the quality of management in colleges are low. The teachers somehow consider quality of management a little better perhaps owing to their broader vision. 4. Teachers are the backbone of entire education system and play a pivotal role at all levels. Quality of teaching is also a need to recognize the quality of the programs. In present study quality of teaching was found good enough. Both teachers and students polled their opinion in favor of good teaching, but still need more care and loyalties' from both and also fro management and administrative staff. . Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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5. It seems reasonable to assume that the college strategy to be build with quality of education caters for the existence of an adequate physical infrastructure that matches the needs. It also presumes, however, that such infrastructure is maintained and managed in the best possible way in the institution’s interests and not merely for the convenience of the managers. But, the present study revealed in proper quality of infrastructure. 6. Objectives are considered the destination and the whole education system is framed under its umbrella. If objectives are well determined and clear then it’s easy to reach at goals. But in present study ambiguous quality of objectives of BSA, B.C.S program was reported. 7. The quality of education can be determined through valid and reliable examination system. In present study the quality of examination was not found transparent because teacher viewed the examination system is up to satisfactory while students are facing some problems. 8. committee who put the Kaffa'h exam must be from the colleges who teach the subjects instead getting people from outside to do this exams.

6.2 RECOMMENDATIONS On the basis of conclusions of the study, following recommendations are made: 1. The quality of education depends mainly upon the quality of teachers. The study revealed the limited number of highly qualified teachers, it is therefore recommended all teachers of colleges may be appointed possessing Master, M.Phil and Ph.D. degrees must have a training programmers to be awarded for further higher qualification and to be capable to teach according to Q standard . Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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2. All other elements are useless without the presence of dedicated good teachers. Teaching is low paid job in Jordan. There is a dire need to improve benefits in teaching profession to attract best minds towards teaching profession. It is therefore, recommended that better employment opportunities may be created for educationists and special pay scale along-with target based incentives may be introduced to overcome the menace of the dearth of proper teachers and brain drain of experienced. 3-

The best people working in Jordanian Universities are getting less

pay than gulf country, Jordan must reconsider the payroll system to keep their qualified people to stay in their work. 3. Management is an instrument of implementation. In Jordan university there is no management and teaching training programs for teaching staff and managers in deans and head positions, they join their duties raw handed and they are unable to properly handle the situation especially for Kaffa'h examination system, it is therefore recommended that at least one month to three months training for teaching staff and heads of the colleges dean and managers in management of the universities may be given. 4. The study reveals that there is an ever-rising trend of expansion in enrolment of BSA and Master programs students in various universities especially in the Jordan University, Yarmowk university.. There is no merit system or other selection criteria; only a second division in B. A is considered sufficient for admission. There should be balance between quantitative expansion and the quality so that increase in enrolment may not adversely affect the quality of education. 5. Colleges Strategy and Quality of education cannot be improved without proper provision of infrastructure. The study manifests that Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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laboratories and libraries are not at par with international standards. There is lack of research journals, latest books and periodicals in libraries whereas laboratories are not fully equipped. Libraries should have latest books, research journals and periodicals to quench the students’ academic thirst. 6. The research results are tilted towards “all is good” as for as examination system is concerned, and this is actually good on papers but implementation strategy and procedural lapses have made it a major source of irritation and corruption. It hinders in obtaining clear and transparent picture of the quality of universities, administration, teachers and students. The examination system may need a little improvement but proper training of examiners and proper incentives as mentioned earlier will enable concerned to overcome the problems of examination system and its result. The question papers should be constructed in such a way whereby the depth of knowledge and creative thinking of students over a period of time is assessed. The repetition of a few important questions should be avoided. Teachers may be given proper training in test construction, test administration, scoring and assessment skills. Assessment of the students should be based on continuous evaluation, in place of yearly examination. 7. The present study was conducted at the provincial level. The sample was adequate to represent the provincial population but future studies may be conducted at national level by including all the colleges located in the country. 8. Quality of B.A education was analyzed and assessed in terms of five constituent elements, namely, quality of management, quality of infrastructure, quality of teachers, quality of examination, and quality of Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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objectives. Due to inclusion of all these elements, the present study became too unwieldy. Separate studies may, therefore, be conducted on each element of quality in order to identify the areas of improvement in each dimension for quality enhancement.

SUMMARY

The study was focused on student teaching and achievement exam and (Kafaa'h) examination application and analysis of total quality management and its strategies in colleges of Jordan. Total quality management and strategies means planning and implementing programs of continuous quality improvement, where quality is defined as meeting or exceeding the requirements and expectations of customers. Quality is one of the most important issues in education. Quality management is a vehicle that educational professionals can use to cope with the “forces of change” that are buffeting our nation’s education system. Total quality management (TQM) is an important management philosophy, which is providing new ways of education. Practicing the principles of TQM can standardize and strategy in education system. The potential benefits of practicing total quality management (TQM) in some colleges are very clear as: (a)

Strategy management in Jordanian higher education taken into

account current and future adaptive Jordanian society needs with development plans and objectives, with the aim of graduating students are eligible and able to meet these requirements, through policy-making, and to identify needed to provide an appropriate environment for the development of procedures, through the themes that revolve around this Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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strategy, both where founded the university admissions, or in terms of academic programs, or in terms of the foundations of accreditation and quality control and quality, in terms of encouraging creativity in scientific research.. (b)

The strategic Planning in Higher Education in Jordan is one of the

main functions of management in the modern enterprise, and a key element of its elements, it is a structured process based on scientific method in action to face obstacles and challenges for higher education institutions in the country and Arabic countries through real interaction with the problems of society, proper appreciation and realistic needs, resources and potential, and to work on the preparation of a general framework for a realistic strategy plan that can be implemented in light of the possibilities available. (c) TQM can help a colleges to provide better services to its primary customers-students and teachers and help in getting a best mark.. (d) Focus of TQM is a fundamental way of fulfilling the accountability requirements and educational reforms for the continuous improvement to enhance students pass the national exam(Kaffa'h). (d) TQM is a no fear operating system, which focuses on continuous growth and challenges to students and teachers for good learning environment. (e)

educational strategic and TQM can help to replace the existing

curricula according to the new challenges, global and social requirements. (f) TQM is a continuous quality improvement in examination system, (g) This system involves management, teachers and students in problem solving activities and provides such strategic management information, Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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which helps bolsters their commitments and eventually changes the culture.


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Appendix – I APPLICATION AND ANALYSIS OF STRATEGIC MANAGEMENT AND QUALITY MANAGEMENT IN COLLEGES IN JORDAN QUESTIONNAIRE For Teachers and Students plus administrative staff Part-1 PERSONAL INFORMATION: 1. College Name: (Optional) ___________________________________________ 2. Name: (Optional) ______________________________________________________ 3. Gender: 1). Male 2). Female 4. Age: 1) Below 30 years 2). 31 to 40 years 3). 41and above 5. Qualification: 1). M. A. /M. Sc. 2). M. Phil. 3). Ph. D. 6. Professional Qualification: 1). B. Ed 2). M. Ed /M.A.(Education) 3). M. Phil 4). Ph. D 7. Experience: a) As teacher: 1- 5 years 6-10 years 11-15 years to 16-20 years 21 years and above b) As administrator: 1- 5 years 6-10 years 11-15 years to 16-20 years 21 years and above In-service Training received: 1) Below three times 2) Three to Five Times 3) Many Times Part-2 INSTRUCTIONS, students, staff and management: Please select your response against each statement and tick (×) appropriate. Please 1) Respond to all items; 2) Respond freely and frankly, and Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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3) Consider each item independently; and respond in the sequence presented to you This questionnaire provides you with an opportunity to reflect on various aspects of your university or college. Your response should be one of the statements given below: 1). SA = stand for strongly agree 2). A = Stand for agree 3). UD = stand for Undecided 4). DA = Disagree 5). SDA = Stand for strongly disagree Effective support of Student focus and satisfaction-examines on how the university determines student expectations. No 1

2

3

4

5

6

Statements SA College has lending education Strategy in line with the needs of everyday students needs according to their study slandered. Audio and visual aids are suitable and available at the college strategy with quality needs and strategy available to fit their needs. Teachers are giving notes and given references according to it's strategy and quality to provide scientific books for the needs and benefits of students. College has a clear plan and strategy to improve the quality and improvement of learning and quality purposes. Appropriate furniture and fittings are available in the college to enable students achieve learning up to Q standards and improve skills. Teachers involved in the development strategy of staff and

A

UD

DA

SDA


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7

8

9

10

11

12

13

14

programs technicians to promote technical and educational skills to help students learning according to college strategy and QM objectives . All faculty members have a good relationship with each other in order to improve College Quality of their strategy's. Existing facilities and laboratories enough for the needs of colleges students to support their learning strategy. Parents often visiting faculties for the performance and coordination with teachers for the benefits of students to improve Q. All college staff are working to help and improve the education process for the benefit of students. Suitable and available facilities at the college for training in computer skills and Internet devices and succession marching college Q and strategy. The university administration is keen to establish good and lasting relationships with students and faculty in order to attract new students. The university administration is keen on attracting specialized cadres in the teaching field. Create the university administration all the necessary facilities for the participation of faculty members in teaching programs


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the element of continuous improvement by University Management and Management leadership and TQM improvements. 15 College staff are dealing with students in a friendly way 16 College administrative personnel Officers helps students at appropriate times. 17 Students who are graduates they visit the college and suggest ways and means to improve the strategic and quality of education by their experience 18 College dean and department head encourages innovation in teaching 19 Curricular activities in the college is organized, curriculum and participant is accordance with the schedule and the annual periodically 20 Teaching and learning process has been improved and Keeping eye on exam preparation and results of the management efficiency exam The Human resource enable and improve the educational process in the Jordanian universities to meet the competency (Kaffa'h)exam in terms of quality management,. 21

22

23

24

College teachers and students complain about the lack of facilities in the college Teachers are using audio and visual aids, video, TV during their lectures Positive behavior and attitudes along with teaching staff in their lecturing hours All bachelor program objectives are clear to me and to the


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25

26

27

28

29

30

majority of teaching staff. All problems will be solved through meetings between faculty members, deans or department heads and students Teaching staff facing important role in building the character of students The college has clear vision and the current education system is useful for achieving the objectives of Undergraduate Students program Teaching objectives of the program are based on scientific, professional and technical knowledge Teaching staff review their teaching material and lesson from time to time Teachers use method of teaching only during the lecture

. Educational Business Process management in improving equipment supplies and devices necessary for the educational process variation by building quality into the education process

31

32

33

34

Tools and equipments available in college for staff to support their work. Building and furniture's, tools, and equipments have been improved in the college in the past years to unable staff accomplish their duties. College has a clear vision and clear direction of students and scientific material The existence of programs and budgets and projects, and flexible policies, and strategy at the university took a private


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excellence and creativity of students creators care 35 There are enough jobs for those who have completed a bachelor's program in the market Continues Improvement in Education component to ensure the quality of service and the strategies and quality of education. 36 The staff at the university is keen on providing a high level of quality services 37 The university administration is seeking to have their good characterized by the level of the rest of the other universities within the strategies 38 The university administration is keen to compare the quality of service provided to students with other services in order to provide the best educational service and quality. 39 Staff, students and faculty members taken into account Notes when you make any change or modification, in the teaching or learning strategies and goals of providing quality to match international and regional universities goals and strategies. The teacher at Jordanian universities compliance to the standard related to planning, design and preparation strategy of University Performance Results to meet the Kaffa'h examination, procedures and policies to enhance teaching faculty and student learning of educational positions. 40 Plans to teach according to his information about the subject 41 designed the educational activities to help students autonomy 42 Helps students to make decisions in everyday life situations according to proficiency exam. Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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43

44

45

Plans to manage students behavior at classroom effectively ro help in understanding of student learning subjects related to ministry Exam (Kaffa'h). Choosing the teaching methods according to the nature of the objectives to be achieved learning exam subjects. Engages students educational positions including taking into account individual differences Question 1. Please put your answer in a separate page if is needed Please give your opinion about the academic proficiency (Kaffa'h) exam, take into account the plans and strategies for higher education in Jordan,


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Question 2: What are the bases that could be used in Jordanian universities to improve the quality of education in your opinion

Question 3: What is the best strategy to enhance quality of education in your opinion

Question 4: What are the problems facing the traditional system Education in Jordan which is based on knowledge teaching: Keywords : Strategic M Management and Total quality standards , Universities of Jordan , Al-omar

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Appendix – II LIST OF THE UNIVERSITIES

University

Location

1 University of Jordan

Amman

2 Al al-Bayt University

Mafraq

3 Jordan University of Science and Technology

Irbid

4 The Hashemite University

Zarqa

5 Yarmouk University

Irbid

6 Philadelphia University

Amman

7 University of Petra

Amman

8 Al-Balqa' Applied University

Al-Salt ...

9 Mutah university

Al Karak

10 German Jordanian University

Amman

11 Al-Ahliyya Amman University

Amman

12 Princess Sumaya University for Technology

Al Jubaiha

13 Al-Hussein Bin Talal University

Ma'an

14 Applied Science Private University

Amman

15 Tafila Technical University

Tafilah

16 Irbid National University

Irbid

17 The World Islamic Sciences & Education Amman University 18 Amman Arab University

Amman


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19 Zarqa University

Zarqa

20 Al-Zaytoonah University of Jordan

Amman

21 Middle East University

Amman

22 Jadara University

Irbid

23 Jerash Private University

Jerash

24 Isra University

Amman

25 Jordan Applied University College of Hospitality and Tourism Education

Amman

26 Arab Academy for Banking and Financial Sciences

Amman

27 Jordan Academy of Music

Amman


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Appendix – III LIST OF THE COLLEGES OF EDUCATION University of Jordan Humanities Faculties          

College of Arts, College of Business, College of Shari'a, College of Educational College of Law Sciences College of Physical Education College of Arts and Design College of International Studies College of Foreign languages College of Archaeology and Tourism

JUST University             

College y of Engineering College of Computer & Information Technology College of Medicine College of Applied Medical Sciences College of Dentistry College of Pharmacy College of Nursing College of Science and Art College of Agriculture College of Veterinary Medicine College of Architecture & Design College of Graduate Studies College of Student Affairs


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

College of Research

Units & Departments  Admission and Registration Unit  Central Supplies Unit  Engineering Projects Unit  Engineering WorkShops Unit  Financial Affairs Unit Petra University      

College of Information Technology College of Architecture & Design College of Administrative & Financial Sciences Colle College of ge of Arts & Sciences College of f Law College of Pharmacy & Medical Sciences

Yarmouk University             

College of Arts College of Science College of Economics and Administrative Sciences College of Hijjawi for Engineering Technology College of Shari’a and Islamic Studies College of Education College of Physical Education College of Law College of Fine Arts College of Information Technology College of Archaeology And Anthropology College of Mass Communication College of Tourism and Hotel Management


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  

College of Medicine College of Pharmacy College of Language Center

Alhashemate University 

College of Faculty of Economics and Administrative Sciences (FOE)  College of Educational Sciences (FEAS)  College of ineering (FOE)  College of Arts (ART)  College of Medicine (FOM)


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Appendix IV Number and rank order of suggestions and problems regarding improvement of quality in education in Jordan from student side Sr. No

Suggestions

No. of Rank Responses Order out of 600 of students answer Job Opportunities may be provided in 581 100 public sector Curriculum may be revised according the 555 200 society needs Competent and well-qualified teachers may 521 350 be appointed Teachers do not behave impartially with 488 400 students Courses may be changed in Urdu medium 468 5.5 Most of the teachers don’t use modern 468 380 teaching techniques New books and research material are not 451 250 added in libraries Transportation is not available for students 423 410 Classroom, grounds, roads, and labs are not 401 300 properly clean Scholarships may be provided 401 150 Quality education is not provided to the 394 290 students. Dormitory facilities not available 347 166


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LIST OF FIGURES LIST OF FIGURES No Item

Page no

1

Fig 1 Ministry of higher education, organizational chart

39

2

Figure 2: The Youth Bulge—Jordan Population Pyramid 40 for 2010

3

Fig.4: the continues population growth will lead for more 52 demands for education which will improve (health for example) which will lead to population growth too (McMahon, 2002)

4

Figure 5 TQM process

83

5

Fig 6: The European Excellence Model

88

6

Fig. 7: the PDSA cycle

90

7

Fig. 8: TQM Model structure for Continuous

101

Improvement for achieving students’ satisfaction

8

Figure 9 illustrates this research model that clarified the 118 relationship between TQM and University Achievement Exam.

9

Fig 10

: Gap analysis as starting point for the 123


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improvement plan.

Panel of Experts 

Dr. Dr. Akrem Alomari Professor, Education college University of Yarmouk - Erbid.  Dr. Mouneer Jaradat, Balqa University –AlHussen College  Dr. Muhammad Bashir, Director Academics, University of Shaja, UAE  Dr. Nasir Mehmood, Associate Professor, Institute of Technolgy, UAE.  Dr. Muhammad Mahmoud Awad, Professor, University of Missouri, USA  Dr. Jammes Edward, Director of NAHE, Higher Education Commission, USA, Michigan University, USA  Ehab Alomari, Assistant Professor, University of Balqa  Dr. Ehab Shatnawi,, Assistant Professor, Universirty of Joirdan  Dr. Adeeb Muhammad , Senior Subject Specialist, USTC, Jordan  Dr. Sharma Gannash, Anees, Deputy Director, University, Technical College of Technology. Oman  Dr. Basher Alzoubi, higher education of Jordan . Accreditation of Higher Education Institutions in the presence of President of the Board .


216
