Practical Application of Total Quality Management Systemto Education of International Students

This paper deals with the acute question of education of international students. The main principles of the Total QualityManagement System (TQM) were implemented in the planning and organization of educational and other processes which areimportant to education. The development of new forms and methods of educational activity, the establishment of new linksbetween different issues, and understanding effective management of all processes are vital to achieving successful results. Theelements of the TQM connected with the cycle "Plan-Do-Check-Action" (PDCA) define the policy of organization in theeducational process for international students. Innovative services, techniques and forms of education, information technologies,and professional development improve the outcomes of teaching goals and the educational system as a whole

Total Quality Management: Implications for Educational Assessment

The approach to quality that trans formed industry in Japan may help to improve educational quality in Ameri can schools. In 1982, W Edwards Deming identified 14 principles for the transformation of American industry. Recently he developed his "System of Profound Knowledge," which is even more fundamental than the 14 princi ples. Here's a look at their implica tions for education.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66966/2/10.1177_019263659207654510.pd

The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

On the surface, it is not readily apparent how some performance appraisal research issues inform performance appraisal practice. Because performance appraisal is an applied topic, it is useful to periodically consider the current state of performance research and its relation to performance appraisal practice. This review examines the performance appraisal literature published in both academic and practitioner outlets between 1985 and 1990, briefly discusses the current state of performance appraisal practice, highlights the juxtaposition of research and practice, and suggests directions for further research

Agency theory and performance appraisal: how bad theory damages learning and contributes to bad management practice

Performance appraisal interviews remain central to how employees are scrutinised, rewarded and sometimes penalised by managers. But they are also often castigated as ineffective, or even harmful, to both individuals and organisations. Exploring this paradox, we highlight the influence of agency theory on the (mal)practice of performance appraisal. The performative nature of human resource management increasingly reflects an economic approach within which its practices are aligned with agency theory. Such theory assumes that actors are motivated mainly or only by economic self-interest. Close surveillance is required to eliminate the risk of shirking and other deviant behaviours. It is a pessimistic mind-set about people that undermines the supportive, co-operative and developmental rhetoric with which appraisal interviews are usually accompanied. Consequently, managers often practice appraisal interviews while holding onto two contradictory mind-sets, a state of Orwellian Doublethink that damages individual learning and organisational performance. We encourage researchers to adopt a more radical critique of appraisal practices that foregrounds issues of power, control and conflicted interests between actors beyond the analyses offered to date

Assessment of the multidisciplinary education for a major change in clinical practice; a prospective cohort study

Background: New approaches are often introduced to the neonatal intensive care unit (NICU) and other areas of the health service in either a haphazard or cataclysmic fashion. The needs of staff education are often addressed incompletely or too late. Rarely is education assessed after the introduction of a major change. We changed the basis of our NICU respiratory support. We conducted a major educational and support program before this intervention. This study documented and assessed the educational components of this change in our health service provision. Methods: Senior medical and nursing staff attended training abroad and an education program was applied for one year prior to the change. Multidisciplinary educational support for doctors, nurses and allied health was continued after the change. Assessment was by anonymous questionnaire, prior to change, at one and at nine months. Our hypothesis was that dissatisfaction with education would be greatest at one month. Results: Both theory education and practical education aspects of the new approach were rated as good to very good and this did not change with time. Difficulty of applying the technique was rated as ambivalent initially but decreased significantly over 9 months until it was rated easy to very easy (p < 0.001). Over all, the change was rated by staff as beneficial, both at the end of the education period and at nine months, with no decrease at one month. Conclusion: If education and training reaches all staff, with a system of mutual and continued support, even large changes in clinical practice can be achieved without the dissatisfaction with the educational process that is often otherwise seen

Qualidade em educação: uma questão de consciência crítica

Antes de se falar sobre qualidade em educação, é necessário se situar, desvendar os termos a que se refere, a fim de que se possa deparar com os mesmos conceitos referenciais. Ao se falar em educação, deve-se pensar em um processo de desenvolvimento de capacidades (morais, físicas, sociais, e emocionais) que visa a interação do indivíduo no contexto social. Deve-se referir, então ao processo de transmissão da cultura elaborada, movimento histórico-dialético