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| Personal name |
Torres, Josefina R. |
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4 |
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| 245 #0 - TITLE STATEMENT |
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The extent of adherence of the University of Santo Tomas management system to TQM constructs and principles : |
| Designation of section section/part/series: (SE) [OBSOLETE] |
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inputs to institutional benchmarking strategies / |
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| Statement of responsibility, etc. |
Josefina R. Torres. |
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6 |
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46 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Accompanying material |
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| Dimensions |
26 cm. |
| Extent |
xxiii, 382 pages : |
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illustration |
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text |
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rdacontent |
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unmediated |
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rdamedia |
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| 500 ## - GENERAL NOTE |
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Thesis (Ph.D) -- Pamantasan ng Lungsod ng Maynila, 2002.;A dissertation presented to the faculty of the Graduate School of Arts, Science and Education,in partial fulfillment of the requirement for the degree of Doctor of Education Major in Educational Administration.;Includes bibliographical references. |
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56 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| 505 ## - FORMATTED CONTENTS NOTE |
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| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
STATEMENT OF THE PROBLEM 1. What is the demographic profile of group respondents in terms of the following variable: A. For Administrators and Faculty only: a. gender; b. age; c. civil status; d. highest educational attainment; e. teaching/administrative experience; f. academic rank; and B. For Students only: a. gender; b. age; and c. study program? 2. What is the extent of commitment of the University of Santo Tomas management system to the application of TQM constructs and principles in the context of leadership? 3. To what extent does the school respondent adhere to the TQM constructs and principles when grouped by: A. Colleges a. Architecture; b. Arts and Letters; c. Commerce; d. Education; e. Engineering; f. Fine Arts and Design; g. Music; h. Nursing; i. Pharmacy; j. Science, and B. Academic Sectors a. Administrators; b. faculty; and c. Students? 4. To what extent does the University of Santo Tomas adhere to the following TQM constructs and principles in the over-all management of the educational delivery services of the school: a. Vision b. Involvement c. Continuous Improvement; d. Training and Education; e. Ownership; f. Rewards and Recognition; g. Yearning for Success; and h. Customer Satisfaction? 5. Based on the respondents' personal profile, how do the extent of adherence of UST to the identified TQM constructs and principles, in regard to the aforesaid VICTORY - C components, significantly compare? 6. How does the extent of adherence of above-mentioned Colleges and Academic Sectors of UST to the TQM constructs and principles significantly compare? 7. Based on the extent of adherence to the TQM constructs and principles identified in the study, what TQM-based constructs and principles adhered to by the UST could be localized, vitalized and revitalized for purposes of institutional benchmarking strategies? Hypotheses Based on the preceding research questions, the following null hypotheses were tested at .05 level of significance: 1. There is no significant difference on the extent of adherence of UST to the TQM constructs and principles based on the following respondents' personal profile: A. For administrators and Faculty a. gender; b. age; c. civil status; d. highest educational attainment; e. teaching/administrative experience; f. academic rank; B. For Students only: a. gender; b. age; and c. study program? 2. There is no significant relationship on the extent of adherence of UST to the TQM constructs and principles when grouped by: A. Colleges a. Architecture; b. Arts and Letters; c. Commerce; d. Education; e. Engineering; f. Fine Arts and Design; g. Music; h. Nursing; i. Pharmacy; j. Science, and B. Academic Sectors a. Administrators; b. faculty; and c. Students? Methodology The researcher used the descriptive-evaluative method of research in obtaining the data needed to determine the extent of adherence of UST to the TQM constructs and principles. The main tools for data gathering were the survey questionnaire and interview. Respondents of this study consisted of 64 administrators, 234 faculty members and 371 graduating students from the ten colleges of UST offering baccalaureate degrees. Data were collected during the first and second semester of school year 2001-2002. The statistical methods applied were Percentage and Frequency Distribution Mean and Weighted Mean, Ranking, F-test through One-Way ANOVA and Pearson's Coefficient of Correlation. Major Findings 1. There is predominance of female administrators, faculty and students over their male counterpart; majority of the administrator and faculty respondents are of middle-aged professors (30-49 years of age) while almost half of the student-respondents are 19 years of age; majority of the administrator and faculty respondents are married majority of the administrators are masterate degree holders while majority of the faculty members are bachelor degree holders; majority of the administrators have an administrative experience of atleast 5 years; while majority of the faculty members have no administrative experience at all; majority of the administrator and faculty-respondents have a teaching experience of 15 years and above; majority of the administrator and faculty respondents belong to Assistant Professor level. 2. The extent of commitment of the University of Santo Tomas management system to the application of TQM constructs and principles in the context of leadership is found to be at a large extent. 3. UST, when grouped either by College of by Academic Sector, adheres to the TQM constructs and principles in the over-all management system of the educational delivery services of the school to a large extent. Based on the ranking of the grand mean, Vision is the principle most adhered to by UST, while Involvement is the least adhered to. The complete ranking of the principles adhered to are as follows: Vision (rank 1); Training and Education (rank 2); Recognition and Rewards (rank 3); Ownership (rank 4); Continuous Improvement (rank 5); Focus on Customer (rank 6); Yearning for Success (rank 7); and Involvement (rank 8). 4. There is no significant difference in the extent of adherence of UST to all or most of the TQM constructs and principles based on gender, civil status, educational attainment and academic rank of the respondents. However, i.e., there is significant difference in the extent of UST to all or most of the TQM constructs and principles, based on age, teaching experience, administrative experience, study program, college and academic sector factors. 5. There is slight almost negligible correlation between the groupings of UST by Colleges and UST's extent of adherence to Vision, Involvwment, Continuous Improvement, Training and Education, Ownership, Rewards and Recognition, Yearning for Success and Focus on Customer. This relationship, however, is not a significant, except in Continuous Improvement. 6. There is low correlation between the groupings of UST by Academic Sectors and its adherence to Vision. This relationship however is found to be not significant. 7. There is a slight, almost negligible correlation between the groupings of UST by Academic Sectors and the extent of its adherence to Involvement, Continuous Improvement, Training and Education, Ownership, Rewards and Recognition, Yearning for Success, and Focus on Customer. The correlation however is not significant except in Continuous Improvemet. 8. The TQM constructs and principles that need to be localized, vitalized and revitalized are Continuous Improvement, Yearning for Success, Ownership and Involvement. Recommendations: 1. The focus of the University should be geared towards localizing, vitalizing and revitalizing the principles of Involvement, Continuous Improvement, Yearning for Success and Focus on Customer. 1.1. A Permanent Continuous Quality Improvement Committee (CQIC) be established in every College in order to prioritize opportunities for improvement and to establish expectations. This committee is to be composed of the Department Head, selected faculty members and student leaders. The Dean shall serve as Quality Consultant, providing the needed resources and leadership support. 1.2. Periodic seminars and dialogues on total quality management be organized to make the faculty and students aware of the quality principles that can guide them in their quest for quality education; 1.3. Quality circles and study groups be formed in every College, as part of the quality management program. 2. Implement the proposed TQM Model for UST and the corresponding action plans to localize, vitalize and revitalize the following TQM constructs and principles: Continuous Improvement, Involvement, Involvement, Yearning for Success and Ownership. 3. More extensive faculty development programs to further improve the faculty profile; 4. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
A similar study be conducted on the extent of adherence of non-academic or non-teaching employees to TQM constructs and principles; 5. Studies/assessment such as this be conducted regularly (yearly, as much as possible) to continuously determine the extent of adherence of the various sector so the university to TQM constructs and principles. Furthermore, since this study was focused only on the administrators at the College level, faculty members and students, other studies centered on the extent of adherence with top level administrators of the University as respondents be encouraged. |
| Uniform Resource Identifier |
<a href=""></a> |
| 521 ## - TARGET AUDIENCE NOTE |
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| Geographic name |
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| Chronological subdivision |
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| 655 ## - INDEX TERM--GENRE/FORM |
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| Chronological subdivision |
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| Title of a work |
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| Numeration |
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| Version |
1 |
| Fuller form of name |
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| Date of a work |
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| Name of part/section of a work |
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| Dates associated with a name |
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| Personal name |
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| Language of a work |
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| Number of part/section of a work |
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| Title of a work |
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| Location of meeting |
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| Date of a work |
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40 |
| Name of part/section of a work |
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| Date of meeting or treaty signing |
5 |
| Language of a work |
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| Number of part/section/meeting |
6 |
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| Meeting name or jurisdiction name as entry element |
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| -- |
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| Date of meeting or treaty signing |
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| Number of part/section/meeting |
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| 730 ## - ADDED ENTRY--UNIFORM TITLE |
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| Uniform title |
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| Number of part/section of a work |
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| Name of part/section of a work |
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| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
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| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |