Abstract

The purpose of this paper is to develop a model of Total Quality Management (TQM) that does not damage the scholarly values of higher education and which enhances professional autonomy, including academic freedom and academic quality in teaching and research. The theoretical framework includes an interpretive study that examines the functional, structural, and cultural aspects of implementing TQM concepts in higher education and the concepts that should be modified.

The paper follows the qualitative approach based on the interpretive epistemological paradigm. This research uses empirical data on higher education quality management practices in their natural setting through an interpretive study. The logic of inquiry adopts inductive reasoning that constructs or evaluates general propositions that are derived from specific examples. Empirical data is collected from faculty members from a sample of two universities, including one public university and one private university in Dubai, the United Arab Emirates (UAE), in order to study academics’ perceptions of TQM in higher education. The methodology involves document analysis and collecting interpretations and narratives in order to study the positive and negative influences of quality management practices on, academics, research and the teaching process. The methodology also includes quantitative analysis using the survey instrument for the sake of triangulation.

The designed management model which is the result of this paper takes into consideration the issues caused by TQM as a form of new public management, including overload in teaching, administrative tasks, faculty turnover and the reasons behind this along with the quality of teaching and research. Inapplicable TQM concepts are modified based on traditional university management models in order to fit the higher educational context, taking into account higher education leadership and the cross-cultural context that universities operate in especially in Dubai.

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