Quality Management Framework for Educational Institutions

1. Quality Management Framework for Educational
Institutions
Management is the ability to create, organize and utilize resources, economically, efficiently & effectively. Management is
essential aspect of human life, both personal as w ellas collective. Personal management shapes effective individuals, w hile
collective management is required for w ell-performing institutions. Management is either good or poor. Poor management
plays a decisive role in institutional failure or ineffectiveness. Educational institutions provide know ledge, build character and
enhance w isdom level of students. They prepare students for practical life. An inefficient-ineffective educational institution
w ill produce harmful individuals for society. There are multiple reasons of inefficiency or ineffectiveness of an educational
institution such as mediocrity of teachers, irrelevancy of syllabus, ineffective headship and poor management system.
How ever, poor management is decisive draw backof non-performing educational institutions. Poor management means -
traditional management techniques by educational entrepreneurs, imitative leadership approach by academicians, micro
management style by head teacher/principal, investor mindset by ow ners, and dictatorial approach of classroom
management by teachers.
There are three major areas of Quality Learning Process - Key Activities Area, Performance Area, and Relations
Area. Firstly, the key activities revolve around know ledge absorption / know ledge dissemination. Generally, the key activities
include learning goals, course planning, learning schedule, teaching methods, and classroom management. Secondly, the
performance area concentrates on learning outcomes. It studies learning performance of students, teaching performance of
subject teachers, and managing performance of class teacher/principal. Thirdly, the relations analysis addresses multiple
relations among students, teachers, parents, and educational managers. Dominantly, it deals w ith effective management of
all learning events. The ultimate target of relation analysis is to realize synergistic outcomes from learning process.
Quality Management Vs Micro Management
Governance is inevitable aspect of collective life. It may adopt tw o courses - good & bad. Good governance is based on
Quality Management w hile bad governance is outcome of Micro Management. Primarily, Quality Management is a system
that pursues relentlessly excellence tow ards improvement of services offered, w hile Micro Management adopts cosmetic
approach tow ards improvement. Quality management differs w ith micro management on countless dimensions how ever the
prominent differences are:
Quality management is modern management, w hile micro management is traditional management. Traditional management
is very hierarchical, organized, and disciplined. It is the military style of management, so that it only w orks in the military or in
a micro set up. On the other hand, quality management is democratic management; it is against dominating tactics of
individuals. A quality manager derives its pow ers from the principles she/he follow s w hile the micro manager derives its
pow er from the position she/he enjoys.

2. Quality Management utilizes talent of people at all levels (learning, teaching and management) optimally, w hile Micro
Management concentrates on talents of leader only, it is forgetful tow ards talents of everyone or collective talent based on
healthy competition or cooperation. At institutional level, an achievement or failure is dominantly team phenomenon. The
phenomenon of individualism means massive flattery of leaders / seniors. In nutshell, quality management means
meritorious interaction, w hile micro management means massive institutional politics.
Quality Management is based on humanistic philosophy. It begins w ith the belief that all people can be trained for the
betterment of system. People w ant to do a good job and expect respect. The philosophy behind the approach values the
self-esteem of those w ho teach and learn. It is Micro Management that deals w ith teachers/students, w rongly. The situation
nurtures apathetic mindset among students/teachers. On the other hand, quality management develops empathetic mindset
among students/teachers. MAB Nursing Certification
Quality Management postulates that the system of an institution is vital for staff performance. At the time of crises, the
quality framew ork advises a system approach, it is the system that overw helmingly is the main source of problem. The
quality framew ork gives special attention to the processes that produce substandard services. It is a comprehensive and
cooperative management so that it is against managing each component as though it w ere separate from the others and
w arns steps that pit the person against the system and against other persons. In micro-management processes are ignored
and persons get undue importance. A micro-leader adopts generally the policy of 'divide & rule', so that w orkers are derisive
tow ards each other.
Quality Management believes in personal responsibility, but goes beyond that concept to consider the especial
responsibilities of those w ho manage for optimum system performance. A proactive concern for how people respond to
managerial actions is crucial to the success of quality management, w hich is w hy the theory emphasis the need for
managers to understand elementary principles of psychology, statistics and decision analysis to analyze the ground realities
during some decision-making/interactive process. In micro management, there is gulf betw een thoughts, w ords & deeds of
leader. A micro-manager manipulates persons/situations for optimum performance, so that performance is unstable and
volatile. A consistent performance of students/teachers is inevitable requirement of educational institutions, so that micro-
management means failure.
Law of Causation is universal phenomenon of life. The law categorically states that an outcome is inevitably based on some
antecedent, that is, there is mean-end duality. Means are antecedents; they are necessary precondition for ends. An end
can be materialized through right or w rong mean. Human life repeatedly faces the dilemma of right mean vs. w rong mean.
Sometime, an end become unachievable, seemingly or really, through right means consequently means are generally
comprised by effort-makers. For example, profit is an essential end for institutional viability; it can be achieved through
w rong means such as rent-seeking, kick-backs, manipulation of teachers and manipulation of students. Quality management
proposes w ise mean-end framew ork for goal materialization. In micro-management means are not decisive during goals

3. realization process so that means are compromised now and then. Micro Management is derisive tow ards law of caus ation
so that it breeds mistrust among stakeholders and fails ultimately.
It is generally said, justice delayed is justice denied / justice hurried is justice buried. At institutional level procrastination or
haste are tw o great menaces that disturb institutional performance, now and again. Micro Management is unable to tackle
these issues due to non-system thinking. The solution lies in systematic thinking tow ards time efficiency / information
efficiency, these factors are vital tools of quality management against haste or procrastination.
The end-user of a service is alw ays decisive for the survival of institution. Parents are decisive for the continual existence of
educational institution. Quality Management gives due importance to the requirements of all parents especially responsible
parents. On the other hand, Micro Management gives importance only to reactive and affluent parents. The situation is not
tenable, so that institution fails eventually.
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