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Educational Management

Notes 24.3 Deming’s 14 Points of Total Quality Management

The 14 points of Dr. W. Edwards Deming form a framework for the implementation of TQM. We
have use this list as a checklist of sorts in our effort. These 14 points are general enough that an
implementation at one school would probably look considerably different from one at another school.
The way that these 14 points should be used is to come to a consensus as to the application of each
point to the particular situation at hand.
In the following paragraphs, we will present some suggestions on how each point might be applied
to the university setting in the administration of the university and in the curriculum. Realize that
these are just suggestions, many of which will be totally inappropriate at a particular university.
Our purpose here is to give some food for thought and suggest by comparison a methodology one
could use to apply TQM to a unique situation.
1. Create constancy of purpose
Develop a mission statement as your corporate purpose or aim. For example, the mission
statement for a university might be, ‘To develop the skills, attitudes, and motivation in our
students so they will become responsible citizens and be capable of making positive contributions
to society.’ The mission statement for a college of engineering might be, ‘To develop the skills,
attitudes, and motivation in our students so they will perform in a technically competent, socially
responsible, and ethical manner as engineers entrusted with the safety and comfort of their
clients.
Once the mission statement is developed, everyone (not just the faculty and administration, but
everyone employed by the University) must know how they contribute to the mission. The
analysis suggested here is to assess the value added by a process. If a process or a position does
not add value, that is, does not contribute to the mission, it should be eliminated.
2. Adopt a new philosophy
Insist on quality in everything—classroom instruction, bookstore service, campus policing,
restroom cleaning, interactions with the legislature—everything. To achieve this quality, an
atmosphere of cooperation as opposed to competition must be instilled. This is particularly true
in the classroom; management must ensure that the processes put in force encourage cooperation
at every level student to student and faculty to student. Do away with the ‘us versus them’
attitude. Instead ask questions like, ‘What can we, the faculty and staff, do to make the learning
experience in this classroom better ?’ or ‘What can we, the teacher and the students, do to
ensure every student has the best opportunity to learn this material ?’ It is a completely different
approach than most of us experienced in school as students.

The 14 Points of Dr. W. Edwards Deming, which form a framework for the
implementation of the TQM, are individually applied to the academic environment
based on the experience gained at the Air Force Academy.

3. Cease dependen ce on mass inspection
Focus on the product or service process. Don’t depend on audits, tests, or inspections to build
quality. Inspections will only keep bad products from hitting the market, but there are large
costs incurred with each bad piece. The analogy in education is that the failed student is scrap
that must be either reworked (take the course again or get extra tutoring) or discarded. We
need to develop processes in which there is less testing but more focus on progress in learning.
For example, ask yourself why you are giving a particular test. If the answer is to evaluate your
students, then ask yourself if you need this extra piece of evaluative information. There is

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