ABSTRACT Researcher Title '!"iser Institution : FERRER, VICENTE GUTIERREZ : Total Quality Management ractices an! ro!

ucti"ity o# $igher E!ucation Institutions %$EIs& in Region I : (R) R*(RIG* +) ,'VIER : angasinan -tate Uni"ersity Gra!uate -chool Ur!aneta City, angasinan, ./.0

(ate o# Gra!uation: *cto1er, .020 This is a !escri3ti"e research that #ocuse! on the status o# Total Quality Management ractices an! ro!ucti"ity o# the

$igher

E!ucation Institutions %$EIs& in Region I) It !escri1e! the $EIs 3ro#ile in terms o# ty3e o# institution, year esta1lishe!, location o# the school, enrollment si4e, num1er an! o# #aculty, an! num1er le"els o# o# curricular accre!ite!

o##ering53rogram, o##erings53rograms) -3eci#ically,

num1er

the stu!y

aime! to !etermine the a33lication ractices an!

o#

Total Quality Management

ro!ucti"ity o# $EIs 6hich

measure! the le"el o# se"en %7& "aria1les on TQM 3ractices an! #our %/& "aria1les on 3ro!ucti"ity 1ase! on assessment o# a!ministrators,

#aculty an! stu!ents) The stu!y also in"estigate! the !i##erences 1et6een the

assessment o# a!ministrators, #aculty an! stu!ents on the le"els o# TQM

3ractices an! 3ro!ucti"ity8 an! it also !etermine! the relationshi3 1et6een the le"els o# TQM 3ractices an! the le"els 3ro!ucti"ity) There are three hun!re! eighteen %92:& stu!ents, eighty one %:2& #aculty an! #i#ty;one %<2& a!ministrators 6ho ser"e! as res3on!ents o# the stu!y, -lo"in=s sam3ling 6as use! to !etermine the sam3le

3o3ulation)) The instrument use! 6as the >uestionnaire #or Total Quality Management an! ro!ucti"ity #or the a!ministrators, #aculty an!

stu!ents) (escri3ti"e an! in#erential statistics 6ere use! in the analysis o# the !ata) The #in!ings on the 3ro#ile o# $EIs sho6e! that there are more

3ri"ate than 3u1lic institutions in Region I) More than hal# o# 6hich 6ere o3erate! in the :0s to ?0s an! t6o thir!s are locate! in angasinan)

The enrolment si4e 1elonge! to range o# 2,000;9,???, 6hile the num1er o# #aculty 1elonge! to <0;2/? 1rac@ets) More than hal# o# the num1er o# courses53rograms o##ere! range! #rom .2;9< an! almost hal# o# the

num1er o# le"el o# accre!ite! curricular o##erings53rograms 1elonge! to Ae"el II status) The #in!ings on Total Quality Management 3ractices an!

3ro!ucti"ity o# $EIs

sho6e! that the criterion is met in all res3ect, at a

le"el that !emonstrates goo! 3ractice) The analysis o# "ariance on le"el o# TQM 3ractices an! 3ro!ucti"ity 6ere signi#icant on the #ollo6ing "aria1les: institutional lea!ershi3, $R;Training an! !e"elo3ment,

stu!ent !e"elo3ment, instructional materials an! #acilities, assessment

o#

learning

outcomes8 management

inno"ati"e

technology to

a33lication, an!

Bo1

satis#action, com3etition)

commitment

>uality

mar@et

The #in!ings on the relationshi3 1et6een TQM 3ractices on institutional lea!ershi3, an! the le"el 3ro!ucti"ity on Bo1 satis#action is mo!erately o# high signi#icance) The relationshi3 1et6een on $R;

training an! !e"elo3ment an! management commitment to >uality is also mo!erately lo6 signi#icant) -imilarly, the relationshi3 1et6een $R; training an! !e"elo3ment an! 3ro!ucti"ity on mar@et com3etition 6as rate! mo!erately lo6 signi#icant) Ai@e6ise, the relationshi3 1et6een curriculum content an! the le"el o# 3ro!ucti"ity on Bo1 satis#action has mo!erately high correlation) From the #in!ings, the strength on TQM ractices an! $EIs le"el o# 3ro!ucti"ity on areas #or im3ro"ement 6ere i!enti#ie! as a 1asis o# ro!ucti"ity

!esigne! an! !e"elo3e! o# Total Quality Management an! Mo!el) The TQM

mo!el 6as 1ase! on the result an! #in!ings o# the

stu!y 6hich encom3asses rele"ant conce3ts, 3rinci3les an! 3ractices o# total >uality management in higher e!ucation settings) The mo!el #ocuse! on t6o areas o# 3rocess o# total >uality management an!

continuous im3ro"ement an! 3ro!ucti"ity 6hich the #ocuse! in on the stu!ent !e"elo3ment an! learning) In conclusion, the 3ro"ision o# a33lication o# TQM 3ractices o#

$EIs across the in!icators on institutional lea!ershi3, $R;Training an!

!e"elo3ment,

stu!ent

!e"elo3ment,

instructional

materials

an!

#acilities, metho!s o# teaching an! strategy, curriculum content an! assessment o# learning outcomes ha"e com3letely met the criterion

that !emonstrate goo! 3ractice o# total >uality management) -imilarly, the 3ro"isions on the le"el o# 3ro!ucti"ity along in!icators on inno"ati"e technology a33lication, Bo1 satis#action, an! management commitment to >uality an! mar@et com3etition ha"e also com3letely met the criterion that !emonstrates goo! 3ractice) The 3erce3tion o# total >uality an! 3ro!ucti"ity is !e3en!ent on the satis#action an!

eC3ectation o# the a!ministrators, #aculty an! stu!ents in the aca!emic setting an! that their Bu!gment !e3en!s on their a1ility, 3osition an! the >uality o# out3uts an! ser"ices re>uire!) The stu!y recommen!, that the success#ul im3lementation o#

total >uality management an! 3ro!ucti"ity !e3en!s on the lea!ershi3 management, a!ministrators an! the #aculty, #ocuse! on the stu!ent learning an! !e"elo3ment along 6ith com3etent, commitment an! >uali#ie! #aculty, a!e>uate instructional materials an! #acilities, e##ecti"e !eli"ery o# teaching metho!s an! strategies, curriculum content are !esigne! as in!ustry;1ase! an! e##ecti"e assessment metho!s shoul! 1e a!o3te! in the institution) It also recommen!e! that the mo!el in Region I, that

a33lication o#

3ro3ose!

#rame6or@ o# TQM

inclu!e all as3ect o# attaining total >uality s3ecially the elements 6as #ocuse! on stu!ent !e"elo3ment an! learning)

It 6as #urther recommen!e! to stu!y Total Quality Management ractices 1ase! on the 3erce3tion o# school a!ministrators, in!ustry em3loyers an! em3loye! gra!uates)