A Rough Set Based Total Quality Management Approach in Higher Education - Complex System Modelling and Control Through Intelligent Soft Computations - page 387

Table 1 Deming ' s 14 principles
S. No. s principles

1 Create constancy of purpose for improving products and services
2 Adopt the new philosophy
3 Cease dependence on inspection to achieve quality
4 End the practice of awarding business on price alone; instead, minimize total cost by
working with a single supplier
5 Improve constantly and forever every process for planning, production and service
6 Institute training on the job
7 Adopt and institute leadership
8 Drive out fear
9 Break down barriers between staff areas
10 Eliminate slogans, exhortations and targets for the workforce
11 Eliminate numerical quotas for the workforce and numerical goals for management
12 Remove barriers that rob people of pride of workmanship, and eliminate the annual
rating or merit system
13 Institute a vigorous program of education and self-improvement for everyone
14 Put everybody in the company to work accomplishing the transformation
Source Deming ( 1982 )

Deming '

too rigid to accept the new reforms than TQM applications will be a futile exercise.
Figure 1 shows different organizations that follows some or all the principles of
TQM. It is important to understand that Fig. 1 represents organizational alignment
with external environment which, in other words, means that organizations learn to
change, as the surrounding environment changes in the presence of TQM. Obvi-
ously, this realignment is absent in non TQM organizations and present in case of
fully TQM compliant organization.
Unlike business organization, educational institutions of highest learning produce
social goods in the form of intellectual capital for the economy as a whole and
therefore the word

needs to be interpreted differently. The manage-
ment in TQM refers to everyone, starting from the top level to the lower level, who
behaves as the manager of his own responsibilities (Sallis 2002 ). Similarly, in edu-
cational institution faculty and students are two focal points around which the entire
organizational support system and auxiliary services revolve. Student and faculty
have diversi

' management '

ed responsibilities and manage these in the same manner as does the
business manager and thereby suggesting the possible success of any TQM approach.

4 Rough Set Methodology for TQM in Higher Education

4.1 Empirical Analysis

Self assessment is a critical component of TQM process as it provides the deep
insight of the educators or other higher education stake holders (Higher education