Based On The Readings And Research From The Course You Will

Based Upon The Readings And Research From The Course You Will Develop

Based upon the readings and research from the course, you will develop a Strategic Quality Management Implementation Plan for an organization of your choosing. You may choose a for-profit, non-profit (including a church), government, or educational organization. You are encouraged to review your own workplace, if appropriate. The Strategic Quality Management Implementation Plan (Section 3) is to be written as a document submitted to an executive team. Due to this, you may present the material in Section 3 in more of a report fashion rather than as an academic paper.

The plan must be based on current research (including theory and practice) that is appropriate for the unique context of the organization selected. Think of the plan as a subset of the entire paper. In support of your plan, write a 10–15-page literature review that focuses on the basis for the quality management tool/technique selected. Include at least 15 scholarly peer-reviewed references. The literature review must be included as an appendix (Section 4 of the format below); it must not be included in Section 3.

Note: Sections 1, 2, 4, and 5 must be in current APA format. The assignment must be submitted in compliance with the requirements found in the Strategic Quality Management Implementation Grading Rubric. The assignment must be a minimum of 20 pages (not including the title page, abstract, and reference page).

Format

  • Title page – must include the following:
    • Course number and name
    • Paper title
    • Student name
    • Date submitted
    • Respectfully submitted to: (instructor’s name)
  • Abstract
  • Strategic Quality Management Implementation Plan – must include the following:
    • Introduction
    • Organizational context (background, structure, leadership, and culture)
    • Quality statement (how your organization approaches quality)
    • Identification of quality problem/process to improve
    • Goals and objectives
    • Model and methodology
    • Structure/scope (include who does what, stakeholder involvement, and communication plan)
    • Performance measure(s)
    • Time frame
    • Summative comments
  • Appendix (literature review)
  • References

Paper For Above instruction

Introduction

Strategic Quality Management (SQM) is a comprehensive approach aimed at aligning organizational processes, culture, and strategies to continuously improve quality and customer satisfaction. Implementing an effective SQM plan requires understanding the specific needs, challenges, and context of the organization, whether it is profit-oriented, non-profit, governmental, or educational. This paper outlines a detailed SQM implementation plan for a public university, emphasizing areas such as organizational structure, leadership commitment, key quality issues, and stakeholder engagement to foster a culture of continuous improvement.

Organizational Context

The selected organization is a mid-sized public university committed to academic excellence and community engagement. Its organizational structure includes academic departments, administrative units, student services, and research centers. Leadership is distributed across a president, provost, deans, and department chairs who emphasize strategic planning and institutional accountability. The organizational culture emphasizes values such as integrity, inclusiveness, and innovation. However, it faces challenges related to student retention, operational inefficiencies, and faculty satisfaction, which necessitate a focused approach to quality enhancement.

Quality Statement

The university approaches quality through a student-centric lens, striving to provide equitable access, robust academic programs, and supportive services. Its quality philosophy emphasizes continuous improvement, data-driven decision making, and stakeholder engagement. The institution adheres to accreditation standards and benchmarks against peer institutions to ensure relevance and excellence in higher education delivery.

Identification of Quality Problem/Process to Improve

The primary process identified for improvement is student retention rates. Despite strong academic programs, retention drops significantly after the first year, impacting graduation rates and institutional reputation. Contributing factors include inconsistent advising practices, insufficient student engagement, and inadequate support services. Addressing these issues through targeted quality initiatives is key to improving overall performance.

Goals and Objectives

  • Increase first-year student retention by 10% within two academic years
  • Enhance the quality and consistency of academic advising services
  • Implement a data-driven early warning system to identify at-risk students
  • Improve student engagement metrics by increasing participation in co-curricular activities

Model and Methodology

The implementation plan adopts the Total Quality Management (TQM) framework integrated with the Plan-Do-Check-Act (PDCA) cycle. Data analysis, stakeholder involvement, and continuous feedback are central components. The model involves setting clear performance metrics, training faculty and staff, and fostering a culture of continuous improvement through regular meetings and reporting.

Structure/Scope

The project entails collaboration among academic departments, student affairs, IT services, and administration. The Institutional Research Office will oversee data collection and analysis. Faculty advisors will undergo training in student engagement and retention strategies. An oversight committee comprising senior leadership will monitor progress, facilitate communication, and adjust strategies as needed. Stakeholder involvement includes faculty, students, administrative staff, and external accrediting bodies.

Performance Measures

  • Retention rate of first-year students
  • Student satisfaction survey scores
  • Number and quality of advising sessions conducted
  • Participation levels in co-curricular activities
  • Early warning system accuracy and response time

Time Frame

The initiative is planned over a three-year period, with the first year focusing on baseline data collection and stakeholder training, the second year on intervention implementation, and the third year on evaluation and refinement.

Summative Comments

This strategic plan emphasizes a systematic, data-driven approach to quality improvement tailored to the university’s context. Success depends on leadership commitment, stakeholder engagement, and organizational learning. Continuous assessment and adaptation will be vital to achieving the outlined goals and fostering a sustainable culture of quality.

References

  • Deming, W. E. (1986). Out of the Crisis. MIT Press.
  • Juran, J. M., & Godfrey, A. B. (1999). Juran's Quality Handbook (5th ed.). McGraw-Hill.
  • Oakland, J. S. (2014). Total Quality Management and Operational Excellence: Text with Cases. Routledge.
  • Powell, T. C. (1995). Total Quality Management as Competitive Advantage: A Review and Empirical Study. Strategic Management Journal, 16(1), 15–37.
  • Garvin, D. A. (1988). Managing Quality: The Critical Process. Harvard Business Review, 66(1), 65–75.
  • Evans, J. R., & Lindsay, W. M. (2014). Managing for Quality and Performance Excellence (9th ed.). Cengage Learning.
  • Stevenson, W. J. (2018). Operations Management (13th ed.). McGraw-Hill Education.
  • Hoyt, L. C. (1990). Building a Total Quality Culture. Quality Progress, 23(4), 46–49.
  • ISO 9001:2015. Quality management systems — Requirements. International Organization for Standardization.
  • Clark, K., & Svejnar, J. (2018). Higher Education Quality Assurance and Improvement: A Review of Global Practices. Journal of Higher Education Policy and Management, 40(2), 121–135.

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