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TQM’s Impact on the Legal Apparatus: Informing and Directing Compliance Practices

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The Palgrave Handbook of Education Law for Schools

Abstract

This chapter is one of the few attempts at exploring the impact the approach of Total Quality Management (TQM) has had on society through administrative law schemes, especially in education. Laws and regulations have been looked at and interpreted through the lens of the TQM related language. The idea is to provide educators – administrators and teachers – at all levels of the educational sector a means of understanding what TQM brings to the table as a means of informing day-to-day and strategic decision making.

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Notes

  1. 1.

    One of the authors has been aware of the interest to update the IWA after the 2015 SIO 9000 and 9001 rewrites, but these seem to still be in process at the time of this writing.

  2. 2.

    As a sidebar example, in the State of Massachusetts the influence of TQM can be seen in teacher preparation programs recognition requirements in 603 CMR 7.00, Educator Licensure and Preparation Program Approval Regulations (http://www.doe.mass.edu/lawsregs/603cmr7.html?section=03):

    7.03: Educator Preparation Program Approval

    1. (2)

      Program Approval Standards. Each sponsoring organization seeking approval of its preparation program(s) shall provide evidence addressing the following Program Approval Standards, in accordance with the Guidelines for Program Approval.

      1. (a) 

        Continuous Improvement: Demonstrate continuous improvement by conducting an annual evaluation to assess program compliance, effectiveness, and impact using an evidence-based system that includes the analysis of state available data.

      2. (b) 

        Collaboration and Program Impact: Collaborate with school districts to ensure positive impact in meeting the needs of the districts.

      3. (c)

        Capacity: Create, deliver and sustain effective preparation programs.

      4. (d)

        Subject Matter Knowledge: …

      5. (e)

        Professional Standards for Teachers: …

      6. (f)

        Professional Standards for Administrative Leadership : …

      7. (g) 

        Educator Effectiveness: Demonstrate effectiveness of program completers using aggregate evaluation ratings data of program completers, employment data on program completers employed in the Commonwealth of Massachusetts, results of survey data, and other available data.

  3. 3.

    An example of this related to the accreditation (recognition) of initial teacher education programs from the State of Queensland, Australia can be seen in the legislation authorizing the creation of the Queensland College of Teachers [QCT] in the Education (Queensland College of Teachers) Act 2005. The statute only refers to accreditation in Schedule 3 (Dictionary), stating that the terms “higher education course means an accredited course under the Tertiary Education Quality and Standards Agency Act 2011 (Cwlth)” (p. 237). The QCT uses the 2015 Accreditation of initial teacher education programs in Australia Standards and Procedures written by the Australian Institute for Teaching and School Leadership (AITSL) as a means of detailing the accreditation process. TQM influence can be particularly noted in its first, second, and fourth principles:

    1. 1. 

      Impact – the accreditation process relies on evidence about the program’s impact. Evidence of impact is drawn from both pre-service teacher performance and graduate outcomes.

    2. 2. 

      Evidence-based – evidence must underpin all elements of initial teacher education, from the design and delivery of programs to the teaching practices taught within programs. Evidence is the basis on which panels make accreditation recommendations.

    3. 3. 

      Rigour – a relentless focus on rigour across all elements of the accreditation process is vital in assuring robust and nationally consistent decisions, as well as the quality of programs and their graduates.

    4. 4. 

      Continuous improvement – accreditation contributes to the improvement of the quality of initial teacher education and consequently of teaching and learning in Australia. The ongoing cycle of review and re-accreditation will provide assurance of graduate teacher quality and building public confidence in the profession.

    5. 5. 

      Flexibility, diversity and innovation – accreditation encourages the capacity of providers to be innovative in the delivery of programs to meet the diverse needs of students and the profession, as long as the program can demonstrate a positive impact.

    6. 6. 

      Partnerships – national accreditation is built around partnerships involving shared responsibilities and obligations among initial teacher education providers, education settings, teachers, employers, and Authorities and a shared commitment to improve initial teacher education and work in partnership to positively affect student learning and graduate outcomes.

    7. 7. 

      Transparency – the accreditation process requires transparency across all elements of initial teacher education , from entrant selection to program outcomes. This results in publically available data that is valid and comparable, as well as clarity for pre-service teachers about what to expect from initial teacher education and, in turn, what is expected of them throughout their course. 8. Research – accreditation generates and relies upon a strong research base that informs program design and delivery, and informs the continual improvement of teacher education programs by providers.

  4. 4.

    To illustrate these points, per Part I, Division 2, Section 3, Number 3 of the TEQSA Act:

    3 Objects

    The objects of this Act are:

    1. (a)

      to provide for national consistency in the regulation of higher education; and

    2. (b)

      to regulate higher education using:

      1. (i)

        a standards-based quality framework; and

      2. (ii)

        principles relating to regulatory necessity , risk and proportionality; and

    3. (c)

      to protect and enhance:

      1. (iii)

        Australia’s reputation for quality higher education and training services; and

      2. (iv)

        Australia’s international competitiveness in the higher education sector; and

      3. (v)

        excellence, diversity and innovation in higher education in Australia; and

    4. (d)

      to encourage and promote a higher education system that is appropriate to meet Australia’s social and economic needs for a highly educated and skilled population; and

    5. (e) 

      to protect students undertaking, or proposing to undertake, higher education in Australia by requiring the provision of quality higher education; and

    6. (f) 

      to ensure students undertaking, or proposing to undertake, higher education, have access to information relating to higher education in Australia (author’s bold).

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Authors and Affiliations

  1. University of Southern Queensland, Toowoomba, Australia

    Fernando F. Padró & Jonathan H. Green

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  1. Fernando F. Padró
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Correspondence to Fernando F. Padró .

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Editors and Affiliations

  1. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, QLD, Australia

    Karen Trimmer

  2. School of Education, University of Wollongong, Wollongong, NSW, Australia

    Roselyn Dixon

  3. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, QLD, Australia

    Yvonne S. Findlay

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Padró, F.F., Green, J.H. (2018). TQM’s Impact on the Legal Apparatus: Informing and Directing Compliance Practices. In: Trimmer, K., Dixon, R., S. Findlay, Y. (eds) The Palgrave Handbook of Education Law for Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77751-1_8

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