Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568448
Title: Achieving excellence through organisation learning : developing the capabilities of a hospitality educational institution
Author: Varnavas, Andreas
ISNI:       0000 0004 2735 5530
Awarding Body: Middlesex University
Current Institution: Middlesex University
Date of Award: 2006
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Abstract:
Managing for quality is one of the most important challenges that educational institutions, such as schools, colleges, and universities, face in today's competitive environment. The quest for quality is apparent in most educational reforms undertaken in different countries throughout the world. A number of successful stories about incorporating total quality management (TQM) principles in the educational setting have been reported (Dobyns and Crawford-Mason. 1991; Coate. 1994). For example, one of the most publicized TQM success stories is that of Oregon State University (OSU) (Coate, 1990) where TQM was successfully applied to a number of different processes within OSU. However, although the improvement of quality in the educational setting has received much attention, no formal approach exists on how to actually apply the TQM principles and concepts to improve the quality of the services of educational institutions. In this project, the focus is on hospitality education institutions. Such institutions deserve further attention as they provide the staff for the hospitality industry, which is currently considered as the world's largest industry~ currently accounting for 12 percent of global consumer spending. In many countries, such as, for example, in the Mediterranean area, where this research is focused, the hospitality industry consists of a great proportion of the GNP. One of the core principles of TQM is the customer focus which emphasizes the service relationship between an organisation/institution and its customers. Research and literature assign customers a decisive role in evaluating service quality of any organisation (Parasuraman et al., 1985, 1988. 1991, 1994; Parasuraman, 1995). This is one point highlighted by most quality gurus, such as Deming and Juran, in their philosophies. The importance of the customer is also stressed in the Malcolm Baldrige Award criteria where most points a firm can receive are based on business results, which also include customer satisfaction. Issues of service quality (SQ) and customer satisfaction (CS) received considerable attention in the marketing literature (Oliver 1980; Parasuraman et al. 1998. Parasuraman. 1995) as an important driver of performance. The causal relationship between SQ, CS and repurchase intentions also formed the basis of extensive research (Cronin and Taylor, 1992. etc). Clautier and Richards (1994) examine customer satisfaction issues in a school environment. They take a more holistic approach to CS and identify the necessity to serve the needs and concerns of all customers of the education system. The identification of such needs implies a number of operational adjustments which, \\hen implemented. can lead to higher levels of service quality. A TQM approach for hospitality education is followed by TedQual, a certification system for Tourism Education. developed by the World Tourism Organisation (WTO). This project presents the research approach towards developing a learning model for quality in hospitality education with special reference to the Higher Hotel Institute, Cyprus (HHIC). Three main categories of customers have been involved in the research process: (a) Students, (b) Faculty and (c) Employers (hospitality professionals)
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Prof.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.568448  DOI: Not available
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