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14 J. Legal Stud. Educ. 1 (1996)

handle is hein.journals/jlse14 and id is 1 raw text is: TOTAL QUALITY MANAGEMENT IN THE CLASSROOM by Frances Zollers* and Timothy L. Fort** For the past ten years, American businesses have adopted Total Quality Management as a tool to create competitive market advan- tages. As was the case when Japanese companies implemented TQM, it has generally been successful in improving the quality, competi- tiveness, and profitability of American businesses.1 The national Baldridge Award and its perceived desirability attest to the wide- spread impact of the concept of quality. Under an experimental program, American colleges and universities can compete for an educational category of the Baldridge Award.2 The eligibility of institutions of higher education and TQM's corporate effectiveness raise the question of whether TQM processes are helpful in the classroom. In this article, we argue that they are helpful and offer an instrument to facilitate continuous improvement. While we do not present a definitive TQM process for the classroom setting in higher education (and we specifically consider only the classroom aspect of higher education, not higher education's administrative aspects), we will present a technique that we have tested ourselves. More specif- ically, we contend that by including students in determining the pedagogical requirements for a course, we can create an atmosphere that supports learning. * Professor, School of Management, Syracuse University. ** Assistant Professor, School of Business Administration, University of Michigan. Some of the more notable TQM programs have been implemented by Motorola, Ford, AT&T, and GM. 2 The quality program in which colleges and universities could first compete is The Malcolm Baldridge National Quality Award 1995 Education Pilot Program.

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