Quality Curriculum

Abstract:A small private university's inclusion of an operations management course in its general business program could serve as a blueprint for quality managers trying to teach quality principles to general management. The course focuses on adding value, managing quality, and satisfying customer demands. To add value, management needs to develop a deeper appreciation of societal needs, a greater understanding of what drives productivity, and greater organizational collaboration. Key quality concepts taught in the course include continuous improvement, process thinking, value, Six Sigma, and lean. Satisfying customer demands requires an awareness of how those demands evolve as external factors change. A key resource for designing a course teaching these principles is the book Course Design: A Guide to Curriculum Development for Teachers, which was used in developing the university course. Once the subject matter has been determined, it is important to establish a course rationale explaining why …

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So pleased to see the reference to Juran and Gryna's Quality Planning and Analysis. This is the true tie between Drucker management and the application of quality in business. I did not know "quality" as a separate discipline until I retired as a Senior Manager from IBM in 1992. When I attended my first ASQ meeting in February of 1993, I immediately saw the incredible value the discipline of quality management has on the organization as a whole. I have built a number of curricula for quality over the years. I am pleased to see the authors sharing their instructional design structures in this article.
--Grace Duffy, 05-05-2012

Enjoyed your article. I did have trouble following the intent of some of the figures. All figures have arrows that beg for more definition as to their functionality in relation to the concepts they connect. For example, Figure 2 "Causal Interaction Map" has an abundance of arrows that are described in the text as "leading to." Is "leading to" the same as causality?

Figure 1 seems to need feedback loops from "Data information" back to "Management" and from "Management" to "Process" to indicate that data and information are used to improve, a BA 670 key learning objective.

It also does not seem to address all of the six elements in the BA 670 curriculum on page 34. Are "Process fundamentals" addressed?
--Barry Johnson, 02-08-2012

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