Quality Culture In A University Education Essay

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Introduction:

The study is framed on enhancing the quality of education through studying the culture. In order to measure effectiveness of education sector, quality assurance and assessment has become an integral part of education throughout the world. In the last decade or so, the quality of university education has become a subject of major concern. Students, their families, companies the graduates will work for, university professors and staff, the government and politicians, al1 have interests and stakes in quality of universities. Numerous programs have been started to improve quality, Total Quality Management, quality improvement programs are the examples of it. Governmental and professional institutions have introduced the accreditation of university programs, in order to provide for the standardization at a national level.

Quality as an admittedly multidimensional and perspective bound phenomenon is implanted in a cultural setting. In other words, quality is understood according to how people assume and define it in a cultural context. Culture is the transmission of units of information through non-genetic means (that is, through teaching and imitating) over generational time (Masoumi, 2010).

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Throughout this thesis, researcher will explore to the conclusion that define, identify, assess, and explore the quality culture in Pakistani environment that how quality culture in a university impacts and how quality culture results in the nourishment of the university. For this in this research work, a new conceptual model and framework for quality culture in a university has been developed and proposed. Higher education of Pakistan has also recognized that quality of education in Pakistan needs to be improved extensively in order to compete with highly competitive international standards (Batool, and Qureshi, 2009).

Literature review:

A major contemporary issue for educational organizations including universities is the maintenance and improvement of quality. From the literature contemporary quality management can be categorized as an organization wide philosophy and organization culture that emphasis constant improvement of quality through every aspect of an organization's activities. Current trends when it comes to considering quality as a cultural construct point to it as a greater comes towards the service sectors. Culture as an evolving system makes a difference from a conceptual, ontological, and explanatory point of view. Culture makes a difference (Scholates, 1992).

Organization Culture is defined as the set of assumptions, beliefs, values and norms that is shared among the members. This culture in an organization may be created by its members or it may have evolved across the time (Goetsch, 1998). The culture represents a key element of the work environment in which employees perform their jobs (Goetsch, 1998). Culture represents a key element of the work environment in which organization operates (Goetsch, 1998). Culture refers to the everyday work experiences of the mass of employees (Scholates, 1992). Culture by different authors has been defined in a different way. But organization culture has no specific definition. Culture is distinct as the sum total of an individual's experience and knowledge gained as a member of society; this affects the attitude, perception and behavior of the individual as a member of that society (Selvarajah, 1991). Organizational Culture is a system of informal rules that spells out how people are to behave most of the time (Deal & Kennedy, 1982). Organization's culture consists of its customs, traditions, rites, and rituals (Goetsch, 1998). Quality as an admittedly multidimensional and perspective-bound phenomenon is implanted in a cultural setting. In other words, quality is understood according to how people assume and define it in a cultural context. This issue surrounding quality culture in higher education, however, has not been addressed properly in higher education settings (Masoumi, 2010). From the perspective of others, culture is seen as a relatively stable system of shared meanings, a repository of meaningful symbols, which gives structure to experience (Kashima, 2000, 2004).

Culture viewed as a set of core values and patterns of thinking, feeling and acting (Ford & Kotzé, 2005) influences the way in which people communicate amongst themselves and with cultural artifacts, for example, learning systems, and computer tools of different kinds or informational resources provided on the Internet (Ford & Kotzé, 2005). Culture affects how people think, how they act, how people responds to their environment, in short, which they are. And more specifically, how people view quality, knowing and learning - their personal epistemologies is a part of their cultural identity, which is embedded in specific cultural contexts. The very definitions of culture refer to culture as a set of core values evolving as people respond to new conditions and influencing the way in which life takes place (Kinuthia, 2007).

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As from the literature, researcher has identified the gaps in which researcher has observed that there is no model or framework exists which can measure or identify the quality culture of an organization. In this research, researcher will develop a framework to identify, measure, implement and re-evaluate and re-implement the quality culture in an organization. In which quality and culture measuring variables has been adopted from literature. Researcher has divided quality into three components which will be the drivers for measuring the culture's quality which are teamwork, sustainability and excellence. Teamwork is defined by Raouf that Quality happens through people (Raouf, unpublished), and quality always require team memberships (Raouf, unpublished). Sustainability is defined by Raouf as the systematic approach (Raouf, unpublished) and it's a quality improvement cycle (Raouf, unpublished) and sustainability has also been defined as it is the continuous performance improvement (Milisiunaite, Adomaitiene, & Galginaitis, 2009) and Excellence is defined as the fitness for use and conformance to requirements (Milisiunaite, Adomaitiene, & Galginaitis, 2009). Learning, environment, communication and service will be used as the culture's components (Raouf, 2006 a).

By looking through the literature, Learning, Environment, Service, and Communication has been defined by Raouf in the form of the following construct i.e., for learning , for environment, for service, and for communication: oral communication, written communication and presentation skills are required (Raouf, 2006 a).

Research objectives:

Based on the literature and issues raised in the previous section of this article, the objectives of the research are to study:

To identify the quality culture in a university.

It's basically identifying the elements of quality culture in a university and researcher will identify those elements and important factors that are included in identifying the elements of quality of a university from the perspective of the culture that how much stronger or weaker culture exists in the university that will determine the quality of a university i.e., if it is the stronger culture then the university has a good quality and vice versa. Studies reveal that there are three elements which are included in building the university i.e., faculty/technical staff, students and non-technical staff/ supportive staff (Raouf, 2010).

To measure the quality culture in a university.

After identification of the quality culture's elements, researcher will measure the quality culture in a university.

Research Questions:

Followings are the research questions which will be studied in this research:

What is the quality culture in a university?

In this study, researcher will be examining the elements and identifying that what is the quality culture of a university. Researcher will be identifying the elements for quality culture in a university and by identifying the elements the researcher will be identifying that what will be the model for quality culture in a university.

To what extent the quality culture is measured in a university context?

In this, researcher will measure the quality culture of a university through a tool based on Raouf's assessment of university quality standards and quality culture model elements based on sporn (1996).

What is quality culture management?

Researcher will study that after measuring the quality culture in a university is

To what extent the quality culture in a university context is rechecked and implemented?

Theoretical framework:

Following is the theoretical framework that is showing the relationship between university culture and quality which will be used in this research. The following theoretical framework is showing the model of Quality culture for a University. As per this research study, there are the stages that must be adopted to define measure, implement and recheck the university quality culture. For improving the university culture the following model must be adopted on timely basis. There are four stages for identifying, measuring, implementing and rechecking the quality culture in a university as this methodology has also been used by european higher education comission to measure and identify culture enhancement elements (Milisiunaite, Adomaitiene, & Galginaitis, 2009).

Figure number 1.1 is showing the stage one; in stage number one the figure 1.1.1 is showing the university quality culture model. This figure shows that these are embedded variables of quality culture in a university. At stage 1, the figure 1.1.2 is showing the relationship between the quality culture model of a university with the time; at the start (year 1) the quality culture model of the selected university will be measured through stage 2 and then new model will be developed as per the gap is identified through stage 2's tool's data collection and data analysis (which will be the time for implications of the stage 1's model i.e., quality culture model). As the figure 1.1.2 is showing that quality culture model of a university is placed at the peak which shows that after passage of sometime (year 2) after the implication of quality culture model the quality of the culture of the selected university is increased. Then at the stage 4, the model with the amendments if required is implemented which is measured from stage 2 and 3 will be implemented and rechecked.

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The Figure number 1.2 is showing the stage two through which researcher will measure the quality of a university culture and this measuring criterion has been based on Raouf's University Quality Standards and Assessments which has been adopted and implemented by american accredation board of engineering and technology (ABET) (Raouf, 2006). In the same way figure number 1.3 is showing the implementation stage of the model which is revealing the stage of implementation of the framework of university quality culture model through the phases that have been shown in the figure which will ultimately be notioned as University Quality Culture Management (UQCM) by researcher and this UQCM is based on sporn's model (sporn, 1996) after amendments as needed to the researcher. The gaps that will be identified at stage number two (after collecting the data in year 1) in a university after measuring the quality culture in a university, in this stage the researcher will implement the quality culture model in this stage.

Then, the last stage and part of university quality culture is shown in the figure number 1.4 which shows the rechecking and re-implementation stage. In this last stage, Then Researcher will recheck in year 2 and re-implement the new Quality Culture in the selected university.

ST AGE 1: Excellence

Learning Communication

Environment Service

Service

Team work Sustainability

Figure 1.1.1. Quality Culture Model of a University

Figure no. 1.1.2 Relationship between Time and Quality Culture Model of a University

In the figure 1.1.1, Teamwork (Raouf, unpublished), Sustainability (Raouf, unpublished) and excellence (Milisiunaite, Adomaitiene, & Galginaitis, 2009) are the drivers of quality and variables notioned as learning, environment, communication and service will be used as the part of the construct of culture which in figure 1.1.2. Is shown that by combining them together all these variables and drivers made a quality culture model which will be tested at different times i.e.; at year 1 and then at year 2. At year 1, as per this quality culture model the selected organization stands where. Then after checking the researcher will apply this quality culture model in to the selected organization. The after some time at year 2, again the researcher will check that after the implementation of this model what is the status of the quality culture in the selected organization that up to which level, it is enhanced.

5.2. STAGE 2:

Quality Culture Model Elements

University Quality Model Standards

Criteria

1

2

3

4

5

6

7

8

9

10

Mission

Students

Quality Of Program

Personal development

Contributions to the society

Research and Development

Faculty

Interaction

with employers/Industry

Physical

Resources

Links With other universities

W*=0.05

0.20

0.20

0.05

0.05

0.10

0.25

0.03

0.20

0.02

Excellence

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Sustainability

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Teamwork

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Learning

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Communication

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Environment

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Service

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c + d + e

a + b

TOTAL VALUE (TV)

S1

S2

S3

S4

S5

S6

S7

S8

S9

S10

Figure no. 1.2.1 Criteria to Measure Quality Culture of a University Adopted from Raouf (Raouf, 2006)

In the above Figure 1.2 W* Weightage of each variable in Assessment of University Quality Standards (Raouf, 2006). The detail of each criterion which will be used by researcher to measure the University Quality Culture through step by step process is given below (Raouf, 2006).

At this stage, the culture elements by keeping in view the quality culture model i.e., Learning, Communication, Environment and Service will be checked in the university quality model standards' criterion. Each variable of culture will be checked in different criterion i.e., Learning will be checked in from criteria number 2-8, Communication will be checked in from criteria number 2-8, Environment will be checked in criterion number 8, 9, 10, 2, 4, 6 and 7 and Service will be checked in criteria number 2-10.

As shown in figure 1.1.2., the quality culture model will be tested at different times i.e.; at year 1 and then at year 2 on the selected organization. At year 1 and at stage number 2, researcher will measure the quality culture of a university by using the drivers of quality and culture's variables in the above given criteria. The sum of the weightage of the learning, communication, service and environment of year 1 will be observed and calculated by researcher at this stage. Then at stage 3 the quality culture management will be implemented i.e., the implementation of the quality culture model which is developed by the researcher at the stage number 1. Then again at stage number 4, the selected university's quality culture will be checked in year 2 to measure and identify that where the quality culture of a university has enhanced by using the classification criteria in figure 1.2.2. the measurement of quality culture at stage 4 will be done in the same way i.e., the sum of weightage of culture's variables by keeping in view the quality drivers constant.

At year 1:

Sum of Weightage of quality culture variables: __________Score

(Learning, communication, service and environment)

At year 2:

Sum of Weightage of quality culture variables: __________Score

(Learning, communication, service and environment)

The detail of each criterion which will be used by researcher to measure the University Quality Culture Model Standards through step by step process is given below (Raouf, 2006).

Criterion 1: Mission

The university should have a discrete identity. The key areas are:

Vision and mission

Status and governance

Strategic objectives

Criterion 2: Students

The University should have a clear idea of the qualities it is seeking to develop in students attending its programs. It must be able to show that the procedures and standards used to control admissions are appropriate and rigorous, supporting the mission and individual program objectives. Students should be provided with adequate support processes to ensure adequate course preparation, work experience and career support. The key areas are:

Criteria for selection

Course Preparation

Progression

Career placement and support

Student Services

Criterion 3: Quality of Programs

The university should be able to provide evidence of the quality of teaching on its programs, also of the quality of processes for the management of these programs. There should be clearly defined rules relating to academic leadership and administrative responsibility for all its programs. The process for designing programs should be rigorous and involve feedback from students and employers. Each program must have clearly stated aims, objectives and learning outcomes. Students should also be given guidance on the way in which the university recognizes, develops and assesses intellectual, analytical, and personal as well as the subject specific skills being developed on the programs. The key areas which are identified in the figure 1.2:

Program's design

Program's content

Program's delivery

Student assessment

Program's evaluation

Compatibility with similar programs offered at other universities.

Criterion 4: Personal Development

Great importance is to be attached to the personal development dimension in programs within the Pakistani context. Universities play a key role in developing personal awareness and the appropriate attitudes, values, skills, and behaviors to equip students in their future life. The key areas are:

Personal effectiveness

Direct application of skills

Personal satisfaction

Criterion 5: Contribution to the Community

The university should be concerned not only with its contribution to the national and international community but also to the total environment within which it operates and how it functions as an exemplary institutional citizen of its own community. The key areas are:

Social and economic contribution locally and nationally

Extra-curricular activities

Services to education

Contributions to development

Criterion 6: Research & Development

The university should be able to demonstrate high level of quality in its teaching team, as evidence by research, scholarship and consultancy. The majority of the team should be actively involved in these areas. The key areas are:

Research activities

Innovation

Criterion 7: Faculty

The size and quality of faculty must be in accordance with the mission of the institution. Teaching staff should be appropriately qualified and credible for the programs within their areas of responsibility. The deployment of faculty resources should reflect the institution's mission and allow adequate servicing of its degree programs. Processes should be in place to determine the appropriate balance in workloads and to develop the faculty in support of all those activities that implement the institution's mission. There must be an effective review process for evaluating the performance of the faculty and the contribution of individuals in line with the mission. They key areas are:

Faculty size and composition

Faculty policy and management

Faculty training and development

Criterion 8: Physical Resources

The overall level of resources and facilities offered by the university should be adequate to support the mission and agreed standards of programs design and delivery. The library, computing and research facilities should be appropriate to the nature of the faculty and the student body and should include adequate access outside of normal working hours. HEC's requirements are to be met. The key areas are:

Financial management

Premises and equipment (including laboratories)

Library and facilities

Computing facilities (including access to the internet)

General support facilities

Criterion 9: connections with Industry/Employers

The university must be able to clearly demonstrate a successful relationship with industry/employers that results in the improved quality of programs. The key areas are:

Maintaining effective connections with industry / employers and the relevance of the academic programs to employers.

Impact of these connections on the development of the institution and its programs.

Existence of effective link between the university and the employer/industry

Criterion 10: Links with other Universities

The university should have an effective policy for including linkages with other universities. The key areas are:

University policy to determine other universities for adding as linkage

Effectiveness of these linkages

Calculation of each assessment score:

Score 1 (SI) = {TV/ (No. of questions*5)} * 100* weight

Other assessments from S2 up to S10 are measured in the same way.

OVERALL ASSESSMENT SCORE = SI + S2 + S3 + S4 + S5 + S6 + S7 + S8 + S9 + S 10 =-----------

Criteria for Classification

Classification

CATEGORY 'A' : SCORE > 85

CATEGORY 'B' : 75 < SCORE < 84

CATEGORY 'C' : 50 < SCORE < 74

UNSATISFACTORY < 50

Quality culture is excellent.

Quality culture is average and needs amendments in their cultural model.

Quality culture is poor and needs amendments in their cultural model.

Quality culture is very poor and needs amendments in their cultural model.

Figure 1.2.2. Classification of assessment score's result got from figure 1.2.1

5.3. STAGE 3:

External Environment

University Structure

University Culture

Beliefs

Values

Attitudes

Intensions

Mission

Quality Culture

Excellence, Teamwork, Sustainability

Learning, Environment, Communication, and Service

Goal Formation

Strategy Formulation

Quality Culture Management

Figure no. 1.3 Quality Culture Management based on Sporn, 1996

5.4. STAGE 4:

Quality Culture Model Elements

University Quality Model Standards

Criteria

1

2

3

4

5

6

7

8

9

10

Mission

Students

Quality Of Program

Personal development

Contributions to the society

Research and Development

Faculty

Interaction

with employers/Industry

Physical

Resources

Links With other universities

W*=0.05

0.20

0.20

0.05

0.05

0.10

0.25

0.03

0.20

0.02

Excellence

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Sustainability

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Teamwork

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Learning

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Communication

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Environment

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c

a + b + c + d + e

a + b

Service

a+b+c

a+b+c+d+e

a+b+c+d+e+f

a+b

a + b + c + d

a + b

a + b + c

a + b + c + d + e

a + b

TOTAL VALUE (TV)

S1

S2

S3

S4

S5

S6

S7

S8

S9

S10

Figure no. 1.4 Criteria for rechecking and implementation of Quality Culture (Raouf, 2006)

Figure 1.4 is showing the stage number 4 of the researcher's model of Quality culture in a university. After stage number three, the researcher will implement the new framework of quality culture of a university in the selected organization. The researcher will get the new framework from stage number two (gap) and stage number three and will implement (Milisiunaite, Adomaitiene, & Galginaitis, 2009) it in the way that has shown in the figure 1.4. Here year 2, process will occur.

Hypothesis:

Followings are the hypotheses:

H1=Quality culture has an impact in a university.

H2= Quality culture in a university is associated with identifying quality culture model of a university (stage 1), quality culture model of a university in a relationship with time (stage 1), measuring quality culture of a university (stage 2), implementing quality culture management (stage 3), and rechecking and re-implementing of quality culture in a university.

H3=Quality culture model in a university is based on excellence, teamwork, sustainability, learning, communication, service, and environment.

H4=Quality culture model of a university is associated with time.

H5=If Quality culture in a university can be measured, then it is measured through criteria of university quality model standards.

H6=if Quality culture in a university is implemented, then it is implemented through Quality culture management.

H7=Quality of a university is based on university culture.

H8=Quality Culture can be rechecked and re-implemented in a university through university quality standards.

H12=Communication is associated with oral communication, written communication, and presentation skills.

H13=Quality culture in a university based on excellence, teamwork, sustainability, learning, communication, service and environment.

H14=Quality of a university is based on excellence, sustainability, and teamwork.

H15=Culture in a university involves learning, communication, service and environment.

H16=Excellence has an impact on quality culture in a university.

H17=Sustainability has an impact on quality culture in a university.

H18=Teamwork has an impact on quality culture in a university.

H19= Learning has an impact on quality culture in a university.

H20=Communication has an impact on quality culture in a university.

H21= Service has an impact on quality culture in a university.

H22= Environment has an impact on quality culture in a university.

H23=learning is measured through students, quality of program, personal development, contributions to the society, research and development, faculty, and interaction with employers and industry.

H24=learning is measured through students.

H25= learning is measured through quality of program.

H26= learning is measured through personal development.

H27= learning is measured through contributions to the society.

H28= learning is measured through research and development.

H29= learning is measured through faculty.

H30= learning is measured through interaction with employers and industry.

H31=Environment is measured through students, personal development, research and development, faculty, interaction with employers and industry, physical resources, and links with other universities.

H32= Environment is measured through students.

H33= Environment is measured through personal development.

H34= Environment is measured through research and development.

H35= Environment is measured through faculty.

H36= Environment is measured through interaction with employers and industry.

H37= Environment is measured through physical resources.

H38= Environment is measured through links with other universities.

H39=Communication is measured through students, quality of program, personal development, contributions to the society, research and development, faculty, and interaction with employers and industry.

H40= Communication is measured through students.

H41= Communication is measured through quality of program.

H42= Communication is measured through personal development.

H43= Communication is measured through contributions to the society.

H44= Communication is measured through research and development.

H45= Communication is measured through faculty.

H46= Communication is measured through employers and industry.

H47=Service is measured through students, quality of program, personal development, contributions to the society, research and development, faculty, interaction with employers and industry, physical resources and links with other universities.

H48= Service is measured through students.

H49= Service is measured through quality of program.

H50= Service is measured through personal development.

H51= Service is measured through contributions to the society.

H52= Service is measured through faculty.

H53= Service is measured through research and development.

H54= Service is measured through faculty.

H55= Service is measured through interactions with employers and industry.

H56= Service is measured through physical resources.

H57= Service is measured through links with other universities.

H58=Quality culture management is based on quality culture model, goal formation, and strategy formulation through university structure, and external environment into missions and intensions.

H59=After the passage of time, quality culture model elements can be rechecked through university quality standards.

H60=After the passage of time, quality culture model elements can be re-implemented if, quality culture in a university don't enhance.

Research design and Methodology:

Design: Strategy and Framework:

It will be descriptive and inductive study, using longitudinal data; the relationship between the culture and its quality from the pools of faculty and students of University of management and technology (UMT) will be investigated. The study involves quantitative research. The quantitative research will comprise the questionnaire survey coupled with quantitative analysis. The quantitative analysis mainly analyses the faculty's and higher education students' quality culture by using the different variables as parameters to study them in business education based on data collected from the faculty of all the schools of UMT i.e; School of business and economics (SBE), School of Science and Technology (SST), Institute of Audit and Accountancy (IAA), School of Professional Advancement (SPA), School of Law and Policy (SLP), School of Social sciences and humanities (SSH), Institute of textile and industrial sciences (ITI) and Institute of Islamic banking (IIB).

b. Unit of Analysis:

The unit of observation or the unit of analysis of this study will be the individuals of the university i.e., faculty members of schools and institutes specifically deans and senior faculty of the selected schools and institutes and the students of the selected university.

c. Time Dimension:

It will be the longitudinal study. The data will be collected from the respondents with different intervals. Firstly, in year 1 at stage two the data will be collected then after the implementation of the stage three in year 2, at stage 4 again the data will be collected to study the framework for quality culture in a university. As it's a conceptual framework so, for testing this framework it will take years which is not possible in this time span.

d. Sampling:

The simple random sampling technique will be used for selecting the sample from population. In questionnaire surveys, it is a common practice to administer the questionnaires on a sample drawn from a list of all individuals in the population of interest. A sample is sufficient for the purpose as it can be representative of the population if selected using appropriate probability sampling technique (Mangione, 1998). In other words, whatever findings about the sample it can be generalized to the entire population (Sekaran, 2000). In a view of this, the issue of population and sample size should be given due to consideration in questionnaire surveys. Although it is important to know the exact size of the population, this is sometimes difficult to realize given the circumstances of the research study. In this study, the exact numbers of respondents (e.g. the staff of UMT and the students of UMT as a population) are known but as they will be considered as a population and the sample size will be drawn from this population.

Sampling Frame:

All students who are currently enrolled in higher education program and faculty of Schools and institutes of UMT.

Sampling Technique:

Convenience sampling will be employed to select the samples from population.

Data Collection:

The questionnaire will be used for data collection as observational tool. It allows the measurement of variables and the testing of hypotheses to be carried out, and is particularly useful in co-relational studies (Sekaran, 2000). The questionnaire for this study is derived from Quality culture assessment Performa for a university developed by Abdul Raouf (Raouf, 2006) and quality culture management based on Sporn's strategic management's model (1996). Respondents will be asked to rate the items on a five-point likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). A point of 3 indicated neutral to the other factors which means agree somehow.

Data Analysis :

The data will be first examined for missing data before being subjected to various statistical tests. Initial tests will be involved analyses of the response rate, frequency distributions for demographic variables, the mean, standard deviation, range and variance on other variables, and an inter-correlation matrix of the variables to give a general indication of the goodness of the data as recommended by Sekaran (2000). To test hypothesis, the data will be subjected to scale reliability test. There are, however, several ways to test the reliability of a measure: test-retest method, equivalent or parallel form method, split-halves method, and the inter-item or internal consistency method (Sekaran, 2000; Sureshchandar et al., 2002). Of these, the internal consistency method is considered to be the most effective and the simplest as it involves only a single analytical administration (Sureshchandar et al., 2002). A search of the literature also indicates that the method is widely used by researchers in the test of scale reliability.

The T-Test will be employed to study the responses of the faculty and students' quality culture. Regression and correlation analysis will be employed on the data and the relationship will be measured through these analyses.

Significance:

This study has the following significances:

Through this study, researchers have developed the identifying, measuring, implementation and rechecking and reimplementation of quality culture management and quality culture management's stages which will be helpful for the others organizations to check, measure, implement and determine the quality culture for the organization.

This study is concerned with the prompting and identifying essential elements of quality culture in a university. So, globally all the universities and governments are concerned with the quality of education. Ultimately this study will be the most significant one as it will identify the important elements for studying the quality in education sector.

This study will be conducted on identifying the elements of culture for uprising the quality of higher education in a university. As this study is focusing on quality of higher education which is most expectant globally. Other universities can develop and upgrade their higher education's quality level by using this study. This study will create the competitive benchmarking.

Limitations and Delimitations:

This study focuses on the education sector only. Nevertheless, the units of analysis are higher education students, and faculty who are claimed to be the major components of the culture and the variables of interests are measured based on Raouf's assessment tool. Therefore, it limits the generalize ability of the findings to other industry contexts.

Therefore, there is a possibility of a cultural bias playing a role in the outcome of the study as the respondent of the developing economy may be different from those of the developed economy (Sureshchandar et al., 2002).

The research is proposed to be completed in three months. The time will be a problem to collect the response of the respondent. Therefore the sampling technique e.g. convenience sampling will be used to collect the data. It demands the further research to collect the information through simple random sampling systematically and overcome the time constraints.

In this study the response will be collected from the faculty of the business school and from the faculty too. The problems that are concerned with memory, labeling of the concepts, biasness are the limitation of the study.

Ethical Issues:

Following ethical issues will be kept in view by the researcher during this study which are:

This study will be conducted with the both written and oral Informed consent to both students and faculty of all the schools and institutes of UMT while conducting the research.

However, no one will be targeted. In this research anonymity's aspect will be kept in view.

Data collected from this study while in pilot study and in thesis the Confidentiality of the data will be there. No data will be exposed to others.