introductory MIS course: Using TQM to tame the widow-maker, The

Journal of Information Systems Education, Fall 2003 by Holmes, Judy D

ABSTRACT

This paper describes how Total Quality Management (TQM) can be used to teach the Introductory Management Information Systems (MIS) course. The results provide some insight into the use of a managerial philosophy in an academic setting. Applying TQM concepts can enhance pedagogy if used properly.

Keywords: Pedagogy, MIS Course, and Total Quality Management (TQM)

"I began to think that the MIS course, at least as I envisioned it at the time, is a widow maker (Kroenke, 1988)."

1. THE WIDOW-MAKER

Peter Drucker says that when a company has a job that defeats "two people in a row" it has a "widow-maker" on its hands. "Abolish the job," asserts Drucker (Drucker, 1985). MIS veteran David Kroenke claims the MIS course is just such a "widow-maker." Should we take Drucker's advice and abolish the course? Not hardly - but neither can we continue to pile up the carcasses as if the supply is unlimited and the consequences are irrelevant.

Kroenke contacted seasoned MIS instructors around the nation and was astounded to find that nobody was claiming reliable success in teaching this course (Kroenke, 1988). There are several reasons why this is true. First, the course is a survey course, which covers many topics. Second, it is primarily a lecture course. Third, the course is oftentimes required for majors other than Computer Information Systems majors; therefore, students have diverse backgrounds. Some of the students are only taking the course because it is required. Fourth, since the course is typically taught in the Computer Information Systems Department, many of the students expect it to be a computer class. They expect and desire that they will be required to use software packages.

2. TOTAL QUALITY MANAGEMENT DEFINED

These problems can be addressed by using Total Quality Management (TQM) to teach the MIS course. Total Quality Management is actually a managerial philosophy about quality in which everyone in the organization from the chief executive officer down becomes committed to, and involved in, a never-ending quest to improve the quality of goods and services.

2.1 Key Features of Total Quality Management

In order to incorporate Total Quality Management concepts into a given atmosphere, one must implement several features. Firstly, have a complete customer focus. This implies finding out what the customer wants. Typically, this involves the use of surveys, focus groups, interviews, or some other technique to integrate the customer's voice in the decision-making process. Secondly, design products and services that meet or exceed the quality expectations of the customer. Thirdly, design a production process that facilitates doing the job right, the first time. Fourthly, continuously try to improve the system. Fifthly, extend these concepts to suppliers and distributors. Sixthly, engage in competitive benchmarking, that is, identify companies or other organizations that are the best at something and then model your organization after them. Seventhly, empower employees. Give workers the responsibility for improvements and the authority to make changes to accomplish them. This provides strong motivation for employees and puts the power to make important decisions into the hands of those who are closest to the job and have considerable insight into problems and solutions. Eighthly, use a team approach. The use of teams for problem solving and to achieve consensus takes advantage of group thinking, gets people involved, and promotes a spirit of cooperation and shared values among employees. Finally, train everyone in the organization in the use of quality control and improvement tools (Stevenson, 1996).

3. IMPLICATIONS FOR THE MIS COURSE

3.1 The Student as the Customer

Using TQM principles in an introductory MIS course has many implications. First, instructors teaching the course should have a complete student focus. The students should be made aware that the professor has a customer or student-focus and is applying TQM principles to the classroom. Surveys should be distributed about a third of the way through the course to determine if changes need to be made to the course. For example, the professor could simply ask the student to respond to two questions:

1. What do you like best about this course?

2. What one thing would you change if you could change anything about this course?

A simple survey such as this one will prevent the students from feeling as though responding would be too time-consuming and the professor from feeling overwhelmed. A professor may also solicit input from small groups of students. A professor might begin by asking a small group how their classes are going and later narrow the discussion to focus on the MIS course. The professor should be ready (and willing) to make changes immediately in the course after asking for student input/feedback. In an article published in Innovative Higher Education, Gilbert et al. note that TQM does not allow students to prescribe teaching methods but simply solicits input from them for improving class processes (Gilbert et. al., 1993).