The topic of quality in higher education in the United States has received much research attention in the last several years. Specifically, how traditional higher education can benefit from commencing on a quality journey. Subsequently, many colleges and universities have adopted and employed total quality concepts into their day-to-day management practices. While much research has focused on the effects of a quality journey and the integration of quality concepts relating to upper level administration and faculty practices, the extant literature is limited in examining the effects of quality principles on support staff at the college and university levels. The current research explored the relationship between the commencement of a quality journey, based on the Malcolm Baldrige National Quality Award criteria, at a two-year community college and the subsequent effects this criteria had on the level of organizational commitment of its support staff employees. The research also addressed how commencing a quality journey, using the Baldrige criteria, affects the psychological subset components of organizational commitment: affective commitment, normative commitment, and continuance commitment. Finally, the research examined the relationship between perceived organizational support and college support staff as a result of the commencement of a quality journey. For the research, the qualitative methodology of an exploratory case study was used with data collection occurring from both in-depth individual interviews and focus group interview sessions. The research concluded by outlining the implications of the study for organizations that are currently or are considering commencing on a quality journey.
|Subjects||Community college education; Higher education administration; Management|
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