A TQM-centered framework for improving student satisfaction in higher education institutions in Zambia

Résumé

The study aimed to examine the application of Total Quality Management principles in selected Zambian higher education institutions and propose a framework for improving student satisfaction. The study employed a mixed-method study and used an explanatory sequential design. The population for quantitative data comprised 795 students and 16 participants for qualitative data, based on the principle of saturation. Quantitative data was collected through a questionnaire and qualitative data through semi-structured interview guides from 14 participants from higher education institutions, comprising quality assurance officers and one of the following: university leadership, administrative staff, and faculty members, and 2 representatives from the Higher Education Authority. For data analysis, quantitative data was analyzed using SPSS (Statistical Package for the Social Sciences) version 26.0, employing descriptive statistics, while qualitative data from the interviews was analyzed using thematic analysis.  Findings show that proactive leadership, participatory decision-making, and student-centered approaches enhance satisfaction, while resistance to change, resource limitations, and inadequate training constrain implementation. The study concludes that a context-sensitive TQM framework can significantly improve academic quality, and this will lead to an improvement in student satisfaction in higher education institutions.  The study recommends that regulatory bodies put quality standards that will guide institutions, while institutional leadership translates these requirements into internal strategies through resource allocation, policies, and a culture of quality. Effective implementation of core TQM pillars—stakeholder engagement, governance, quality assurance, continuous improvement, and adequate support systems—strengthens institutional performance and service delivery.