Total Quality Management (TQM) principles and their application in Zambian higher education institutions: A Systematic literature review

Evans Mwenda; Bupe Getrude Mwanza-Mutono; Clement Kasenge

doi:10.51867/AQSSR.3.1.21

Authors

Evans Mwenda Institute of Distance Education, The University of Zambia, Zambia Author
Bupe Getrude Mwanza-Mutono The University of Zambia, Zambia Author https://orcid.org/0000-0001-5728-994X
Clement Kasenge The University of Zambia, Zambia Author https://orcid.org/0009-0001-0427-0249

DOI:

https://doi.org/10.51867/AQSSR.3.1.21

Keywords:

Higher Education, Quality, Systematic Literature Review, Total Quality Management, Zambia

Abstract

Total Quality Management (TQM) is widely regarded as a valuable approach for enhancing quality, accountability, and competitiveness in higher education. This study examines how TQM principles are adopted and applied across universities in different regions to improve student satisfaction, with a particular focus on Zambia. This review is grounded in Total Quality Management (TQM) Theory. A Systematic Literature Review (SLR) of 41 empirical and policy-orientated studies was conducted to identify key factors influencing TQM implementation, its effects on quality management systems, and the challenges faced by higher education institutions. The review suggests that leadership commitment, stakeholder involvement, staff capacity, and performance measurement systems are central to the effective implementation of TQM, although their influence appears highly context-dependent. While TQM is generally associated with improvements in internal quality assurance, administrative processes, and student satisfaction, evidence linking it directly to learning outcomes and graduate employability remains limited. In Zambia, TQM-aligned practices have supported stronger governance structures and continuous improvement efforts, but limited resources, inadequate training, and resistance to change often constrain progress. The review also highlights a shortage of peer-reviewed empirical studies examining comprehensive TQM implementation in Zambian higher education institutions. To work around these constraints and, hopefully, make TQM less of a paper exercise, there may be value in closer collaboration between institutional leadership and the Higher Education Authority (HEA). Targeted TQM training, especially for managers who are expected to implement it, appears necessary rather than optional. At the same time, investment in Education Management Information Systems (EMIS) is likely to matter more than is often acknowledged, since decisions still tend to rely on incomplete or outdated data. Quality Assurance (QA) principles could also be treated less as a compliance requirement and more as part of everyday planning and budgeting. Finally, involving students and industry stakeholders in QA processes beyond occasional surveys or formal consultations may help ensure that quality efforts reflect real institutional and labour-market expectations.

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