This current research paper investigates the role of transformational leadership on impacting the level of TQM implementation in the higher education sector. In addition, TQM, as a management philosophy, can be implemented successfully only when incorporated into the prevailing learning organization and adequate understanding of transformational leadership. The understanding of the relationship between the two represents a useful starting point into gaining an insight of TQM implementation in the higher education institutes. In order to build a strong foundation for the current research pivotal relevant review of previous literatures was initiated. The review assisted the researcher in formulating the research objectives, questions, aims and framework. The quantitative and qualitative research methods were used to derive the relationship between the variables of the study. A total number of 500 lecturers were selected randomly in order to exemplify the questionnaire raised topics complex. The findings of the current research indicated that transformational leadership dimension have positive influences and significant towards the practices of TQM in the selected universities.
Keywords: transformational leadership, TQM, Libyan higher education
The international business and global management impact on higher education have placed challenges for higher education institutions (HEIs) to be in line with the globalization needs. Many countries around the world are now moving towards 'mass' higher education (Moi, 2006) in order to meet such current challenges. In addition, Van Vught (1996) asserts that adequate quality management is needed in higher education which the procedure and method consider as a mean to help higher education institutions to achieve their quality management purposes. In Libya the rapid evolution in the number of institutions of higher education led to the low level of performance of many of these institutions.
The low level of performance is caused by several factors, including lack of faculty specialists, weak institutional infrastructure, lack of equipment necessary for educational activities, and absence of quality programs for such institutions. For example, there are a large number of students in departments and disciplines not required by the society and the labor market (Abu Jaafar, 2009), aside from the quantitative and qualitative evolution in the provision of services. The United Nations Educational, Scientific, and Cultural Organization estimates that the proportion of the quantitative increase in the number of students in higher education in Libya is the highest level among Arab states (Bashir, 2005).
Thus as many developed countries, Libya prioritized the quality of her higher education as this level of education produce human capital for nation development (Al-Mansouri, 2004; Ali, 2005). Furthermore, higher education is a fundamental part of the infrastructures of the overall national development and it is a key factor in building capabilities and skills, in accordance to this fact, the Libyan government enriched the higher education sector with experts from the public planning council, whom were asked to prepared a national strategy targeted to develop higher education in Libya (Theeb, 2009; Al-Mansouri, 2004). Moreover,
The national strategy for higher education in Libya has outlined plans which need to be followed by higher education management system which has to diagnose and identify problems, develops visions and goals, and identify the executive steps. The most important priorities proposed by this strategy are the reformation of the administrative and financial system to ensure the independence of universities as without this, no real change can be made or be effective (Theeb, 2009). However, AbdulKarim (2010) explained that, for the time being, these branches are still ineffective which is a big issue faced by the (HEIs) in Libya. …