APPLICATION OF TOTAL QUALITY MANAGEMENT TO LIBRARY AND INFORMATION SERVICES IN INDIAN OPEN UNIVERSITIES

Dr.G. Saroja Documentation Assistant Dr.B.R.Ambedkar Open University, Road No.46, Jubilee Hills, Hyderabad-500 033. Andhra Pradesh, India. E-Mail : braouap@hd1.vsnl.net.in Phone : 0091-040-244771-Extn.256 (Off.) 0091-040-238729 (Res.) FAX : 0091-040-244830.

Dr.G. Sujatha Assistant Librarian Dr.B.R.Ambedkar Open University, Road No.46, Jubilee Hills, Hyderabad - 500 033. Andhra Pradesh, India. E-Mail : braouap@hd1.vsnl.net.in sujatha@hd2.vsnl.net.in Phone : 0091-040-244771-Extn.230 (Off.) 0091-040-3312442/3396336 (Res) FAX : 0091-040-244830.

INTRODUCTION

The Indian Higher Education System comprises 210 conventional universities and a single mode open universities. The conventional universities have more than a hundred years of tradition and many have international recognition as centres of excellence in specific disciplines. In this competitive educational environment, open universities in India are thriving to establish reputation by way of imparting quality education to the distance learners. The DEC, the apex body in open and distance education in India has initiated several projects to ensure quality in higher education through distance mode. It is in this context that the study of Total Quality Management (TQM) of library and information systems and services becomes crucial. This paper intends to study the application of TQM to the provision of library and information services. OBJECTIVES The specific objectives of the study are to : Understand the concepts of Quality; Quality Control; Quality Assurance: Total Quality Management; Review the Quality Assurance System in Distance Education; Examine the application of TQM to Library & Information Science (LIS) Sector, with particular reference to Distance Education Libraries; Discuss the experiences of Dr.B.R.Ambedkar Open University in providing quality information services; Discuss the criterion for Quality assurance in providing Quality Information Services. I. UNDERSTANDING THE CONCEPTS In order to critically analyse and examine the applications of TQM to Library and Information Services, it is essential in the first place to understand the various related concepts. 1.1 QUALITY Quality is often used synonymously with excellence. However, for proper quality management, defining quality and its measurement are essential. Quality has been defined variedly in different contexts. There is wide range of definitions or approaches to quality, describing the relative nature of the concept in the context of higher education. Some of the definitions are discussed here.

Green and Harvey (1993) identified five different approaches to quality in higher education. These are, quality : * in terms of exceptional (high standards); * in terms of consistency; * as fitness for purpose (meeting stated purposes); * as value for money; and * as transformative (transformation of the participant). Nunan and Calvert (1992) point out that: The term quality defies any definition which will be universally accepted. When it is linked to performance, quality implies evaluation for comparative purposes; `measures of quality involve norms and standards and judgments of quality are assisted through use of norm or criterion referenced indicators. Where measurement focuses on the student as a product of education, quality is seen as `value-based by the process of education. When the emphasis is management of quality, attention focuses on strategies for achieving or improving quality. Garvin (1988) identified five approaches to define quality: Transcendent approach (Quality always exists) Product based approach (Products meeting high quality standards) User based approach (quality to meet user requirements) s Manufacturing-based approach Value-based approach. In the context of Information Systems, Quality pertains to: performance of the system, Quality and Quantity of the Document Store, Quality of Information Products judged in terms of defined norms or criteria, User satisfaction in terms of value for money spent (cost-benefit) and value for information content (cost-effectiveness). Therefore, the Quality Management Strategies should integrate these various approaches for achieving improved Quality Information Services. Performance of the Information System mainly relates to: accuracy of the services; adequacy of and need-based services; timeliness of the services. Quality of information products

1. 2. 3.

The information products in LIS Sector can be Information Abstracts, Bibliographies, indexes, Current Awareness Bulletins, etc. These products should be produced according to set norms or criteria (like - following CCF; circulation before the information becomes absolete). User-based approach lies on the idea that quality lies in the eyes of the beholder and that the customer or user is the ultimate quality judge. ISO 8420 defines quality as : `The totality of features and characteristics of a product, process of service that bear on its ability to satisfy stated or implied needs However, there are certain . limitations to this approach. The usefulness of user-based quality definition is dependent on how well the user or customer is informed about opportunities and limitations of a product or service offered. User satisfaction level may also vary in terms of value for money and value for information content received. In the value-based definition, quality is defined in terms of costs and prices. Thus, a quality product is one that provides conformance at an acceptable price or cost. Peter Brophy (1993) defines it as: Quality is . the closest fit to userneeds that resources permit.

The managers of quality must have an intention to assess the product; sound knowledge of product features and characteristics; customer preferences and resources. 1.2 QUALITY CONTROL Although the demarcating line between the terms `Quality Control and `Quality Assessment is very narrow, some scientists attempted to draw a line of distinction between these terms. Tannock (1992) states that quality control Consists merely of the operational techniques and activities that are used to fulfill requirements for quality, usually interpreted to mean conformance to the required specifications. 1.3 QUALITY ASSURANCE Carley and Waldron (1984) defines quality assurance as planned, deliberate actions or activities instigated and carried out with the intent and purpose of maintaining and improving the quality of learning for participants. While the above definition provided a general understanding of the concept, it does not explain the unique nature of quality assurance. According to Frazer (1992), a university which takes quality assurance seriously emerges as a self-critical community of students, teachers, support staff and senior managers each contributing to and striving for continued improvement. The observation of various definitions of quality assurance as expressed in the literature of higher education reveals that Quality Assurance is a continuing, active and integrative process for maintaining and improving quality rather than simply a system of evaluation and checking for errors. 1.4 TOTAL QUALITY MANAGEMENT (TQM) Total Quality Management takes an integrative approach for assuring quality in an organisation. The four basic principles explain the nature of Total Quality Management. Delight the customer. What service would delight the customer ? What are the requirements of the customer ? Management by fact. Knowing the current quality standards of the product is the first step in the process of improvement. Knowledge of facts at all levels is an essential aspect of continuous improvement. People-based Management. Systems, standards and technology themselves will not provide quality. People must understand what to do, how to do and must be ready to review the progress of their own work, for continuous improvement of quality. TQM is aimed at continuous improvement. 1.5 QUALITY STANDARDS Within quality management, a variety of quality management standards, evaluation forms and schemes for self-appraisal have evolved. These standards are practice-oriented tools whose basic function is to create and sustain confidence in a customer-supplier relationship and provide a systematic approach to quality management. The ISO 9000 series of standards is widely used as the most recent international standards for quality management. In the LIS Sector, the Common Communication Format (CCF) evolved as the bibliographic format.

II. QUALITY ASSURANCE SYSTEMS IN DISTANCE EDUCATION There is a marked difference in the `teaching of an Open University from that of a conventional university. The `teaching in Distance Education (DE) in the absence of traditional classroom environment is characterised by: 1. Preparation and delivery of printed self-instructional course material; 2. Audio-visual broadcasts; 3. Limited contact cum face to face counselling sessions; 4. Evaluation of assignments. Therefore, most of the Quality Assurance Studies in DE mainly focussed on 1. the processes and production of course and programme materials; and 2. delivery of distance education to learners. The processes and production of course should be continuously reviewed through set norms and procedures. In the production and process of materials, production standards and technical quality are employed as mechanisms to assess their quality. The quality of delivered materials can be assured in a variety of ways, eg. Sophistication of print, design of material, institutional support, etc. In the delivery of distance education to learners, the role of tutor in improving quality in distance education is emphasized. Assuring quality by the evaluation of student / learner satisfaction is found to be difficult, due to the uncertainty of the learning situation. In summary, quality assurance literature has addressed a number of areas of consideration which typically fall within processes and production of material, and delivery of distance education to learners. While the assurance of such activities is critical to the success of distance education institutions, the consideration of separate parts of a dynamic system does not imply an integrative quality system that includes a comprehensive set of procedures for assuring quality. Therefore, quality assurance mechanisms should be built up in all the units of the University set up in order to integrate quality in all facets of institutional activity. III. TOTAL QUALITY MANAGEMENT IN LIS SECTOR The practice of Quality Management in Library & Information Science sector existed since the evolution of the subject itself, but the terminology used for these varied widely. Performance indicators; performance evaluation; evaluation of reference sources using check-list of criteria; Evaluation of Information Retrieval systems using Precision and Recall rations; Cost-Benefit and costeffectiveness studies; user surveys electing opinions on library services - all these studies make part and parcel of Quality Studies using different mechanisms of assessment and methodologies. In early 1980s, numerous studies were made on automated data validation, error rates and patterns, authority control which belong to quality control in online databases. However, customer and employee satisfaction are seldom in focus. Quality assurance studies were mostly restricted to special libraries and academic libraries. Although quality assurance studies based on ISO 9000 and other accreditation schemes were conducted in libraries in UK, USA and Canada, such studies are rarely reported in Indian libraries and information systems. The quality assurance initiative in LIS has primarily came from the parent organisation to which it provides services. However, in the later years, the quality assurance system has become as essential feature of LIS management. Quality studies in LIS sector are mostly isolated and are made on different aspects of library management, services, user-studies, etc. The evidence produced by the few TQM cases in the LIS sector indicates that TQM is a highly relevant management theory for information sector.

IV. TQM IN DISTANCE EDUCATION LIBRARIES Though the basic library functions and services are same for conventional and open university libraries; due to the very nature of distance from learners demands some special kinds of services in libraries of distance education institutes. Distance learners are provided with limited access to books and journals available at the Study Centre Libraries. Lending of books to distance learners is difficult in practice, as the learners are scattered at various places. Therefore, to keep the learners informed about the nascent information, the library has to undertake steps to provide current awareness services like indexes, abstracting, bibliographic services. Selection, acquiring and processing of books and sending them to the various study centre libraries not only requires additional library budget but also requires sufficient manpower to handle the various jobs. Evaluation of these various functions and feedback from learners; counsellors, study centre personnel are important for continuous improvement in the quality of library and information services. In this study an attempt is made to list out the essential criteria and suggests a framework of quality assurance in Distance Education Libraries in Indian situation. V. EXPERIENCE OF Dr.B.R.AMBEDKAR OPEN UNIVERSITY IN PROVIDING QUALITY INFORMATION SERVICES Established in 1983, Dr.B.R.Ambedkar Open University library is functioning with the following objectives: 1. To develop appropriate collection in various subjects for satisfying the needs of its diverse clientele at the University, Regional and Study Centres; 2. To provide reading, lending, reference, information and documentation facilities to all categories of staff students; 3. To develop a special collection of books and journals on Distance Education at the Central Library. With its various services, the library supports the faculty in the preparation of course material, support the self-learning of distance learners. The library started as a small unit in 1983 with a collection of 2500 books and has grown to 38000 books in Central Library and 55200 books in Study Centres Libraries collection in 1998. Along with the growth in collection, it has also expanded its services and started Documentation Service in 1993. `OPVARSITY DOCUMENTATION BULLETIN (Monthly) and `OPVARSITY ABSTRACTS (Bi-Monthly), `NEW ADDITIONS TO THE LIBRARY (Quarterly) are the outcome of the documentation services provided to the faculties as well as the distance learners. Realising the need for computerisation and networking, the library recently has taken up the project of computerising its various services at the central library at a cost of Rs.32.47 lakhs, in collaboration with the Central University. The computerisation project envisages to be operational by February, 1999. The project is planned in three phases. I. Creation of database at Central Library and computerisation of all services; II. To develop local area network connecting various faculties / departments with the central library; III. To establish a wide area network with study centre libraries. 5.1 QUALITY COMPONENT OF LIBRARY SERVICES The library committee consisting of the Vice Chancellor as the Chairman, Rector as the Vice-Chairman and all Directors / Deans of faculties as members, with Librarian as Convenor, meets once in four months to review the progress and problems in the library. Based on the recommendations of the Committee the library conducted surveys on the use of books, journals and documentation reports by the counsellors, learners at the Study Centre Libraries. Study revealed certain important points for consideration. These include:1. Lack of sufficient infrastructure for maintaining libraries at the Study Centres; 2. Irregularities in the receipt of journals at the 12 PG Study Centres; 3. Good use of books / journals and documentation reports by the counsellors and the learners.

Considering the difficulties, library committee has recommended for improvement of infrastructure for libraries at Study Centres and withholding subscription of books temporarily for the Study Centres. Journals for Study Centres are subscribed timproveA ourse material, etc. Only then, it is possible to achieve Total Quality Management of the University, which helps it to achieve its motto of `Quality Education at your doorstep. VI. TQM FRAMEWORK FOR DISTANCE EDUCATION LIBRARIES - A PROPOSAL Systematic implementation of quality management in LIS requires a concise and exhaustive framework. The following steps will help to arrive at a systematic framework for quality assurance in LIS. 1. Define the services you are attempting to improve. What is the motive behind in providing that particular service ? 2. Define what do you mean by `Qualityin terms of satisfaction of users; satisfaction of the staff; or pre-fixed norms and standards for that service. 3. Define quality criterion for the service. 4. Feedback from the users of the service is important for improving the quality. 5. Decide upon the measures to achieve quality. 6. Decide whether involvement of staff at different levels is necessary. 7. Review the resources for implementing the measures for improvement of quality. 8. Ensure commitment and support of top management at all stages of quality implementation. The quality framework should emphasise on the following points. POLICIES For distance education libraries, quality should be taken into consideration not only at Central Library but also in libraries at regional and study centres. Clearly defined policies for collection development; processing; stacking, lending, weeding out of books will help to achieve quality control to certain extent. RESOURCES The management must carefully plan for: 1. Financial Resources - For 1) Central Library 2) Regional Library; and 3) Study Centre Libraries 2. Document and Information Resources Availability Accessibility Preservation 3. Technology Costs and benefits 4. Infrastructure Building Furniture and fittings PROCESSES 1. Decide the services required to meet the changing needs of the clientele 2. Evaluate the services in terms of accuracy of information timeliness relevance to the purpose cost of providing service USER SATISFACTION Although user satisfaction cannot always be equaled to the success or failure of the system, but often it is an important source for pointing out the loopholes in the system and its services.

Feedback from learners and faculty is essential for continuous improvement in quality of information services. Assessment of LIS services in the framework suggested above will help the LIS professionals to improve and implement quality information services. SUGGESTIONS Based on the above discussion and observations, following suggestions are made for the implementation of quality in distance education libraries. 1. Quality Assurance of Library and Information System should be part of the Quality Assurance of University TQM project; 2. There is a need to develop standards / norms for assessing quality of information services with particular reference to distance Education Libraries; 3. There is a need to evolve methodologies and mechanisms for improvement of quality information services; 4. More funds to be allocated for studying the quality of information services on project basis; 5. Training of staff members in providing quality information services.

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