[The following article appears in _TQM_in_Higher_Education_, May
1994 edition, pages 8 and 9.]

                   MOUNTAIN EMPIRE COMMUNITY COLLEGE:
                        PURSUING PROFOUND CHANGE

                           [by] Sharon Fisher

     The question was rhetorical: "How can we provide TQM training
to local businesses if we don't practice it ourselves?"  

     Several Mountain Empire Community College (VA) faculty and
staff asked this question of MECC's new president, Robert Sandel.
It came as part of a position paper asking that he support a
systemic approach to the college's efforts to learn and apply TQM
principles and techniques. That was in 1992, in the first months
of his administration.  

     Although MECC was his first college presidency, Sandel had
previous experience with business and community college
partnerships in South Carolina. He was familiar with that state's
TQM training and responsive to the idea of adapting the concept to
an educational institution.  

     MECC's TQM implementation strategy is to customize a generic
model to the college's existing structure and environment. Key
aspects of this model include: training top management to ensure
commitment and support and using a systemic approach to cause
fundamental, profound change and collegewide alignment--one that's
not simply limited to problem-solving applications.  

     During the past two years, MECC has moved forward in its TQM
efforts. All employees participated in an initial activity--a
one-day orientation to TQM principles. Responses ranging from "may
have possibilities" to "the best thing I've heard in a long time,"
demonstrated that this was a positive step in the right direction. 

Raising Expectations


     However, providing this "right-to-know" activity in the
beginning has had a down side--it raised expectations too quickly.
When we're used to quick fixes, it can be difficult to grasp the
slower process of acquiring and applying TQM skills in lieu of
former management styles.  

     The first step in implementing TQM required Sandel and his
immediate staff--two deans and a director--to work through a
10-step plan. The plan began with the college's mission statement
and ended with the management of a continuous improvement pilot
project.  

     Sandel and his staff clearly stated the college's mission,
vision, and values and identified the major processes. Their
effort built a foundation from which each unit identifies its
specific mission and processes that support the college's overall
mission. 

     The pilot project--improving the efficiency of collegewide
purchasing processes--resulted in the college adopting several
teams' recommendations for improvements. MECC selected purchasing
because it affected all areas of the college, was a headache for
everyone, and was believed to be an area that could show
documented improvement. The college began implementing improvement
strategies in January 1993.  

TQM and Classroom Pedagogy

     Recognizing that teaching and learning are the college's
primary mission, MECC also piloted the customization of TQM with
classroom pedagogy. Six faculty members underwent training in TQM
and, using the same 10-step model, designed a continuous
improvement activity for a specific class. Their effort shows
significant promise in providing faculty with new skills for
increasing student learning.  

     MECC is now taking a second step in implementing TQM
campuswide. All department and division administrators are being
trained in TQM processes and principles. At the same time, each
administrator is training his/her department faculty and  
staff in TQM principles and the application of acquired skills.
The goal is to increase the implementation rate and have each
administrator immediately apply his/her training.  

     Mountain Empire Community College recognizes and acknowledges
that there has been, and will continue to be, a range of thoughts
on TQM, at least until significant results are seen.  

     So far, we've encountered two barriers. One is taking the
time to learn continuous improvement skills when we have a
multitude of tasks to perform. MECC leaders' belief in the value
of TQM and their willingness to work collectively will determine
how long it takes to fully implement it.  

     The other barrier commonly affects organizations and
individuals alike--the ability to effectively communicate the why
and how of what's happening to everyone.  

     TQM offers a pivotal move for MECC, one that allows us to
stand with two feet on the ground, but gives us the flexibility to
turn 360 degrees and move more effectively and efficiently.  

     Our goal is not to become a TQM organization, but to become a
quality leader in education for our community. TQM is a valuable
means to this end.  

For more information, contact: Sharon Fisher, Director of Planning
and Development, Mountain Empire Community College, Drawer 700,
Big Stone Gap, VA 24219; Ph: 703/5232400; Fax: 703/523-4130. 

[For for information or to subscribe to TQMHE, contact:
TQM in Higher Education
Magna Publications, Inc.
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Madison, Wisconsin 53704-3086
Phone: 608-246-3591 or 800-433-0499.]