English Abstract
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Providing information services is the first and the most important role for libraries. Thus user services are highly regarded. To improve service quality and customer satisfacion, proper approaches should be taken to face the changing time. With the development and advancement of Industry quality managemet, academic institutions also pay more attention on their service quality. To aquire ISO 9001 quality management certificate and to adopt Total Quality Management (TQM) are the best ways to achieve this goal. Libraries in Taiwan have been introducing these quality management systems recently, and hope to indeed improve their service quality.
Training courses in TQM will be an effective way to integrate quality into all aspects of organizations. However, the courses are diversified and complicated. This thesis focus on which training courses are most effective to promote TQM in academic libraries and how to rate these courses.
This study takes purposive sampling to choose objects. 26 librarians employed in 4 libraries obtained National Quality Award or had already adopted TQM are chosen. These sampling objects have worked in these libraries for more than one year, and participated physically in the operation of TQM.
Two procedures are taken as following:
1. Six categories of contining education about introducing TQM in academic libraries are identified according literature review and analysis. 33 training courses about TQM in business and libraries are categorized in advance.
2. Semi-structured questionnaire was designed to find out what kind of training courses are more perfect to implement in academic libraries.
3. Using card sorting to rate the importance of these TQM training courses in academic libraries.
The sampling objects are divided into 3 groups to discuss their needs for training courses, rate importance, and analysis the reason to their differences.
A. The needs for all objects are: 1. Market and customer orientation and needs. 2. Quality value and conception promotion. 3. Problems discovery, solution, improvement, and prevention. 4. Development human resources and cooperation relationship within team. 5. Measurement and statistic related data for strategy reference. 6. Tools for quality management and improvement of procedures.
B. The needs for the sampling objects of those libraries acquired National Quality Award are: 1. Market and customer orientation and needs. 2. Quality value and conception promotion. 3. Problems discovery, solution, improvement, and prevention. 3. Development human resources and cooperation relationship within team. 4. Tools for quality management and improvement of procedures. 5. Measurement and statistic related data for strategy reference.
C. The needs for the sampling objects of those libraries not yet applying for National Quality Award are: 1. Market and customer orientation and needs. 2. Quality value and conception promotion. 3. Problems discovery, solution, improvement, and prevention. 4. Development human resources and cooperation relationship within team. 5. Tools for quality management and improvement of procedures. 6. Measurement and statistic related data for strategy reference.
The findings to these differences above are: libraries acquired National Quality Award usually introduce TQM with their universities. They have implemented TQM for a long time, not only in the libraries themselves, but the whole universities. They need to consider how to mix their quality management together. Meanwhile, they need to work very hard to achieve the standards of National Quality Award and get peers' identification. Therefore, their experiences lead them more familiar with TQM. Most libraries not yet applying National Quality Award just started to carry out TQM in a preliminary stage.
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