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Abstract

This article describes how some of the principles of the Deming management method were used to improve two courses: an MBA elective (Entrepreneurship) and an undergraduate requirement (Business Policy). Techniques based on the Deming management method enhanced student productivity in both the quality and quantity of work submitted. Students seemed to enjoy their work more as well. Yet the instructor was unable to convince colleagues and administrators that these productivity gains were worth changing fundamental perspectives about, and methods of, teaching and evaluation. Efforts to continue using the Deming management method were abandoned. Based on an analysis of this "success/failure" experience, suggestions are offered regarding the critical factors necessary to implement the Deming management method in the classroom.

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References

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Dr. Deming Comes to Class

Abstract

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