After examining the background issues it can be seen that there is an increasingly national and international move to implement the principles of TQM in higher education. Although the notion of 'Achieving Quality' in higher eduction is being presented as something new, experienced teachers know that monitoring effectiveness preceded the principles of TQM by many decades. Close examination of the theoretical and political perspectives of TQM shows that what is occurring is much more than a monitoring of quality. The structure and modus operandi of the committee set in place the requirements for a culture change on a national and international scale. The principles of TQM appear to be resulting in a shift from autonomous free thinking professional academics in which self regulation and discourse lead to improvement in practice, to one in which academics function in a market economy in a global society in which the primary aim of education is jobs or more realistically the maintenance of the system in which a market economy can comfortably exist.
Teaching is affected in many ways as a result of the management changes required.
Congruence between personal mission, vision, goals and objectives as an individual teacher will need to mirror those of department, university and country if we are to gain opportunities in promotions and appointment. This congruence will be monitored in various ways through student evaluations and those of colleagues. Congruence will be so important as to determine which pedagogy and which practice is acceptable. Teachers will no longer be in control of the definition of teaching and education, let alone the monitoring of effectiveness which flows from the definition. There will be uniformity in diversity and universities will become more marketable overseas.