This is a study of the application of the theoretical framework, total quality management (TQM) which has been developed in the private manufacturing sector, in the Swedish school system. The purpose is to highlight the effects of the use of TQM in schools and thereby to see whether it is advisable to promote this use and to study ways of refining the framework in order to make it more applicable to organisations such as schools. The study is done from a business management perspective. It is based on qualitative research methods and has its theoretical foundation in TQM and service management.

The empirical basis of the study is a quality project which took place in four schools in the municipality of Täby, north of Stockholm, during the years 1992-94. The data has been generated through observation, in-depth interviews and focus group interviews. Quality dimensions for the different participant groups have been defined in order to clarify what quality in schools mean. These dimensions have been compared with the set of values that permeates TQM as well as with the substance of the specific quality model that has been used, the model for the Swedish Quality Award, (USK). On this ground the relevance of TQM for use in schools has been assessed. A summary of the effects of the studied quality project is also done.

The result of this comparison is that TQM is substantially relevant and suitable for use in schools. Certain parts of the theory suffers, however, from a limited view of knowledge which is insufficient for the school-sector whose activities consist of human interaction. The effects of the specific quality project that has been studied has been found to be highly positive.

The conclusion that is drawn is that it is advisable to use TQM in schools providing that one is aware of the above-mentioned limitation and that the transfer of methods is done with a certain discrimination. The Service Management theories are also recommended as a theoretical starting-point for quality improvement in schools. Finally examples are given as to how these methods can be put to practical use in schools in a suitable manner.