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phere in which people can feel part of the change process (Oliver, 1996). In terms of the importance of change management in higher education, it could be considered as a defensive response to the perceived threats of competitors. Hannan (2001) stresses that “If we don’t change and change rapidly, others will thrive at our expense”. Change also appears to be a means to solve urgent problems, particularly those associated with social and economic pressures. Furthermore, Fullan (1993) argues that the promise of higher educational change has a moral purpose, which is to make a difference in the lives of students regardless of their backgrounds and help produce citizens who can live and work productively in increasingly dynamically complex societies.

Although Egypt higher education has implement a remarkable progress to improve higher education operations, several areas are in need for improvement, where the working approach is being adopted is focuses mainly on documental establishment and improvement, and it is not evident that commitment exceeds compliance. Attention should be to changing the institutional culture and increasing the capacity of the educational system to contribute to the understanding of stakeholder’s needs and goals in addition to the national objectives. Successful reform of higher education also requires ongoing improvement in the quality and effectiveness of primary and secondary schooling.

The change has to be managed to maintain a sense of purpose and direction. There will be competing demands from different groups and change needs to be managed to balance the demands. However, as organisations are constantly changing and if this process is not managed within an organisation, the direction of the change will be unproductive and destructive.

As a result of global, social and economic trends, there is no other choice but to prepare for the new age in which the key to success is developing and changing education, and using approaches and targets which take into consideration the culture, beliefs and principles of the society, the current social and economic circumstances and the current approaches towards change and development.

There are a number of different theoretical perspectives on change and the management of change. In chapter four, different perspectives are reviewed and discussed to search for a suitable change management approach that help in solving the private universities issues arose from the pilot study (Appendix 1) and to enable the private universities to face the challenges discussed in this chapter.

A survey of TQM literature revealed that, a number of educational institutions over the world have successfully adopted TQM and gained development advantages. For instance, Lewis and Smith (1994) describe how TQM was successful in academic organization such as the Oregon State University.

As mentioned previously in this chapter, higher education in Egypt in general and private universities in particular is facing dramatic changes as it struggles to meet the requirements of the current century. These circumstances compel private universities to take adopt a new management approach that will enable it to deal with these challenges and pressures. Accordingly the overall aim of this research is to explore the use of TQM as the means of developing the private universities through answering the research questions p