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on evaluation of student problems or their reactions to the learning experience (Said, 2001). This highlights the research problem in finding out a strategic management system to develop the higher education system in Egypt. The demand for the development of higher education is also challenged by the desire to repair a widening divide in the Egyptian society and the aspiration for quality.

The challenges mentioned above, there is the urgent need for education to help in treating some social problems such as shortage and to provide equality in the workforce. Gregory (2001) states that a basic goal of educational planners in developing countries has always been increasing the quantity of the enrolments, but in these days increasing the level of educational quality has also become the goal. The pursuit of this goal has become a key aim in the strategy of the Egypt.

1.7 Contribution to knowledge

The study contributes to existing knowledge by testing the possibility of implementing TQM in private higher universities. To the writer’s best knowledge, there has been no previous effort made in the private universities in particular. Thus the study will be a useful body of knowledge for educators in Egypt and should lay a foundation for further research. Moreover, it presents a proposed model for developing TQM in private universities with an explanation of its implementation framework.

1.8 Importance of management of change in higher education

As a consequence of the previously mentioned challenges, the traditional and familiar ways of doing things are changing and there is a demand for more qualified, skilful and knowledgeable workers. There is also a need for a vision for teaching and learning that equips students to be able to deal with the current and future challenges.

Change then is common within society, certainly within education. In fact, it can be argued that change is a much more ‘natural’ situation than one of stability. Change, as Whitaker (1993) defines it, involves moving from a present state to a different future one. It requires new knowledge and skills to enable organizations to adapt successfully to new requirements. As far as educational change is concerned, the meaning will not always be clear. This is probably due to the complex nature of higher education systems.

The view of change in higher education, according to Oliver’s opinion (1996), must involve the establishment of new targets and strategies. However, change is not just about the creation of new policies and procedures, but it is important that change agents, students, lecturers, administrators, parents and employers, are involved. This is because they know the different facets of the higher education system and among these stakeholders there are some who seek change and who will take change forward. A change process has to take into account the different dimensions of the system.

Higher education leaders must understand the changing in demand to maintain student loyalty and ensure that their institutions are meeting or exceeding student expectations.

Change in one part of the system necessitates change in all other parts also. Moreover, feelings and emotions are of primary significance in change. The functional structures by which change is created are extremely important in developing an atmos