@article{10.11648/j.ijecs.20261104.12,
  author = {Munkhbayar Byambadash and Azjargal Battulga and Tumendelger Lkhagvasuren and Batbayar Tsagaachin},
  title = {Quality Management Systems in Mongolian Higher Education: A Baldrige-based Case Study of the University of Finance and Economics},
  journal = {International Journal of Education, Culture and Society},
  volume = {11},
  number = {4},
  pages = {123-140},
  doi = {10.11648/j.ijecs.20261104.12},
  url = {https://doi.org/10.11648/j.ijecs.20261104.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20261104.12},
  abstract = {This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as integrated institutional systems. Using survey evidence from 205 academic, administrative, and support staff members, the study evaluates seven Baldrige-based categories: leadership, strategy, customer focus, measurement, analysis and knowledge management, workforce, operations, and results. The empirical analysis combines descriptive assessment, reliability analysis, regression-based pathway analysis, multicollinearity diagnostics, Lasso robustness checks, and selected institutional performance indicators used as supporting context. The results show that the university obtained 745 out of 1,000 points, equivalent to 74.5%, indicating a relatively strong quality management system. Leadership, customer focus, and results are the strongest categories, while workforce and strategy are the main areas requiring further improvement. Cronbach's alpha values range from 0.884 to 0.967, confirming strong to excellent internal consistency across the seven assessment categories. The regression-based pathway analysis shows that leadership is strongly associated with strategy and measurement, while operations and customer focus are directly associated with organizational results. The estimated indirect pathway from leadership to results through strategy and operations is positive, suggesting that leadership contributes to institutional performance through strategic planning and operational implementation. The Lasso robustness checks support the stability of the main pathway relationships. The paper concludes that quality management in higher education should be understood as an interconnected institutional system rather than a compliance-oriented activity. For Mongolian universities, the findings highlight the importance of strengthening workforce development, strategic alignment, evidence-based decision-making, operational coordination, and stakeholder-oriented continuous improvement.},
 year = {2026}
}

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TY  - JOUR
T1  - Quality Management Systems in Mongolian Higher Education: A Baldrige-based Case Study of the University of Finance and Economics
AU  - Munkhbayar Byambadash
AU  - Azjargal Battulga
AU  - Tumendelger Lkhagvasuren
AU  - Batbayar Tsagaachin
Y1  - 2026/08/12
PY  - 2026
N1  - https://doi.org/10.11648/j.ijecs.20261104.12
DO  - 10.11648/j.ijecs.20261104.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 123
EP  - 140
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20261104.12
AB  - This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as integrated institutional systems. Using survey evidence from 205 academic, administrative, and support staff members, the study evaluates seven Baldrige-based categories: leadership, strategy, customer focus, measurement, analysis and knowledge management, workforce, operations, and results. The empirical analysis combines descriptive assessment, reliability analysis, regression-based pathway analysis, multicollinearity diagnostics, Lasso robustness checks, and selected institutional performance indicators used as supporting context. The results show that the university obtained 745 out of 1,000 points, equivalent to 74.5%, indicating a relatively strong quality management system. Leadership, customer focus, and results are the strongest categories, while workforce and strategy are the main areas requiring further improvement. Cronbach's alpha values range from 0.884 to 0.967, confirming strong to excellent internal consistency across the seven assessment categories. The regression-based pathway analysis shows that leadership is strongly associated with strategy and measurement, while operations and customer focus are directly associated with organizational results. The estimated indirect pathway from leadership to results through strategy and operations is positive, suggesting that leadership contributes to institutional performance through strategic planning and operational implementation. The Lasso robustness checks support the stability of the main pathway relationships. The paper concludes that quality management in higher education should be understood as an interconnected institutional system rather than a compliance-oriented activity. For Mongolian universities, the findings highlight the importance of strengthening workforce development, strategic alignment, evidence-based decision-making, operational coordination, and stakeholder-oriented continuous improvement.
VL  - 11
IS  - 4
ER  - 

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