The value of TQM in improving classroom instruction

It is not difficult to find semantic links between teaching and total quality management. Almost every known strategy for teaching effectively cited in standard pedagogical references has counterparts on a list of TQM components compiled by Grandzol and Gershon (1997). Examples include writing instructional objectives (clarity of vision, strategic planning); student-centered instruction (customer focus, empowerment, driving out fear), collaborative or cooperative learning (adopting a new philosophy, teamwork), assessment (measurement, benchmarks, continuous improvement), and training and mentoring new faculty members (human resource development, employee training).
The question is, if effective teaching strategies are known and validated by extensive research (as they are), why not simply incorporate them into classroom instruction without an added layer of jargon? If all that is done is to choose a subset of TQM terms that map onto known effective teaching strategies and then apply the strategies in a single course—which is what most of the published studies in the education literature consist of—the TQM model adds no value. Perhaps more to the point, TQM is a collective strategy that has meaning only if it is agreed upon and implemented by the staff of an organization. Applying TQM terms to instruction in a single course by a single teacher may provide a good experience for the students, but it is not TQM.