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The Success of higher education institutions depends on their management strategy on how to identify, classify, analyze and react to the effective approach of problem solving. Higher education provides deep knowledge and understanding about the nation, society and the global scenario in order to develop new learners with information on different ways of life. It mainly develops the ability of the students to question and seek truth and make him/her competent to critique on contemporary issues. So, in this regards the instructors (teachers) also play a vital role not only for the students but also for society as a whole. In this 21st century, the growth and demand for technology is increasing faster and changes in educational strategies, policies, practices, and programs curriculums, therefore, the instructors (teachers) have to well equipped with the new techniques, methods, and pedagogical skills, so that the standard of education can be maintained. The present study depicts the role of higher education context and the implementation of Total Quality Management (TQM) beside the Business Process Reengineering (BPR) in higher education. This study oriented on TQM that will have an excellent impact on the higher education institution’s goals, mission and vision, and creates value in enhancing quality and assuring growth of national economy. Even though the implementation of TQM brings a wide range of changes in HEI’s, many institutions are not prioritizing its implementation. To conclude, total quality management is a concept rather than a process by itself. The TQM cannot be implemented overnight, and the HEIs must analyze various obstacles carefully for the effective implementation of TQM for achieving continuous improvement and sustainability. However, the learning is an active process of constructing rather than acquiring knowledge and construction is a process of supporting that construction rather than communicating knowledge. In other words, learning should be an activity in depth context. Concern about quality of teaching and quality of learning in higher education is widespread. In the United States for example, criticism of the current level of accountability of public higher education institutions has led to the introduction of mandatory evaluation instruments in many states. Internationally, similar concerns are echoed, and a report of World Bank policy (1994), which is examining the state of higher education in developing countries also calls for "introducing policies designed to give priority to quality" as a critical direction for national reform. Furthermore, this study also illustrates the efforts to implement Business Process Reengineering (BPR) within the Total Quality Management principles and processes in higher education institutions. These applications are of general interest since these institutions are complex organizations with many stakeholders ranging from society at large to local governments, parents, students, faculties, and staff. In other words, a multidisciplinary institution is responsible for addressing simultaneously a myriad of needs, wants, and claims of nation. Successful business process reengineering implementation in higher education institutions must begin with teaching and learning, rather than administrative processes. Addressing educational processes first will naturally force a reconsideration of such features as the students’ program curriculum, faculty load, academic and non-academic areas utilization, the academic calendar, course scheduling, instructional resources like information communication technology (ICT), and the design of student-faculty interaction. The alleged success of Total Quality Management (TQM) principles and processes in the revitalization of higher education and service delivery institutions worldwide has led to a growing interest in the potential applications of TQM principles and processes to education at the education levels. Early efforts to bring TQM to higher education settings have focused on administrative processes, which are largely similar to those of any large service organization. Under increasing cost containment pressures, higher education administrative units have to do more with less, and process improvement becomes an overriding priority. Total Quality Management is a commitment to excellence by everyone in higher education institutions - excellence achieved by teamwork and a process of continuous improvement. TQM means dedication to being the best, to delivering high quality education and services, which meet or exceed the expectations of stakeholders and society as well. As with any significant cultural change, TQM requires strong leadership at all levels. Inspiring academic and administrative staff to do things differently takes leaders who can communicate what needs to be done and why. It takes leaders who have a clear goal or vision, can impart that vision to others, and then demonstrate through action how to make the vision a reality. Most of all, TQM requires leadership that empowers people to work toward achieving their shared vision. No single higher education institution has successfully implemented and maintained progress in the concepts of Total Quality Management without leadership by top management. Finally, as higher education institutions are leaders in the use and innovation of the technologies that makes perfect sense that they also embark on reengineering their institutions. In addition to (ICT), the impact of the top management to the success of reengineering is insurmountable. We believe that BPR and TQM are the only things that stand between higher education institutions and disaster in this fast-changing world. It is time for higher education institutions to reinvent themselves.
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