應用全面品質管理(Total Quality Management ，TQM)以提昇經營績效，已經 是企業界普遍認同的管理策略。至於如何詮釋TQM，以發展「全面品質教育理論」 (Total Quality Education，TQE)，則是近年來廣受管理學者與教育學者討論的學術 研究之一。在實務上，各國教育界亦陸續將TQM應用在學校教育，我國目前已有 台灣科技大學、元智大學…等校宣稱實施，桓軍事院校無一跟進。本研究以Deming 的品管理論為基礎，由「人力資源管理」(HumanResourceManagement，HRM)出發，強調高階主管與組織文化的重要性，嘗試探討TQM導入我國軍事院校的可行 性及方向。研究結果發現:公立大學院校及已實施TQM的大學院校呈現高度的支 持性與創新性文化，卻有最低度的科層性文化，其高階主管對TQM的態度顯現高 度贊同，而軍事院校則恰好相反。由標竿學習的觀點：未來軍事院校若欲導入 TQM，以追求卓越的軍事教育品質，唯有走出科層性文化的窠臼，向公立大學院 校及已實施TQM的大學院校學習，其高階主管更應加強TQM教育，充實TQM 認知，並積極塑造具高度支持性與創新性的組織文化，完成導入TQM的前置準 備，如此軍事院校才可能順利的推行TQM。

A through application of total quality managemen (TQM) to improve the performance of operation has become the trend of managing policy recognized by the industrial sector; meanwhile, how to elaborate TQM to develop the total quality education has been widely discussed in recent years by scholars of manag ement and education. The educational field in many countries has also introduced the TQM into campus. For right now, numbers of university, such as Taiwan Science and Technology University, Yuan-Chih University and so on, have announced the adoption of TQM ; however, none of military academy or school complied with the tendency. This study is based on Deming's management theory and starts with Human Resource Managemen to emphasize the importance of high level managers and organizational culture. At the same time, by comparing the disparity of organizational culture of the universities which have adopted TQM and those didn't, we may seek the possibility and direction of introducing TQM into the military academies and schools. The principle results are a follows: (1) Public universities demonstrate the highest supportive and creative culture and the least bureaucratic culture. Private universities are of the second class. Military academies and schools are opposite to public universities; exhibit the least supportive and creative culture and the most bureaucratic culture. (2) The universities adopted TQM show the highest supportive and creative culture and the least bureaucratic culture; the universities which haven't are of the second grade. Military academies and schools again display the least supportive and creative culture and the most bureaucratic culture. (3) The high level managers of the universities which have adopted TQM agree with it completely; private universities second. As for military academies and schools, the high leveFs managers reveal the least agreement with TQM. By the view of benchmark, if the military academies and schools would like to bring TQM into pursuit the outstanding military education, the only route is to escape from the whirlpool of bureaucratic culture and sail toward the direction of learning from public universities and the universities which have adopted TQM. Their high level managers need to enhance the knowledge of TQM and approve its performance; meanwhile, build act ively a highly supportive and creative organizational culture to complete the preparation for introduction of the TQM; therefore, the military academies and schools may be able to successfully put TQM in practice.