Please provide a 250 word response to the below question using at least 1 cited article or journal and please reference in APA 6th edition format. Reference needs to be within response and at the end.

What is refreshing about the MBNQA is that it stresses leadership as senior, upper-level, executive leadership as opposed to middle management down. This is the level that we typically internalize as the ivory tower leadership we never see and who seem to “run” everything without bearing the brunt of everything. Senior leadership is the key; it drives the entire system. Systemic, procedural, and strategic excellence is derived from this crucial element of high-level leadership. (Masood et al., 2006, p. 1138, 1139)

Stronger than a correlational relationship, strategic leadership has a definite and “… direct causal influence on each of the components of the Baldrige System: process management, faculty and staff focus, strategic planning, and measurement, analysis and knowledge management” (Masood et al., 2006, p. 1138), as well as an “… indirect [causality], as it influenced outcomes through the four system categories of measurement, analysis and knowledge management, process management, strategic planning, and faculty and staff focus” (Masood et al., 2006, p. 1140).

A very few years ago, Education, at least the Texas public education world, began to adapt the language of who we are to the business world. We began to call our students customers and try to fit ourselves into the supply and demand customer satisfaction discussion. We rationalized that because we want our parents, students, and other stakeholders to be happy with our performance as the primary deliverer of education, then it makes sense that customer satisfaction become our focus as the state and federal standards increased demand. While I always felt we were well-meaning in our willingness to be adaptable, growth-minded, and community-drive, something in me continued to think ‘We are Education. We are not Business. What we do is like nothing else and cannot be reduced to the language of supply to demand chain management‘. However, I could not express it well, I did not have the research to challenge the viewpoint, and even if I did, it would have been impossible to change the direction of the machine.

Reading this article gives me the language to understand what I was thinking. Masood et al. (2006) wrote on page 1140:

For other industries, such as healthcare, Meyer and Collier (2001) did not find any support for direct effects of leadership on customer and stakeholder satisfaction. In other industries, such as manufacturing, Handfield and Ghosh (1995) and Wilson (1997) did not find direct linkages between leadership and outcome categories. In the education industry, our study showed that measurement, analysis and knowledge management was a driver of within-system performance with a significant causal influence on each of the other system categories: strategic planning, faculty and staff focus, and process management. These relationships identified measurement, analysis and knowledge management as the critical link in the Baldrige System.

What makes Education different is the multi-directionality of direct and indirect impact between measurement, analysis, knowledge management and strategic planning, faculty and staff focus, process management as a within-system performance function. (Masood et al., 2006, p. 1140)

 
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