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During the 1980s, a significant management shift occurred in organizations which generally were recognized as being globally competitive. More and more these organizations were transforming their traditional Taylor‐based management strategies into total quality management (TQM) approaches to managing. As a result, management educators were faced with the dilemma of how to teach the new TQM paradigm emerging in globally competitive companies. Presents a method of teaching total quality management concepts and suggests that viewing TQM as a new “management technology” may be useful. Describes a successfully implemented educational approach to teaching both the content and process of TQM approaches to management and applies it to Poland′s post‐communist management development challenge.

The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.

A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.

Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.

Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.

Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.

The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.

The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.

Angela Baldasare, Ph.D. currently serves as the divisional manager for assessment and research in the Office of the Vice President for Student Affairs. Working in the public health sector over the past 8 years, she has overseen the evaluation of more than 150 programs, addressing issues of sexual health and teen pregnancy, domestic violence, child welfare, substance abuse, mental health, and disability.

Jill Beard is a Library and Learning Support Manager at Bournemouth University, a service which includes libraries, learning technology, and academic skills development. She has written extensively over many years on a wide range of subjects and is currently co-editing a book on Digital Library Environments in Higher Education (Ashgate, 2010).