Purpose – The purpose of this paper is to define the necessity of total quality management (TQM) and quality assurance (QA) study into the undergraduate chemistry/science/engineering curriculum based on the consideration of current declining trend of science education, lack of social, business and technological implications with science, and for students to perceive science knowledge as useful, interesting and relevant. Design/methodology/approach – The course design is outlined as an integrated and part of the science curriculum where “student-centred” and participative “inquiry-based” learning approaches is suggested to teach TQM and QA. Findings – TQM and QA provide the opportunity to learn applied science and associated business consequences, enhance student motivation and engagements, improves decision-making and problem-solving abilities. Students become creative, develop thinking capability in a structured and logical way to express views, and evidently their knowledge-building efforts become apparent. Research limitations/implications – The impetus of the “unit course” design is to focus on the fundamental concepts and understanding of TQM and QA, develop basic knowledge and practices, and explain quality system development and continuous improvement process. Practical implications – TQM and QA study help students easily accommodate into the workforce; and enhance employability. Students achieve higher awareness of the social implications of science studies, better prepared to become future informed citizens, and take responsibility. Originality/value – The paper discusses the rationale of TQM and QA study in the undergraduate course, and explains the underlying causes for not being receptive in the higher education. The paper discusses implicated contents and issues related to TQM and QA required to consider for implementation and, in context of the outlined course.