Post on 20-Feb-2020
Factor Determining a Successful Outcomes-Based
Quality Assurance System Implementation:
Leadership
Prof. Dr. Ir. Kadarsah Suryadi, DEA
Rektor, Institut Teknologi Bandung
1
Outline
1. Background
2. Skill Demand
3. What is Outcomes Based Education (OBE)
4. OBE Benefit
5. How OBE-Curriculum Platform is designed
6. System of leadership and management in quality assuranceJudgment and decision-making
7. ITB Experiences
1. Background: Why Outcomes Based Education
(OBE)?
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
The World “Global Competitiveness Index” 2016-2017 Ranking
4
Ranking Country Score
2 Singapore 5.72
25 Malaysia 5.16
26 Rep. Korea 5.03
28 China 4.95
34 Thailand 4.64
41 Indonesia 4.52
57 Philippine 4.36
60 Vietnam 4.32
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
2. Top 10 skills that will be in demand in
the near future
1. Complex problem-solving
2. Critical thinking
3. Creativity
4. People management
5. Coordinating with others
6. Emotional intelligence
7. Judgment and decision-making
8. Service orientation
9. Negotiation
10. Cognitive flexibility
Source: Future of Jobs Report, World Economic Forum, 2016
Current - Future Skill required
Source: McKinsey Global Institute, 2018
3. What is Outcomes Based Education
(OBE)?
Focuses on Learning Outcomes
Backward curriculum design
Constructive alignment (learning outcomes-learning activities-outcomes assessment)
Create learning opportunity
OBE is an educational system that focuses on what students can do successfully at the end of their learning experiences.
OBE involves the restructuring of curriculum, teaching and learning, assessment and reporting practices in education
Both structures and curricula are designed to achieve those capabilities or qualities.
It requires that the students demonstrate what they have learnt the required skills and content.
What is OBE (2)?
01
02
03
04
Source: ASIIN, e.V
OBE: It’s Not What We Teach, It’s What You Learn
What do we want the students to have or be able to do?
How can we best help students achieve it?
How will we know whether the students have achieved it?
How do we close the loop for further improvement (Continuous Quality Improvement (CQI))?
OBE - Focus
04
03
02
01
OBE Basic Principles
Clarity of focus
Backward design
Learning engagement
Expanded opportunities
focus on helping students to develop and acquire the knowledge, skills and competences that will enable them to achieve the learning outcomes.
the curriculum is designed based on a clear definition of the program learning outcomes that students are to achieve by the end of the program.
Student are encouraged to engage deeply in what they are learning.
Students are provided with expanded opportunities to achieve high performances
OBE Process – Constructive Alignment
Constructive
Alignment
the learner does to construct meaning through relevant learning activities
the teaching/learning methods/activities and the assessment tasks are aligned to the learning outcomes
Constructive alignment
Learning
Outcomes
Assessment
Constructivealignment
Teaching Learning
More directed & coherent curriculum.
Graduates will be more “relevant” to industry and other stakeholders (more well rounded graduates).
Continuous Quality Improvement (CQI) is in place
4. OBE - Benefit
01
02
03
5. How OBE-Curriculum Platform is designed?
Vision and mission, Graduate Attributes
1
2
4
3
Faculty/School vision - mission
Prog. Educational Objectives
Prog. Learning Outcomes (PLO)
1
2
4
3
Curriculum, Teaching & Learning
Course Assessment
Prog. Learning Outcomes (PLO)
PLO Assessment
Feedback
How OBE-Curriculum Platform is designed?
6. System of leadership and management
in quality assurance
self-assessment and continuous improvement
good governance, prudent financial management system
performance and efficient resources management system
quality academic staff
alignment of mission and vision to drive excellence
staff development plans
visible leadershiprobust and rigorous quality
assurance systems
Leadership in Quality Assurance
predominantly a leadership and management function.
.shared responsibility
maintain and enhance stakeholder’s expectation
effective use of resources
effective leadership andmanagement
achieve institutional goalsharnessing people,
program and facilities
most impact of QA processes, procedures and practices
Leadership in OBE Design and Implementation (1)
Vision, Mission, Graduate Profile
Academic Senate
Vision, Mission Faculty/School
Academic Senate (Faculty)
Prog. Educational Objectives
Academic Senate (Faculty), Adv. Board
Prog. Learning Outcomes
Curriculum Task Force
LeadershipOutput
Prog. Learning Outcomes (PLO)
Curriculum Task Force
Curriculum, Teaching & Learning
Curriculum Task Force
Course Assessment Faculty Staff
PLO Assessment Program Task Force
Leadership in OBE Design and Implementation (2)
LeadershipOutput
OBE would be an alternative educational system to enhance graduates skills for future demand
OBE focus on what students to have or be able to do
Backward curriculum designed is required
Leadership is important to design and implement OBE successfully
Summary
04
03
02
01
ITB EXPERIENCES
TOWARDS “ENTREPRENEURIAL UNIVERSITY”
3 Exellents:
▪ Exellent in Education (Teaching and Learning)
▪ Exellent in Research and Community Services
▪ Exellent in Innovation
1. Excellent in Teachnig and Learning
26
Faculties and Schools
within
ITB
Faculty of
Art and Design
Faculty of
Civil and
Environmental
Engineering
Faculty of Math and
Natural Sciences
School of
Architecture,
Planning and
Policy Dev’t
School of
Pharmacy
Faculty of
Mechanical
and Aerospace
Engineering
Faculty of
Industrial
Technology
Faculty of
Mining and Petroleum
Engineering
School of
Electrical Engineering
and Informatics
School of
Business and
Management
Faculty of
Earth Sciences
and Technology
School of
Life Sciences
and Technology
INSTITUT TEKNOLOGI BANDUNG
PROVIDES FACULTIES/SCHOOLS OF SCIENCES, ENGINEERING ,
MANAGEMENT AND ARTS
Internationalization Policy
In 2012: it is planned that: at least one study program, in each faculty/school, is accredited by
international accreditaion board (ABET,ASIIN, RSC,JABEE, ABEST ...) in 2012 – 2014
In 2015 it is planned that :
all undergraduate study programs are accredited by international accreditation board in 2019
In 2016: it is planned that:
at least one study program already internationally in each faculty/school conduct
international class
ABET (USA)
ASIIN (GERMANY)
KAAB (SOUTH KOREA)
RSC (UNITED KINGDOM)
ABEST21 (JAPAN) – AACSB
JABEE (JAPAN)
In 2017 : 33 STUDY PROGRAM ACCREDITED INTERNATIONALLY29
INTERNATIONAL ACCREDITATION
International accreditation achievement as of 31 Mei 2018
NameNumber of study program internationally accredited
2018 2017 2016 2015 2014ABET 11 11 9 9 6ASIIN 11 11 11 7 5RSC 1 1 1 1 1
AUN-QA 1 1 1 1 3ABEST21 6 1 1 1 1
KAAB 2 2 2 2 2JABEE 1 1 0 0 0JUMLAH 33 28 25 21 18
International Class
1. Clinical Pharmaceutical
2. Pharmaceutical Science and Technology
3. Mechanical Engineering
4. Aerospace Engineering
5. Management
6. Chemical Engineering
31
32
THANK YOU
Background: Why Outcomes Based Education
(OBE)?
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
The World “Global Competitiveness Index” 2016-2017 Ranking
34
Ranking Country Score
2 Singapore 5.72
25 Malaysia 5.16
26 Rep. Korea 5.03
28 China 4.95
34 Thailand 4.64
41 Indonesia 4.52
57 Philippine 4.36
60 Vietnam 4.32
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017
Top 10 skills that will be in demand in
the near future
1. Complex problem-solving
2. Critical thinking
3. Creativity
4. People management
5. Coordinating with others
6. Emotional intelligence
7. Judgment and decision-making
8. Service orientation
9. Negotiation
10. Cognitive flexibility
Source: Future of Jobs Report, World Economic Forum, 2016
Current - Future Skill required
Source: McKinsey Global Institute, 2018
What is Outcomes Based Education (OBE)?
Focuses on Learning Outcomes
Backward curriculum design
Constructive alignment (learning outcomes-learning activities-outcomes assessment)
Create learning opportunity
OBE is an educational system that focuses on what students can do successfully at the end of their learning experiences.
OBE involves the restructuring of curriculum, teaching and learning, assessment and reporting practices in education
Both structures and curricula are designed to achieve those capabilities or qualities.
It requires that the students demonstrate what they have learnt the required skills and content.
What is OBE (2)?
01
02
03
04
Source: ASIIN, e.V
OBE: It’s Not What We Teach, It’s What You Learn
What do we want the students to have or be able to do?
How can we best help students achieve it?
How will we know whether the students have achieved it?
How do we close the loop for further improvement (Continuous Quality Improvement (CQI))?
OBE - Focus
04
03
02
01
OBE Basic Principles
Clarity of focus
Backward design
Learning engagement
Expanded opportunities
focus on helping students to develop and acquire the knowledge, skills and competences that will enable them to achieve the learning outcomes.
the curriculum is designed based on a clear definition of the program learning outcomes that students are to achieve by the end of the program.
Student are encouraged to engage deeply in what they are learning.
Students are provided with expanded opportunities to achieve high performances
OBE Process – Constructive Alignment
Constructive
Alignment
the learner does to construct meaning through relevant learning activities
the teaching/learning methods/activities and the assessment tasks are aligned to the learning outcomes
Constructive alignment
Learning
Outcomes
Assessment
Constructivealignment
Teaching Learning
More directed & coherent curriculum.
Graduates will be more “relevant” to industry and other stakeholders (more well rounded graduates).
Continuous Quality Improvement (CQI) is in place
OBE - Benefit
01
02
03
How OBE-Curriculum Platform is designed?
Vision and mission, Graduate Attributes
1
2
4
3
Faculty/School vision - mission
Prog. Educational Objectives
Prog. Learning Outcomes (PLO)
1
2
4
3
Curriculum, Teaching & Learning
Course Assessment
Prog. Learning Outcomes (PLO)
PLO Assessment
Feedback
How OBE-Curriculum Platform is designed?
System of leadership and management in
quality assurance
self-assessment and continuous improvement
good governance, prudent financial management system
performance and efficient resources management system
quality academic staff
alignment of mission and vision to drive excellence
staff development plans
visible leadershiprobust and rigorous quality
assurance systems
Leadership in Quality Assurance
predominantly a leadership and management function.
.shared responsibility
maintain and enhance stakeholder’s expectation
effective use of resources
effective leadership andmanagement
achieve institutional goalsharnessing people,
program and facilities
most impact of QA processes, procedures and practices
Leadership in OBE Design and Implementation (1)
Vision, Mission, Graduate Profile
Academic Senate
Vision, Mission Faculty/School
Academic Senate (Faculty)
Prog. Educational Objectives
Academic Senate (Faculty), Adv. Board
Prog. Learning Outcomes
Curriculum Task Force
LeadershipOutput
Prog. Learning Outcomes (PLO)
Curriculum Task Force
Curriculum, Teaching & Learning
Curriculum Task Force
Course Assessment Faculty Staff
PLO Assessment Program Task Force
Leadership in OBE Design and Implementation (2)
LeadershipOutput
OBE would be an alternative educational system to enhance graduates skills for future demand
OBE focus on what students to have or be able to do
Backward curriculum designed is required
Leadership is important to design and implement OBE successfully
Summary
04
03
02
01