SEM 2 2014/2015 QUALITY ISSUES IN HIGHER EDUCATION.

SEM 2 2014/2015

QUALITY

ISSUES IN HIGHER EDUCATION

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi)

• Hubungan dengan industri, termasuklah reka bentuk dan penyampaian kurikulum, penyelidikan dan pembangunan


• Kualiti graduan, contohnya kemahiran komunikasi dan kecekapan dalam Bahasa Inggeris


• Keupayaan untuk menjayakan pelaksanaan strategi dan inisiatif yang dibangunkan


• Kemampanan kewangan dan autonomi bagi institusi pengajian tinggi dan juga kemudahan kewangan untuk pelajar


• Keupayaan untuk menjayakan pelaksanaan strategi dan inisiatif yang dibangunkan

• Malaysia di kedudukan 28 daripada 50 negara dalam laporan sistem pendidikan tinggi Universitas 21

LEARNING OUTCOMES

• Discuss issues in quality management

• Explain factors affecting quality management

• Discuss past, present and future of quality management in higher education

KKM dan Isu-isu dalam pengurusan kualiti

Kualiti graduan Pertambahan bilangan pelajar universiti Pertambahan bilangan universiti Syarat kemasukan

Pengajaran dan pembelajaran Kemudahan P & P Mode of delivery Pengajaran atau penyelidikan

Prestasi pelajar Pencapaian CGPA Faktor-faktor yang mempengaruhi prestasi pelajar

Isu-isu kualiti

Issues

Quality of graduates Increase in student numbers Increase in universities Entrance requirements

Teaching and learning Facilities of teaching & learning Mode of delivery Teaching or research

Student performance CGPA Factors affecting students’achievement

Isu-isu kualiti

Malaysian Qualifications Framework

Kerangka Kelayakan Malaysia / Malaysian Qualifications Framework

Prinsip umumTahap kelayakanHasil Pembelajaran / Learning outcomesLaluan pendidikan bagi kemajuan individu

Isu-isu kualiti

Malaysian Qualifications Framework

General principlesLevels of qualificationsLearning outcomesEducation pathways for individual

development

Isu-isu kualiti

Kerangka Kelayakan Malaysia / Malaysian Qualifications Framework

Kelayakan adalah sijil, diploma atau ijazah yang dianugerahkan oleh pihak berkuasa yang kompeten yang mengesahkan seseorang telah berjaya melengkapkan pengajian pada standard yang ditentukan dan telah memuaskan satu tahap pencapaian dan dapat melaksanakan sesuatu peranan, tugas atau kerja. Kelayakan menandakan pencapaian hasil pembelajaran secara positif, bukan sebagai kompensasi kerana kegagalan atau secara kebetulan.

Isu-isu kualiti

Definitions of qualifications

Qualifications are certificates, diplomas or degrees that are awarded by any competent authority, having affirmed that one has been successful in completing the study at the determined standard, and has satisfied the determined level of achievement and is able to take on a role, duty or work. Qualifications indicate positive achievement of learning outcomes, not as compensation as a result of failure or coincidence.

Isu-isu kualiti

Kerangka Kelayakan Malaysia

Tahap kelayakan menunjukkan tahap keupayaan. KKM mempunyai lapan tahap, iaitu Sijil Tahap 1-3, Diploma, Diploma Lanjutan, Ijazah Sarjana Muda, Ijazah Sarjana, dan Ijazah Kedoktoran.

Kelayakan pada setiap tahap mengandungi ciri-ciri generik yang menggambarkan keupayaan yang dijangkakan daripada pelajar dari segi:

i. Kedalaman dan kompleksiti ilmu serta pemahamannya;ii. Aplikasi pengetahuan dan kemahiran;iii. Darjah autonomi dan kreativiti dalam membuat

keputusan;iv. Kemahiran berkomunikasi; danv. Keluasan dan kecanggihan amalan.

Isu-isu kualiti

MQF

Levels of qualifications has eight levels, namely Certificate levels 1-3, Diploma, Advanced Diploma, Bachelors, Masters and Doctoral.

The typical qualifications at each level are described with generic features, which signify the expected capabilities from students in terms of:

i. The depth, complexity and comprehension of knowledge;ii. The application of knowledge and skills;iii. The degree of autonomy and creativity in decision

making;iv. The communication skills; andv. The breadth and sophistication of practices.

Isu-isu kualiti


Kelayakan Pendidikan Sepanjang Hayat adalah laluan bagi individu memajukan diri dalam konteks pembelajaran sepanjang hayat. Tiga kelayakan yang diwujudkan adalah:

i. Diploma Lanjutan;

ii. Sijil Siswazah dan Diploma Siswazah; dan

iii. Sijil Pascasiswazah dan Diploma Pascasiswazah.

Isu-isu kualiti

MQF

Qualifications that support lifelong educatin pathways pathways for individuals to progress in the context of lifelong learning. Three qualifications are created:

i. Advanced Diploma;

ii. Graduate Certificate and Graduate Diploma; and

iii. Postgraduate Certificate and Postgraduate Diploma.

Isu-isu kualiti


Hasil pembelajaran adalah pernyataan yang menjelaskan apa yang pelajar harus tahu, faham dan boleh lakukan setelah selesai suatu tempoh pengajian. Hasil pembelajaran merupakan rujukan bagi standard dan kualiti serta pembangunan kurikulum dari segi pengajran-pembelajaran, penetapan kredit dan penilaian pelajar.

Tiga kategori LO:

i. Tahap kelayakan

ii. Bidang pengajian

iii. Program.

Isu-isu kualiti

MQF

Learning Outcomes are statements that explain what students should know, understand and can do upon the completion of a period of study. Learning outcomes are references for standard and quality as well as for the development of curriculum in terms of teaching and learning, the determination of credits and the assessments of students.

Three categories of LO:

i. Levels of qualification;

ii. Fields of study; and

iii. Program.

Isu-isu kualiti


Lapan domain hasil pembelajaran:i. Pengetahuan;ii. Kemahiran praktikal;iii. Kemahiran dan tanggungjawab sosial;iv. Nilai, sikap dan profesionalisme;v. Kemahiran komunikasi, kepimpinan dan kerja

berpasukan;vi. Kemahiran penyelesaian masalah dan kemahiran

saintifik;vii. Kemahiran pengurusan maklumat dan pembelajaran

sepanjang hayat; danviii. Kemahiran mengurus dan keusahawanan.

Isu-isu kualiti

MQF

Eight domains of learning outcomes:i. Knowledge;ii. Practical skills;iii. Social skills and responsibilities;iv. Values, attitudes and professionalism;v. Communication, leadership and team skills;vi. Problem solving and scientific skills;vii. Kemahiran pengurusan maklumat dan

pembelajaran sepanjang hayat; danviii. Kemahiran mengurus dan keusahawanan.

Isu-isu kualiti

Isu-isu dalam pengurusan kualiti

Public regulation on higher educationQuality standard – excellence, value for

money, fitness for purpose, transformationSystems of quality management -

Accountability -No institution … should be beyond review of its integrity, and the efficiency and effectiveness with which it uses public resources (Minister of Education, New Zealand 1990).

Isu-isu kualiti


University Responses to Public Regulation of Higher Education Qualities:

Systems of quality managementMeans of resistant and avoidance – so long

as funded by government, HEIs have to abide.

Are the costs of addressing quality far greater than the benefits?

Isu-isu kualiti


Academic quality and academic standard:• From a public policy perspective academic quality

is equivalent to academic standards –the level of academic achievement attained by higher education graduates because of the human capital that graduates provide to society (Dill, 2007).

• Human capital includes not only the contributions that educated graduates make to the economy, but also the non-monetary benefits they contribute to society through improved parenting, healthier lifestyles, greater civic participation, and increased social cohesion (Haveman, Bershadker, and Schwabish 2003).

Isu-isu kualiti


Market Competition:• In the USA the baccalaureate degree market has

become significantly more competitive as it has been transformed from a series of local monopolies to a nationally and regionally integrated market in which each colleges face many potential competitors for inputs and consumers.

Isu-isu kualiti

Globalization is the flow of technology, economy, knowledge, people, values, ideas across borders. Globalization affects each country in a different way due to a nation’s individual history, traditions, culture and priorities.

Internationalization of higher education is one of the ways a country responds to the impact of globalization yet, at the same time respects the individuality of the nation. (Knight, 1997)

Internationalization of higher education is the process of integrating international dimension into the teaching, research, and public service function of the institution

Internationalization of higher education is no longer merely desirable; it is a necessity.

Internationalization Vs. Globalization in Higher Education

Two major issues:How the international dimension contributes to

the improved quality of higher education?Internationalization is almost synonymous with westernization. It relates to standardization.Economics is driving the current interest in internationalization. Therefore, the quality of higher education might be in jeopardy.

Quality and Internationalization

How one assesses and maintains the quality of internationalization initiatives?

Different approaches and instruments used to address the issue of quality assessment and enhancement.

Quality and Internationalization

Times Higher Education (THE) – Quacquarelli Symonds (QS) World University RankingsRujukan laman web: http://www.topuniversities.com/

RAE – Research Assessment Exercise (UK) – was introduced in 1986 assessment process of the quality of research. Was reviewed in 2001. Latest was RAE in 2008. Rujukan: http://www.rae.ac.uk/

Shanghai Jiao Tong University Rankings Rujukan: http://www.arwu.org/rank2008/ARWU2008_A(EN).htm

Ranking Systems

http://www.topuniversities.com/

http://www.rae.ac.uk/

http://www.arwu.org/rank2008/ARWU2008_A(EN).htm

Six indicators of ranking:Academic Peer Review – 40 percentEmployer Review – 10 percentFaculty Student Ratio – 20 percentCitations Per Faculty – 20 percentInternational Faculty – 5 percentInternational Students – 5 percent

This ranking has gained an increasing acceptance on the importance of the list by the international higher education community and those that employ graduates.

Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008

Six indicators of ranking: Quality of Education - Alumni of an institution winning Nobel

Prizes and Fields Medals – 10% Quality of Faculty – staff of an institution winning Nobel

Prizes and Fields Medals – 20% Quality of Faculty – Highly cited researchers in 21 broad

subject categories – 20% Research output – articles published in Nature and Science

– 20% Research output – articles indexed in Science Citation

Index-expanded, and Social Science Citation Index – 20% Per Capita Performance – per capita academic

performance of an institution – 10%

Shanghai Jiao Tong World University Rankings

Academic Peer Review: composite score drawn from peer review survey (divided into five subject areas). 6,354 responses in 2008.

It is based on an online survey distributed to academic worldwide.

Results are compiled based on three years worth of responses totaling 6,354 in 2008.

Respondents are not permitted to submit their own institution or to respond more than once.

Weightings are applied both geographically and by discipline to ensure as fair a representative spread.


Employer Review: score based on responses to employer survey. 2,339 responses in 2008.

This is based on a global online survey distributed to employers.

Results are based on three years worth of latest response.

Geographical weightings are applied to ensure fair representation from the regions.


Citations Per Faculty: it is used as conventional measure of research strength.

A citation is a reference to one academic publication in the text of another. The more citations a publication receives, the better it is perceived to be.

The more highly cited papers a university publishes, the stronger it can be considered to be.

The source use is Scopus, the world’s largest abstract and citation database of research literature.

The latest five complete years of data are used. The total citation count is factored against the number of

faculty in order to take into accounts the size of the institution.


International factors: in today’s increasingly globalized world, the most successful universities have to attract the world’s best students and faculty. Simple evaluations of the proportion of international students and international faculty serve as indicators of an institution’s international attractiveness.


Top 10 universities in ranking:1. Harvard University – USA2. University of Cambridge – UK3. University of Oxford – UK4. Massachusetts Institute of Technology – USA

Yale University – USA 6. Stanford University – USA7. California Institute of Technology – USA8. University of California, Berkeley – USA9. Imperial College London – UK10.Princeton University – USA

Peking University – China at 14


Top 10 universities in ranking:1. Harvard University – USA2. University of Cambridge – UK3. University of Oxford – UK4. Yale University – USA 5. Imperial College London – UK 6. Princeton University – USA7. California Institute of Technology – USA

University of Chicago – USA 9. University College London – UK10.Massachusetts Institute of Technology - USA

Australian National University – Australia at 16


Top 10 universities in ranking:1. Harvard University – USA 2. Yale University – USA 3. University of Cambridge – UK4. University of Oxford – UK5. California Institute of Technology – USA6. Imperial College London – UK 7. University College London – UK8. University of Chicago – USA 9. Massachusetts Institute of Technology – USA10.Columbia University - USA

Australian National University – Australia at 16


Top 10 universities in ranking:1. Harvard University – USA 2. Stanford University – USA 3. University of California Berkeley - USA4. University of Cambridge – UK5. Massachusetts Institute of Technology – USA6. California Institute of Technology – USA7. Columbia University - USA 8. Princeton University – USA9. University of Chicago – USA10.University of Oxford - UK

Tokyo University – Japan at 19

Shanghai Jiao Tong World University Rankings 2008

Asian universities in ranking: Australian National University – Australia at 16 University of Tokyo – Japan at 19 Kyoto University – Japan at 25 University of Hong Kong – at 26 National University of Singapore – at 30 The University of Sydney – at 37 The University of Melbourne – at 38 Hong Kong University of Science and Technology – at 39 The Chinese University of Hong Kong – at 42 University of Queensland – at 43 Osaka University – at 44 University of New South Wales – at 45


Malaysian universities in 2008 ranking:University of Malaya 230 (from 246 previously)Universiti Kebangsaan Malaysia 250 (from 309

previous year)Universiti Putra Malaysia 320 (from 364 previous

year) Universiti Sains Malaysia 313 (from 307 previous

year)Universiti Teknologi Malaysia 356 (from 401-500)


Several arguments: Ranking is just a ranking and it is not everything. Create another ranking system which can be regarded as

more “indigenous and contextualized” – Asian, ASEAN, OIC university ranking.

Have to follow internationalization and globalization. The “goal posts” are constantly changing. We have to play the game because of internationalization in

line with government policy on internationalization. Malaysian university must go back to basics and

understand the philosophy and mission of university as an institution.

The supremacy of American and British universities remain because of their creation, maintenance and advancement of learning and the applications to humanity.

Arguments

Impacts

Universities intent on improving their research position.

Universities in UK, keen on improving the university’s RAE scores and by attracting more high-achieving applicants as measured by A level scores.

• Universities in UK adding new vocational subjects, increasing the vocational content of modules – even in the humanities – and ‘re-packaging’ modules into courses with clearer relevance to student careers.

SEM 2 2014/2015 QUALITY ISSUES IN HIGHER EDUCATION.

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