in-depth and comprehensive understanding on outcomes-based
TRANSCRIPT
In-depth and comprehensive understanding on Outcomes-based
Quality Assurance System (IQAS): National & Institutional
Continual Quality Improvement of QA Practices & Processes
@ University of Malaya
Fauza Ab.Ghaffar, University of Malaya, Malaysia
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Fauza Ab Ghaffar- A ProfileAcademic Qualifications
• Bachelor of Arts ( Geography); 1979- University of Malaya
• Master of Town and Country Planning ; 1982- University of Sheffield
• PhD ( Regional Development Planning); University
Technology Malaysia.
Career Development
1979- 1985: Tutor Department of Geography
1986- 2016: Lecturer Department of Geography
Retired as Professor of Human Geography, July 2016.
Management Involvement
2001-2009 : Member of the Quality Management System Team
2006-2009: Head Quality Assurance and Management Unit (QAMU)
2009-2015: Director, Quality Management and Enhancement Centre (QMEC) UM
2015-2016: Dean, Institute of Graduate Studies (IGS) UM
2016- 2018 : Director, Academic Enhancement & Leadership Development Centre ( ADeC) UM.
Inaugural Lecture
Tapping the Power of Analogy: From
Geographer to Quality Management Strategist
9 July 2016
Experiences and Insights.– Academia- the change and diversity in roles and expectations
• Change in student characteristics
• Change in teaching approach/methods– Quality Director
– the challenge and drive towards quality higher education & to institutionalize a Quality Culture (IQA)
• Curriculum Design, Development & Review
– Quality standards & accreditation
– Internationalization of Curriculum
• Monitoring and Assessment of Programmes Implementation
– EQA- involvement/collaboration/networking with other QA systems
• Dean IGS- foster internationalization of Postgraduate Programmes– Internationalization of PG Programmes
• Director of ADeC- Instill Awareness of the Changing HE and TnLScenarios and enhancement of academic Staff competencies through professional development training.
Sharing the experiences of a public university in the development of its
Quality System and the Evolution of the System into a Culture.
• The development saw the evolution of a system driven by both internal and external factors.
• A system triggered by the top management, ignited by quality champions and embraced by the process owners and adopted by the institution’s people.
• A System initially characterised by a rule-based conformance focussed approach to a more principle-based outcome foccused approach with continuous quality improvement as the main objective.
• A system sustained by continued management commitment as well as awareness and belief of its people and managed by a strong and trustedInternal Quality Assurance System.
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The Quality Journey 2001-2015 Quality Frameworks
Conventional; isolatedmechanismsPre 2001
OTHERS
Systemic,Holistic
Comprehensive2001-2006
MQF
QMS BASEDON ISO
2001:2015
Dual/DoubleSystem2007-2010
Post 2010Quality ApproachIntegrated/
Complementary
The Setting: Quality Practices @ UM (1)
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The Setting: Quality Practices @ UM (2)Fit for purpose
Meets Requirements Stakeholders Satisfaction
ResourcesInfrastructure
MaterialInstitutional
&
Systemic
Scope
Input Process Output
IQA
&
EQA
National
&
International
EfficiencyEffectivenessSystemLevel
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Quality Practices @ UM- Monitoring & Evaluation
Internal
• P-D-C-A
External
Approach •
•
Mandate from Stakeholder
• Internal Audit External Requirements• MQF• ISO- 94-2000-2008-2015
External Audit/Assessment
• Follow-Up Actions•
•
•
SystemMan
Infrastructure
•• Follow-Up Actions
•••
SystemManInfrastructure
• Management Review
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The Setting: Quality Processes @ UM
PT01
PT04
PT05
PT06
PT07
PT08
PT09
PT02
PT10
QMS based on ISO 9001 2015; Implemented since 2002
PT01: Teaching & LearningPT02: ResearchPT03: Human ResourcePT04: Infrastructure Development & AssetPT05: FinancePT06:CommercializationPT07: Sudent AffairsPT08: : Library ServicePT09: Residential CollegePT10: Culture and Sports Service
The Setting: Quality of Teaching & Learning Process
• Malaysia implemented the National Qualifications FrameworK (MQF) since 2007
• All Academic ( Non Professional) Programmes are subjected to to this Framework and its related institutional and programme level requirements as stipulated by the COPPA & COPIA
• The Accreditation Process are at 2 levels: Provisional Accreditation for new programmes and Full Accreditation for programmes implemented and the students are graduating.The MQR records the accredited programmes
• The MQF and its related requirements are based on the requirements of OUTCOME-BASED EDUCATION with emphasis on Academic Levels, Learning Outcomes and Student Centred Learning.
• The framework emphasised on:
– Outcome –Based Curriculum
– Outcome-based Teaching and Learning
– Outcome- based Assessment
• Constructive Alignment and Continuous Quality Improvement form the backbone of OBE Approach
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UM embraces and put in place mechanisms to ensure OBE principles
applied at the various levels.
5 years after graduation
At the end ofprogramme cycle
After every offer
UM as a Self- Accreditation Institution
• Institute a Self Accreditation system under the IQA, comprising of:
– Provisional Accreditation
– Full Accreditation
– Programme Reassessment
• The system comprise of:
– Self assessment by programme owner
– Panel assessment ( document and site visits)
– Verification by a Central Quality Committe
– Approval by Senate
• Institutional Accreditation by MQA
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IQA Practices: Complementary Factors
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Learning Quality via Social LearningLearning is Everywhere with Everyone
• Teacher• Peers• Self• Communities
Changing Role of a Lecturer
Learning Support
@ Learning Spaces
Transformation of Learning Spaces
• Campus wide pedagogical culture
• Noisy Classroom
• Wandering Professor
• Faculty friendly + Faculty development & training
• Faculty Recognition: Student Teaching Feedback redesign
• Co-opetition: co-operation and competition
LEARNING SPACE- Design & Development
• Design is based on the concept of a multi-
functional learning and engagement spaces.
• It is student- centred, making student the focus of
the learning process (instead of the professor) and
facilitating student-teacher as well as student-
student interaction.
• Various forms of Engagement/Collaboration is
possible- discussion, debate, individual/group work
thus Flexibility became a major priority.
• Most spaces are technologically infused.
• The spaces are lively and attractive.
• Therefore there are various forms and designs of the CUBES
including the accessories provided.
• Most CUBES are transformed from existing spaces-
traditional classrooms or unused spaces.
Link
LEARNING SPACE-Diversity of Design
Cube @ Faculty of Engineering
Cube @ Faculty of Comp. Science and IT
Cube @ Cultural
Centre
LEARNING SPACE
The name Ruwaq is defined as a space for teaching and learning
at the al-Azhar al-Sharif Mosque in Egypt. The concept provides a
unique environment for teaching and learning where the teacher
sits at a higher plane to emphasise the virtue of adab or good
ethics between the teacher and student. The open plan design
allows for cooperative learning through a halaqah or circle,
headed by the teacher as the authority in knowledge.
The design of the room features a vast open sitting space where
classes are held. Since the space have minimal furniture, it is
dynamic whereby students may move and form groups freely. Two
LCD projectors are provided so that the users may use each
screen independently, with screen sharing software.
MULTIFUNCTIONAL LEARNING
& ENGAGEMENT SPACES- RUWAQ AL-AKADIMIYYAH – ACADEMY OF ISLAMIC STUDIES
category
LEARNING COMMONScategory
LEARNING SPACE
The learning commons is a concept where a space is used as a place for
connecting learners and constructing knowledge. These spaces are
normally centralised, and includes several different functions such as areas
for group work, individual study spaces, instructional rooms, computer
pools, multi-media labs and soft seating areas.
Services can be provided for the students at the commons such as
academic advisory, technology and media support and resources, writing,
library research skills etc.
Example : http://canadianlearningcommons.ca/
Faculty of Business and Accountancy
Faculty of Computer Science &
Information TechnologyMain Library
LEARNING SPACE
MAKERSPACE-FACULTY OF ENGINEERING
A makerspace is a collaborative work space designed to facilitate exploring,
learning and making using equipment, tools and materials. In a higher education
setting, a makerspace is a hub for student to work on their study project or to have
the access to indulge in their hands-on hobby. The makerspace phenomenon
which started as a contemporary DIY subculture has pervaded higher education
sector. There is vast potential in the use of makerspaces as a rich learning
environment that encourages a multidisciplinary and independent learning
approach to education and research that benefits society directly.
In the faculty of engineering, the makerspace consisted of different bays for
student projects from different departments. There is shared equipment such as
rotary drill that can be used by all makerspace users. In the future, more shared
equipment such as 3d printers, laser cutters, soldering irons, power tools etc can be
provided for student users. There are plans to build another makerspace in the
faculty of Built Environment.
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Quality Practices @ UM- Some CQIs
Process
• Monitoring• ISO Audit
• Accreditation• Integrated Audit
Documentation
Of
Requirements
• ISO based
• Co- existence
• Alignment & Integration
• QualityIndicators
IQA Structure
• Quality
Committee
• Quality Unit
• Quality Centre
• Quality Manager
• Document Controller
• Educational Expert
• Auditor
• Panel Assessor
ACADEMICPOGRAMMES
- marketability- Sustainability- Conducive
learning experience
Design & Review
Quality
ManagementBA & IPS
Delivery & Assessment
Competencies(ADeC)
Staff Qualification &Competencies
(BSM & ADeC)
Governance(Adec)
Awards & Incentives
Strategic Planning Centre
• KPT/• AKEPT• MAGNETIC• MEIPTA
• Professional Bodies
• MQA• International
T & L Centres
Programme Owners/Faculties
QA-QC- The EcosystemCDC
CITRA
QMEC
Strategic Plan
ADeC
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QualityA
Practices @Conclusion
2001
UM-2007-2010
2010-now
2001-2006
IntegratedApproach
MultiApproach
Systems/ProcessConventional
Down
(MAS)
EvaluationPR
AC
TIC
ES
EQA
& B
ENC
HM
AR
KIN
G
Coordination & Empowermenr
Quality
Manager
Quality
Committee
No Monitoring/Audit with risk management
concern
Audit with Conformance
focus
Audit withEnhancement
focus
No SystemIntegrated/Align
ment of requirements
Monitoring
Mechanism
Audit
Accreditation
Centralised/Top Enhanced
StructureIsolated/ad hocEnhancement
Alignment
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Quality Practices @ UM-Our Achievements Quality a
SharedResponsibilitySustainable
• QMS-ISOcertification6XInstitutionalAssessmentby MQA
System inPlace-
Since 2001Development
of theStructure
Consistency,Transparency,Accountability,Enhancement,Belief & Trust
•
Monitoring&
EvaluationMechanism
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External recognitionculture at UM
of existence of a quality system and
QMS-ISO Audit
6 CertificationAudits
Annual Surveillance
Audits
Academic
PerformanceAudit (APA)
18-22 Jan2010
PostgraduateProgramme
Audit
22-25 Oct2013
Self-AccreditationMaintenanceAudit23-26Nov 2015
Commendation 18: The MQA Panel commends University ofMalaya for taking the Quality Journey early, for setting up theQuality Management and Enhancement Centre (QMEC) and for itsconcerted efforts to review, redefine and sustain a Quality Culture.
1 The panel recognises that the culture of quality has taken roots
in UM and there is ample evidence of this culture noted in the
various audit reports over the years, for instance, from 2008
and within and through the past five years.
2. The panel commends UM for being able to sustain the quality
culture within the system
7.1.7 The Panel notes with admiration the rigor with which QMEC has discharged its responsibility in auditing and causing corrections and improvement in the management of the university. The Panel is satisfied that the QMS and the internal review process are stringent, systematic and thorough. The management commitment to ensuring compliance with the QMS and all the requirements of MQA is most commendable.
Quality Assurance & Quality Culture
• QA is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality however defined and measured is achieved/delivered.
• A process of establishing stakeholder confidence that provision fulfills expectations or minimum requirements(input-process-output)
• QC is an organizational culture in which all stakeholders contribute to the improvement of quality. This reflects a shift from control, accountability and regulation to autonomy, credibility and educational enhancement based on an institution’s experience, expertise and values.
• HEIs should not merely work on their QA processes but developing internal quality cultures or sub cultures adapted to their own institutional realities. This is more challenging than the task of setting up processes/procedures/systems required by external parties.
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This is for ISO, UM is like afactory
QMEC asked usthis
to do
Is Quality is still on PAPER not somuch in the HEART.
This is for our ProfessionalAccreditation
This for the MOHE/MQA
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THANK YOU