LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES

AT MOI UNIVERSITY

MOI UNIVERSITY TEAM

Prof. Anne NanguluProf. Naomi L. Shitemi

Dr. Omar EgesahDr. Jamine MasindeMr. William Kiplagat

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THE PROMOTION OF QUALITY CULTURE IN EAST AFRICAN

UNIVERSITIES

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QA Initiative at Moi University

The AfriQ’Units project was put in place at a time when there were QA interventions spearheaded by other organs with interest in Higher Education MU was in the process of preparing for ISO

certificationThe IUCEA in collaboration with DAAD was at

the time spearheading initiatives at developing QA procedures within East Africa Region

QA Initiative at MU

Moi University set up a Senate committee to oversee Quality Assurance and subsequently establish a QA DirectorateThis output was one of the goals targeted by

Afri’Units and the DAAD-IUCEA initiativesMembership on the Senate Committee was

and should be drawn from all the Schools, Sections and Divisions of the University

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ISO-QA Initiative

ISO regulations ensures outputs in daily running and management of the certified institution Efficient operations in all programmes, divisions

and units Achievement of customer satisfaction Improvement of financial results Satisfaction of stakeholders Sustainability of effective and efficient

Management Continual improvement International recognition

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ISO-QA Initiative

Quality Manual Overall policy

document and related institutional legal instruments

Describes scope of University QMS and interactions of its educational and support processes

Strategic Plan Research Policy Student Admission PolicyPromotion PolicyIntellectual Property

PolicyGender PolicyDistance Learning PolicyStaff Development PolicyDraft Quality Policy

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ISO-QA Initiative

Procedures Identify Centres of

action, QA & implementation steps

Follows administrative structure and organogram of MU

DOC 1: Quality Manual DOC 2: MR, ISO Procedures DOC 3: Corporate

Procedures DOC 4: DVC P&D

Procedures DOC 5: DVC R&E

Procedures DOC 6: CACO Procedures DOC 7: CADO Procedures

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ISO-QA initiative

Through ISO compliance, the following are verified and improved upon as a continuous process:procedures for achievement of educational objectives are fully

implementedquality management system requirements have been achievedsufficient resources have been provided to achieve quality

objectivesquality records maintenance as stated in quality management

systemorganization of personnel-related-activities that affect qualityEnsuring ISO 9001-2008 requirements are known,

implemented, and maintained at all levels

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The DAAD-IUCEA QA Initiative

IUCEA and Higher Education (HE) East Africa regulatory bodiesSeeking to introduce common quality assurance systems for

universitiesTraining of officers in Germany – VC’s & QA Coordinators

Phase I: Training QA personnel - 22 universitiesOutcome: Draft Quality Assurance Handbook - Roadmap to

Quality - procedures and instruments for programme assessmentPhase II: peer-review and pilot - 25 Universities

Sensitization of institutional CEOs, Senate and staffOutcome: Internal & External Self Assessment of degree

programmes

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AfriQ’UnitsQA Initiative

The AfriQ‟Units project is significant to SASS because its activities originated from the School and rippled over to the rest of the institution as is detailed later onAfriQ‟Units strengthened the QA committee

at SASSThe QA committee at SASS drew membership from

all departments in the School

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AfriQ’Units

Sustainable Quality Culture in East African Institutions through

Centralized Units at Moi University

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Assessment of Service Units

Phase One: Assessment of Service Units from across the cadres of the University

The Units targeted were:Examination

Finance

Student Affairs

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Assessment of Service Units: Learning

OutcomesMethodology Training of the service assessment team: constituted

and trained as per project doc criteria Identifying the research site and study population:

The Three Service Units approached differentlycriteria for selection of respondents- Schools: SASS, SOE,

SB&SE, SIS, SHR&D, SOT and SOL. Target population – academic, non academics and University

Management Sampling procedure: Stratified, random and purposive

for examinations 108 staff and students, finance 62 staff and students and welfare 85 staff and students= n= 255

Data collection : EFQM instrument, Self Administered Questionnaires

Analysis: Standard MS Excel format and SPSS

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Assessment of Service Units: Learning

OutcomesExperiences, Challenges and Quality Issues EFQM model added value in conceptualization and Assessment of Service Units

procedure Assessment of Service Units and Programme Methodology: Though

assessment using EFQM tool was challenging, the exercise helped in capacity building on institutional mechanisms and improvement plans to achieve quality in the three Service Units staff, students and stakeholders

The use of EFQM Model: Learning experience for team, staff capacity was indeed enhanced on model use and even SPSS (see detail pg 18 of report)

Process, data analysis and report development: Series of meetings, consultations, timing (exams and end of semester), massive data obtained posed challenges. Input by External Assessment Team Input from Zanzibar Workshop Scale up nationally, regionally and internationally for improvement, competitiveness &

compliance

Emerging issues & challenges: Complexity of EFQM tool, students’ strike, time input from team and response rates19/04/23 15

Assessment of Service Units: Impact of

Project Activities Identification of improvement plans in the assessed UnitsClarity of procedures and processes in service delivery Improved customer care, relationships & feedback for quality

services Involvement of stakeholders in planning, decision making,

implementation, evaluation and assessment of servicesContinued staff sensitization, training, capacity building,

resource provision & motivation in tandem with emerging quality initiatives

Enhanced partnerships & collaborations for service improvement

Nurture corporate social responsibility and reduce wastage (recycle) of material and resources

Strengthen budget control and audit in the Services Units19/04/23

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Self Assessment of Education Programmes

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Assessment of Educational Programs

Phase Two: Assessment of two academic programmes

offered by School of Arts & social Sciences Undergraduate: Political Science & Public

Administration (PSA)

Graduate: Gender Studies & Development (GSD)

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Assessment of Educational Programs:

outcomesMethodology:Areas of focus:

Educational Programme, Teaching Organization, Human Resources, Material Resources, Educational Process, Results

Research Population, Criteria for Sampling & Sample Sizes: Political Sciences and Administration; Gender Studies and Development

Sampling procedure- The Political Science and Administration Programme: 1st – 4th year students randomly selected & stratified on:

year of study, gender - n=80 of 281.

Gender and Development Education Program (EP):

1st – 2nd year students: randomly selected & stratified on: year of study - n=8 of 15

purposively sampling: 20 teaching staff 21 non teaching staff - library,

ICT, estates, accommodation, administration, secretariat

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Assessment of Educational Programs

Methods of data collection and analysis:

Questionnaire data collected modes and percentages derived

augmented by descriptions from string variables

Data obtained from Assessment Questionnaire for quality output and results

Variables drawn from six criteria

Data drawn from records, archives, interviews and observation

Challenges to data collection included:

unavailability of adequate staff & student respondents

Inadequate documentation, filing and computerization of data

Many criteria & sub-criteria GSD program new Time divide, lack of standard

tool for analysis Cumbersome MS excel

tables to score in

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Assessment of Educational Programs: Outcomes

Experiences, Challenges & Quality Issues Sensitization, training, capacity building among assessors,

staff and students Training and familiarization with the exercise, guide, and

data collection tools Development of assessment instrument - SAQ Data collection coincided with examination period Lengthy & cumbersome assessment tool; Lack of

standard tool for analysis Analysis tools - SAQ & SPSS - offered opportunity for

quantitative and qualitative approaches21

Assessment of Educational Programs: Impact of Project

The assessment generated data for development of improvement Plans

Sensitization, training and capacity building among students, staff and stakeholders in improving the quality of the EPs

Improvement of physical infrastructure for EPs Improvement of equipment and materials – computers,

connectivity, furniture, learning and teaching materials Strengthening of Quality Unit and sub-units at Departmental,

School and University levels Contribution to creation of MU-QA Directorate Provision of ICT equipment and initiative for sustainable

Quality Culture Fostering collaborations and partnerships for benchmarking

of programs - IUCEA, CHE and Partner Universities19/04/23 22

Way Forward

Towards dissemination, continuous improvement and sharing of best

practices through training and advocacy targeting other HE

institutions

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End of presentationEnd of presentation

MOI UNIVERSITY