SEM /2015 QUALITY ISSUES IN HIGHER EDUCATION

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) Hubungan dengan industri, termasuklah reka bentuk dan penyampaian kurikulum, penyelidikan dan pembangunan

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) Kualiti graduan, contohnya kemahiran komunikasi dan kecekapan dalam Bahasa Inggeris

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) Keupayaan untuk menjayakan pelaksanaan strategi dan inisiatif yang dibangunkan

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) Kemampanan kewangan dan autonomi bagi institusi pengajian tinggi dan juga kemudahan kewangan untuk pelajar

Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) 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 umum  Tahap kelayakan  Hasil Pembelajaran / Learning outcomes  Laluan pendidikan bagi kemajuan individu Isu-isu kualiti

Malaysian Qualifications Framework  General principles  Levels of qualifications  Learning outcomes  Education 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; dan v.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; and v.The breadth and sophistication of practices. Isu-isu kualiti

Kerangka Kelayakan Malaysia  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

Kerangka Kelayakan Malaysia  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

Kerangka Kelayakan Malaysia  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; dan viii.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; dan viii.Kemahiran mengurus dan keusahawanan. Isu-isu kualiti

Isu-isu dalam pengurusan kualiti Public regulation on higher education  Quality standard – excellence, value for money, fitness for purpose, transformation  Systems 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

Isu-isu dalam pengurusan kualiti University Responses to Public Regulation of Higher Education Qualities:  Systems of quality management  Means 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

Isu-isu dalam pengurusan 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

Isu-isu dalam pengurusan 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 Rankings Rujukan laman web:  RAE – Research Assessment Exercise (UK) – was introduced in 1986 assessment process of the quality of research. Was reviewed in Latest was RAE in Rujukan:  Shanghai Jiao Tong University Rankings Rujukan: Ranking Systems

Six indicators of ranking:  Academic Peer Review – 40 percent  Employer Review – 10 percent  Faculty Student Ratio – 20 percent  Citations Per Faculty – 20 percent  International Faculty – 5 percent  International 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  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  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. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008

 Employer Review: score based on responses to employer survey. 2,339 responses in  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. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008

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

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

Top 10 universities in ranking: 1.Harvard University – USA 2.University of Cambridge – UK 3.University of Oxford – UK 4.Massachusetts Institute of Technology – USA Yale University – USA 6.Stanford University – USA 7.California Institute of Technology – USA 8.University of California, Berkeley – USA 9.Imperial College London – UK 10.Princeton University – USA Peking University – China at 14 Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2006

Top 10 universities in ranking: 1.Harvard University – USA 2.University of Cambridge – UK 3.University of Oxford – UK 4.Yale University – USA 5.Imperial College London – UK 6.Princeton University – USA 7.California Institute of Technology – USA University of Chicago – USA 9.University College London – UK 10.Massachusetts Institute of Technology - USA Australian National University – Australia at 16 Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2007

Top 10 universities in ranking: 1.Harvard University – USA 2.Yale University – USA 3.University of Cambridge – UK 4.University of Oxford – UK 5.California Institute of Technology – USA 6.Imperial College London – UK 7.University College London – UK 8.University of Chicago – USA 9.Massachusetts Institute of Technology – USA 10.Columbia University - USA Australian National University – Australia at 16 Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008

Top 10 universities in ranking: 1.Harvard University – USA 2.Stanford University – USA 3.University of California Berkeley - USA 4.University of Cambridge – UK 5.Massachusetts Institute of Technology – USA 6.California Institute of Technology – USA 7.Columbia University - USA 8.Princeton University – USA 9.University of Chicago – USA 10.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 Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008

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

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.

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