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LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES AT MOI UNIVERSITY

LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES AT MOI UNIVERSITY. MOI UNIVERSITY TEAM. Prof. Anne Nangulu Prof. Naomi L. Shitemi Dr. Omar Egesah Dr. Jamine Masinde Mr. William Kiplagat. THE PROMOTION OF QUALITY CULTURE IN EAST AFRICAN UNIVERSITIES. QA Initiative at Moi University.

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LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES AT MOI UNIVERSITY

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  1. LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES AT MOI UNIVERSITY

  2. MOI UNIVERSITY TEAM Prof. Anne Nangulu Prof. Naomi L. Shitemi Dr. Omar Egesah Dr. Jamine Masinde Mr. William Kiplagat

  3. THE PROMOTION OF QUALITY CULTURE IN EAST AFRICAN UNIVERSITIES

  4. 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 certification • The IUCEA in collaboration with DAAD was at the time spearheading initiatives at developing QA procedures within East Africa Region

  5. QA Initiative at MU • Moi University set up a Senate committee to oversee Quality Assurance and subsequently establish a QA Directorate • This output was one of the goals targeted by Afri’Units and the DAAD-IUCEA initiatives • Membership on the Senate Committee was and should be drawn from all the Schools, Sections and Divisions of the University

  6. 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

  7. 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 Policy • Promotion Policy • Intellectual Property Policy • Gender Policy • Distance Learning Policy • Staff Development Policy • Draft Quality Policy

  8. 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

  9. 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 implemented • quality management system requirements have been achieved • sufficient resources have been provided to achieve quality objectives • quality records maintenance as stated in quality management system • organization of personnel-related-activities that affect quality • Ensuring ISO 9001-2008 requirements are known, implemented, and maintained at all levels

  10. The DAAD-IUCEA QA Initiative • IUCEA and Higher Education (HE) East Africa regulatory bodies • Seeking to introduce common quality assurance systems for universities • Training of officers in Germany – VC’s & QA Coordinators • Phase I: Training QA personnel - 22 universities • Outcome: Draft Quality Assurance Handbook - Roadmap to Quality - procedures and instruments for programme assessment • Phase II: peer-review and pilot - 25 Universities • Sensitization of institutional CEOs, Senate and staff • Outcome: Internal & External Self Assessment of degree programmes

  11. 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 on • AfriQ‟Units strengthened the QA committee at SASS • The QA committee at SASS drew membership from all departments in the School

  12. AfriQ’Units Sustainable Quality Culture in East African Institutions through Centralized Units at Moi University

  13. 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

  14. Assessment of Service Units: Learning Outcomes Methodology • 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 differently • criteria 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

  15. Assessment of Service Units: Learning Outcomes Experiences, 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 rates

  16. Assessment of Service Units: Impact of Project Activities • Identification of improvement plans in the assessed Units • Clarity 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 services • Continued 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 Units

  17. Self Assessment of Education Programmes

  18. 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)

  19. Assessment of Educational Programs: outcomes Methodology: • 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

  20. 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

  21. 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 approaches

  22. 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 Universities

  23. Way Forward Towards dissemination, continuous improvement and sharing of best practices through training and advocacy targeting other HE institutions

  24. End of presentation MOI UNIVERSITY

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