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Transformation and its inevitability

Transformation and its inevitability. Professor Dr Nirwan Idrus Assoc Vice-President (R & D) and Dean of Engineering INTI International University College. Scope. Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements

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Transformation and its inevitability

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  1. Transformation and its inevitability Professor Dr Nirwan Idrus Assoc Vice-President (R & D) and Dean of Engineering INTI International University College

  2. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  3. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  4. Global Changes • Continuous • Pervasive • Irreversible • Waiting for no one • Wait and refuse at your own perils • Changing at increasingly higher speeds • Impacts are controversial

  5. What global changes created? • Increased creativity • Increased innovation • Increased entrepreneurship • Increased awareness on the pivotal roles of quality in everything we do • Increased competition • Increased knowledge  K-era

  6. Technology – some facts • Allowed rapid expansion of knowledge wealth • Knowledge acquired during the last 30 years = the sum of knowledge acquired in the past 2000 years • By 2050, the sum of knowledge acquired by human beings = 100 x current amount • E-commerce  deflationary effects

  7. Technology - 2 • Banking: $1.27 (teller); $0.27 (ATM): $0.01 (internet) • Moore’s Law [capability doubles every 18 months while prices halved] • Global e-commerce • 1994 US$ 1.2 B • 1997 2.6 B • 1998 50.0 B • 2000 377.0 B • (2010 1,000.0 B) = 1/3 international trade

  8. Technology - 3 • Internet Usage: • 1992 < 90,000 • 1996 40 million • 1999 170 million • 2000 414 million • (2005 1 Billion & growing at 1 million/mth) Source: in Cheng Siwei (2001) Economic Reforms and Development in China, OUP Hong Kong

  9. Industry Shift in Southeast Asia Source: World Bank % of Labour Force in various sectors [2001]

  10. Industry Shift in Southeast Asia - 2 Source: World Bank % of Labour Force in various sectors [2001]

  11. Education in Asia Pacific region • 90% attend primary schooling • 68% attend secondary schooling • 20% attend higher education • Doubled between 2000 and 2005

  12. Higher Education in Malaysia • Enrolments in private IHEs 60% (1998-2000) and 20% (2003-2005) • Enrolments in public IHEs 37.6% (2000-2003) and 20% (2003-2005) • 30% of 18-24 age group are enrolled in IHEs

  13. Other findings • Knowledge will rule the labour market World Bank 2002

  14. Essential reform measures: • Management reform to allow universities to be more flexible, creative, entrepreneurial, and respond quickly to the changing training needs • New financing models to allow universities to diversify funding sources and reduce dependence on public financing • More competitive salaries to attract star professors • Teachers made to be more accountable to the students • Increasing university-industry partnership • Quality assurance [World Bank, 2002]

  15. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  16. Roles of Education (in responding to globalization) • Must change • Curricula and their development • Delivery methods • Lifelong learning underscored • New generation of learners  computer very literate, digital-minded, fearless re technology • Existence of technology that can be used to increase educational effectiveness

  17. Roles of Education (in responding to globalization) - 2 • Must contemplate change • Must anticipate change • Must initiate and lead change • Must accept change •  change mindsets •  change the way of looking at things •  never say “No” •  increase critical thinking, be proactive •  instill the belief that there is always a better way of doing things

  18. Recent changes (UK examples) in THES 21 Feb 2008 • Sussex University • “…too many programmes determined by staff preference rather than what students need…” • “…focus its research on ‘key target areas’ under general cross-disciplinary themes….” • “…all income generating units to have a 4% surplus on turnover…” • “…research focus groups…and global transformation…”

  19. Recent changes (UK examples) in THES 21 Feb 2008 • University of Salford • cut down 90 committees to 8 (eight) • attempt to get things done rather than just discussed • “…the new structure will ensure people know what they are accountable for, and the line of management will be clearer…”

  20. Recent changes (UK examples) in THES 21 Feb 2008 • Thames Valley University • University-wide consultation  Vision, Mission • Identified strengths and weaknesses  uniqueness • Future growth areas: creative industries, enterprise and entrepreneurship • “…every teaching act at some level should be informed by scholarship…”  must do research • “…successful education providers would have to do things differently.”

  21. Closer to home…. • Multimedia University, Cyberjaya • Replaced (in group) senior management of the university, i.e. Vice-Chancellor/President, SVP, Deans, etc • Appointed a VC from a “competing” organization and on basis of performance

  22. Closer to home. . . . • Wan Zahid’s Report on higher education in Malaysia • Suggestions on some reforms • Some felt that the recommendations were too revolutionary, others thought that there were not enough • Implementation had not started although MQF had now begun

  23. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  24. Altruism • “…Those who can’t teach…” • So… • Are we a bunch of can’t doers? • How do we show them that we are not can’t doers? • Simple answer: Do what they can’t do!! • Dedication is NOT enough! • Hard work is NOT enough! • So…?

  25. Altruism • Teaching is not just an occupation • Teaching is not just a profession • Teaching is not just dedication • Teaching MUST be altruism! • Altruism = humanity, philanthropy, selflessness, self-sacrifice, unselfishness… • So…?

  26. Altruism • Proactive • There is always a better way in everything • Internalize QUALITY • Receptive • To changes • To constructive criticisms • To novel ways of doing our altruistic endeavours • The ONLY constant is change

  27. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  28. The MQF requirements • Vision, Mission, Educational Goals and Outcomes • Programme design and delivery • Assessments of students • Student selection and support services • Academic staff • Educational resources • Programme monitoring and review • Leadership, governance and administration • Total continual improvement

  29. Curricular design and teaching learning methods • Basic standardFor each programme, the curriculum approach and structure as well as the teaching-learning and assessment methods that will support the approach must be determined. The Institution must show that the curricular approach, the educational content and teaching-learning methods are appropriate, consistent with and support the attainment of the learning outcomes/objectives.

  30. Curricular design and teaching learning methods (contd): • There must be a variety of teaching-learning methods that are enjoyable which will enable students to develop the range of intellectual and practical skills as well as positive attitudes. • The teaching-learning methods must ensure that students take responsibility for their own learning and prepare them for life long learning. Total dependence on the lecture method is not encouraged.

  31. Curricular design and teaching learning methods (contd): • In keeping with the explosive growth of knowledge and the rapid changes in the world order, emphasis should be placed on the understanding and acquisition of basic principles and skills of a discipline rather than detail memorization of facts.

  32. Learning Transformation RECONCEPTUALISATION SHOULD BE HERE ROTE UNDERSTANDING NOW HERE ACCEPTANCE

  33. What is required for that transformation? • Change the way of teaching/learning • Change assumptions about students • Reduce/eliminate spoon-feeding • Empower students and empower early • Teach/learn for understanding not for reproducing facts • Teachers must engage students • Change the way students’ performances are assessed

  34. What is required? (2) • Change the way we manage education • Re-training of teachers, lecturers, professors for the changes in teaching and learning • Re-training of education managers to meet the requirements of new teaching/learning and new technology • Re-training of everyone involved in education to cater for the new types of learners (new generations and mature learners)

  35. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  36. Towards Self-Accreditation? • If things are changing at the speed of thoughtsBill Gates we must do away with bureaucracy and control • Bureaucracy and control can only be subjugated when we are trustworthy and capable  which means? • We do not cheat, we do not sweep things under the carpet, we do not breach the laws, • we do keep ourselves updated with the latest whatever, we do care about our stakeholders and try our utmost to do so • Then and only then will we realize self-accreditation

  37. Scope • Global Changes – many and varied • Roles of Education • Altruism • Matching and meeting MQA requirements • Towards self-accreditation – reality or talk only • Conclusion

  38. Conclusion • As Asia has the largest HE system in the world, the management of HE institutions there will have an indelible impact on human capital worldwide • As Asia has the world’s highest rate of growth in HE, it is imperative that it is growing in the right direction for the right reasons

  39. Conclusion - 2 • As Asian HE produces twice the number of scientists and engineers than the US’s, it is very important that these are of the right quality, discipline areas and commitment • As Information Technology explosion is pervasive and unstoppable, its impacts on HE have to be reckoned with and anticipated

  40. Conclusion 3 • Ask ourselves: • Are we fair dinkum? • Are we really serious of being lecturers? • Are we willing to be capable? • Are we willing to be trustworthy? • Do we care? • What we do and don’t do will determine whether you have sinned or not, for you will make or break the lives of so many. • Have a Grrreat Workshop!!!

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