SEMESTER 2 2013/2014

1. SEMESTER 2 2013/2014 QUALITY MANAGEMENT SYSTEM

2. Quality Management System Intended Learning Outcomes – students able to: Explain the meaning of quality management system Describe the characteristics of quality management system Analyze the application of quality management system in HEI Propose suitable quality management system in HEI

3. The underlying philosophy • an emphasis on service; • anticipating and meeting the needs and expectations of the constituents; • recognizing and improving transformation processes and systems; • implementing teamwork and collaboration; • instituting management based on leadership, knowledge-based decisions, and involvement; • solving problems based on systematic identification of facts and the use of feedback systems and statistical methods or tools; and • implementing a genuine respect for and development of human resources – the people who work in colleges and universities.

4. System theories • System theories emphasize the unity and integrity of the organization and focus on interaction between its components with external environment. • Quality control and maximum effectiveness in educational organizations are made possible through the system approach (Landers and Myers quoted in Bush, 1995). • Systems models stress: the unity and coherence of the organization; agreed organizational objectives; policies to pursue on objectives. • Systems models also emphasize the concept of a system boundary, to distinguish the organization and its members from external environment.

5. Closed or open Systems • Systems can be categorized as closed or open system in terms of relationships with the environment. • Closed systems minimize interactions with the environment and take little consideration on external opinion. • Closed systems are static, boundaries are set and tend to resist penetration. • Open systems encourage interchanges with environment, responding to external influences and seeking support for the objectives of the organization. • Open systems show relationship between institution and external groups such as parents, employers and other stakeholders.

6. Closed or open Systems • Organizations such as school systems [and universities] are now viewed as open systems, and they have to adapt to changing external conditions to be effective and in long term to survive. • The open systems concept highlight the vulnerability and interdependence of organizations and their environments. • Organizational parts have to interact to achieve objectives. • HEIs have extensive and vital links with employers, sponsors, government departments.

7. Systems approach • The basic principle of the system approach is that the whole determines the nature of the parts, and the parts are dynamically interrelated and cannot be isolated from the whole (Mizikaci, 2006). Systems are regarded as having four major characteristics: • Systems are goal oriented; • Systems have inputs from their environment; • Systems have output to achieve their goals; and • There is feedback from the environment about the output.

8. Quality Management System University leaders need to adopt management styles, which will enable universities to realize the full potential of their staff and students. The best value of quality management activities appears to be at the institutional level.

9. Quality Management System A quality system for education has to identify the features of an institution which enshrines (memuliakan) this characteristics in all of its program (Bowden and Martin, 1998). Demming stated that "... if you stress quality, profits will take care of themselves. But if you stress profits, quality will not take care of itself.“ Successful university of the year 2000 is going to look very different. It will have an active, on going system of self assessment and self renewal. Let us "walk the talk" toward the new millennium. Universities seek more effective systems to address the increasing dissatisfaction with the performance of higher education systems.

10. Quality Management System Issues of quality assurance and quality enhancement have acquired a major focus of attention. Many governments have decided that traditional academic controls are inadequate to today’s challenges and that more explicit assurances about quality are needed.

11. Merging of National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21 December 2005. • Responsible for quality assurance of higher education for both the public and the private sectors.

12. The Malaysian Qualifications Agency (MQA), was established on 1 November 2007. • Malaysian Qualifications Agency Act 2007

13. The main role of the MQA is to implement the Malaysian Qualifications Framework (MQF) as a basis for quality assurance of higher education. • As the reference point for the criteria and standards for national qualifications. • The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education.

14. Functions of MQA: • To implement MQF as a reference point for Malaysian qualifications; • To develop standards and credits and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders; • To quality assure higher education institutions and programmes; • To accredit courses that fulfil the set criteria and standards; • To facilitate the recognition and articulation of qualifications; and • To maintain the Malaysian Qualifications Register (MQR)

15. Contributions of MQA and the benefits of implementing the MQF

16. The Starting point: New Public Managerialism Higher education has faced the new public managerialsm philosophy over the last 15 years in relation to demands for greater efficiency and effectiveness in the delivery of educational services. Managerialsm is the concept brought from the private sector implying the private sector solution to the public sector problem (Miliken & Colohan, 2004). Manegerialism is defined as … the pursuit of results-oriented systems of government management through streamlined processes of decision making, designed to allow greater autonomy but also greater responsibility for the field or program manager (Uhr, 1990, quoted in Miliken & Colohan, 2004, p.381).

17. The Starting point: New Public Managerialism UK experience - The new emphasis is to designed a market in education and the government believes that public services including education should be managed in accordance with the criteria as that of an economic organization. The reasons: Public services were unresponsive. Public services were inefficient. Public services were not accountable. The changes led to the culture of: Increasing use of private sector corporate practices. Increasing market testing. Shifting from issues of policy to issues of management. Emphasizing on cost-cutting – link costs to objectives

18. The Starting point: New Public Managerialism Five key emerging themes: A new emphasis on market approaches The emergence of new forms for funding mechanism A search for more efficient and responsive forms of service provision A complex process of labor force restructuring The installation of new forms of organizational accountability. The key feature of new managerialsm: the role of senior management especially in providing leadership and direction for the organization. Each university / educational institution is regarded as a concentrated system of interacting elements that is linked to other systems including ministry, funding agencies, society. It is like a living organism in a large society and engages in a series of adaptive strategies to maintain the relationship.

19. Quality in teaching and learning Defining quality in relation to quality management and control: Ellis (1993) – quality should refer to the standards that must be met to achieve specified purposes to the satisfaction of customers. If the purpose of teaching is learning, the quality of teaching is fitness for the purpose of promoting learning. The CNAA p.385 The development of students’ intellectual and imaginative powers; their understanding and judgment; their problem solving skills, their ability to communicate; their ability to see relationships within what they have learned and to perceive their field of study in a broader perspective. The program must aim to stimulate an enquiring, analytical and creative approach, encouraging independent judgment and critical self-awareness (Gibbs, 1992, p.1).

20. Quality in teaching and learning HEFCE (Higher education Funding Council for England) has the responsibility for securing the assessment of education in UK outlined 6 criteria of quality teaching: Curriculum design, content and organization Teaching, learning and assessment Student progression and achievement Student support and guidance Learning resources Quality assurance enhancement.

21. Quality in teaching and learning Teaching assessment results are given grades 1 – 4. 1. aims and/or objectives set are not met and major shortcomings present that must be rectified. 2. acceptable contribution to the attainment of stated objectives but significant improvement could be made. 3. substantial contribution to the attainment of objectives but there is scope for improvement. Aims set are met. 4. makes a full contribution to the attainment of stated objectives. The aims of the subject provider are clearly met.

22. The arguments on Quality Teaching assessment has been viewed as a government-imposed control over higher education institutions. This mechanism has been debated because it is unclear how the government policy really complies with the quality definition of fitness for purpose. Quality is regarded as the legitimate means for government to impose policies especially on the aspect of increase productivity with less financial resources. The debate over quality in higher education should be seen for what it is: a power struggle where the use of terms reflects a jockeying for position in an attempt to impose their own definition of higher education (Barnett, 94, p.53).

23. The Quality Management System There is no consensus on how best to measure and manage quality within higher education institutions (Becket & Brookes, 2008). Various systems on managing quality: Quality assurance – the planned and systematic actions deemed necessary to provide adequate confidence that a product or service will satisfy given requirements for quality (Borahan & Ziarati, 2002, p.914). Within this perspectives quality can be broken down into five different but related dimensions: Quality as exceptional (high standards) Quality as consistency (zero defects) Quality as fitness for purpose (fitting customer specifications) Quality as value for money (as efficiency and effectiveness) Quality as transformative (ongoing process including empowerment to take action and enhancement of customer satisfaction) (Harvey & Knight, 1996).

24. The Quality Management System Relevant definitions were also given (Campell and Rozsnayi, 2002, pp. 19–20): Quality as excellence - This definition is considered to be the traditional academic view that holds as its goal to be the best. Quality as zero errors - product specifications can be established in detail, and standardized measurements of uniform products can show conformity, but this view is not always considered to be applicable to higher education. Quality as fitness for purposes - This approach requires that the product or service has conformity with customer needs, requirements, or desires. Quality as transformation- This concept focuses firmly on the learners: the better the higher education institution, the more it achieves the goal of empowering students with specific skills, knowledge and attitudes which enable them to live and work in the knowledge society.

25. The Quality Management System Quality as threshold - means setting certain norms and criteria. Any institution that reaches these norms and criteria is deemed to be of quality. Quality as value for money - accountability is central to this definition of quality based on the need for restraint in public expenditure. Quality as enhancement or improvement - emphasizes the pursuit of continuous improvement and achieving quality is central to the academic ethos and that it is academics themselves who know best what quality is at any point in time.

26. Criteria to assess the quality of teaching and learning • adequacy of physical resources; • adequacy of human resources; • clarity of the aims and objectives to all participants; • relevance of subjects and their content to program’s aims and objectives; • active student participation in all levels; • relevance of the program content to the award given; • objectivity in assessment; • consistency between assessment and course objectives; • getting useful feedback from assessment; and • providing students with transferable knowledge and skills.

27. Systems approach • The basic principle of the system approach is that the whole determines the nature of the parts, and the parts are dynamically interrelated and cannot be isolated from the whole (Mizikaci, 2006). Systems are regarded as having four major characteristics: • Systems are goal oriented; • Systems have inputs from their environment; • Systems have output to achieve their goals; and • There is feedback from the environment about the output.

28. A system approach for program evaluation • Decisions are made about inputs, processes, and outputs. Four different kinds of educational decisions: • (1) Context evaluation, to serve the planning decisions. Determining what needs are to be addressed in an educational program, defining the objectives. • (2) Input evaluation, to serve the structuring decisions. Determining what resources are available, what alternative strategies for the program should be considered, and what plan seems to have the best potential for meeting needs facilitates design of program procedures. • (3) Process evaluation, to serve the implementation decisions. How well is the plan being implemented? What barriers threaten its success? What revisions are needed? Once these questions are answered, procedures can be monitored, controlled and refined. • (4) Product evaluation, to serve recycling decisions. What results were obtained? How well were needs deduced? What should be done with the program after it has run its course? These questions are important in judging program attainments.

29. A system approach for program evaluation • Quality as a systems approach is used especially in the context of higher education. • According to the systems approach, the core elements of program evaluation should be analyzed in input, process and output stages. • Quality movement in higher education is preceded by establishing social, technical and managerial systems simultaneously. • Thus, the evaluation of quality implementation in higher education requires an inquiry into these systems components.

31. Systems approach • A higher education organization in relation with the quality systems and its program designs proves to be a system as it is holistic, open, continuously changing, and interactive. • Quality approaches suggest that organizations are the systems which essentially consists of input, transformation and output components. • As open systems, HEIs are exposed to external interaction and influences, have to adapt to external quality accreditation systems, and interact with external systems such as labour market and society.

32. Systems approach • They cannot survive without continuous interaction; this is reflected in the input, the transformation and the output stages. • Internal processes are the concern of quality assurance systems, while the interaction among the subsystems inputs (e.g. financial resources and curriculum designs), transformation (e.g. methods of delivery) and outputs (e.g. professional qualifications) are the interests of program evaluation. • Setting objectives and planning processes have an impact on the processes and outputs.

33. Systems approach • The systems approach to quality and program evaluation accommodates a complementary view to the evaluation of quality implementation. • Quality would provide feedback through the systems approach, with continuous evaluation and feedback aspects of its systems. • The system level evaluation of the program is crucial to determine whether the stakeholders’ and the system level needs are being addressed, and to identify opportunities to improve efficiency in existing programs.

34. The Quality Management Systems Total Quality Management – commonly cited as relevant system that takes into account the quality perspectives of both external and internal stakeholders. TQM enables a comprehensive approach to quality management and facilitates change and innovation in higher education institutions. TQM is defined as a comprehensive approach which requires contribution from all participants in the organization to work towards long-term benefits for those involved and society as a whole (Becket & Brookes, 2008). EFQM excellence model is another model that establishes nine criteria suitable for any organization to use to assess progress towards excellence. Balanced scorecard is a performance / strategic management system which utilizes four measurement perspectives: financial, customer, internal process, learning and growth.

35. The Quality Management System Malcolm Baldridge award is a system based on a framework of performance excellence which can be used by organizations to improve performance. Seven categories of criteria: leadership; strategic planning; customer and market focus; measurement, analysis and knowledge management; human resource focus; process management; and results. ISO 9000 series is an International standard for generic quality assurance systems that concerns with continuous improvement through preventive action. Business process re-engineering is a system that enables redesign of business processes, systems and structures to achieve improved performance. Main concern is change in five components: strategy; processes; technology; organization; and culture. SERVQUAL is an instrument design to measure consumer perceptions and expectations regarding quality of service in reliability, tangibles, responsiveness, assurance and empathy, and to identify where gaps exist.

36. The Quality Management System Malcolm Baldridge award has become the most important catalyst for transforming American business. Provides companies with a comprehensive framework for assessing their progress towards new paradigm of management as well as goals towards customer satisfaction and employee involvement. Using 1000 point scoring system. Leadership – 100 points Information and analysis – 60 points Strategic quality planning – 90 Human resource utilization – 150 points Quality assurance of products and services – 150 points Quality results – 150 points Customer satisfaction – 300 points

37. The Quality Management System Malcolm Baldridge award – the drawbacks / kekurangan: Enormous investment have to be done by companies. The award does not reflect on outstanding or even exceptionally good, product quality. The poor sales and earnings of some past winners raised doubts whether the award manages to gauge competitiveness and profit potential. The award categories do not focus sufficiently on the process. It is possible to win the award by bulldozing towards specific goals, but it may not hold on to the gains, instead it could lose many of the gains.

38. The Quality Management System Deming Prize Award: look at ten categories of assessment. Policy – policies pursued; method of establishing policies; justifiability and consistency of policies; utilization of statistical methods; review of policies; transmission and diffusion of policies; relationship between policies and long term short term planning. Organization and its management – scope of authority and responsibility; appropriateness of delegation of authority; interdivision cooperation; committees and their activities; utilization of staff; quality control diagnosis. Education and dissemination – education programs and results; quality control consciousness, degrees of understanding of quality control; grasp of the effectiveness of quality control; teaching of statistical concepts and methods and their extent of dissemination.

39. The Quality Management System Collection, dissemination and use of information on quality – collection of external information; transformation of information; speed of transmission; data processing, statistical analysis and utilization of results. Analysis – selection of key problems and themes; analytical approach; utilization of statistical methods; linkage with proper technology; quality analysis; utilization of results; assertiveness of improvement suggestions. Standardization – systemization of standards; methods of establishing, revision and abolition of standards; contents; utilization of statistical methods; technology; utilization. Control – systems; control items; statistical methods; QC circle activities; actual conditions of control activities; state of matters under control. Quality assurance – procedure for development of new products and services; safety from product liability; process design, process analysis and process control; process capability; quality assurance system; evaluation and audit of quality; actual state of quality assurance.

40. The Quality Management System Results – measurement of results; substantive results in quality, services, delivery time, cost, profits, safety, environment, etc. Planning for the future – gap between state of affairs and the plan; measures for overcoming deviations; plan for the future; linkage with the long-term plans. The Deming Price checklist focuses both on the process and results. Analysis, standardization and control look at the process. The Deming criteria do not give a detailed scoring method. The examining board has experienced and knowledgeable experts who rely on their experiences to grade an applicant.

41. The Quality Management System Service quality SERVQUAL: Is defined as post-consumption evaluation of services by consumers that compares expectations with perceptions of performance. It is based on the manner the service was delivered (functional quality) and what outcome resulted from that service (technical quality) (Holdford & Reinders, 2001). Service quality addresses only the issues of quality while satisfaction may be made up of non-quality topics such as prize. SERVQUAL compares differences between consumers’ expectations of services and their assessment of the actual performance. Five dimensions of service quality include reliability, responsiveness, empathy, assurance and tangibles.

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45. A study on EFQM Universities in Finland use a modified model of the European Foundation for Quality Management (EFQM) Excellence Model as a theoretical base on quality management strategies. Rationale - Leadership is a central principle of quality improvement. Leadership is a catalyst for positive change; and quality management efforts require positive change.

46. Conclusion • Quality management is a necessity for the survival of the HEIs. Every HEI has different parameters to measure the quality of education. Choosing the suitable standards is the most crucial activity. By identifying the correct components, quality is achievable.