TBasaruddin Promoting Quality Culture
Promoting Quality Culture in
Higher Education Institutions
Prof. T. Basaruddin
Outline
•
•
•
•
•
Background
Defining the quality
Quality culture in universities
Developing the culture of quality
Measuring the effectiveness of quality
programmes
Prologue
• “Quality is not an act; it is a habit” – Aristotle
• "Quality is never an accident; it is always the
result of high intention, sincere effort, intelligent
direction and skillful execution; it represents the
wise choice of many alternatives" - William A.
Foster
• In the world of academic, there is no such thing
as medium term; either you become the best or
worst
Changes in Marketplaces
• 65% of children entering primary school today
will ultimately end up working in completely
new job types that don’t yet exist. (WEF-FOJ-16)
• A typical factory (in Shenzhen, China)
– 1980
– 2010
Production
Design
Design
Marketing/
Supply chain pro
Production
• People changes job more frequently
– US (10 jobs/life); UK (13 jobs/life) ; AU (15
jobs/life)
Yet another trend
• By 2020, social skills—such as persuasion,
emotional intelligence and teaching others—
will be in higher demand across industries
than narrow technical skills, such as
programming or equipment operation and
control. In essence, technical skills will need to
be supplemented with strong social and
collaboration skills
The future of learning
Are we ready ?
University of
st
21
Century
Defining quality
• Quality means: “ability to meet the stated and
unstated needs of stakeholders”
• Who are the stakeholders?
– Internal: students, staff, faculties
– External: government, employers, society at large
• Need a robust and effective quality assurance
system
– The one that instills quality culture
Quality Culture
• Quality is a dynamic, multidimensional and
perspective-bound concept
• Culture is a complex, interaction-based and
continuously changing construct
• Quality culture is a stakeholders-dependent,
historically-grown and learning-oriented social
phenomenon
Principles of Quality Culture
• Empowering the stakeholders to develop their
own quality goals, initiatives and measures
• Guaranteeing transparency and common
standard without sucombing to a purely formal
approach
• Sharing trust without disregarding the risk
involved
• Strengthening reciprocal communication process
• Balancing the delegation and acceptance of
responsibilities
Quality Culture in Universities
• Rooted in the universal academic norms and
values
– Honesty, fairness, meritocracy, etc.
• Passed down to students and younger
faculties through academic interactions
– Creating vibrant academic atmosphere
• Senior faculties play as role models
• Shed a light to non-academic functions
Application of Quality Culture
7 principles of GuG
1. Not everything is improved by making it democratic.
2. There are basic differences between the rights of citizenship in a
nation and the rights that are attained by joining a voluntary
organization.
3. Rights and responsibilities in university should reflect the length of
commitment to the institution.
4. Those with knowledge are entitled to a greater say.
5. The quality of decisions is improved by continuously preventing
conflict of interest.
6. University governance should improve the capacity for teaching
and research.
7. To function well, a hierarchical system of governance requires
explicit mechanism of consultation and accountability.
Henry Rosouvsky, An Owner’s Manual, 1990
Building up quality culture in HEIs
• Initiated from the top
– Policy, programs, resources
• Committed by all
– To be instilled at all levels
• Systematically developed
– Effective programs; preventive and corrective
• Consistently implemented
– reward/ punishment;
Measuring effectiveness
• Quality is in the eye of the beholder
• Evaluations: feedback system, SET, peers
evaluation
– Objects: academic & non-academic; focused on level
of satisfaction;
– Results should be analyzed and fed back to lecturers
and management;
• Monitoring and early detection for irregularities
• Tracer studies
– Professionally managed and implemented
Continuous Quality Improvement
• Internal quality assurance system (SPMI)
– Rigorously monitor quality of learning processes
• Feedback system to management
– Prevention as well as corrective actions
– Link to incentive and appraisal systems
• Instill quality culture
– Academic values and atmosphere
Closing Remarks
• Quality culture cannot be built overnight
– Need long term planning
• The internal QA should be functioning not
only to attest the quality internally but also to
develop the culture of quality systematically
• The external QA (accreditation) should
become partner in developing the quality as
well as the culture of quality
Higher Education Institutions
Prof. T. Basaruddin
Outline
•
•
•
•
•
Background
Defining the quality
Quality culture in universities
Developing the culture of quality
Measuring the effectiveness of quality
programmes
Prologue
• “Quality is not an act; it is a habit” – Aristotle
• "Quality is never an accident; it is always the
result of high intention, sincere effort, intelligent
direction and skillful execution; it represents the
wise choice of many alternatives" - William A.
Foster
• In the world of academic, there is no such thing
as medium term; either you become the best or
worst
Changes in Marketplaces
• 65% of children entering primary school today
will ultimately end up working in completely
new job types that don’t yet exist. (WEF-FOJ-16)
• A typical factory (in Shenzhen, China)
– 1980
– 2010
Production
Design
Design
Marketing/
Supply chain pro
Production
• People changes job more frequently
– US (10 jobs/life); UK (13 jobs/life) ; AU (15
jobs/life)
Yet another trend
• By 2020, social skills—such as persuasion,
emotional intelligence and teaching others—
will be in higher demand across industries
than narrow technical skills, such as
programming or equipment operation and
control. In essence, technical skills will need to
be supplemented with strong social and
collaboration skills
The future of learning
Are we ready ?
University of
st
21
Century
Defining quality
• Quality means: “ability to meet the stated and
unstated needs of stakeholders”
• Who are the stakeholders?
– Internal: students, staff, faculties
– External: government, employers, society at large
• Need a robust and effective quality assurance
system
– The one that instills quality culture
Quality Culture
• Quality is a dynamic, multidimensional and
perspective-bound concept
• Culture is a complex, interaction-based and
continuously changing construct
• Quality culture is a stakeholders-dependent,
historically-grown and learning-oriented social
phenomenon
Principles of Quality Culture
• Empowering the stakeholders to develop their
own quality goals, initiatives and measures
• Guaranteeing transparency and common
standard without sucombing to a purely formal
approach
• Sharing trust without disregarding the risk
involved
• Strengthening reciprocal communication process
• Balancing the delegation and acceptance of
responsibilities
Quality Culture in Universities
• Rooted in the universal academic norms and
values
– Honesty, fairness, meritocracy, etc.
• Passed down to students and younger
faculties through academic interactions
– Creating vibrant academic atmosphere
• Senior faculties play as role models
• Shed a light to non-academic functions
Application of Quality Culture
7 principles of GuG
1. Not everything is improved by making it democratic.
2. There are basic differences between the rights of citizenship in a
nation and the rights that are attained by joining a voluntary
organization.
3. Rights and responsibilities in university should reflect the length of
commitment to the institution.
4. Those with knowledge are entitled to a greater say.
5. The quality of decisions is improved by continuously preventing
conflict of interest.
6. University governance should improve the capacity for teaching
and research.
7. To function well, a hierarchical system of governance requires
explicit mechanism of consultation and accountability.
Henry Rosouvsky, An Owner’s Manual, 1990
Building up quality culture in HEIs
• Initiated from the top
– Policy, programs, resources
• Committed by all
– To be instilled at all levels
• Systematically developed
– Effective programs; preventive and corrective
• Consistently implemented
– reward/ punishment;
Measuring effectiveness
• Quality is in the eye of the beholder
• Evaluations: feedback system, SET, peers
evaluation
– Objects: academic & non-academic; focused on level
of satisfaction;
– Results should be analyzed and fed back to lecturers
and management;
• Monitoring and early detection for irregularities
• Tracer studies
– Professionally managed and implemented
Continuous Quality Improvement
• Internal quality assurance system (SPMI)
– Rigorously monitor quality of learning processes
• Feedback system to management
– Prevention as well as corrective actions
– Link to incentive and appraisal systems
• Instill quality culture
– Academic values and atmosphere
Closing Remarks
• Quality culture cannot be built overnight
– Need long term planning
• The internal QA should be functioning not
only to attest the quality internally but also to
develop the culture of quality systematically
• The external QA (accreditation) should
become partner in developing the quality as
well as the culture of quality