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.
Quality Management System – Sistem Pengurusan Kualiti
After completing this topic, you should be able to:
Explain the meaning of quality management
system
Describe the characteristics of quality management
system
Learn the application of quality management
system in HEI
Understand the application of quality management
system in HEI
Explain the Malaysian Qualification Framework
(Kerangka Kelayakan Malaysia)
Kerangka Kelayakan Malaysia
Maksud:
Merupakan instrumen yang membangun dan
mengklasifikasikan kelayakan berdasarkan satu set
kriteria yang dipersetujui di peringkat kebangsaan
dan ditanda aras dengan amalan antarabangsa dan
menjelaskan tahap pembelajaran, hasil
pembelajaran dan sistem kredit yang berasaskan
beban pembelejaran pelajar. Kriteria ini diterima dan
diguna pakai bagi semua kelayakan yang
dianugerahkan oleh pemberi pendidikan tinggi. KKM
mengintegrasi dan menghubungkan semua
kelayakan negara.
Kerangka Kelayakan Malaysia
Maksud:
Menyediakan laluan pendidikan yang
menghubungkaitkan kelayakan-kelayakan secara
sistematik.
Ini membolehkan individu memajukan diri dalam
pendidikan tinggi melalui pemindahan kredit dan
pengiktirafan pembelajaran terkumpul yang diperoleh
daripada pembelajaran formal, tidak formal dan
informal tanpa mengira masa dan tempat dalam
konteks pembelajaran sepanjang hayat.
Sumber: Agensi Kelayakan Malaysia
Kerangka Kelayakan Malaysia – Kredit Minimum
Tahap KKM
8
7
6
5
4
1-3
Kelayakan
PhD
Sarjana tesis sepenuhnya
Sarjana tanpa tesis
Dip Pasca Siswazah
Sijil Pascasiswazah
Ijazah Sarjana Muda
Diploma siswazah
Sijil Siswazah
Diploma Lanjutan
Diploma
Sijil
Sijil kemahiran
Sumber: Agensi Kelayakan Malaysia
Min Kredit
tiada kredit
tiada kredit
40
30
20
120
60
30
40
90
60
Mengikut tahap
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.
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).
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
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.
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).
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.
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.
The arguments on Quality
Teaching assessment has been viewed as a governmentimposed 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).
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).
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.
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.
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.
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.
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.
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.
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.
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:
1. Systems are goal oriented;
2. Systems have inputs from their environment;
3. Systems have output to achieve their goals;
and
4. There is feedback from the environment about
the output.
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.
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.
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.
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.
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.
The Quality Management System
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.
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.
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
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.
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.
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.
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.
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.
The Quality Management System
Elements
Descriptions
Tangibles
Assessments of physical facilities, tools
and equipment used in educating the
students.
Reliability
Consistency and predictability in
behavior (lecturer consistent with
grading practices).
Responsiveness
Willingness and ability to provide
prompt service (lecturers willing to
help students).
Communication
Explaining service to students in
language they can understand.
The Quality Management System
Elements
Descriptions
Credibility
Trustworthiness, believability, and
honesty of student-contact personnel.
Security
Confidentiality of transactions, freedom
from doubt.
Competence
Knowledge and skill of student-contact
personnel.
Understandingknowing the
student
Making an effort to ascertain a
student’s specific requirements.
The Quality Management System
Elements
Descriptions
Access
Ease of contacting faculty (lecturers
are available after class).
Courtesy
Friendliness of student-contact
personnel (lecturer treat you with
respect).
Academic
outcomes
Intellectual progress (students satisfied
with performance).
Assessing student perceptions of the
quality of Pendidikan Jarak Jauh
• Please fill in the attach questionnaire and mail it
back to me so that we can together find out
about your perceptions on this mode of learning.