Hasil Pembelajaran
Pelajar dapat:
• Menghurai isu kualiti dalam pengajian tinggi
• Mengetahui fungsi Agensi Kelayakan Malaysia (MQA)
• Menghubungkait domain penilaian kualiti dengan kualiti
institusi pengajian tinggi Malaysia
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
Kualiti graduan
 Pertambahan bilangan pelajar universiti
 Pertambahan bilangan universiti
 Syarat kemasukan (master?)
Pengajaran dan pembelajaran
 Kemudahan P & P
 Mode of delivery
 Pengajaran atau penyelidikan
Prestasi pelajar
 Pencapaian CGPA
 Faktor-faktor yang mempengaruhi prestasi pelajar
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
Pengauditan kualiti
Pengauditan sistem pengurusan kualiti
Pengauditan produk untuk memastikan pematuhan
kepada spesifikasi
Proses pengauditan untuk memantau
keberkesanan operasi
Pengauditan kendiri untuk menyemak / menilai
prestasi sendiri / institusi
Perbincangan kes pelajar luar negara
Development of Higher Education in Malaysia
 1962 - The University of Malaya in Kuala Lumpur
became a separate and autonomous university on 1st
January 1962.
 Resolution of Penang State Legislative Assembly for the
establishment of a University College of Arts and
Science in Penang.
 1967 - Higher Education Planning Committee Report.
Institute Teknologi MARA was established on 14 October
1967.
 1969 - Kolej Tunku Abdul Rahman was established on
24 February 1969. Universiti Sains Malaysia was
established in June 1969.
 1970 - Universiti Kebangsaan Malaysia was established
on 18 May 1970.
Development of Higher Education in Malaysia
 1971 - Universiti Pertanian Malaysia was established on
4 October 1971.
 The Universities and University Colleges Act (1971) was
passed.
 1975 - Universiti Teknologi Malaysia was established on
1st April 1975.
 1983 - Universiti Islam Antarabangsa (International
Islamic University of Malaysia) was established on 10
May 1983.
 1984 - Universiti Utara Malaysia was established on 16
February 1984.
 1992 - Universiti Malaysia Sarawak was established on
24 December 1992.
 1994 - Universiti Sabah Malaysia was established on 24
November 1994.
Development of Higher Education in Malaysia
1996

The National Council on Higher Education was established.

Corporatization of public universities.

Legislation of four acts: Private Higher Education Institutions Act
1996.The National Council on Higher Education Act 1996.The
National Accreditation Act 1996.The Universities and University
Colleges Act (Amendment) 1996.
1997

Universiti Pendidikan Sultan Idris was established on 24 February
1997.

University Malaya adopted a new Constitution.

The National Higher Education Fund Board Act 1997 was passed.

Universiti Pertanian Malaysia was renamed Universiti Putra
Malaysia on 26 July 1997.
Development of Higher Education in Malaysia
1998


All public universities adopted a new Constitution.
Kolej Universiti Islam Malaysia was established on 13 March 1998.
1999

Institute Teknologi MARA was given university status on 26 August 1999
and renamed as Universiti Teknologi MARA (UiTM).

Kolej Universiti Terengganu (KUT) was established on 15 July 1999. Was
renamed Kolej Universiti Sains dan Teknologi Malaysia (KUSTEM).
2000

Institut Teknologi Tun Hussein Onn (ITTHO) was given the status of
university college and known as Kolej Universiti Teknologi Tun Hussein
Onn (KUiTTHO).

Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKM) was established
on 1st Dec. 2000.

Kolej Universiti Kejuruteraan dan Teknologi Malaysia (KUKTEM) was
established.

Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM) was established.
Development of Higher Education in Malaysia

17 January 2005 - A Committee to study, review and make
recommendations concerning the development and direction of
higher education in Malaysia was appointed by the Minister of
Higher Education.
2006

1 January 2006 - Universiti Darul Iman (UDM) was established.

14th June 2006Universiti Malaysia Kelantan (UMK) was gazette
as the 19th public universities in Malaysia.

July 2006 - A Report by The Committee to study, review and make
recommendations concerning the development and direction of
higher education in Malaysia was published.

November 2006 - Universiti Pertahanan Malaysia Nasional
Malaysia was established.
Development of Higher Education in Malaysia
2007
 1st February 2007 - University Malaysia Perlis,
University Teknikal Malaysia Melaka, University
Malaysia Pahang, University Sains Islam Malaysia,
University Tun Hussin Onn Malaysia and University
Malaysia Terengganu were upgraded to university
status as a move to re-brand the university colleges.
 27 August 2007 - National Higher Education Action
Plan 2007 – 2010: Triggering higher education
transformation was published.
 August 2007 - National Higher Education Strategic
Plan 2007 was published.

Please find out the development from 2007 - 2010
Syarat kemasukan
• Calon mestilah mempunyai ijazah Bacelor dengan mendapat
sekurang-kurangnya PNGK 2.75 atau setara.
• Calon yang memperoleh PNGK kurang daripada 2.75 tetapi tidak
kurang daripada 2.50 atau setara boleh diberi pertimbangan
sekiranya memiliki pengalaman bekerja dalam bidang yang dipohon
sekurang-kurangnya tiga (3) tahun selepas menerima ijazah
Bacelor.
• Calon yang memperoleh PNGK kurang daripada 2.50 tetapi tidak
kurang daripada 2.25 atau setara boleh diberi pertimbangan
sekiranya memiliki pengalaman bekerja dalam bidang yang dipohon
sekurang-kurangnya lima (5) tahun selepas menerima ijazah
Bacelor.
• Calon yang memperoleh PNGK kurang daripada 2.25 tetapi tidak
kurang daripada 2.00 atau setara boleh diberi pertimbangan
sekiranya memiliki pengalaman bekerja dalam bidang berkaitan
dengan bidang yang dipohon sekurang-kurangnya 10 tahun selepas
menerima ijazah Bacelor.
Isu-isu kualiti
Kerangka Kelayakan Malaysia
Kerangka Kelayakan Malaysia / Malaysian
Qualifications Framework
Prinsip umum
Tahap kelayakan
Hasil Pembelajaran / Learning outcomes
Kelayakan Pendidikan Sepanjang Hayat
Kerangka Kelayakan Malaysia / Malaysian
Qualifications Framework
Isu-isu kualiti
 Kelayakan adalah sijil, diploma atau ijazah yang
dianugerahkan oleh pihak berkuasa yang kompeten yang
mengesahkan seseorang telah berjaya melengkapkan
pengajian pada standard yang ditentukan dan telah
memuaskan satu tahap pencapaian dan dapat
melaksanakan sesuatu peranan, tugas atau kerja.
Kelayakan menandakan pencapaian hasil pembelajaran
secara positif, bukan sebagai kompensasi kerana
kegagalan atau secara kebetulan.
Isu-isu kualiti
Kerangka Kelayakan Malaysia


i.
ii.
iii.
iv.
v.
Tahap kelayakan menunjukkan tahap keupayaan. KKM
mempunyai lapan tahap, iaitu Sijil Tahap 1-3, Diploma,
Diploma Lanjutan, Ijazah Sarjana Muda, Ijazah Sarjana,
dan Ijazah Kedoktoran.
Kelayakan pada setiap tahap mengandungi ciri-ciri
generik yang menggambarkan keupayaan yang
dijangkakan daripada pelajar dari segi:
Kedalaman dan kompleksiti ilmu serta pemahamannya;
Aplikasi pengetahuan dan kemahiran;
Darjah autonomi dan kreativiti dalam membuat
keputusan;
Kemahiran berkomunikasi; dan
Keluasan dan kecanggihan amalan.
Isu-isu kualiti
Kerangka Kelayakan Malaysia

i.
ii.
iii.
Kelayakan Pendidikan Sepanjang Hayat adalah laluan
bagi individu memajukan diri dalam konteks pembelajaran
sepanjang hayat. Tiga kelayakan yang diwujudkan
adalah:
Diploma Lanjutan;
Sijil Siswazah dan Diploma Siswazah; dan
Sijil Pascasiswazah dan Diploma Pascasiswazah.
Isu-isu kualiti
Kerangka Kelayakan Malaysia


i.
ii.
iii.
Hasil pembelajaran adalah pernyataan yang
menjelaskan apa yang pelajar harus tahu, faham dan
boleh lakukan setelah selesai suatu tempoh pengajian.
Hasil pembelajaran merupakan rujukan bagi standard dan
kualiti serta pembangunan kurikulum dari segi pengajranpembelajaran, penetapan kredit dan penilaian pelajar.
Tiga kategori LO:
Tahap kelayakan
Bidang pengajian
Program.
Isu-isu kualiti
Kerangka Kelayakan Malaysia

i.
ii.
iii.
iv.
v.
Lapan domain hasil pembelajaran:
Pengetahuan;
Kemahiran praktikal;
Kemahiran dan tanggungjawab sosial;
Nilai, sikap dan profesionalisme;
Kemahiran komunikasi, kepimpinan dan kerja
berpasukan;
vi. Kemahiran penyelesaian masalah dan kemahiran
saintifik;
vii. Kemahiran pengurusan maklumat dan pembelajaran
sepanjang hayat; dan
viii. Kemahiran mengurus dan keusahawanan.
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
Public regulation on higher education
Quality standard – excellence, value for
money, fitness for purpose, transformation
Systems of quality management Accountability -No institution … should be
beyond review of its integrity, and the
efficiency and effectiveness with which it
uses public resources (Minister of Education,
New Zealand 1990).
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
University Responses to Public Regulation of
Higher Education Qualities:
Systems of quality management
Means of resistant and avoidance – so long
as funded by government, HEIs have to
abide.
Are the costs of addressing quality far
greater than the benefits?
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
Academic quality and academic standard:
• From a public policy perspective academic quality
is equivalent to academic standards –the level of
academic achievement attained by higher
education graduates because of the human capital
that graduates provide to society (Dill, 2007).
• Human capital includes not only the contributions
that educated graduates make to the economy, but
also the non-monetary benefits they contribute to
society through improved parenting, healthier
lifestyles, greater civic participation, and increased
social cohesion (Haveman, Bershadker, and
Schwabish 2003).
Isu-isu kualiti
Isu-isu dalam pengurusan kualiti
Market Competition:
• In the USA the baccalaureate degree market has
become significantly more competitive as it has
been transformed from a series of local monopolies
to a nationally and regionally integrated market in
which each colleges face many potential
competitors for inputs and consumers.
Internationalization Vs. Globalization
in Higher Education
 Globalization is the flow of technology, economy,
knowledge, people, values, ideas across borders.
Globalization affects each country in a different way due
to a nation’s individual history, traditions, culture and
priorities.
 Internationalization of higher education is one of the ways
a country responds to the impact of globalization yet, at
the same time respects the individuality of the nation.
(Knight, 1997)
 Internationalization of higher education is the process of
integrating international dimension into the teaching,
research, and public service function of the institution
 Internationalization of higher education is no longer
merely desirable; it is a necessity.
Quality and Internationalization
Two major issues:
How the international dimension contributes to
the improved quality of higher education?
Internationalization is almost synonymous with
westernization. It relates to standardization.
Economics is driving the current interest in
internationalization. Therefore, the quality of
higher education might be in jeopardy.
Quality and Internationalization
How one assesses and maintains the quality of
internationalization initiatives?
Different approaches and instruments used to
address the issue of quality assessment and
enhancement.
Ranking Systems
 Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings
Rujukan laman web: http://www.topuniversities.com/
 RAE – Research Assessment Exercise (UK) – was
introduced in 1986 assessment process of the quality of
research. Was reviewed in 2001. Latest was RAE in 2008.
Rujukan: http://www.rae.ac.uk/
Shanghai Jiao Tong University Rankings
Rujukan:
http://www.arwu.org/rank2008/ARWU2008_A(EN).htm
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Six indicators of ranking:
Academic Peer Review – 40 percent
Employer Review – 10 percent
Faculty Student Ratio – 20 percent
Citations Per Faculty – 20 percent
International Faculty – 5 percent
International Students – 5 percent
This ranking has gained an increasing acceptance
on the importance of the list by the international
higher education community and those that employ
graduates.
Shanghai Jiao Tong World University Rankings
Six indicators of ranking:
 Quality of Education - Alumni of an institution winning Nobel
Prizes and Fields Medals – 10%
 Quality of Faculty – staff of an institution winning Nobel
Prizes and Fields Medals – 20%
 Quality of Faculty – Highly cited researchers in 21 broad
subject categories – 20%
 Research output – articles published in Nature and Science
– 20%
 Research output – articles indexed in Science Citation
Index-expanded, and Social Science Citation Index – 20%
 Per Capita Performance – per capita academic
performance of an institution – 10%
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Academic Peer Review: composite score drawn
from peer review survey (divided into five subject
areas). 6,354 responses in 2008.
It is based on an online survey distributed to
academic worldwide.
Results are compiled based on three years worth
of responses totaling 6,354 in 2008.
Respondents are not permitted to submit their own
institution or to respond more than once.
Weightings are applied both geographically and by
discipline to ensure as fair a representative spread.
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Employer Review: score based on responses to
employer survey. 2,339 responses in 2008.
This is based on a global online survey distributed
to employers.
Results are based on three years worth of latest
response.
Geographical weightings are applied to ensure fair
representation from the regions.
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
 Citations Per Faculty: it is used as conventional measure
of research strength.
 A citation is a reference to one academic publication in the
text of another. The more citations a publication receives,
the better it is perceived to be.
 The more highly cited papers a university publishes, the
stronger it can be considered to be.
 The source use is Scopus, the world’s largest abstract and
citation database of research literature.
 The latest five complete years of data are used.
 The total citation count is factored against the number of
faculty in order to take into accounts the size of the
institution.
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
International factors: in today’s increasingly
globalized world, the most successful universities
have to attract the world’s best students and
faculty. Simple evaluations of the proportion of
international students and international faculty
serve as indicators of an institution’s international
attractiveness.
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2006
Top 10 universities in ranking:
1. Harvard University – USA
2. University of Cambridge – UK
3. University of Oxford – UK
4. Massachusetts Institute of Technology – USA
Yale University – USA
6. Stanford University – USA
7. California Institute of Technology – USA
8. University of California, Berkeley – USA
9. Imperial College London – UK
10.Princeton University – USA
Peking University – China at 14
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2007
Top 10 universities in ranking:
1. Harvard University – USA
2. University of Cambridge – UK
3. University of Oxford – UK
4. Yale University – USA
5. Imperial College London – UK
6. Princeton University – USA
7. California Institute of Technology – USA
University of Chicago – USA
9. University College London – UK
10.Massachusetts Institute of Technology - USA
Australian National University – Australia at 16
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Top 10 universities in ranking:
1. Harvard University – USA
2. Yale University – USA
3. University of Cambridge – UK
4. University of Oxford – UK
5. California Institute of Technology – USA
6. Imperial College London – UK
7. University College London – UK
8. University of Chicago – USA
9. Massachusetts Institute of Technology – USA
10.Columbia University - USA
Australian National University – Australia at 16
Shanghai Jiao Tong World University Rankings 2008
Top 10 universities in ranking:
1. Harvard University – USA
2. Stanford University – USA
3. University of California Berkeley - USA
4. University of Cambridge – UK
5. Massachusetts Institute of Technology – USA
6. California Institute of Technology – USA
7. Columbia University - USA
8. Princeton University – USA
9. University of Chicago – USA
10. University of Oxford - UK
Tokyo University – Japan at 19
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Asian universities in ranking:
 Australian National University – Australia at 16
 University of Tokyo – Japan at 19
 Kyoto University – Japan at 25
 University of Hong Kong – at 26
 National University of Singapore – at 30
 The University of Sydney – at 37
 The University of Melbourne – at 38
 Hong Kong University of Science and Technology – at 39
 The Chinese University of Hong Kong – at 42
 University of Queensland – at 43
 Osaka University – at 44
 University of New South Wales – at 45
Times Higher Education (THE) – Quacquarelli Symonds
(QS) World University Rankings 2008
Malaysian universities in 2008 ranking:
University of Malaya 230 (from 246 previously)
Universiti Kebangsaan Malaysia 250 (from 309
previous year)
Universiti Putra Malaysia 320 (from 364 previous
year)
Universiti Sains Malaysia 313 (from 307 previous
year)
Universiti Teknologi Malaysia 356 (from 401-500)
Arguments
Several arguments:
 Ranking is just a ranking and it is not everything.
 Create another ranking system which can be regarded as
more “indigenous and contextualized” – Asian, ASEAN, OIC
university ranking.
 Have to follow internationalization and globalization.
 The “goal posts” are constantly changing.
 We have to play the game because of internationalization in
line with government policy on internationalization.
 Malaysian university must go back to basics and
understand the philosophy and mission of university as an
institution.
 The supremacy of American and British universities remain
because of their creation, maintenance and advancement
of learning and the applications to humanity.
Impacts
Universities intent on improving their research
position.
Universities in UK, keen on improving the
university’s RAE scores and by attracting more
high-achieving applicants as measured by A
level scores.
• Universities in UK adding new vocational
subjects, increasing the vocational content of
modules – even in the humanities – and ‘repackaging’ modules into courses with clearer
relevance to student careers.
SO