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Students expectation

Todays students expect of colleges and universities

what they demand elsewhere: better service, lower

costs, higher quality, and a mix of products that satisfy

their own sense of what a good education ought toprovide. They want the enterprises that serve them to

be efficient not for efficiencys sake, but because

efficiency promotes the flexibility and adaptability they

seek in the marketplace.

(quoted in Lewis & Smith, 1994, p. 4)

Quality concepts Topic 1


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Laman web

http://www.cepes.ro/publications/papers.

htm

http://www.cepes.ro/publications/pdf/Ca

mpbell&Rozsnyai.pdf

Quality concepts Topic 1


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Quality Concepts

After completing this topic, you should be able to:

Understand various definitions of quality

Learn about dimensions of quality

Understand the forces affecting quality management

Understand the importance of quality

Readings:

Chapter 1 B. Janakiraman & R.K. Gopal, 2007Maureen Brookes & Nina Becket, Quality Management in Higher Education


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Higher Education Institution

HEI means and educational institution whether or not

established under any written law and including

private educational institution providing higher

education leading to the award of a certificate,diploma, degree or the equivalent thereof. (Akta Majlis

Pendidikan Tinggi Negara 1996 - Akta 546)

Institusi pendidikan tinggi ialah institusi pendidikan

yang menyediakan pendidikan tinggi yang membawa

kepada penganugerahan diploma, ijazah atau yang

setaraf dengannya (Akta Pendidikan 1996)


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University or University College

University or University College means:

(a) University or University Collegeestablished under the Universities and

University Colleges Act 1971; or(b) a private higher educational institution withthe status of a University or UniversityCollege, a branch campus of a foreign

University or University College, establishedunder the Private Higher EducationalInstitutions Act 1996 (Act 546)


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Management as defined

Management is defined as the effectiveuse and coordination of resources such ascapital, plant, materials, and labour to

achieve defined objectives with maximumefficiency (International Dictionary of Management).

Covers the relevant aspects of efficiency,

effectiveness in the usage of resources,financial management and implementationof stated programs.


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Accountability/ Kebertanggungjawaban

The obligation to give answers and explanations

concerning ones action and performance, to those with

a right to require such answers and explanations

(Ahmad Sarji Abdul Hamid, 1991 Perkhidmatan AwamYang Berkualiti).

Bertanggungjawab kepada atau terhadap sesuatu

tindakan dan perbuatan (Kamus Dewan).

Seorang pegawai bertanggungjawab kepada pihak

atasan mengenai cara sesuatu tindakan atau keputusan

yang diambil olehnya mengikut garispanduan dan

peraturan yang ditetapkan.


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Accountability/ Kebertanggungjawaban

Therefore, an organization / university has the obligation

to give answers and explanations concerning its own

action and performance, to those with a right to require

such answers and explanations (government,

stakeholders).

Bertanggungjawab kepada atau terhadap sesuatu

tindakan dan perbuatan (Kamus Dewan).

Seorang pegawai bertanggungjawab kepada pihak

atasan mengenai cara sesuatu tindakan atau keputusan

yang diambil olehnya mengikut garispanduan dan

peraturan yang ditetapkan.


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Accountability

It implies an agreement

An exchange between two parties in which one saysessentially, You give me the means and I will dowhat we agreed upon. The other says, Fine, as long

as you demonstrate you are doing it well.Based on the above definition, an accountabilityrelationship has the following elements:

(a) Resources and/or authority conferredconditionally,

(b) Agreement to use what ism given to carry outparticular responsibilities

(c) Obligation to demonstrate that what is given isused conscientiously for the agreed purposes


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Government commitment

The Malaysian Public Service Commitments 2008

Launched by Tan Sri Mohd Sidek Hassan Chief

Secretary to the Government of Malaysia January

2008. Towards a Customer Centric Malaysian Public

Service


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Government commitment

Mewujudkan budaya perkhidmatan yang berfokuskan

pelanggan berdasarkan ciri-ciri berikut:

Kebolehpercayaan dan kebolehjangkaan (reliability

and predictability) Responsif (high level of responsiveness)

Menepati masa (timeliness of responsiveness)

Berbudi bahasa dan cekap (courtesy and

competence) Persekitaran mesra pelanggan (customer friendly

environment)


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Factors for the Increase in

Public Demand for Accountability

Fiscal pressures

Competition in funds

Faced with tighter budgets Rise in perceived importance of the function ofpostsecondary institutions

The benefits of postsecondary education

Increase in students employability value added

the value that is added to students capabilities andknowledge as a consequence of their education at aparticular college or university.


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Factors for the Increase in

Public Demand for Accountability

Human resource development and knowledge-basedeconomy

Non-financial value to individuals, society and thenation

Postsecondary education can contribute to enhancedcultural integrity, tolerance, and respect, which are allhighly valued in the global society


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The Big Questions of Quality

Some of the questions:

How do higher education institutions satisfyingstakeholders demands on their education?

What is the role of quality management?

What factors exert influence on higher educationinstitutions?

Through what kind of mechanisms do highereducation institutions react?

What are the effects of the reactions taken by highereducation institutions?

Is/Are there any model(s) suitable for highereducation institutions?


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The Pressures

Some of the pressures:

State of uncertainty faced by educational leaders.

Expectations for greater performance in a climate ofincrease financial accountability.

The existence of alternatives to public educationproviders.

The expectation on universities as change agent.

1990s has been the decade of quality in higher

education (changes in approaches to achieve quality inhigher education).

External quality monitoring and procedures.


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Quality Concepts

What is quality?

In simple form quality answers two questions: What is

wanted? and How do we do it?

Quality means staying in business.

Quality means optimizing the whole system of value

exchange.

Two dominant meanings of quality:

Quality consists of those products features, which meet

the needs of customers, hence provides product

satisfaction.

Quality consists of freedom from deficiencies.(Janakiraman & Gopal, 2007, p.2)


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Quality Management System (QMS)

Quality

An expectation of other products and services we all use.

A product or service delivered to a very high specification at a veryhigh price, only accessible to customers or clients who have high

incomes and wealthThe totality of features and characteristics of a product or servicethat bear on its ability to satisfy stated or implied needs

Ability of a set of inherent characteristics of a product,process/system to fulfill requirements of customers and otherinterested parties (ISO9001:2000)

QualityManagement System

Well documented system that ensures consistency andimprovement of working practices, including products and servicesproduced.


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Quality Management (QM)

Quality management (QM) refers to structures within ahigher education institution that assist in themanagement of quality issues (Luxton, 2005).

Quality improvement (refers to process) is concernedwith an ongoing cycle of agreeing on a set of standardsand/or goals, gathering relevant information, evaluatingfeedback and ensuring the implementation of change.


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Various Definitions of Quality

Fitness for purpose or use - Juran

Conformance to requirements Crosby

Total composite of product and services characteristics

of marketing, engineering, manufacturing andmaintenance through which the product and service in

use will meet the expectation by the customer

Feigenbaum

Should be aimed at the needs of the customers,

present and future Deming

The degree of excellence at an acceptance price and

control of variability at an acceptable cost - Broh


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Various Definitions of Quality

The totality of features and characteristics of a product

or service that bear on its ability to satisfy stated or

implied needs ISO 840: Quality vocabulary

Meets the requirements of customers, both internal andexternal, the organization for defect-free product,

services and business processes IBM

Quality as exceptional (Lee & Diana, 1993)

something special, distinctive, excellent (exceeding

very high standards), passing a set of requiredstandards.


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Quality as something special

Quality as special refers the traditional view of quality.

Implies the exclusiveness or the elitist view.

It is judged based on distinctiveness (unattainable for

most people). Education provided by Cambridge, Oxford, Yale,

Harvard is always viewed as something special.


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Quality as excellence

Only possible in limited circumstances.

The best is required if excellent is what you want.

A lecture by a Nobel Prize Winner is an example of

quality excellence. Ivory towers universities are status given only to those

widely reputable universities in the USA and UK.

Institutions that take only the best students is an

example of quality in terms of input and output.


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Quality as fitness for purpose

Ensures products or services meet the specifications

of the customers.

Quality products meet the customers requirements.

For HEI, is the system providing the right number ofrequired workforce?

Is the course providing the right balance of

knowledge, skills and understanding?

How about the degree offered by universities? Who actually are the customers in HEI?


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efining Quality in Higher education

EDU5824

Defining quality is a challenging task (Becket & Brookes, 2006)

What is meant by quality?

Basic concepts:

Continuous improvement an ongoing effort to improveproducts, services or processes. Incremental improvement

Four step quality model plan-do-check-act (PDCA) cycle

Cost of quality (COQ) the cost of not creating a quality

product or service. Isnt the price of creating a quality product.

Quality costs are the total cost incurred by investing in the

prevention of non-conformance to requirements, failing to

meet requirements.


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Defining Quality in Higher education

EDU5824

Harvey & Knight (1996)

Quality can be broken into five dimensions:

- Quality as exceptional (high standards)

- Quality as consistency (zero defects)

- Quality as fitness for purpose (fitting customer specifications)

- Quality as value for money (efficiency and effectiveness)

- Quality as transformative (an ongoing process that includes

empowerment and enhancement of customer satisfaction)


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Defining Quality in Higher education

EDU5824

Campell & Rozsnayi (2002)

Quality can be defined as:

- Quality as excellence (goal to be the best)

- Quality as zero errors

- Quality as fitness for purpose (fitting customer specifications)

- Quality as transformation (an ongoing process that includes

empowering students with skills, knowledge and attitudes

which enable them to live and work in the k-society)

- Quality as threshold (setting certain norms and criteria)

- Quality as value for money (accountability)

- Quality as enhancement or improvement (pursuit of

continuous improvement)


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Eight Dimensions of Quality

Performance:

The primary operating characteristics of a product. An

example is about television, should have clear sound,

picture, colour and able to receive distant stations.

Features:

Secondary characteristics of products that

supplement the basic functioning of the products. Anexample would be automatic tuners on a colour tv and

power steering in a car.


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Eight Dimensions of Quality

Reliability:

It reflects the probability of a product failing within a

specified period of time.

Conformance: The degree to which product design and operating

characteristics match pre-established standards.

Durability:

A measure of product life the period of use one getsfrom a product before it physically deteriorates.


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Determinants of Service Quality

Reliability:

Involves consistency of performance and

dependability. The performance of service should be

right the first time and provider honours promises. Itmust ensure accuracy in billing, keeping records

correctly and performing the service at the designated

time.

Responsiveness:

Concerns the willingness or readiness of employees

to provide service (timeliness of service, giving

prompt service).


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Competence:

Possessing the required skills and knowledge to

perform the service.

Access: Involves approachability and ease of contact

(accessible by phone, convenient hours of operation,

convenient location of service facility).

Courtesy: Involves politeness, respect, consideration, and

friendliness of contact personnel.


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Communication:

Keeping customers informed in the language they can

understand (explain the service, how much is the

cost, trade-off between service and cost, problem willbe handled).

Credibility:

Involves trustworthiness, believability and honesty.

Security: The freedom from danger, risk or doubt (physical

safety, confidentiality).


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Understanding / knowing the customer:

Making the efforts to understand the needs of the

customer (learning customers specific requirements,

providing individual attention, recognizing regularcustomer).

Tangibility:

Includes the physical evidences of the service suchas physical facilities, appearance of personnel, other

customers in the service facility).


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Why is Quality Important to HEI?

Four assumptions reflect the environment of HEI:

Conditions and conventions within the environmentare changing

Changes are faster than in the past

Changes will continue to rapidly occur in the 21st

century

Changes are essential and their implications to HEIsmust be anticipated (Lewis & Smith, 1994)

If in companies quality leads to efficiency andprofitability, in HEIs it leads to better learning andexperiences on the parts of students


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Factors affecting the assumptions

whether HEIs are quality driven

The perception of quality in HE is becoming a problem for manyoutside the HEIs.

Economic conditions have generated increasing concern aboutcareer opportunities and economic well-being.

General public is increasingly concern about access to HE as amean towards employment and economic security.

Students, parents, legislators and employers have increasingexpectations on HEIs and willing to commit funds to evaluate theperformance of HEIs.

Decreased in trust on institutions of higher education.

(Lewis & Smith, 1994)


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Some Questions on Quality

What are the determinants of quality?

Differentiate between service quality and

product quality.

How globalization affect quality?

What dimension of service quality is more

critical in education service?


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Quality Management in Higher education

EDU5824

Issue of quality management agenda of HEIs

Higher education is viewed as international business

Forces for effective quality management:

1. Growing concern on accountability2. An expansion of student populations

3. Diverse student population

4. Diminishing resources

5. Increasing competitive nature of higher education6. Greater expectations of students as paying customers

7. More flexible provision of higher education

8. Increase collaborative provision between institutions


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Drivers ofchange in Higher education

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Political forces:

1. Government initiatives to widen access

2. Government development of more HEIs

3. Government control over curriculum and management

4. No unified or centralized system for government control

Economic forces:

1. Reduced or limited funding per student

2. Reliance on private sector funding

3. Reliance on international student fees4. Rising cost per student

5. Increase in number of private HEIs

6. Greater emphasis on internationalization


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EDU5824

Socio-cultural forces:

1. Greater demand for student places

2. Greater diversity of student population

3. Greater diversity of provision

4. Consumer pressure for greater accountability or value for

money

Source: Brookes & Becket, 2006


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EDU5824

Access and diversity

The democratization of higher education through

financial assistance, affirmative action, employerexpectations for educational credentials, and etc.

Technology and distance learning

Technology has allowed for the expansion of

distance learning, E-learning


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EDU5824

Assessment

Accountability to the public, governing boards,

accrediting agencies, and etc.

Growing emphasis on teaching and learning issues

Student-Centered Learning (SCL)

Teaching vs. research

What are the basic missions?

Privatization

Privatization was an emerging trend: Student

housing, management information system and etc.


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Emphasizing career preparations over liberal education

A trend to emphasize specific career preparation

over a quality liberal education

Rising costs and changing financesThe economic of higher education

Commercialization

University becomes more entrepreneurial and enter

new marketsThe impact of corporate values: Corporate

colleges/university alliances or collaboration


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Key quality management dimensions

EDU5824

Comprehensive audit tool as suggested:

1. Internal and external stakeholder perspectives

2. Education as a system of inputs, processes and outputs

3. Different quality dimensions - conceptualization

4. Qualitative versus quantitative

5. Quality snapshot or longitudinal benchmarking

6. Quality assurance or quality enhancement

Source: Brookes & Becket, 2006


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Higher education in South-East Asia

EDU5824

An overview of higher education in South East Asia.

Higher education is greatly influenced by the

countries historical past, nation-building efforts,and current global trends.

Among the less-developed countries, higher

education systems are chronically under-funded

and face escalating demand, under qualified

academic staff, poorly planned curricula.

Higher education systems face similar problems

and challenges have budgets to balance,

faculties to satisfy, social demands to meet.


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Massification of Higher education in South-EastAsia

EDU5824

Massification reflects developments and trends in

higher education reform to increase access.

Transforming higher education systems from beingelitist to ensuring mass participation across

different social, income and geographical groups.

Some countries have achieved significant

increases in participation rates and tackled social

exclusion.

Escalating demand was brought about by

population growth, democratization of secondary

education, growing affluence, social mobility.


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Massification of Higher education in South-EastAsia

EDU5824

At the national level, it is a key instrument for

human capital development to sustain economic

growth, restructure society, promote national unity. Higher education to maintain the countries

competitiveness in a globalized knowledge

economy (Malaysia, Singapore).


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Expansion of Higher education by gross enrolment ratios (%)

EDU5824

Country 1965 1975 1985 1995 2000

Singapore 10 9 12 34 na

Thailand 2 4 20 20 32

Philippines 19 18 38 30 30

Malaysia 2 3 6 11 23

Indonesia 3 2 7 11 na

Brunei na na na 7 14

Vietnam na na na 4 10Myanmar 1 2 na 6 8

Cambodia na na na 2 3

Lao PDR na na na 2 3


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Diversification of Higher education

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Various types of higher education institutions have emerged

with different missions or purposes.

Many countries witness rapid expansion of private sector.

Levels of differentiation - traditional teaching and research

universities, virtual universities, polytechnics, technical

institutes, open learning institutes, community colleges.

Higher education runs by for-profit corporations, non-profit

organizations and religious bodies.

Open and distance learning universities and regionaluniversities widening participation and access to HE.

Trend towards transnational education has been noted ,

Malaysia one of the most developed and experienced in the

region.


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Internationalization of Higher Education

EDU5824

Mobility of students and academics around the world have

become common.

The increasing development of foreign branch campuses

reveals that HE can be exported to give access to studentswho otherwise may not be able to afford or obtain scholarship

Transnational education is defined as any teaching or learning

activity in which students are in a different country to that in

which the institution providing education is based.

Malaysia, Thailand and Vietnam are importers of transnationaleducation from Australia, UK.

Some countries have national objectives to become

educational hubs in the region.


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Marketization of Higher Education

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The rapid expansion calls for restructuring of HE involving

privatization of HE, corporatization of public universities,

implementation of student fees and formation of strategic

partnerships between public and private sectors. Market forces led to more entrepreneurial universities

whereby universities market their teaching, research and

other knowledge-based services as well as setting up

commercial enterprises or joint ventures with business firms.

The development of private HE expands enrolments in manycountries. In Philippines and Indonesia the private HE

outnumbered public HE.


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Implications on Institutions of Higher Education

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HEs become more bureaucratic and regulated to ensure

consistency in the management of HE systems.

HEs become more complex, creating a variety of institutions

with different missions and scattered in different places.

Many governments are reducing their public and social

expenditure on universities. Universities need to seek

alternative sources of funding.

Universities need to be more market oriented, flexible and

able to respond quickly to market signals and pressures.Academic leaders have to find ways to make their universities

more entrepreneurial and autonomous.

Limited resources have made stakeholders including the state

to be more concerned with the quality of education.


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Implications on Institutions of Higher Education

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Universities are increasingly subject to external pressures to

achieve greater accountability for their performances, and are

encouraged to develop systems for self-evaluation and

assessment.

Trading autonomy foraccountability

States and universities are constantly redefining their

interactions and relationships.

An increase in autonomy is coupled with more accountability.

Restructuring has led to changes in governance and

management.


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Changing academic profession

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Academics are subjected to more rules and regulations,

tighter control to increase productivity, more rules and

regulations, rigorous assessment procedures.

The development of corporate culture has requiredacademics to behave like entrepreneurs and to market their

expertise, services and research findings.

Academic freedom in some countries remains limited on what

can be researched and what can be disseminated to public.


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Future developments and challenges

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Continuing expansion of universities.

Universities need to seek different sources of funding.

Growing diversity of higher education institutions.

More calls for institutional autonomy, financial diversification

and quality control will be made.

Greater pressure for relevance and flexibility curriculum

development and adaptability to changes in the society.

The emergence of multiple competitors as knowledge

disseminator from corporate universities, research institutes,

industrial laboratories, think tanks and consultancies.

Universities have to promote multiculturalism and universal

values.


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Conclusion

EDU5824

Quality has driven HEIs to be responsive to the changes

happening both inside and outside HEIs.

Several forces including political, economic and socio-cultural

forces have been identified as the factors.

Key impacts accountability requirements and necessity for

enhancing efficiency and effectiveness.

Eight dimensions of quality plus several other definitions of

quality have been crucially linked with quality management.

Reviews show that many HEIs are adopting or implementingthe quality management models that were initially developed

for the industrial sectors.

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