Students’ expectations

1. “Today’s 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 to provide. They want the enterprises that serve them to be efficient – not for efficiency’s sake, but because efficiency promotes the flexibility and adaptability they seek in the marketplace”. (quoted in Lewis & Smith, 1994, p. 4) Students’ expectations

2. Basic questions on quality • What is the best possible education? • What is a quality HE? • What is an effective HE? • How can HE ensure that their students are receiving the best possible education? • How can HEIs demonstrate their quality and effectiveness to accreditors, government policy makers, students and stakeholders?

3. 5 Dimensions of quality • Cultures of quality • Must be pervasive and enduring • Practices implemented continuously (Linda Suskie, 2015)

4. CULTURE • RELEVANCE • COMMUNITY • FOCUS AND ASPIRATION • EVIDENCE • BETTERMENT (Linda Suskie, 2015)

5. Definitions for quality in higher education • Quality assurance refers to “systematic, structured and continuous attention to quality in terms of quality maintenance and improvement” (Vroeijenstijn, 1995).

6. Two schools of thought • Quality to a context and as a consequence quality becomes meaningful (Baird, 1988; Fry, 1995; Nordvall and Braxton, 1996). • For example, references to the quality of assessment, student intake, academic programmes, teaching and learning, the student experience and programme designs are not uncommon. Any attempt to define or attach meaning to the term is largely ignored and one is left to assume that it is ‘high’ quality that is being referred to as opposed to ‘good’ or ‘poor’ quality.

7. A second way of thinking about quality relates to a stakeholder-specific meaning. Here quality is considered, having regard to a variety of stakeholders with an interest in higher education, each having the potential to think about quality in different ways. In particular,the early works of Vroeijenstijn (1992), Middlehurst (1992) and Harvey and Green (1993) highlight the importance and value of considering quality from a variety of stakeholder perspectives.

8. Value systems for Quality • PROCESS CONTROL • CONTINUOUS IMPROVEMENT • COMMITMENT • BREAKTHROUGH Source: Van Kemenade, Pupius & Hardjono, 2008

9. PROCESS CONTROL • Order - everything has a purpose, a place and a reason • Only one right way • Rules and regulations – quality assurance by means of quality control • The extent to which an object fits to standard • Third party audit – accreditation system Source: Van Kemenade, Pupius & Hardjono, 2008

10. CONTINUOUS IMPROVEMENT • SUCCESS – people are meant to succeed and become winners • Compete for success, change to progress • Goal orientation, managing as a business, excellence model, business planning • The extent to which the expectations of the customer are exceeded • The customers model – EFQM, Malcolm Baldridge Source: Van Kemenade, Pupius & Hardjono, 2008

11. COMMITMENT • COMMUNITY – there is plenty of room for everyone – human bond • Everybody is equal and people become members of a community • Consensus management, political correctness, people concerns, people development • The extent to which the goals of stakeholders are fulfilled taking into account here and now and the future • Do the students get transformed into citizens of the world. Source: Van Kemenade, Pupius & Hardjono, 2008

12. BREAKTHROUGH • Synergy – we are open to learning at anytime and from any source • Integrative structures, inevitability of change • Cross-university collaboration, self-managed teams, reduction in hierarchical command and control • The extent to which the goals of all stakeholders will be fulfilled in the future Source: Van Kemenade, Pupius & Hardjono, 2008

13. 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, 2007 Maureen Brookes & Nina Becket, Quality Management in Higher Education Quality Concepts

14. Contradictory objectives In the academic world quality assessment has traditionally assumed two apparently contradictory objectives: • Quality improvement • Accountability

15. Universities mostly emphasize quality improvement, while the government pays special attention to accountability, aiming at guaranteeing the quality of the services provided to society by higher education institutions. • Alberto Amaral, 2006

16. Factors • Emergence of markets as tools of public policy to increase efficiency and to maximize the provision of social benefits. • The rise of New Public Management policy • Globalisation • Growing supranational organizations interference in higher education.

17. New Public Management • Under NPM, students are referred to as customers or clients, and quality assurance and accountability measures have been put in place to ensure that academic provision meets the clients’ needs and expectations.

18. Globalization • World wide organizations have produced codes of good practice. • Countries that are exporters of higher education (US, UK, Australia) have established codes and/or principles of ethical and/or good practice for the assurance of academic quality and standards in the provision of education to foreign students.

19. 3E • Economy in the acquisition of resources, • Efficiency in the use of resources, and • Effectiveness in the achievement • of objectives.

20. Class discussion Quality management in higher education

21. Questions Define 5 meaning of quality relevant to education and give examples. Quality control versus quality assurance – discuss. Driving forces for quality movement – discuss Discuss purposes of quality assurance Give a 5-7 minutes presentation

22. Quality • The concept of quality is not new: it has always been part of the academic tradition. It is the outside world that now emphasizes the need for attention to quality. It is the relationship between higher education and society which has changed.

23. Quality • By the end of the 1990s concern for quality and standards was global. From a UK perspective this was viewed in terms of ‘the withdrawal of trust’ (Trow, 1994) and the ‘drive towards managerialism’ (Kogan, 1989).

24. Confusion in Quality • Becher (1989) - ‘a creature of political fashion’. • Neave (1986) - ‘elusive’ (vague) • Harvey and Green (1993) - ‘slippery’ and ‘value-laden’ • Scott (1994) - ‘No authoritative definition of quality in higher education is possible’ • (Westerheidjen, 1999) - ‘Lack of theory of quality in higher education literature’

25. 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) Higher Education Institution

26. University or University College means: (a) University or University College established under the Universities and University Colleges Act 1971; or (b) a private higher educational institution with the status of a University or University College, a branch campus of a foreign University or University College, established under the Private Higher Educational Institutions Act 1996 (Act 546) University or University College

27. Management is defined as the effective use and coordination of resources such as capital, plant, materials, and labour to achieve defined objectives with maximum efficiency (International Dictionary of Management). Covers the relevant aspects of efficiency, effectiveness in the usage of resources, financial management and implementation of stated programs. Management as defined

28. The obligation to give answers and explanations concerning one’s action and performance, to those with a right to require such answers and explanations (Ahmad Sarji Abdul Hamid, 1991 – Perkhidmatan Awam Yang 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. Accountability/ Kebertanggungjawaban

29. 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. Accountability/ Kebertanggungjawaban

30. It implies an agreement An exchange between two parties in which one says essentially, “You give me the means and I will do what we agreed upon.” The other says, “Fine, as long as you demonstrate you are doing it well.” Based on the above definition, an accountability relationship has the following elements: (a) Resources and/or authority conferred conditionally, (b) Agreement to use what ism given to carry out particular responsibilities (c) Obligation to demonstrate that what is given is used conscientiously for the agreed purposes Accountability

31. 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 Government commitment

32. 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) Government commitment

33. Fiscal pressures Competition in funds Faced with tighter budgets Rise in perceived importance of the function of postsecondary institutions The benefits of postsecondary education Increase in students’ employability – “value added” – the value that is added to students’ capabilities and knowledge as a consequence of their education at a particular college or university. Factors for the Increase inPublic Demand for Accountability

34. Human resource development and knowledge-based economy Non-financial value to individuals, society and the nation Postsecondary education can contribute to enhanced cultural integrity, tolerance, and respect, which are all highly valued in the global society Factors for the Increase inPublic Demand for Accountability

35. Some of the questions: How do higher education institutions satisfying stakeholders’ demands on their education? What is the role of quality management? What factors exert influence on higher education institutions? Through what kind of mechanisms do higher education institutions react? What are the effects of the reactions taken by higher education institutions? Is/Are there any model(s) suitable for higher education institutions? The Big Questions of Quality

36. Some of the pressures: State of uncertainty faced by educational leaders. Expectations for greater performance in a climate of increase financial accountability. The existence of alternatives to public education providers. The expectation on universities as change agent. 1990s has been the decade of quality in higher education (changes in approaches to achieve quality in higher education). External quality monitoring and procedures. The Pressures

37. 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) Quality Concepts

38. Quality An expectation of other products and services we all use. A product or service delivered to a very high specification at a very high price, only accessible to customers or clients who have high incomes and wealth The totality of features and characteristics of a product or service that 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 other interested parties (ISO9001:2000) Quality Management System Well documented system that ensures consistency and improvement of working practices, including products and services produced. Quality Management System (QMS)

39. Quality management (QM) refers to structures within a higher education institution that assist in the management of quality issues (Luxton, 2005). Quality improvement (refers to process) is concerned with an ongoing cycle of agreeing on a set of standards and/or goals, gathering relevant information, evaluating feedback and ensuring the implementation of change. Quality Management (QM)

40. Fitness for purpose or use - Juran Conformance to requirements – Crosby Total composite of product and services characteristics of marketing, engineering, manufacturing and maintenance 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 Various Definitions of Quality

41. 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 and external, 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 required standards. Various Definitions of Quality

42. 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. Quality as something special

43. 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. Quality as excellence

44. 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 of required 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? Quality as fitness for purpose

45. EDU5824 Defining Quality in Higher education • Defining quality is a challenging task (Becket & Brookes, 2006) • What is meant by quality? • Basic concepts: • Continuous improvement – an ongoing effort to improve products, 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. Isn’t 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.

46. EDU5824 Defining Quality in Higher education • 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)

47. EDU5824 Defining Quality in Higher education • 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)

48. 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. An example would be automatic tuners on a colour tv and power steering in a car. Eight Dimensions of Quality

49. 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 gets from a product before it physically deteriorates. Eight Dimensions of Quality

50. Serviceability: The speed, competency and efficiency of repair – the elapsed time before service is restored. Aesthetics: How a product looks, feels, sounds, tastes or smells. Perceived quality: Indirect measures when comparing brands on products attributes. Eight Dimensions of Quality