Quality Management System

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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.

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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)

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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.

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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

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Kerangka Kelayakan Malaysia Kredit Minimum

• Tahap KKM Kelayakan Min Kredit
• 8 PhD tiada kredit
• 7 Sarjana tesis sepenuhnya tiada kredit
• Sarjana tanpa tesis 40
• Dip Pasca Siswazah 30
• Sijil Pascasiswazah 20
• 6 Ijazah Sarjana Muda 120
• Diploma siswazah 60
• Sijil Siswazah 30
• 5 Diploma Lanjutan 40
• 4 Diploma 90
• 1-3 Sijil 60
• Sijil kemahiran Mengikut tahap
• Sumber Agensi Kelayakan Malaysia

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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 todays
  challenges and that more explicit assurances
  about quality are needed.

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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).

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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

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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.

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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).

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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.

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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.

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The arguments on Quality

• Teaching assessment has been viewed as a
  government-imposed 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).

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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).

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The Quality Management System

• Relevant definitions were also given (Campell and
  Rozsnayi, 2002, pp. 1920)
• 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.

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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.

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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.

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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
  programs 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.

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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.

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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.

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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.

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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
• Systems are goal oriented
• Systems have inputs from their environment
• Systems have output to achieve their goals and
• There is feedback from the environment about the
  output.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.
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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.
Understanding-knowing the student Making an effort to ascertain a students specific requirements.
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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).
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Assessing student perceptions of the quality of
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