Impact of Flexible Education on IQA

21st October 2016

Professor Dr Roziah Mohd Janor Institute Quality and Knowledge Advancement

Universiti Teknologi MARA, Malaysia

roziahmj@salam.uitm.edu.my

PNC InQKA

Facets of Flexible Education

Flexible in input

Flexible in

process

Flexible in

output

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Generic Interpretation of Flexible Ed

• curriculum,

• programme,

• courses,

• student, admission requirement, faculty, staff,

• tools

input

• admission,

• learning method/ mode,

• delivery mode,

• assessment,

• engagement,

• spaces

Process • time to graduate,

• type of degree,

• type of accreditation

Output

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Quality Assurance in Higher Education

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Internal Quality Assurance

Institutional Quality Assurance System

External Quality Assurance

National QAHE System

National Qualification Framework

Regional Qualification Framework

1

2

3

4

5

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Focus: FE on IQA

Adopting flexible education (FE) into the main stream higher education curriculum shall introduce challenges to the present Internal Quality Assurance (IQA) mechanism.

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Internal Quality Assurance Process

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3 Major FE Challenges facing IQA p

eo

ple

• the need to re-educate the present assessors to continue being reliable and competent programme/ institutional evaluators p

roce

ss

• managing programme like assuring comparability in curriculum design, delivery and assessment and consistency in meeting the intended learning outcomes

tech

no

logy

• support related like budget, IT talent, QA Analytics and Database, Cloud Computing, and IoT

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People Related Challenges

• Variation in level of competencies among IQA reviewers/ evaluators

• Sustainability of interest on IQA among academics

• Competition with other academic functions

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Possible Solution(s)

• Innovation in training / retraining on:

– Flexible Education Evaluation

– Identifying/ Tracking Evidence

– Technology enhanced QA report

• Scheduled Annual Training on QA Process

• Embedded Reward System

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CHALLENGES on QA PROCESSES in relation to FE

• Disruptive Ecosystem of Higher Education • Quality of HE being derived from accumulation of

individual students/ graduates performance (micro/personalised)

• Quantifying Measurement of Learning Excellence through FE

• Spotting Evidence of learning improvement or lack of it

• How do we establish/ differentiate between good and not so good Assessment (of/for/as) Learning

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Possible Solution(s)

• Establish a good Quality Governance

• Establish Annual Audit Plan

• Evidence tracking/sample evidence database

• Institutional–wide Process Improvement Initiative

• Adopt design thinking approach in programme review

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Design Thinking

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CHALLENGES on TECHNOLOGY for FE

• Disruptive technology (Rapid Change)

• In-house or Outsourced IT development

• Commercial System or Open Source

• System Maintenance

• Monitoring Institutional DATABASE

• Technology enhanced Internal Review process for timely report

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Possible Solution(s)

• leverage on IT on all aspect of QA

• data analytics and

• good data governance

• good IT governance

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In Summary

If each and every one of us IQA practitioner (regardless of nationality) could make an effort to learn, unlearn and relearn some aspects of Higher Education standard (9 Areas in case of MQA) by the day, mapping them to the FE characteristics, I would say Assuring Quality in Higher Education shall not be extremely affected by those disruptive development. We hence can embrace FE with ease and confidence.

Thank You Institute Quality & Knowledge Advancement (InQKA)

Aras 5, Blok A,

Bangunan Akademik 2,

Universiti Teknologi MARA,

40450 Shah Alam, Selangor

Tel: +6035543 5702

Faks: +6035543 5721

Laman Web: http://inqka.uitm.edu.my/

Emel: inqka@salam.uitm.edu.my

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SOME RECENT STATISTICS ON UITM

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MQA Sept 2016

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SOME RECENT STATISTICS ON UiTM

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SOME STATISTICS ON UiTM

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QS Ranking Achievement

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SOME STATISTICS ON UiTM

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Center of Excellence

List of Subject Area

Managing Academic Programs

• Appointed Main Manager (PU) and Implementer Manager (PP): Academic Affairs

• > 9000 Subject Matter Expert (Resource Person) • Mechanism:

– COPPA Instrument – CDL-CQI and PLO Attainment

• Academic Quality Assurance – Collaboration with Institute of Quality and Knowledge

Advancement (InQKA) and Academic Affairs Division

• Curriculum Management System – official source academic curriculum repository

• Stakeholder Input – External Examiner, Industrial Input, Alumni

7 1

73

144

9

182

84

Number of Academic Programme in UiTM

500 academic programme 35 different

location

Internal Quality Assurance Function in UiTM a.k.a InQKA

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Governance Structure for Quality Assurance

•Board of Directors Strategic level:

•SENATE/ Executive Council

•University’s Main Quality Committee (JKIKU)

Executive level:

•Quality Management Committee

• Innovation and Creativity Committee

•WebMedia Management Committee

Operational Level:

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Internal Quality Assurance Function

Quality Management System

ISO Internal Audit

COPIA: External Review

COPPA: Programme Evaluation (With Office of Academic Affairs)

Quality Award & Excellence Function

QS and THE Ranking

SETARA & D’SETARA Rating

Innovation & Creativity Circle

Operational Excellence (Process Improvement)

Capability Development Function

Training for IQA

Strategic Planning for Quality

Budgeting

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IQA CAPABILITY DEVELOPMENT

•EXTERNAL REVIEWERS: 121 IQA TEAM:

• INTERNAL AUDITORS:

•CORPORATE LEVEL: 45

•FACULTY/CAMPUS/DEPT LEVEL: 1000 ISO 9001:

•EVALUATORS: 40

VICE CHANCELLOR’S

AWARD:

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EXTERNAL REVIEW PROCESS FOR ALL 26 FACULTIES AND 12

CAMPUSES

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Question & Answer

UiTM WEBSITE

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