In-depth and comprehensive understanding on Outcomes-based

Quality Assurance System (IQAS): National & Institutional

Continual Quality Improvement of QA Practices & Processes

@ University of Malaya

Fauza Ab.Ghaffar, University of Malaya, Malaysia

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Fauza Ab Ghaffar- A ProfileAcademic Qualifications

• Bachelor of Arts ( Geography); 1979- University of Malaya

• Master of Town and Country Planning ; 1982- University of Sheffield

• PhD ( Regional Development Planning); University

Technology Malaysia.

Career Development

1979- 1985: Tutor Department of Geography

1986- 2016: Lecturer Department of Geography

Retired as Professor of Human Geography, July 2016.

Management Involvement

2001-2009 : Member of the Quality Management System Team

2006-2009: Head Quality Assurance and Management Unit (QAMU)

2009-2015: Director, Quality Management and Enhancement Centre (QMEC) UM

2015-2016: Dean, Institute of Graduate Studies (IGS) UM

2016- 2018 : Director, Academic Enhancement & Leadership Development Centre ( ADeC) UM.

Inaugural Lecture

Tapping the Power of Analogy: From

Geographer to Quality Management Strategist

9 July 2016

Experiences and Insights.– Academia- the change and diversity in roles and expectations

• Change in student characteristics

• Change in teaching approach/methods– Quality Director

– the challenge and drive towards quality higher education & to institutionalize a Quality Culture (IQA)

• Curriculum Design, Development & Review

– Quality standards & accreditation

– Internationalization of Curriculum

• Monitoring and Assessment of Programmes Implementation

– EQA- involvement/collaboration/networking with other QA systems

• Dean IGS- foster internationalization of Postgraduate Programmes– Internationalization of PG Programmes

• Director of ADeC- Instill Awareness of the Changing HE and TnLScenarios and enhancement of academic Staff competencies through professional development training.

Sharing the experiences of a public university in the development of its

Quality System and the Evolution of the System into a Culture.

• The development saw the evolution of a system driven by both internal and external factors.

• A system triggered by the top management, ignited by quality champions and embraced by the process owners and adopted by the institution’s people.

• A System initially characterised by a rule-based conformance focussed approach to a more principle-based outcome foccused approach with continuous quality improvement as the main objective.

• A system sustained by continued management commitment as well as awareness and belief of its people and managed by a strong and trustedInternal Quality Assurance System.

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The Quality Journey 2001-2015 Quality Frameworks

Conventional; isolatedmechanismsPre 2001

OTHERS

Systemic,Holistic

Comprehensive2001-2006

MQF

QMS BASEDON ISO

2001:2015

Dual/DoubleSystem2007-2010

Post 2010Quality ApproachIntegrated/

Complementary

The Setting: Quality Practices @ UM (1)

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The Setting: Quality Practices @ UM (2)Fit for purpose

Meets Requirements Stakeholders Satisfaction

ResourcesInfrastructure

MaterialInstitutional

&

Systemic

Scope

Input Process Output

IQA

&

EQA

National

&

International

EfficiencyEffectivenessSystemLevel

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Quality Practices @ UM- Monitoring & Evaluation

Internal

• P-D-C-A

External

Approach •

•

Mandate from Stakeholder

• Internal Audit External Requirements• MQF• ISO- 94-2000-2008-2015

External Audit/Assessment

• Follow-Up Actions•

•

•

SystemMan

Infrastructure

•• Follow-Up Actions

•••

SystemManInfrastructure

• Management Review

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The Setting: Quality Processes @ UM

PT01

PT04

PT05

PT06

PT07

PT08

PT09

PT02

PT10

QMS based on ISO 9001 2015; Implemented since 2002

PT01: Teaching & LearningPT02: ResearchPT03: Human ResourcePT04: Infrastructure Development & AssetPT05: FinancePT06:CommercializationPT07: Sudent AffairsPT08: : Library ServicePT09: Residential CollegePT10: Culture and Sports Service

The Setting: Quality of Teaching & Learning Process

• Malaysia implemented the National Qualifications FrameworK (MQF) since 2007

• All Academic ( Non Professional) Programmes are subjected to to this Framework and its related institutional and programme level requirements as stipulated by the COPPA & COPIA

• The Accreditation Process are at 2 levels: Provisional Accreditation for new programmes and Full Accreditation for programmes implemented and the students are graduating.The MQR records the accredited programmes

• The MQF and its related requirements are based on the requirements of OUTCOME-BASED EDUCATION with emphasis on Academic Levels, Learning Outcomes and Student Centred Learning.

• The framework emphasised on:

– Outcome –Based Curriculum

– Outcome-based Teaching and Learning

– Outcome- based Assessment

• Constructive Alignment and Continuous Quality Improvement form the backbone of OBE Approach

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UM embraces and put in place mechanisms to ensure OBE principles

applied at the various levels.

5 years after graduation

At the end ofprogramme cycle

After every offer

UM as a Self- Accreditation Institution

• Institute a Self Accreditation system under the IQA, comprising of:

– Provisional Accreditation

– Full Accreditation

– Programme Reassessment

• The system comprise of:

– Self assessment by programme owner

– Panel assessment ( document and site visits)

– Verification by a Central Quality Committe

– Approval by Senate

• Institutional Accreditation by MQA

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IQA Practices: Complementary Factors

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Learning Quality via Social LearningLearning is Everywhere with Everyone

• Teacher• Peers• Self• Communities

Changing Role of a Lecturer

Learning Support

@ Learning Spaces

Transformation of Learning Spaces

• Campus wide pedagogical culture

• Noisy Classroom

• Wandering Professor

• Faculty friendly + Faculty development & training

• Faculty Recognition: Student Teaching Feedback redesign

• Co-opetition: co-operation and competition

LEARNING SPACE- Design & Development

• Design is based on the concept of a multi-

functional learning and engagement spaces.

• It is student- centred, making student the focus of

the learning process (instead of the professor) and

facilitating student-teacher as well as student-

student interaction.

• Various forms of Engagement/Collaboration is

possible- discussion, debate, individual/group work

thus Flexibility became a major priority.

• Most spaces are technologically infused.

• The spaces are lively and attractive.

• Therefore there are various forms and designs of the CUBES

including the accessories provided.

• Most CUBES are transformed from existing spaces-

traditional classrooms or unused spaces.

Link

LEARNING SPACE-Diversity of Design

Cube @ Faculty of Engineering

Cube @ Faculty of Comp. Science and IT

Cube @ Cultural

Centre

LEARNING SPACE

The name Ruwaq is defined as a space for teaching and learning

at the al-Azhar al-Sharif Mosque in Egypt. The concept provides a

unique environment for teaching and learning where the teacher

sits at a higher plane to emphasise the virtue of adab or good

ethics between the teacher and student. The open plan design

allows for cooperative learning through a halaqah or circle,

headed by the teacher as the authority in knowledge.

The design of the room features a vast open sitting space where

classes are held. Since the space have minimal furniture, it is

dynamic whereby students may move and form groups freely. Two

LCD projectors are provided so that the users may use each

screen independently, with screen sharing software.

MULTIFUNCTIONAL LEARNING

& ENGAGEMENT SPACES- RUWAQ AL-AKADIMIYYAH – ACADEMY OF ISLAMIC STUDIES

category

LEARNING COMMONScategory

LEARNING SPACE

The learning commons is a concept where a space is used as a place for

connecting learners and constructing knowledge. These spaces are

normally centralised, and includes several different functions such as areas

for group work, individual study spaces, instructional rooms, computer

pools, multi-media labs and soft seating areas.

Services can be provided for the students at the commons such as

academic advisory, technology and media support and resources, writing,

library research skills etc.

Example : http://canadianlearningcommons.ca/

Faculty of Business and Accountancy

Faculty of Computer Science &

Information TechnologyMain Library

LEARNING SPACE

MAKERSPACE-FACULTY OF ENGINEERING

A makerspace is a collaborative work space designed to facilitate exploring,

learning and making using equipment, tools and materials. In a higher education

setting, a makerspace is a hub for student to work on their study project or to have

the access to indulge in their hands-on hobby. The makerspace phenomenon

which started as a contemporary DIY subculture has pervaded higher education

sector. There is vast potential in the use of makerspaces as a rich learning

environment that encourages a multidisciplinary and independent learning

approach to education and research that benefits society directly.

In the faculty of engineering, the makerspace consisted of different bays for

student projects from different departments. There is shared equipment such as

rotary drill that can be used by all makerspace users. In the future, more shared

equipment such as 3d printers, laser cutters, soldering irons, power tools etc can be

provided for student users. There are plans to build another makerspace in the

faculty of Built Environment.

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Quality Practices @ UM- Some CQIs

Process

• Monitoring• ISO Audit

• Accreditation• Integrated Audit

Documentation

Of

Requirements

• ISO based

• Co- existence

• Alignment & Integration

• QualityIndicators

IQA Structure

• Quality

Committee

• Quality Unit

• Quality Centre

• Quality Manager

• Document Controller

• Educational Expert

• Auditor

• Panel Assessor

ACADEMICPOGRAMMES

- marketability- Sustainability- Conducive

learning experience

Design & Review

Quality

ManagementBA & IPS

Delivery & Assessment

Competencies(ADeC)

Staff Qualification &Competencies

(BSM & ADeC)

Governance(Adec)

Awards & Incentives

Strategic Planning Centre

• KPT/• AKEPT• MAGNETIC• MEIPTA

• Professional Bodies

• MQA• International

T & L Centres

Programme Owners/Faculties

QA-QC- The EcosystemCDC

CITRA

QMEC

Strategic Plan

ADeC

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QualityA

Practices @Conclusion

2001

UM-2007-2010

2010-now

2001-2006

IntegratedApproach

MultiApproach

Systems/ProcessConventional

Down

(MAS)

EvaluationPR

AC

TIC

ES

EQA

& B

ENC

HM

AR

KIN

G

Coordination & Empowermenr

Quality

Manager

Quality

Committee

No Monitoring/Audit with risk management

concern

Audit with Conformance

focus

Audit withEnhancement

focus

No SystemIntegrated/Align

ment of requirements

Monitoring

Mechanism

Audit

Accreditation

Centralised/Top Enhanced

StructureIsolated/ad hocEnhancement

Alignment

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Quality Practices @ UM-Our Achievements Quality a

SharedResponsibilitySustainable

• QMS-ISOcertification6XInstitutionalAssessmentby MQA

System inPlace-

Since 2001Development

of theStructure

Consistency,Transparency,Accountability,Enhancement,Belief & Trust

•

Monitoring&

EvaluationMechanism

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External recognitionculture at UM

of existence of a quality system and

QMS-ISO Audit

6 CertificationAudits

Annual Surveillance

Audits

Academic

PerformanceAudit (APA)

18-22 Jan2010

PostgraduateProgramme

Audit

22-25 Oct2013

Self-AccreditationMaintenanceAudit23-26Nov 2015

Commendation 18: The MQA Panel commends University ofMalaya for taking the Quality Journey early, for setting up theQuality Management and Enhancement Centre (QMEC) and for itsconcerted efforts to review, redefine and sustain a Quality Culture.

1 The panel recognises that the culture of quality has taken roots

in UM and there is ample evidence of this culture noted in the

various audit reports over the years, for instance, from 2008

and within and through the past five years.

2. The panel commends UM for being able to sustain the quality

culture within the system

7.1.7 The Panel notes with admiration the rigor with which QMEC has discharged its responsibility in auditing and causing corrections and improvement in the management of the university. The Panel is satisfied that the QMS and the internal review process are stringent, systematic and thorough. The management commitment to ensuring compliance with the QMS and all the requirements of MQA is most commendable.

Quality Assurance & Quality Culture

• QA is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality however defined and measured is achieved/delivered.

• A process of establishing stakeholder confidence that provision fulfills expectations or minimum requirements(input-process-output)

• QC is an organizational culture in which all stakeholders contribute to the improvement of quality. This reflects a shift from control, accountability and regulation to autonomy, credibility and educational enhancement based on an institution’s experience, expertise and values.

• HEIs should not merely work on their QA processes but developing internal quality cultures or sub cultures adapted to their own institutional realities. This is more challenging than the task of setting up processes/procedures/systems required by external parties.

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This is for ISO, UM is like afactory

QMEC asked usthis

to do

Is Quality is still on PAPER not somuch in the HEART.

This is for our ProfessionalAccreditation

This for the MOHE/MQA

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THANK YOU