Transcript • Educational institutions worldwide are undergoing fundamental shifts in how they
Quality concepts – Topic 1 • Educational institutions worldwide are undergoing fundamental shifts in how they operate and interact with their “customers”: students, alumni, donors, faculty members, and staff members. • Kotler & Fox (1995) state that “the best organization in the world will be ineffective if the focus on ‘customers’ is lost. First and foremost is the treatment of individual students, alumni, parents, friends, and each other (internal customers). Every contact counts!”
Quality concepts – Topic 1 Students’ expectation “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)
Quality concepts – Topic 1 Grade A A B+ B B C+ C C D+ D F Grading System Mark 80-100 75 – 79 70 – 74 65 – 69 60 – 64 55 – 59 50 – 54 47 – 49 44 – 46 40 – 43 0 – 39 Quality Point 4.00
3.75
3.50
3.00
2.75
2.50
2.00
1.75
1.50
1.00
0.00
Konsep Kualiti Selepas mengikuti tajuk ini pelajar patut dapat: • Memahami definisi kualiti • Mempelajari dimensi kualiti • Memahami faktor yang mempengaruhi kesan ke atas pengurusan kualiti • Memahami kepentingan kualiti Bacaan: Bab 1 B. Janakiraman & R.K. Gopal, 2007 Maureen Brookes & Nina Becket, Quality Management in Higher Education
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 Bacaan / Readings: Chapter 1 B. Janakiraman & R.K. Gopal, 2007 Maureen Brookes & Nina Becket, Quality Management in Higher Education
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)
University or University College
• 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)
Management as defined
• 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.
Accountability/ Kebertanggungjawaban
• 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
• 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
• 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
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
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)
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 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 in Public Demand for Accountability • 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
The Big Questions of Quality 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 Pressures 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.
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)
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 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 (QM)
•
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.
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 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 • 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.
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.
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.
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 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?
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.
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)
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)
EDU5824 Defining Quality in Higher education
Harvey dan Green (1993) Kualiti sebagai kecemerlangan (
excellence
) kerana sesuatu itu memiliki kecemerlangan dan dalam pengajian tinggi ia sering dikaitkan dengan Harvard University dan University of Cambridge.
EDU5824 Defining Quality in Higher education
Harvey dan Green (1993) Kualiti sebagai “
perfection”
kerana ia melibatkan kecacatan sifar terutamanya kepada proses kerja yang dilaksanakan dan memenuhi spesifikasi yang ditetapkan.
EDU5824 Defining Quality in Higher education
Harvey dan Green (1993) Kualiti sebagai “
fit for purpose”
kerana sesuatu itu dilihat sebagai memenuhi keperluan pelanggan. Dalam konteks ini kualiti dilihat dari segi kemampuan institusi pengajian tinggi (IPT) memenuhi misinya atau menghasilkan program pengajian yang mencapai matlamat ia ditawarkan.
EDU5824 Defining Quality in Higher education
Harvey dan Green (1993) Kualiti sebagai nilai tambah kepada kewangan (
value for money)
kerana ia dilihat dari aspek pulangan pelaburan kewangan. Pendidikan tinggi dilihat berkualiti apabila penghasilan yang sama dicapai pada kos yang lebih rendah atau penghasilan yang lebih baik dicapai pada kos yang sama.
EDU5824 Defining Quality in Higher education
Harvey dan Green (1993) Kualiti sebagai transformasi (
transformation)
kerana ia memberi fokus kepada transformasi diri pelajar. Pendidikan tinggi dilihat berkualiti apabila berupaya mengubah pelajar secara berterusan dan memberi nilai tambah kepada mereka dari segi pengetahuan dan pembangunan diri yang boleh diguna pakai dalam kehidupan di luar kampus universiti.
EDU5824 Defining Quality in Higher education
Campell & Rozsnayi (2002) - Quality as excellence (goal to be the best)
Quality as excellence
. This definition is considered to be the traditional academic view that holds as its goal to be the best.
EDU5824 Defining Quality in Higher education
•
Quality as “zero errors”
Related to industry in which product specifications can be established in detail, and standardized measurements of uniform products can show conformity.
• This view is not always considered to be applicable to higher education.
EDU5824 Defining Quality in Higher education
• •
Quality as “fitness for purpose”
Requires that the product or service meet a customer’s needs, requirements, or desires.
Imply “anything goes” in higher education so long as a purpose can be formulated for it.
EDU5824 Defining Quality in Higher education
•
Quality as transformation
.
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.
EDU5824 Defining Quality in Higher education
•
Quality as threshold
. Defining a threshold for quality means setting certain norms and criteria. Any programme, department, or institution, which reaches these norms and criteria, is deemed to be of quality.
EDU5824 Defining Quality in Higher education
• •
Quality as value for money
Accountability is central Based on the need for limit in public expenditure
EDU5824 Defining Quality in Higher education
• •
Quality as enhancement or improvement
. Emphasizes the pursuit of continuous improvement Achieving quality is central to the academic ethos
•
EDU5824 Quality Assurance
Merangkumi tiga aspek penting iaitu dasar, proses dan langkah untuk pengekalan dan peningkatan kualiti dalam pendidikan tinggi.
• Quality assurance is an all-embracing term covering all the policies, processes, and actions through which the quality of higher education is maintained and developed (Campbell & Rozsnyai, 2002, m/s. 33).
EDU5824 Quality Assurance
• Harvey (2009) - kualiti sebagai suatu usaha yang merangkumi penggubalan polisi, prosedur, sistem dan amalan dalaman dan luaran yang dirancang untuk mencapai, mengekal dan meningkatkan kualiti.
• •
EDU5824 Quality Assurance
Vlãsceanu, Grunberg dan Parlea (2004) memberikan pengertian jaminan kualiti kepada aktiviti penilaian dan kajian semula kualiti pendidikan tinggi.
Quality Assurance: An all-embracing term referring to an ongoing, continuous process of evaluating (assessing, monitoring, guaranteeing, maintaining, and improving) the quality of a higher education system, institutions, or programme.
(Vlãsceanu et al
.,
2004, m/s. 48).
EDU5824 Quality Assurance
• Kementerian Pengajian Tinggi Malaysia semua perancangan dan tindakan sistematik (polisi, strategi, sikap, prosedur dan aktiviti) bagi mewujudkan keyakinan bahawa kualiti sentiasa terpelihara dan dipertingkatkan, serta produk dan perkhidmatan memenuhi standard kualiti yang ditetapkan. Dalam pendidikan tinggi, jaminan kualiti adalah keseluruhan sistem, sumber dan maklumat yang diperuntukkan bagi mengekalkan dan memperbaiki kualiti dan standard pengajaran, kesarjanaan dan penyelidikan serta pengalaman pembelajaran pelajar (KPM 2005, m/s.7).
EDU5824 Quality Assurance / Jaminan Kualiti
• Jaminan kualiti adalah berkait dengan dasar, strategi, proses dan aktiviti yang dilaksanakan yang melaluinya hasilan kualiti pendidikan tinggi dikekalkan dan dipertingkatkan selaras dengan keperluan pihak berkepentingan. Antara pihak berkepentingan utama dalam pendidikan tinggi adalah pelajar, majikan, kerajaan dan masyarakat.
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. An example would be automatic tuners on a colour tv and power steering in a car.
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 gets from a product before it physically deteriorates.
Eight Dimensions of Quality 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.
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. It must 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).
Determinants of Service Quality 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.
Determinants of Service Quality 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 will be handled).
Credibility: • Involves trustworthiness, believability and honesty.
Security: • The freedom from danger, risk or doubt (physical safety, confidentiality).
Determinants of Service Quality Understanding / knowing the customer: • Making the efforts to understand the needs of the customer (learning customers’ specific requirements, providing individual attention, recognizing regular customer).
Tangibility: • Includes the physical evidences of the service such as physical facilities, appearance of personnel, other customers in the service facility).
Why is Quality Important to HEI?
Four assumptions reflect the environment of HEI: • Conditions and conventions within the environment are changing • Changes are faster than in the past • Changes will continue to rapidly occur in the 21 st century • Changes are essential and their implications to HEIs must be anticipated (Lewis & Smith, 1994) • If in companies quality leads to efficiency and profitability, in HEIs it leads to better learning and experiences on the parts of students
Factors affecting the assumptions whether HEIs are quality driven • The perception of quality in HE is becoming a problem for many outside the HEIs.
• Economic conditions have generated increasing concern about career opportunities and economic well-being. • General public is increasingly concern about access to HE as a mean towards employment and economic security.
• Students, parents, legislators and employers have increasing expectations on HEIs and willing to commit funds to evaluate the performance of HEIs.
• Decreased in trust on institutions of higher education.
• (Lewis & Smith, 1994)
Characteristics of HEI that focus on quality • Open culture to constructive evaluation and to change.
• High level of satisfaction from students, employees and external customers .
• Institution-wide embracing of the concept of quality improvement, including commitment to participate in institutional improvement and growth.
• Measurable improvement in institutional performance in agreed areas of need.
• Open communication within and between different areas of operation.
• Self-confidence of the institution in its ability to manage its own future, and evidence of its success in doing so, particularly in relation to any external accreditation bodies.
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?
EDU5824 Quality Management in Higher education
3.
4.
5.
6.
7.
8.
• • Issue of quality management – agenda of HEIs Higher education is viewed as international business Forces for effective quality management: 1.
2.
Growing concern on accountability An expansion of student populations Diverse student population Diminishing resources Increasing competitive nature of higher education Greater expectations of students as paying customers More flexible provision of higher education Increase collaborative provision between institutions
EDU5824 Drivers of change in Higher education
Political forces: 1.
Government initiatives to widen access 2.
Government development of more HEIs 3.
4.
Government control over curriculum and management No unified or centralized system for government control Economic forces: 1.
Reduced or limited funding per student 2.
3.
4.
5.
6.
Reliance on private sector funding Reliance on international student fees Rising cost per student Increase in number of private HEIs Greater emphasis on internationalization
EDU5824 Drivers of change in Higher education
Socio-cultural forces: 1.
Greater demand for student places 2.
Greater diversity of student population 3.
4.
Greater diversity of provision Consumer pressure for greater accountability or value for money Source: Brookes & Becket, 2006
EDU5824 Drivers of change in Higher education Access and diversity
The democratization of higher education through financial assistance, affirmative action, employer expectations for educational credentials, and etc.
Technology and distance learning Technology has allowed for the expansion of distance learning, E-learning
EDU5824 Drivers of change in Higher education
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.
EDU5824 Drivers of change in Higher education
Emphasizing career preparations over liberal education A trend to emphasize specific career preparation over a quality liberal education Rising costs and changing finances The economic of higher education Commercialization University becomes more entrepreneurial and enter new markets The impact of corporate values: Corporate colleges/university alliances or collaboration
EDU5824 Key quality management dimensions
Comprehensive audit tool as suggested: 1.
Internal and external stakeholder perspectives 2.
Education as a system of inputs, processes and outputs 3.
4.
5.
6.
Different quality dimensions - conceptualization Qualitative versus quantitative Quality snapshot or longitudinal benchmarking Quality assurance or quality enhancement Source: Brookes & Becket, 2006
EDU5824 Higher education in South-East Asia
• • • 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.
EDU5824
• • • •
Massification of Higher education in South-East Asia
Massification reflects developments and trends in higher education reform to increase access.
Transforming higher education systems from being elitist 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.
EDU5824
• •
Massification of Higher education in South-East Asia
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).
EDU5824 Expansion of Higher education by gross enrolment ratios (%)
Country Singapore Thailand Philippines Malaysia Indonesia Brunei Vietnam Myanmar Cambodia Lao PDR 1965 10 2 19 2 3 na na 1 na na 1975 9 4 18 3 2 na na 2 na na 1985 12 20 38 6 7 na na na na na 1995 34 20 30 11 11 7 4 6 2 2 2000 na 32 30 23 na 14 10 8 3 3
EDU5824 Diversification of Higher education
• • • • • • 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 regional universities widening participation and access to HE.
Trend towards transnational education has been noted , Malaysia one of the most developed and experienced in the region.
EDU5824 Internationalization of Higher Education
• • • • • 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 students who 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 transnational education from Australia, UK.
Some countries have national objectives to become educational hubs in the region.
EDU5824 Marketization of Higher Education
• • • 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 many countries. In Philippines and Indonesia the private HE outnumbered public HE.
EDU5824 Implications on Institutions of Higher Education
• • • • • 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.
EDU5824 Implications on Institutions of Higher Education
• 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 for accountability
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.
EDU5824 Changing academic profession
• • • 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 required academics 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.
EDU5824 Future developments and challenges
• • • • • • • 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.
EDU5824 Conclusion
• • • • • 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 implementing the quality management models that were initially developed for the industrial sectors.