transcript
- Slide 1
- QUALITY INDICATOR 13 APRIL 2013
- Slide 2
- Learning outcomes: Explain the meaning of quality indicators
Describe the characteristics of quality indicators Synthesis the
importance of quality indicators in HEI Explain studies related to
the application of quality indicators in HEI Quality Indicators
Indikator Kualiti dalam Pendidikan Tinggi (Quality Indicators in
Higher Education)
- Slide 3
- INDICATORS Customer satisfaction Performance
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- Teras PSPTN Meluaskan akses dan meningkatkan ekuiti; Menambah
baik kualiti pengajaran dan pembelajaran; Memperteguh penyelidikan
dan inovasi; Memperkasakan institusi pengajian tinggi;
Mempergiatkan pengantarabangsaan; Membudayakan pembelajaran
sepanjang hayat; dan Mengukuhkan sistem penyampaian KPT.
- Slide 5
- Three aspects: Client quality what students and employers want
from the service. Professional quality whether the service meets
needs as defined by professional providers and whether it carries
out techniques and procedures which are believed to be necessary to
meet clients needs. Management quality the most efficient and
productive use of resources within limits and directives set by
higher authorities. Ovretveit (1992) Quality Indicators Aspects of
quality in higher education
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- Three categories: Academic standards of courses what the
students demands of the students, the extent it meets staff needs.
Teaching quality staff training, appraisal systems, teaching
evaluation, reports from external examiners, patterns of employment
of graduates, students feedback. Student achievement completion
rates, class of degrees obtained. ONeil (1994) Quality Indicators
Judging quality in higher education
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- The need for competent staff Management responsibility Quality
policy Quality manuals Quality planning Quality Indicators Issues
to be addressed
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- HEIs worldwide have undergone reform to improve quality HEIs
have implemented systematic and formalized quality assurance
processes to achieve greater efficiency and accountability
Establishment of quality models and organizations to audit and
review university performance Institutional and national quality
models and performance indicators are vital components to raise the
standard of HEIs Quantitative performance indicators are used to
provide international comparisons Quality Indicators Performance
cultures in higher education
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- To ensure education provided by HEIs equips students for
employment and provide the country with a highly skilled workforce
that support economic growth. To contribute to educational, social,
and political values. Quality Indicators Rationale for performance
indicators
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- To monitor own performance for comparative purposes. To
facilitate the assessment and evaluation of institutional
operations. To provide information for external quality assurance
audits. To provide information to the government for accountability
and reporting purposes (Rowe, 2004). Quality Indicators Purposes of
performance indicators in HEIs
- Slide 11
- Ensure accountability for public funds Improve the quality of
higher education provision Stimulate competition within and between
institutions Verify the quality of new institutions Assign
institutional status Underwrite transfer of authority between the
state and institutions Facilitate international comparisons Ref:
Chalmers (2008) Quality Indicators The use of performance
indicators in HEIs
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- Simple indicators expressed in absolute figures and are
intended to provide an unbiased description of a situation or
process. Performance indicators imply a point of reference; for
example, a standard, objective, assessment, or comparator, are
relative rather than absolute in character. Involve value
judgements. General indicators externally driven and are not
indicators in the strict sense; they are frequently opinions,
survey findings or general statistics. Ref: Chalmers (2008, quoted
from Hanney, Henkel & Kogan, 1997) Quality Indicators Defining
performance indicators
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- Currently there is no common definition of performance
indicators. PI cannot be considered as facts, but are goal, value
and context laden, and utilized in different ways depending on the
performance model being used. PI are defined as measures which give
information and statistics context; permitting comparisons between
fields, over time and with commonly accepted standards. They
provide information about the degree to which teaching and learning
quality objectives are being met within higher education sector and
institutions. Ref: Chalmers (2008, p.3) Quality Indicators Defining
performance indicators
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- Input Process Output Outcome The types can be categorized as
quantitative indicators and qualitative indicators. Ref: Chalmers
(2008, p.3) Quality Indicators Types of performance indicators
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- define as those associated with the measurement of quantity or
amount, and are expressed as numerical values. Input indicators
Human, financial and physical resources in supporting institutional
programmes, activities and services. Output indicators Output
reflects the quantity of outcomes produced, including immediate
measurable results, and direct consequences of activities
implemented to produce results. Do not demonstrate quality of
education, but quantities of outcomes. Ref: Chalmers (2008) Quality
Indicators Quantitative Indicators
- Slide 16
- associated with observation based descriptions, rather than an
exact numerical measurement or value. Relate to or involve
comparisons based on qualities of non-numerical data such as
policies and processes for assessing students learning, the
experience, the content of a mission statement. Outcome Indicators
Focus on the quality of educational program, activity and service
benefits for all stakeholders. Insightful, meaningful and accurate
since they are related to the objectives of higher education.
Students are treated as customers. Ref: Chalmers (2008, p.5)
Quality Indicators Qualitative Indicators
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- Process Indicators include the means used to deliver
educational programmes, activities and services within the
institutional environment. qualitative information on teaching and
learning such as policies and practices. Considered as most
practical, useful and appropriate measures of quality teaching and
learning. Ref: Chalmers (2008) Quality Indicators Qualitative
Indicators
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- Look at 13 process indicators Mission, Vision and Objectives
Teaching and Learning Plans and Policies Teaching and Learning
Indicators Internal and External Performance Funds for Teaching and
Learning Organizational Unit Review Curriculum Review Assessment
and Feedback Policies Graduate Attribute Statement Student
experience Ref: Chalmers (2008) Quality Indicators Research
conducted in Australia
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- Look at 13 process indicators Professional Development
Appointment and Promotion Criteria Review of Academic Staff
performance Recognition of Excellence in Teaching and Enhancing
Student Learning Experience Ref: Chalmers (2008) Quality Indicators
Research conducted in Australia
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- Look at four dimensions of teaching practice Institutional
climate and systems commitment to the enhancement, transformation
and innovation of learning. Measure student experience and level of
satisfaction. Diversity relates to ethnic, cultural and
socioeconomic diversity as well as students abilities, talents and
learning approaches. Ref: Chalmers (2008) Quality Indicators
Research in Australia Quality Teaching
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- Look at four dimensions of teaching practice Assessment the
assessment tasks of student enrolled in the program of study. Look
at the design, delivery and administration, provision of feedback,
moderation, and review of assessment. Engagement and learning
community student engagement, i.e. the student commitment and
engagement with their own education. Also includes staff
engagement. Ref: Chalmers (2008) Quality Indicators Research in
Australia Quality Teaching
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- Study in Hong Kong and China Seven factors contributing to the
quality of education.They are: 1 course content; 2 concern for
students; 3 facilities; 4 assessment; 5 medium of instruction; 6
social activities; and 7 people.
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- Course content items The chance that your study fulfils your
personal needs The appropriateness of requirements for your course
The chance to develop your abilities and prepare for your career
The quality of material emphasized in course The usefulness of the
module components offered in your career development The usefulness
of the module components in fulfilling your personal needs
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- Concern for student The availability of advisers from whom
students can seek help The interest that student advisers take in
the progress of their students The ability of advisers to help
students develop their course plan The willingness of the
university management to take the opinions of students The channels
for reflecting students ideas to the management
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- Facilities The availability of quiet places to study in the
university The cleanliness of most facilities used by students The
amount and availability of library facilities The places provided
for students to relax and lounge during the day The amount and
availability of computing facilities The amount and availability of
sports and recreational facilities
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- Assessment The chance that you do well if you work hard The
appropriateness of the standard of modules offered The
appropriateness of the assessment system Detailed lecture notes are
distributed The amount of work required in most modules The amount
of time you must spend studying to get a passing grade The
likelihood of getting distinction if you work hard
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- Medium of instruction Lectures be conducted in Language
understood by students Tutorials be conducted in language
understood by students
- Slide 28
- Social activities The activities and clubs you can join in the
university The social events that are provided for students in the
university
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- People The friendliness of students and the opportunity to make
close friends The chances to meet people with the same interests as
you have
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- Conclusion of the study by Kwan & Ng, 1999 Hong Kong and
Chinese students are very practical and only focus on study-related
matters rather than social life in campus. Students in the States
are more interested in campus life but the importance of facilities
has not been mentioned. It seems that Hong Kong and Chinese
students regard university education as an investment and thus
stress course content and facilities.
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- DISCUSSION Jelaskan elemen yang dipilih oleh anda sebagai
pelajar untuk dinilai dalam konteks kepuasan pelanggan. Apa
kriteria yang diguna untuk penilaian indeks kepuasan anda sebagai
pelanggan?
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- Peranan universiti dan ahli akademik (Universitys and academics
roles) Perkembangan kurikulum mengikut keperluan pasaran
(Curruculum development according to market needs) Penyelidikan,
pembangunan dan pengkormesialan dalam sistem inovasi kebangsaan
(Research, development and commercialization in the national
innovation system) Kaedah pengajaran dan pembelajaran (Teaching and
Learning Methods) Perluasan akses dan mobiliti pengetahuan
(Accessibility and knowledge mobility) Quality Indicators Higher
Education in Malaysia Challenges
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- Pekeliling Kemajuan Pentadbiran Awam Bilangan 2 Tahun 2005
Garis Panduan Bagi Mewujudkan Petunjuk-petunjuk Prestasi Utama Atau
Key Performance Indicators (Kpi) Dan Melaksanakan Pengukuran
Prestasi Di Agensi Kerajaan
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- Terminologi Petunjuk Prestasi Utama (KPI) ialah salah satu
kaedah bagi mengukur prestasi perkhidmatan agensi-agensi Kerajaan
Perkhidmatan Teras Bidang tanggungjawab agensi sejajar dengan visi
(core business): dan misi agensi; Proses Utama Fungsi-fungsi di
bawah perkhidmatan teras yang (core process): perlu dilaksanakan
bagi menghasilkan perkhidmatan untuk pelanggan; Key Performance
Petunjuk-petunjuk prestasi utama yang ditentukan Indicators (KPI):
sebagai asas mengukur prestasi;
- Slide 35
- NKRA Education Crime (Public Safety) Corruption Low Income
Households Rural Basic Infrastructure Urban Public
Transportation
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- Globalisasi dan piawaian melalui pemeringkatan dan penarafan
(Globalization and standardization through development and
accreditation) Peluang guna tenaga (Resource utilization
opportunities) Quality Indicators Higher Education in Malaysia
Challenges
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- 20 public universities 21 polytechnics 37 community colleges
>400 registered private colleges 21 private universities and
university colleges 11 local university branch campuses + 5 foreign
university branch campus Areas for indicators: Academic staff
Educational programs Student selectivity Educational resources
Governance The method used will be peer review. Quality Indicators
Malaysia - Current scenario
- Slide 38
- Different ranking approaches: League table each university is
assigned a specific rank. Higher ranks indicate higher quality,
lower ranks indicate lower quality. Quality criteria and indicators
are used in this ranking methodology to assess universities. Each
indicator such as research impact as the number of citations per
faculty in the Thompson Scientific Database or teaching quality as
in THES are given weight. This approach are applied to all
universities assessed. Quality Indicators How are universities
ranked?
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- Different ranking approaches: A ranking of individual
disciplines or departments instead of whole institutions. A
multidimensional concept of university quality instead of a
one-size-fits-all approach, taking into account the diversity of
academic institutions, missions and goals as well as language and
cultural specifics. A separate measurement and presentation of
single indicators. A presentation of ranking results in rank groups
(top, middle, bottom groups) instead of league tables. Quality
Indicators How are universities ranked?
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- Ranking serves several purposes: Responds to demands from
consumers for easily interpretable information on the standing of
HEIs. Stimulates competition among universities. Provides some
rationale for allocation of funds. Helps to differentiate among
different types of institutions and different programs and
disciplines. Contributes to the definition of quality of HEIs
within a particular country. (source: Berlin Principles of Ranking
of Higher Education Institutions, 2006
http://www.che.de/downloads/Berlin_Principles_IREG_534.pdfhttp://www.che.de/downloads/Berlin_Principles_IREG_534.pdf)
Quality Indicators Purposes of ranking of HEI
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- Purposes and goals of rankings: Be one of a number of diverse
approaches to the assessment of higher education inputs, processes,
and outputs. Be clear about their purpose and their target groups.
Recognize the diversity of institutions and take the different
missions and goals of institutions into account. Provide clarity
about the range of information sources for ranking and the messages
each source generates. Specify the linguistic, cultural, economic,
and historical contexts of the educational systems being ranked
should be aware of possible biases. (source: Berlin Principles of
Ranking of Higher Education Institutions, 2006) Quality Indicators
Berlin Principles of Ranking of Higher Education Institutions
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- Quality Indicators Berlin Principles of Ranking of Higher
Education Institutions Design and weighting indicators: Be
transparent regarding the methodology used for creating the
rankings. Choose indicators according to their relevance and
validity. Measure outcomes in preference to inputs whenever
possible. Make the weights assigned to different indicators (if
used) prominent and limit changes to them.
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- Quality Indicators Berlin Principles of Ranking of Higher
Education Institutions Collection and processing of data: Pay due
attention to ethical standards and the good practice
recommendations articulated in these Principles. Use audited and
verifiable data whenever possible. Include data that are collected
with proper procedures for scientific data collection. Apply
measures of quality assurance to ranking processes themselves.
Apply organizational measures that enhance the credibility of
rankings.
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- Quality Indicators Berlin Principles of Ranking of Higher
Education Institutions Presentation of ranking results: Provide
consumers with a clear understanding of all of the factors used to
develop a ranking, and offer them a choice in how rankings are
displayed. Be compiled in a way that eliminates or reduces errors
in original data, and be organized and published in a way that
errors and faults can be corrected.
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- Quality Indicators Purposes of Quality Indicator System
Colorado State, USA: Encouraging continuous improvement by
institutions in achieving high levels of performance. Measuring
institutional performance and accountability. Determining funding
recommendations and the funding distribution for the higher
education system. Build public support for increased funding for
higher education.
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- Quality Indicators Some Quality Indicators Baccalaureate
graduation rates Achievement scores of graduating students on
various comprehensive examinations, tests, and /or professional
specific licensure or certification examinations Graduates employed
or continuing their education Institutional support expenditures
administration expenditure, expenditures per student Undergraduate
class size Faculty teaching workload
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- Categories of institutions APEX university Research intensive
General The structure of Malaysian Qualifications Agency (MQA)
One-stop center for institutions for registration and accreditation
of courses Quality Indicators Current scenario
- Slide 48
- Accountability and Quality The concept of accountability and
quality assessment in higher education is an international
phenomenon In America, many regions are moving toward performance
incentive funding. In Europe and Australia, the central government
is directly involved in establishing quality mechanisms through:
Quality control, Quality audit Quality assessment The agencies
involved are like the Higher Education Quality Council and the
Higher Education Statistics Agency (HESA) Quality Indicators
- Slide 49
- The focus of attention in performance indicators in the U.S.
has been cost efficiency, scientific and technical education,
management of intellectual property produced at universities, and
undergraduate education. Less attention is paid to graduate
education and research. Categories of costs for higher education:
Education and general: faculty and staff salaries, equipment,
libraries, administrative and basic academic computing, and certain
capital or such as rent. Cost for sponsored research Costs of
student living: room, board, clothing, laundry, entertainment, and
etc. Cost of foregone earnings: While disengaged from the
productive work force. Quality Indicators Accountability and
Quality
- Slide 50
- The Movement in Setting Performance Indicators in Higher
Education (U.S.A.) 1980s Era concerned with growth in enrollments
and access was over Emerging issues include: Public accountability
Quality Productivity Undergraduate education In 1986, all 50 states
and the District of Columbia had developed initiatives to improve
the undergraduate education
- Slide 51
- Shift from growth funding (formula funding) toward funding
outcomes, results, and performance These efforts paralleled
developments in Europe and Australia 1990s The development of
performance indicators differs from that in 1980s From voluntary
institutional improvement to a system of mandated public
accountability By 1994, 18 states had developed indicator systems
Greater centralization of authority Issue raised: Will the federal
government assume greater centralized control of higher education
through areas such as accreditation and financial aids by using a
set of national goals and performance standards?
- Slide 52
- The Future of Higher Education The White Paper 2003 Higher
education must expand to meet rising skill needs The social gap
among those entering university remains too wide Many of our
economic competitors invest more in higher education Universities
are struggling to employ the best academics Funding per student
fell 36% between 1987 and 1997 Universities need stronger links
with business and industry
- Slide 53
- Reports of Institutional Effectiveness (EOIE) Virginias Public
Institutions of Higher Learning Annual report to provide meaningful
information on the academic quality and operational efficiency of
Virginias public institutions To provide evidence of institutional
effectiveness the extent to which institutions accomplish their
missions and students achieve their educational goals.
- Slide 54
- Structure of the Reports (Five Points) Institutions mission The
mission statement sets a vision for the institution and defines how
it will get there. Institutional profile In-depth views of
enrollment and projections of future enrollment. System-wide
measures Include 14 performance measures focused on operational
efficiency and factors associated with academic quality: Example:
Classroom and laboratory space utilization, percentage of
professionally accredited programs and etc.
- Slide 55
- Institution-specific measures Represent unique aspects of the
mission that the college or university chose to highlight Core
competency reports Explore student general education assessments in
written communication and technology/information literacy.
- Slide 56
- Performance Indicators of California Higher Education, 2001
Describes the scope of the current set of indicators reported by
the Commission, and highlights recent trends based on current
information related to these indicators. This report are divided
into five categories: Population Context, Fiscal Context, Student
Preparation, Student Access, and Student Outcomes
- Slide 57
- Key Performance Indicators (KPIs) Key Performance Indicators
are quantifiable measurements, agreed to beforehand, that reflect
the Critical Success Factors of an organization. They defer
depending on organization KPIs must: Reflect the organizational
goals Be key to its success quantifiable
- Slide 58
- Curtins efficiency and effectiveness Key Performance Indicators
(KPIs) Teaching and learning Effectiveness indicators Quality of
graduates Quality of teaching Student progress and achievement
Input Efficiency indicators Teaching and learning expenditure
Student progress and achievement
- Slide 59
- EFFICIENCY & EFFECTIVENESS EFFICIENCY means: saving TIME,
MONEY or EFFORT Efficiency measures the resources used to attain a
certain level of output EFFECTIVENESS means how well the the job
gets done. i.e. the quality of the output. Effectiveness measures
the extent to which outcomes have been achieved
- Slide 60
- The End of Quality 6 th Quality in Higher Education
International Seminar (Birmingham, UK) May. 2001 Three Major
themes: 1.Has external quality review has its day? 2.Has control of
quality been usurped by the market and by information technology?
3.Does the development of mass education necessarily mean the end
of quality?
- Slide 61
- Transforming Quality 7 th Quality in Higher Education
International Seminar (Melbourne) Oct. 2002 Three main themes: 1.To
reconceptualise how higher education engages with access,
employability and funding issues 2.What constitutes a high quality
learning process and outcomes 3.How might quality evaluation be
transformed to help improve the quality of the experience and of
the learning?
- Slide 62
- 8 th Quality in Higher Education International Seminar
(Sheffield) May. 2003 Two major themes: 1.How does student feedback
inform quality?To what extent do institutions need to adopt new
procedures to make student feedback effective? 2.What does the
White Paper encourage a closer link between quality and
learning?
- Slide 63
- The First Session of the Regional Follow-up Committee for the
World Conference on Higher Education (WCHE), 2- 3 November 2000,
Kuala Lumpur Malaysia Recommendations to Member Countries: 1.Need
for ongoing efforts to broaden access taking into account the
disadvantaged groups (women and ethnic minorities) 2.Provide
increased support for staff development and research 3.More
participation of women in higher education particularly in decision
making level
- Slide 64
- Indicators of Research Quality in Higher Education The vast
majority of discoveries have been made in higher education
environment (Dill, 1986). Review of literature on research
productivity highlighted several indicators which include:
Productivity dollars Productivity publications Peer evaluation
- Slide 65
- Productivity dollars The number of dollars generated by
research was the most often cited measurement of success Those
universities that are ranked higher, their faculty have are adept
at obtaining research grants Productivity publications The number
of publications is frequently used as an indicator of quality in
research The research that is published is taken as an indication
of its quality The types of publication which determine its
quality: Journal articles, monographs, chapters, books Quality:
reputation of publication in discipline, distribution of
publication, refereed vs. non-refereed journals, invited
chapters/papers
- Slide 66
- Output versus Impact factor of publications Output refers to
how prolific the the research is producing acceptable
articles/books Impact was determined by checking citations of the
articles over a period of years OUTPUT & IMPACT FACTOR
- Slide 67
- Peer Evaluation Assemble a group of peers to review the
research efforts and make a determination of the quality of those
efforts The concerns of such approach include: The visiting group
doesnt fully understand the work of the unit/individual being
reviewed (especially when it is multidisciplinary) PEER
EVALUATION
- Slide 68
- Curtins Efficiency and Effectiveness Key Performance Indicators
(KPIs) Research and Development Effectiveness indicators Research
Performance Index Research Quantum Comparison between Curtin and
all Australian Universities Research Funding Research
Publications
- Slide 69
- Efficiency Indicators: Research Performance Index Research
Funding Research Publications Effectiveness measures the extent to
which outcomes have been achieved Efficiency measures the resources
used to attain a certain level of output Efficiency and
Effectiveness Key Performance Indicators (KPIs)
- Slide 70
- Publications and Number of Ph.D. Graduates 200176 200289
2003112 Publications 20001,864 (319 international journals, 212 in
local journals) 20011,815 (303 international journals, 204 in local
journals) 20022,507 (496 international journals, 328 local
journals) Malaysia was ranked #63 by MASTIC (Pusat Informasi Sains
dan Teknologi Malaysia) in terms of production referred
journals
- Slide 71
- Critical Success factors (Research) Wide academic base and
facilities Graduate students Screening of IRPA application and
monitoring Evaluation of research and innovation Research culture
and administrative support Strong research networking Research
cluster development Incentives & in-house competition as
incubator
- Slide 72
- Steps to be Taken by Institutions to Promote Excellence in
Teaching Define what they mean by excellent in teaching Having
well-defined criteria about excellent teaching and standards for
weighting and rating of teaching/research/service Weigh teaching
more heavily Increase sophistication of teachers Promote excellent
teaching, not just excellent teachers Not treat promotion as a
separate issue (Gibbs, 1995)
- Slide 73
- Theoretical Definition for Excellent Teachers The character of
the professor Values, personality, and social intelligence The
knowledge of the professor Disciplinary and pedagogical
understanding The actions of the professor Problem-solving
behaviors The responses of the students Learning outcomes
- Slide 74
- Quality Teaching in Higher Education Flexibility in approaches
to teaching and learning (including assessment) Good organization
of subject matter and course, including relevance and coherence of
content and planned teaching/learning activities Effective
communication Knowledge and enthusiasm for subject matter and
teaching Facilitation of learning through student interaction and
active experience Respect for and positive attitude toward students
Critically reflective orientation to teaching including effective
use of feedback to guide learning and improve teaching
Appropriateness and fairness in assessment and grading Reeders, E,
& Marshall, H. 1996
- Slide 75
- GOOD TEACHING: THE TOP TEN REQUIREMENTS By Richard Leblanc,
York University, Ontario, 1998. 1.Good teaching is as much about
passion as it is about reason. 2.Good teaching is about substance
and treating students as consumers of knowledge. 3.Good teaching is
about listening, questioning, being responsive, and remembering
that each student and class is different. 4.Good teaching is about
not always having a fixed agenda and being rigid, but being
flexible, fluid, experimenting, and having the confidence to react
and adjust to changing circumstances
- Slide 76
- 6.Good teaching is also about style This is very important --
good teaching is about humor. 7.Good teaching is about caring,
nurturing, and developing minds and talents. 8.Good teaching is
supported by strong and visionary leadership, and very tangible
institutional support -- resources, personnel, and funds. 9.Good
teaching is about mentoring between senior and junior faculty,
teamwork, and being recognized and promoted by one's peers. 10.At
the end of the day, good teaching is about having fun.
- Slide 77
- Quality in College Teaching: A Research Approach Flexibility in
approaches to teaching and learning (including assessment) Good
organization of subject matter and course, including relevance and
coherence of content and planned teaching/learning activities
Effective communication Knowledge and enthusiasm for subject matter
and teaching
- Slide 78
- Facilitation of learning through student interaction and active
experience Respect for and positive attitude toward students
Critically reflective orientation to teaching including effective
use of feedback to guide learning and improve teaching
Appropriateness and fairness in assessment and grading