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ASST Workshop on Engineering Education

ASST Workshop on Engineering Education Present Status, Trends and Challenges 19 – 21 July 2010 Damascus, Syria. Quality Assurance in Engineering Education in Far East. 21 July 2010. Sor Heoh Saw 1,2 and Sing Lee 1,2,3* 1 INTI International University, 71800 Nilai, Malaysia

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ASST Workshop on Engineering Education

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  1. ASST Workshop on Engineering Education Present Status, Trends and Challenges 19 – 21 July 2010 Damascus, Syria Quality Assurance in Engineering Education in Far East 21 July 2010 Sor Heoh Saw 1,2 andSing Lee 1,2,3* 1INTI International University, 71800 Nilai, Malaysia 2Institute for Plasma Focus Studies, 32 Oakpark Drive, Chadstone, VIC 3148, Australia 3Nanyang Technological University, National Institute of Education, Singapore 637616 e-mails: sorheoh.saw@newinti.edu.my; leesing@optusnet.com.au

  2. Content • Introduction • Quality Assurance in Higher Education in Malaysia • Quality Assurance by MQA • 9 Areas of Quality Assurance Evaluation • MQF – Learning Outcomes Descriptors – 8 Domains • Achieving Quality Assurance • An Example – Programme Review Procedure • Establish Benchmark Standards • Conclusion 2

  3. Introduction – 1/4 What is Quality Assurance? • Quality Assurance is a Systematic Process whereby the provider/supplier of goods/services guarantees to the receiver/consumer that the goods/services received will meet the Standards consistently 3

  4. Introduction – 2/4 Engineering Education • Quality Assurance is a systematic process to ensure appropriate and effective teaching, support, assessment and learning opportunities are provided to students to help them achieve the levels described by the academic standards of the awards and the standards set by the quality assurance, engineering accrediting bodies and related statutory and regulatory bodies. 4

  5. Introduction – 3/4 • It provides confidence to potential students of the quality of education they can expect to receive from the Higher Education Institutions • It provides confidence to employers on the quality of graduates they can expect to employ • All Higher Education Institutions are expected to have a quality assurance system in place • It covers both internal processes as well as external processes 5

  6. Introduction – 4/4 Some key areas in Quality Assurance are: • Design, approval, monitoring and review of programme (regular and periodic) • Rigorous and fair assessment of students • External examiners to ensure • Standards of awards, students performance and comparability of the standards, • Fair and sound processes of assessment , examinations and determination of awards 6

  7. Quality Assurance in Higher Education in Malaysia (1/5) Ministry of Higher Education • MOHE – • MQF – • MQA – • http:// www.mohe.gov.my Malaysian Qualifications Framework • Features • Benefits • http://www.mqa.gov.my/eng/mqf.cfm Malaysian Qualifications Agency • Established by MQA Act 2007 (MQAA 2007) • Responsibilities • http://www.mqa.gov.my/eng/index.cfm

  8. Quality Assurance in Higher Education in Malaysia (2/5) • BEM – • EAC – Board of Engineering Malaysia • registers graduates and professional engineers under the Registration of Engineers Act 1967 (Revised 2002) Engineering Accreditation Council • delegated by BEM for accreditation engineering degrees • consists of representatives from BEM, IEM (Institute of Engineers, Malaysia), MQA, and PSD (Public Services Department, Malaysia).

  9. Quality Assurance in Higher Education in Malaysia (3/5) MQF - Features • Classifies qualifications • benchmarked international practices. • Specifies levels of qualifications, learning outcomes, credit system, and student academic load. • Provides systematic links and pathways for qualifications • Allows transfer of credits, recognition of prior learning

  10. Quality Assurance in Higher Education in Malaysia (4/5) MQF - Benefits • Promotes international recognition • Supports open access to education • Promotes lifelong learning

  11. Quality Assurance in Higher Education in Malaysia (5/5) MQA - Responsibilities • To implement MQF • To establish and maintain MQR • To Quality Assure higher education: • Programme accreditation • Institutional Audit • Self accreditation status • http:// www.mqa.gov.my/mqr/english/eperutusan.cfm

  12. Quality Assurance by MQA (1/3) • Guided by 5 Quality Assurance Documents; • The Malaysian Qualifications Framework (MQF); • The Code of Practice for Programme Accreditation (COPPA); • The Code of Practice for Institutional Audit (COPIA); • Programme Discipline Standards; and • Guide to Good Practices.

  13. Quality Assurance by MQA (2/3) • Covers 9 areas for COPPA and COPIA: • Vision, mission, educational goals and learning outcomes • Curriculum design and delivery • Assessment of students • Student selection and services • Academic staff • Educational resources • Programme monitoring and review • Leadership governance, admin situation and • Continual quality improvement (CQI)

  14. Quality Assurance by MQA (3/3) • Consists of 2 level of standards: • Benchmarked standards (HEP must comply) • Enhanced standards (HEP encouraged to fulfill them)

  15. 9 Areas of Evaluation (1/10) Area 1 Vision, Mission, Educational Goals and Learning Outcomes 1.1 Statement of vision, mission and educational goals 1.2 Participation in the formulation of vision, mission and educational goals 1.3 Academic autonomy 1.4 Learning outcomes

  16. 9 Areas of Evaluation (2/10) Area 2 Curriculum Design and Delivery 2.1 Curriculum design and teaching-learning methods 2.2 Curriculum content and structure 2.3 Management of programmes 2.4 Linkages with external stakeholders

  17. 9 Areas of Evaluation (3/10) Area 3 Assessment of Students 3.1 Relationship between assessment and learning 3.2 Assessment methods 3.3 Management of student assessment

  18. 9 Areas of Evaluation (4/10) Area 4 Student selection and support services 4.1 Admission and selection 4.2 Articulation regulations, credit transfer and credit exemption 4.3 Transfer of students 4.4 Student support services and co-curricular activities 4.5 Student representation and participation 4.6 Alumni

  19. 9 Areas of Evaluation (5/10) Area 5 Academic staff 5.1 Recruitment and management 5.2 Service and development

  20. 9 Areas of Evaluation (6/10) Area 6 Educational resources 6.1 Physical facilities 6.2 Research and development 6.3 Educational expertise 6.4 Educational exchanges 6.5 Financial allocation

  21. 9 Areas of Evaluation (7/10) Area 7 Programme monitoring and review 7.1 Mechanisms for programme monitoring and review 7.2 Involvement of stakeholders

  22. 9 Areas of Evaluation(8/10) Area 8 Leadership, governance and administration 8.1 Governance 8.2 Institutional and academic leadership 8.3 Administrative and management staff 8.4 Academic records 8.5 Interaction with external sectors

  23. 9 Areas of Evaluation (9/10) Area 9 Continual quality improvement 9.1 Quality improvement

  24. 9 Areas of Evaluation (10/10)

  25. MQF – Learning Outcomes Descriptors – 8 domains • Knowledge • Practical skills • Social responsibilities • Values, attitudes and professionalism • Communication, leadership and team skills • Problem solving and scientific skills • Information management and life-long skills and • Managerial and entrepreneurial skills 25

  26. Achieving Quality Assurance With infrastructure and Teaching and Learning Resources in place and powered by: • Structure, Standards, System • People, Process, Procedures Providing Quality Assurance 26

  27. Structure – 1/2 • Institutional • Vision, Mission, Organisational Structure • Leadership, governance, policies • National Agency/Frameworks • Quality assurance • Qualifications • Legislations • Statutory • Regulatory 27

  28. Structure – 2/2 • Institution Level • Constitution • Board of Governors • Academic Advisory Board • Senate/Academic Board • Senate Committees • Faculty/School/Centre • Faculty/School/Centre Organisation Chart • Faculty/School/Centre Management Team • Faculty/School/Centre Committees 28

  29. System • Staff Recruitment, Development & Reward System • Design, Development, Delivery, Monitoring and Review system • Curriculum • Programme • Students support system – advising, acceptance, enrollment • Students monitoring and evaluation system – attendance, assessment, feedback and progression • Quality Management System • Continuous Improvement System 29

  30. Standards • Legislation • Qualifications Framework • Code of Practice • Subject benchmarks • Accrediting bodies – core areas • Professional bodies – programme outcomes • Regulatory bodies • Certification bodies 30

  31. People • Appropriate qualification/experience/skills (Competence) • Job specifications – with clearly stated responsibilities and duties • Key Responsibility Areas • Key Result Areas • Key Performance Index • Induction, Staff Training and Development • Continuous Professional Development • Excellence Performance Recognition and Reward System • Fair Remuneration Package 31

  32. Process Identify key processes • Advising and Applications • Orientation Programme • Enrolment • Programme Briefing & Advising • Teaching and Learning • Assessment • Examinations • Appeals • Progression/Graduations • Employability • Alumni 32

  33. Procedures Establish clear procedures • Purpose • Scope • Procedures • Forms • Attachments • Related Procedures • Records 33

  34. An Example 34

  35. Programme Review (AQP/CD/8) - Procedure (1/8) • Purpose • To provide information that the University can use to strengthen and improve the standards; quality and effectiveness of its academic programmes. • Scope • Faculties/ Schools/ Centres and Quality Assurance Committee.

  36. Programme Review (AQP/CD/8) - Procedure (2/8) • Criterion • Each Faculty/ School/ Centre is required to conduct a review for each of the programmes offered by them. • Frequency • For under-graduate programmes, the review is to be carried out once every three years. • For certificate, diploma and post-graduate programmes, the review is to be carried out once every two years. • For new programmes, the review will be carried out not later than 1 year after the completion of studies of the first cohort of students from the programme. • This is notwithstanding the regular reviews to update the changes of the programme.

  37. Programme Review (AQP/CD/8) - Procedure (3/8) • Procedure • Step 1 : Each Faculty/ School/ Centre should form their respective Programme Review Committees.

  38. Programme Review (AQP/CD/8) - Procedure (4/8) • Step 2 : The review shall include but not be limited to the following areas: • Programme Rationale • Programme Objective and Outcomes • Curriculum Enhancement • Teaching and Learning Resources • Student Enrolment • Student Performance • Student Progression • Student Completion and Withdrawal • Graduate Employment • Graduate pursuing higher studies • Feedback ( from students, lecturers, parents, graduates, employers, industries, universities where graduate continue their higher studies, where applicable) • Performance of Subjects • Curriculum Review Committee Report • Annual Programme Monitoring Report • Recommendations

  39. Programme Review (AQP/CD/8) - Procedure (5/8) • Step 3 : The Programme Review Committee shall submit the final report to their respective DOF/ DOS/ DOC/ HOS and the Chair of the Quality Assurance Committee of the Senate. • Step 4 : The respective DOF/ DOS/ DOC/ HOS shall evaluate the recommendation by the Programme Review Committee and take necessary and appropriate decisions/actions

  40. Programme Review (AQP/CD/8) - Procedure (6/8) • Step 5 : The respective DOF/ DOS/ DOC/ HOS shall submit a report on the actions taken to the Quality Assurance Committee of the Senate.

  41. Programme Review (AQP/CD/8) - Procedure (7/8) • Related documents • Academic Programme Monitoring and Review Policy (POL/TL/02) • Programme Review Committee (AQP/CD/11) • Programme Monitoring (AQP/CD/10) • Performance of Subjects (AQP/CD/9) • Curriculum Review (AQP/CD/2) • Curriculum Review Committee (AQP/CD/12) • Quality Assurance Committee (SC/QAC/01)

  42. Programme Review (AQP/CD/8) - Procedure (8/8) • Records • The final reports of the programme review of each programmes and the DOF’s/DOS’s/DOC’s/HOS’s reports are kept at the relevant Faculty/ School/ Centre as permanent records.

  43. Establishing the benchmark standards • Regular, periodic & rigorous review process • Self evaluation report • Responsible actions for continuous improvement 43

  44. Conclusion In this lecture we covered: • Quality Assurance in Higher Education in Malaysia • Quality Assurance by MQA • 9 Areas of Quality Assurance Evaluation • MQF – Learning Outcomes Descriptors – 8 Domains • Achieving Quality Assurance in Education • An Example – Programme Review Procedure • Establishing the Benchmark Standards 44

  45. ASST Workshop on Engineering Education Present Status, Trends and Challenges 19 – 21 July 2010 Damascus, Syria Quality Assurance in Engineering Education in Far East 21 July 2010 Sor Heoh Saw 1,2 andSing Lee 1,2,3* 1INTI International University, 71800 Nilai, Malaysia 2Institute for Plasma Focus Studies, 32 Oakpark Drive, Chadstone, VIC 3148, Australia 3Nanyang Technological University, National Institute of Education, Singapore 637616 e-mails: sorheoh.saw@newinti.edu.my; leesing@optusnet.com.au

  46. Thank you 46

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