academics’ perception on the · pdf fileuniversity institutional kpi, ... transformation...

Journal of Humanities, Language, Culture and Business (HLCB)

Vol. 1: No. 5 (September 2017) page 21-33 | www.icohlcb.com | eISSN: 01268147

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ACADEMICS’ PERCEPTION ON THE TRANSFORMATION

OF UNIVERSITY COLLEGES TO UNIVERSITIES:

A PRE-TEST IN A MALAYSIAN UNIVERSITY COLLEGE

Sara Asmawati Shariffuddin 1

Jamal Rizal Razali 2

Ismi Safia Adilah Ibrahim 1

Sharifah Sakinah Syed Abd Mutalib 1

Abstract

The main objective of this pre-test was to obtain preliminary data for the main study. In the

study, the perception of the academics at a Malaysian university college on the

transformation of the university college towards university was examined using a

questionnaire developed for the purpose of the study. The results revealed that majority of the

academics faced problems in five main areas related to their work scope as teachers and

researchers. They also agreed that the problems affect them in achieving personal and

university institutional KPI, their teaching and research workload, motivation and job

satisfaction. In fact, supports were provided by the management to the academics for the

development of six elements. However, the results prove that there were room for

improvements on the supports provided by the management of the university college so that

the academics are able to perform and achieve more their personal and institutional key

performance indicators.

Keywords: transformation of higher education, higher education institution, pre-testing

2017 JHLCB

1Lecturer, Centre of Preparatory and General Studies, TATI Universiti College, 24000 Kemaman, Terengganu,

Tel: +6098601484 E-mail: [email protected], [email protected], [email protected] 2 Senior Lecturer, Department of Human Sciences, Centre for Modern Languages and Human Sciences,

Universiti Malaysia Pahang, 26600 Pekan, Pahang. Tel: +6094246917 E-mail: [email protected]

Introduction

Transformation of university colleges to universities is significant as an effort to realize

Malaysia’s National Higher Education Strategic Plan (NHESP) 2007 – 2020 in improving our

tertiary institutions. This transformation is eminent particularly in widening the excess,

improving the quality, strengthening the equity, embracing the unity and maximizing the

efficiency of our education system (Malaysia Education Blueprint 2013 –2025). Among the

main issues discovered by Shariffuddin, Razali, Ghani, Shaaidi and Ibrahim (2017) in their

review on higher education institutions (HEIs) transformation in Malaysia were involving the

mailto:[email protected]






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governance of the HEIs, academic career and academic activities. However, academic

identity should not be neglected as the change of tertiary institutions affects the academics’

professional identity as teachers, researchers, administrators and/or entrepreneurs (Delanty,

2008) in carrying out their everyday tasks. All of these affect the academics; the actors who

play essential role in ensuring the objectives of the transformation are achieved. Therefore, it

is imperative that the implications of the transformation of university colleges to universities

on the academics are examined (Shariffuddin and Razali, 2016) so that the most necessary

supports can be made available in assisting the academics to perform better.

The research objectives of this pre-test were to obtain preliminary data for the main study, to

determine if the sampling frame and technique are affective in collecting data for the main

study and to test the instrument for its reliability as suggested by Teijlingen and Hundley

(2001) for the importance of conducting the pre-testing of the instrument prior the main data

collection. This paper represents the initial development of the instrument and will not

address validity issues as it requires larger samples for item analysis; of which the total

population of academics at the research site was quite small with less than 200.

Overview of the Transformation of University Colleges to Universities in Malaysia

To learn about the transformation of university colleges to universities, it is important to

understand the term institutional transformation. In higher education, the definition suggested

by Thomas et. Al., (2005) refers the process of changing the academic institutions, widening

participation and providing equal opportunity for the participants to a standardize system

which involve the activities and functions of academic institutions. The transformation

process usually involves strategic planning, assessment, incentives and rewards, stakeholder

analysis and engagement, scanning, strategy, restructuring and reengineering (Kezar and

Eckel, 2002). Duffy and Reigeluth (2010) suggest six key requirements for systematic

transformation are to change the institution’s culture e.g. assumptions, behaviors, products

and processes, affect the whole institution, take place certain period of time, establish a

system that unceasingly pursues the objectives of the transformation and substantively alter

the current system to implement in a completely new paradigm.

Creating prestigious image of products and services that fit people’s expectation of tertiary

institutions needs to be undertaken by any academic institution in order to compete locally

and globally. Having university status, aids in the pursuit of that prestigious image and status

associated with a tertiary institution as an ivory tower. Reputation in terms of the tertiary’s

institution as a renowned brand influences students’ preference for tertiary institution (Migin,

Falahat, Yajid and Khatibi, 2015). The importance of branding leads Malaysian government

towards accrediting its tertiary institutions through Malaysian Quality Agency. Prior to that,

the enactment of Education Act 1996 becomes the foundation for the establishment and

growth of university colleges and universities. As often view, university colleges are the

second class higher education providers (Goi and Goi, 2009); hence, in 2007 six public

university colleges were transformed to full pledged universities (refer Table 1). Ever since,

many private university colleges were upgraded to universities and several more are in the

pursuit of fulfilling the requirements to become full universities (Shariffuddin, Razali and

Hashim, 2017).



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Table 1: List of public university colleges accredited with full university status

No. Present status Previously known as Year Year

Established Upgraded

1 Universiti Sains Islam Kolej Universiti Islam 1996 2007

Malaysia (USIM) Malaysian (KUIM)

2 Universiti Malaysia Kolej Universiti Sains 1999 2007

Terengganu (UMT) Malaysia (KUSTEM)

3 Universiti Teknikal Kolej Universiti 2000 2007

Malaysia Melaka Teknikal Kebangsaan

(UTeM) Malaysia (KUTKM)

4 Universiti Universiti Kolej Universiti 2000 2007

Tun Hussein Onn Teknologi Tun Hussein

Malaysia (UTHM) Onn (KUIITHO)

5 Universiti Malaysia Kolej Universiti

2001 2007

Perlis (UniMAP) Kejuruteraan Utara

Malaysia (KUKUM)

6 Universiti Malaysia Kolej Universiti

2002 2007

Pahang Kejuruteraan

Teknologi

(KUKTEM)

Adapted from Koh et al. (2011)

Impacts of the Transformation on the Academics

The success of transformation of university colleges to universities relies heavily on

academic excellence contributed by the performance of the academics. Their level of

performance depends mostly on the supports extended to their academic activities to enhance

their work capability as academics’ work performance is deeply rooted within their

competency (Janudin and Maelah, 2015). With the available resources, they are empowered

and remunerated for incorporating their teaching, research and service to facilitate their

commitment, innovation, and accomplishments in their field areas (Whittaker and

Montgomery, 2014) and ultimately in supporting the academic institution’ transformation.

The transformation of university colleges to universities is quite similar to the transformation

of any other tertiary institution; it alters the works of the academics. Generally, the academic

tasks consist of two major types such as teaching and research. Nevertheless, due to the

changes of higher education in general, academic works also shift. There are two types of

academic works shift including diversification and specialization of the academic tasks or

activities and increased autonomy over the academic tasks (Musselin, 2007).

Diversification of academic tasks refers to various activities performed by the academics

including writing proposal, developing contracts, elaborating e-learning programs, engaging

in technology transfer, producing scientific publications, managing research team,

establishing links with regional, national or international bodies, participate in public

appearances, sharing expertise and many more (p.3). Academic activities are no longer



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restricted to solely teaching and research. On the other hand, specialization of academic staff

expands through tasks segmentation in accord to career position, contractual status and

competencies of the academics (p.4-5). Whilst, doctoral students and post-docs performed

scientific research; professors secure funding, establish networks and prepare project

proposals. Furthermore, senior academics are assigned with more administrative duties,

involve in project management and maintain network relation with external contacts. As

contract academics or doctoral students share more responsibilities of teaching undergraduate

students; permanent professors enjoy specialization either in teaching or research orientation.

Additionally, due to enhanced specialization as the academics competency evolves, new

functions between academic and management activities emerge. Therefore, varieties of

academic tasks according to the increased specialization emerge e.g. holding a post for

research center, working in transfer and technology office etc.

The growth of knowledge-based economy causes the transformation of tertiary institutions

worldwide (Mok, 2003). Corresponding to knowledge-based economy influences on

Malaysia’s higher education policy, the government reduces state autonomy on the

governance of tertiary institutions so that the academic institutions become responsible for

certain parts of the operation and allowing them to generate and diversify their financial

resources (Mok, 2010). With the increased autonomy, tertiary institutions are now permitted

to manage academic tasks performed by the academics, which is the second type of

academics works shift highlighted by Musselin (2007). This means that the university leaders

have the upper-hand at creating, restraining or repositioning the academics, providing

incentives including promotions and rewards as well as implementing suitable appraisal

measures by setting up key performance indicator to evaluate academic their academic

activities (p.5); whereas all the aforementioned tasks in previous years were entirely

controlled by the state. Even though, the appraisal measures are created and assessed by the

academics through peer evaluation process, the academics still have to adhere to the national

benchmark for the academic activities performed (p.6).

Thus, it is important to be attentive to the needs of the academics so that they can perform

their academic activities at their best while fulfilling the national standards enacted by the

state. No doubt further supports should be extended in various terms particularly for the

purpose of enhancing the academics’ performance and productivity.

Methodology

Sample and Research Procedure

This paper presents the results of a pre-test from a questionnaire developed to examine the

problems faced by the academics at a university college in its transformation to become a

university. The questionnaire is a part of the aforementioned main study which employ in-

depth interviews and questionnaire as instruments to collect data. The data collected from the

questionnaire will be utilized to support data obtained from the interview and vice-versa.

The questionnaire was administered via invitation e-mails to the respondents to participate in

the pre-test. The e-mails were randomly sent to a total of 40 academics from four different

faculties at a university college in the East Coast Malaysia. By the end of one month period,

only 21 about 52.5% (N=21) responded to the questionnaire link attached via the e-mails. The

total number of the respondents was deemed sufficient because a sample of 20-25 is adequate



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to demonstrate the suitability of the instrumentation for small size population as the sample

size should be at least 10% of the actual size of the population (Creswell, 2012). Since the

population of the academics at the university college is small with less than 200, the

researchers opt for the minimal sample size for the pre-test. The respondents were academics

with various academic positions on contract or permanent employment.

Instruments

The questionnaire was adapted from Pienaar & Bester (2006) who studied career dilemmas of

the academics in the transformation of South African academic university colleges and Ishak,

Suhaida and Yuzainee (2009) who conducted study on academics’ favorability towards

certain key performance indicators. The final version of the questionnaire for the pre-test

comprised of four (4) sections with 32 items: 5 items (demographic) and 27 (questions).

These sections include: (1) demographic information of the respondents; (2) problems faced

by the academics in the transformation from a university college to a university; (3) effects of

the problems to the academics; and (4) supports provided to the academics.

Whilst, the respondents were instructed to answer questions in section one (1) in accordance

to the options provided; for section two (2) until four (4) they were asked to select their

preferred answer based on Likert scale of one (1) until five (5), with one (1) indicating

strongly disagree and five (5) indicating strongly agree.

After the one-month period, the collected answers for all sections were analyzed using

descriptive analysis. Statistical Package of Social Science (SPSS version 24) was used to

obtain statistical results to measure the reliability of the instrument. It was discovered from

the statistical analysis of the items in the questionnaire that the Cronbach Alpha value for

reliability is 0.765. The value with r=0.7 or greater is considered sufficiently reliable

(Nunnally and Bernstein, 1994) for the instrument to be administered to collect data of the

main study.

Result and Discussion

Demographic Information

The results of the descriptive analysis (frequencies and percentages) for section one (1)

pertaining to the demographic information of the respondents are summarized in Table 2. A

total of five (5) items were asked about the background of the respondents. The results on the

responses show that majority of the respondents were female (n=15, 71.4%), possessed

Master qualification (n=18, 85.7%), had worked with the university college between 0-5

years (n=, 47.6%), were on contract employment (n=12, 57.1%) and were in lecturer position

(n=12, 57.1%).



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Table 2: Summary of the responses from section one of the questionnaire

Demographic f %

Gender

Female 15 71.4

Male 6 28.6

Type of qualification

PhD 1 4.8

Master 18 85.7

Degree 2 9.5

Working duration with the

university college

0-5 years 10 47.6

6-10 years 4 19

11-15 years 4 19

16-20 years 3 14.3

21 years and over 0 0

Employment Status

Contract 12 57.1

Permanent 9 42.9

Current Position

Instructor 1 4.8

Tutor 5 23.8

Lecturer 12 57.1

Senior Lecturer 3 14.3

HOP/HOD 0 0

Dean 0 0

Manager 0 0

N=21 f=frequency

Therefore, the results show that the backgrounds of the respondents were different in terms of

their gender, type of qualification, working duration with the university college, employment

status and their current position at the university college. However, there was no response

obtained for the options in the current position item pertaining to their managerial position at

the university college. Eventually, it was decided that a new item, current managerial position

should be added to separate current academic and managerial positions so that perception

from managing academics on the problems faced in the transformation from a university

college to a university were also obtained in the data collection process. Thus, the method of

randomly selecting the respondents via sending invitation e-mails to all of the academics

from four different faculties was deemed suitable to obtain data for the main study.

Problems Faced by the Academics

The results of the analysis on the respondents’ responses on section two (2) with regards the

problems faced by the academics in the transformation from university college to a university

are tabulated in Table 3. Whilst, the majority agreed (n=7, 33.3%) there are clear guidelines,

transparency and reasonable rules regarding academic staff promotion at the university

college; many of the respondents were neutral on the perception that there are ample

opportunities or possibilities for academic staff promotion. This variability shows the



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differences of the academics’ perception on the problem they have with performance

management and promotion. The results further indicate that majority disagreed (n=7, 33.3%)

that there is less/no pressure to conduct research and get involved in community service,

while teaching-differentiated focus area and they agreed (n=8, 38.1%) that they do not have

enough time to devote to research and/ or other tasks due to high workload. The academics

recognized the problem of role overload, role conflict or both faced in the transformation

towards becoming a university college. It was also discovered from the results that majority

agreed (n=10, 47.6%) that adequate financial remuneration is provided to the academics and

many stayed neutral (n=9, 42.9%) on the financial remuneration awarded for

accomplishments. Hence, financial remuneration is not considered as a problem faced by the

academics.

Table 3: Summary of the responses from section two of the questionnaire

Problems faced by the academics Response - Option

Item Strongly Disagree Neutral Agree Strongly

disagree agree

f % f % f % f % f %

Performance management and

promotion

Currently, there are clear 5 23.8 2 9.5 6 28.6 7 33.3 1 4.8

guidelines, transparency and

reasonable rules regarding

academics’ promotion.

There are ample opportunities or 5 23.8 4 19 6 28.6 5 23.8 1 4.8

possibilities for academics’

promotion.

Role overload, role conflict or both

There is less/no pressure to 4 19 7 33.3 5 23.8 5 23.8 0 0

conduct research and get involved

in community service, while

teaching differentiated focus area.

I do not have enough time to 0 0 2 9.5 5 23.8 8 38.1 6 28.6

devote to research and/ or other

tasks due to high workload.

Financial remuneration

Adequate financial remuneration 3 14.3 3 14.3 4 19 10 47.6 1 4.8

is provided (e.g. salary, bonus etc).

Financial remuneration is awarded 5 23.8 1 4.8 9 42.9 6 28.6 0 0

for accomplishments.

Research and teaching

Great emphasis is made on 0 0 0 0 5 23.8 11 52.4 5 23.8

research but little provision is

provided.

Sufficient provision is made on 3 14.3 2 9.5 9 42.9 7 33.3 0 0

innovation.

I possess the skills to publish 0 0 2 9.5 2 9.5 13 61.9 4 19

articles.

Adequate trainings on teaching 0 0 0 0 5 23.8 8 38.1 8 38.1



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skills are provided.

I possess the necessary teaching 0 0 4 19 4 19 13 61.9 0 0

skills.

Work uncertainty

Contract staff are uncertain of 0 0 0 0 4 19 3 14.3 14 66.7

their future with the university

college.

Due to job uncertainty, contract 0 0 1 9.1 1 9.1 3 27.3 6 54.5

staff work harder than the

permanent staff.

Training and development

Ample opportunities for growth 3 14.3 3 14.3 5 23.8 9 42.9 1 4.8

and funds are made available to

extend my subject knowledge via

training.

There is adequate policy 4 19 3 14.3 5 23.8 9 42.9 0 0

implementation for staff

development at the university

college.

Equipment and working conditions

Inadequate infrastructure, e.g. old 0 0 2 9.5 2 9.5 8 38.1 9 42.9

computers etc., limits staff

performance of their duties.

Inadequate infrastructure, e.g. old 0 0 0 0 2 18.2 3 27.3 6 54.5

computers affects the university

college's reputation.

Leadership and governance

The management are providing 6 28.6 1 4.8 5 23.8 8 38.1 1 4.8

competent leadership.

State should pose more authority 4 19 1 4.8 4 19 5 23.8 7 33.3

in the university college’s

governance.

N=21 f=frequency

Apart from that, the results from Table 3 also illustrate that the academics agreed (n=11,

52.4%) great emphasis is made on research but little provision is provided and strongly

agreed (n=13, 61.9%) they possess the skills to publish articles. However, they remained

neutral (n=9, 42.9%) on the opinion about sufficient provision is made on innovation.

Meanwhile, the majority agreed (n=8, 38.1%) and strongly agreed (n=8, 38.1%) that adequate

trainings on teaching skills are provided to the academics and many agreed (n=13, 61.9%)

that they possess the necessary teaching skills. Hence, the results show that they admitted

there is certain problem in conducting research. The results also demonstrate that work

uncertainty was a major problem for the academics with 66.7% (n=14) strongly agreed that

contract staff are uncertain of their future with the university college; and because of that

many strongly agreed (n=6, 54.5%) that contract staff work harder than the permanent staff.



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The academics further agreed (n=9, 42.9%) that ample opportunities for growth and funds are

made available to extend my subject knowledge via training and they also agreed (n=9,

42.9%) there is adequate policy implementation for staff development at the university

college. This shows that the academics found training and development were not an issue for

them. Nevertheless, majority strongly agreed (n=9, 42.9%) that inadequate infrastructure, e.g.

old computers etc., limits staff performance of their duties and they also strongly agreed

(n=6, 54.5%) that inadequate infrastructure, e.g. old computers affects the university college's

reputation. This proves that the academics found that inadequate equipment and working

conditions at the university college were indeed a problem for them in carrying out their

duties. Last but not least, they agreed (n=8, 38.1%) that the management are providing

competent leadership but still strongly agreed (n=7, 33.3%) that state should pose more

authority in the university college’s governance. As shown by the results, leadership and

governance were not a problem to the academics at the university college.

Generally, the results from Table 3 demonstrate that the academics experienced problems in

the areas such as performance management and promotion; role overload, role conflict or

both; research; work uncertainty especially for those who were on contract employment and

inadequate equipment as well as working conditions. Nevertheless, as shown in the results,

the academics did not face problems in terms of financial remuneration, teaching, training

and development and leadership and governance of the university college.

Effects of the Problems to the Academics

The pre-test also examines the effects of the problems experienced by the academics in

carrying out their daily tasks and obligations in section three (3) of the questionnaire. The

results are shown in Table 4 below.

Table 4: Summary of the responses from section three of the questionnaire

Effects of the problems to the Response - Option

Academics


disagree agree

f % f % f % f % f %

The problems affect me in 0 0 1 4.8 4 19 10 47.6 6 28.6

achieving personal and

institutional KPI.

The problems affect my 0 0 1 4.8 2 9.5 13 61.9 5 23.8

teaching and research workload.


motivation in performing the

assigned work.


satisfaction in performing the

assigned work.

N=21 f=frequency



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The results reveal that the academics agreed the problems affect them in achieving personal

and university institutional KPI (n=10, 47.6%), their teaching and research workload (n=13,

61.9%), their motivation in performing the assigned work (n=9, 42.9%) and their satisfaction

in performing the assigned work (n=10, 47.6%). Therefore, the results obtained from section

three of the questionnaire shows that relevant supports should be given to the academics so

that they can improve their performance in achieving the objectives of becoming a university.

Supports Provided to the Academics

The final section of the questionnaire examines current supports received by the academics in

handling the problems they faced in completing their duties and responsibilities. The results

are summarized in Table 5. The results analyzed from the responses obtained in section four

(4) indicate that they agreed (n=10, 47.6%) supports are provided for the development of

subject knowledge, teaching and supervisory skills. Furthermore, they agreed (n=10, 47.6%)

that supports are given for the development of their research activities, publication and

innovation; but majority decided to stay neutral (n=9, 42.9%) on the supports for the

development of consultation involvement and collaboration as well as for community

services and contribution to the university college (n=8, 38.1%).

Table 5: Summary of the responses from section four of the questionnaire

Supports provided to the Response - Option

academics


disagree agree

f % f % f % f % f %

Supports are given for the 4 19 2 9.5 4 19 10 47.6 1 4.8

development of my subject

knowledge, teaching and

supervisory skills.

Supports are given for the 3 14.3 4 19 4 19 10 47.6 0 0

development of my research

activities, publication and

innovation.

Supports are given for the 3 14.3 3 14.3 9 42.9 6 28.6 0 0

development of my consultation

involvement and collaboration.

Supports are given for the 3 14.3 2 9.5 8 38.1 7 33.3 1 4.8

development of my community

services and contribution to the

university college.

N=21 f=frequency



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Conclusions and Implications

The results gained from the pre-test strengthen the notion that in transforming university

colleges to universities, the academics are affected in many different areas. The findings of

the study have shown that they faced certain problems in performing their everyday tasks and

responsibilities as academics. Even though supports were provided, they were insufficient in

certain areas. Hence, improvements should be provided so that the academics continue to be

motivated and have job satisfaction towards achieving the objectives of transforming the

university colleges to full status universities.

This study has important implications for higher education researchers and policy makers in

understanding the needs of the academics and deciding on the best approach towards

improving the supports provided. Although, the findings have revealed a number of variables

that affect the academics’ responses on their problems, the pre-test only touches the surface

of the problems. Thus, further in-depth study should be conducted to investigate the root of

their problems and the solutions that are most relevant to be provided from the point of views

of the academics.

Acknowledgements

The authors gratefully acknowledge the support of TATIUC and UMP via its Further Study

Scheme (Staff) and PGRS grant (PGRS160354) in making the research possible. Apart from

that, the authors would like to extend their profound gratitude to the participants for their

willingness to participate in the study.

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