asst workshop on engineering education

ASST Workshop on Engineering ASST Workshop on Engineering EducationEducationPresent Status, Trends and Challenges Present Status, Trends and Challenges 19 – 21 July 2010 19 – 21 July 2010 Damascus, Damascus,

SyriaSyria Quality Assurance in Quality Assurance in

Engineering Education in Far EastEngineering Education in Far East

Sor Heoh Saw 1,2 and Sing Lee 1,2,3*

1INTI International University, 71800 Nilai, Malaysia 2Institute for Plasma Focus Studies, 32 Oakpark Drive, Chadstone, VIC

3148, Australia3Nanyang Technological University, National Institute of Education,

Singapore 637616

e-mails: [email protected]; [email protected]

21 July 201021 July 2010

ASST Workshop on Engineering Education 19-21 July 2010, Damascus, SyriaQA for Engineering Education in Far EastS H Saw & S Lee 19th 21st July 2010

ContentContent

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

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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

Introduction – 1/4Introduction – 1/4

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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.


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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


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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

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Quality Assurance in Higher Education Quality Assurance in Higher Education in Malaysia (1/5)in Malaysia (1/5)

MOHE –

MQF –

MQA –

Malaysian Qualifications Agency

• http:// www.mohe.gov.my

• Features

• Benefits

• http://www.mqa.gov.my/eng/mqf.cfm

• Established by MQA Act 2007 (MQAA 2007)

• Responsibilities

• http://www.mqa.gov.my/eng/index.cfm

Ministry of Higher Education

Malaysian Qualifications Framework

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BEM –

EAC –

• registers graduates and professional engineers under the Registration of Engineers Act 1967 (Revised 2002)

• delegated by BEM for accreditation engineering degrees

• consists of representatives from BEM, IEM (Institute of Engineers, Malaysia), MQA, and PSD (Public Services Department, Malaysia).

Board of Engineering Malaysia

Engineering Accreditation Council

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Quality Assurance in Higher Education in Quality Assurance in Higher Education in Malaysia (2/5)Malaysia (2/5)


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

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MQF - Benefits Promotes international recognition

Supports open access to education

Promotes lifelong learning

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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

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Quality Assurance by MQA (1/3)Quality Assurance by MQA (1/3)

Guided by 5 Quality Assurance Documents;

1. The Malaysian Qualifications Framework (MQF);

2. The Code of Practice for Programme Accreditation (COPPA);

3. The Code of Practice for Institutional Audit (COPIA);

4. Programme Discipline Standards; and

5. Guide to Good Practices.

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Covers 9 areas for COPPA and COPIA:1. Vision, mission, educational goals and learning outcomes2. Curriculum design and delivery3. Assessment of students4. Student selection and services5. Academic staff6. Educational resources7. Programme monitoring and review8. Leadership governance, admin situation and9. Continual quality improvement (CQI)

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Consists of 2 level of standards:

Benchmarked standards (HEP must comply)

Enhanced standards (HEP encouraged to fulfill them)

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9 Areas of Evaluation (1/10)9 Areas of Evaluation (1/10)Area 1Vision, Mission, Educational Goals and Learning

Outcomes

1.1 Statement of vision, mission and educational goals1.2 Participation in the formulation of vision, mission and educational goals1.3 Academic autonomy1.4 Learning outcomes

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9 Areas of Evaluation (2/10)9 Areas of Evaluation (2/10)

Area 2Curriculum Design and Delivery2.1 Curriculum design and teaching-learning

methods2.2 Curriculum content and structure2.3 Management of programmes2.4 Linkages with external stakeholders

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Area 3Assessment of Students3.1 Relationship between assessment and

learning 3.2 Assessment methods3.3 Management of student assessment

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9 Areas of Evaluation (4/10)9 Areas of Evaluation (4/10)Area 4Student selection and support services4.1 Admission and selection 4.2 Articulation regulations, credit transfer and credit

exemption4.3 Transfer of students4.4 Student support services and co-curricular

activities4.5 Student representation and participation4.6 Alumni

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Area 5 Academic staff5.1 Recruitment and management 5.2 Service and development

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Area 6Educational resources6.1 Physical facilities 6.2 Research and development6.3 Educational expertise 6.4 Educational exchanges6.5 Financial allocation

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9 Areas of Evaluation (7/10) 9 Areas of Evaluation (7/10)

Area 7Programme monitoring and review

7.1 Mechanisms for programme monitoring and review 7.2 Involvement of stakeholders

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9 Areas of Evaluation(8/10) 9 Areas of Evaluation(8/10)

Area 8Leadership, governance and administration8.1 Governance 8.2 Institutional and academic leadership8.3 Administrative and management staff8.4 Academic records8.5 Interaction with external sectors

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Area 9Continual quality improvement 9.1 Quality improvement

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Areas Number of Benchmarked Standards

Number of Enhanced Standards

Area 1 7 4

Area 2 19 11

Area 3 11 5

Area 4 21 13

Area 5 11 4

Area 6 12 10

Area 7 5 4

Area 8 11 6

Area 9 3 2


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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

MQF – Learning Outcomes MQF – Learning Outcomes Descriptors – 8 domainsDescriptors – 8 domains

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With infrastructure and Teaching and Learning Resources in place and powered by:

Structure, Standards, System

People, Process, Procedures

Providing Quality Assurance

Achieving Quality AssuranceAchieving Quality Assurance

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Institutional

−Vision, Mission, Organisational Structure −Leadership, governance, policies

National Agency/Frameworks−Quality assurance−Qualifications

Legislations− Statutory−Regulatory

Structure – 1/2Structure – 1/2

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Institution LevelConstitutionBoard of GovernorsAcademic Advisory BoardSenate/Academic BoardSenate Committees

Faculty/School/CentreFaculty/School/Centre Organisation ChartFaculty/School/Centre Management TeamFaculty/School/Centre Committees

Structure – 2/2Structure – 2/2

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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

SystemSystem

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

StandardsStandards

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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

PeoplePeople

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Identify key processes

Advising and Applications Orientation Programme Enrolment Programme Briefing & Advising Teaching and Learning Assessment Examinations Appeals Progression/Graduations Employability Alumni

ProcessProcess

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Establish clear procedures

PurposeScopeProceduresFormsAttachmentsRelated ProceduresRecords

ProceduresProcedures

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Programme Review (AQP/CD/8) - Programme Review (AQP/CD/8) - Procedure Procedure (1/8)(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.

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Programme Review (AQP/CD/8) - Programme Review (AQP/CD/8) - Procedure Procedure (2/8)(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.

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Procedure o Step 1 : Each Faculty/ School/ Centre should

form their respective Programme Review Committees.

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o 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

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◦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

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Programme Review (AQP/CD/8) - Programme Review (AQP/CD/8) - Procedure (6/8)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.

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Programme Review (AQP/CD/8) - Programme Review (AQP/CD/8) - Procedure Procedure (7/8)(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)

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Programme Review Programme Review (AQP/CD/8) - Procedure (AQP/CD/8) - Procedure (8/8)(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.

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Regular, periodic & rigorous review process

Self evaluation report Responsible actions for continuous

improvement

Establishing the benchmark standardsEstablishing the benchmark standards

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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

ConclusionConclusion

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ASST Workshop on Engineering ASST Workshop on Engineering EducationEducationPresent Status, Trends and Challenges Present Status, Trends and Challenges 19 – 21 July 2010 19 – 21 July 2010 Damascus, Damascus,

SyriaSyria Quality Assurance in Quality Assurance in

Engineering Education in Far EastEngineering Education in Far East

Sor Heoh Saw 1,2 and Sing Lee 1,2,3*

1INTI International University, 71800 Nilai, Malaysia 2Institute for Plasma Focus Studies, 32 Oakpark Drive, Chadstone, VIC

3148, Australia3Nanyang Technological University, National Institute of Education,

Singapore 637616

e-mails: [email protected]; [email protected]

21 July 201021 July 2010

asst workshop on engineering education

Documents

quality of education

quality assurance system

syria quality assurance

asst workshop

engineering accrediting

far easts h saw s lee

malaysiaquality assurance

quality of graduates