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10/19/2010 Closing the Loop Closing the Loop Closing the Loop Closing the Loop Closing the Loop Closing the Loop Closing the Loop Closing the Loop (Continuous Quality Improv (Continuous Quality Improvement – (Continuous Quality Improv (Continuous Quality Improvement ement ement – – C – CQI) CQI) CQI) Prof Dr Shahrin Mohammad 23h Oct 2010 23h Oct 2010 About Myself Head Computer Lab 1988 – 1990 Head of Dept (Structures and Materials) 1997 – 1998 IT Manager 1998 ‐ 2001 IT Manager 1998 2001 Deputy Dean (Academic) 2001 ‐ 2005 Quality Mgt Rep ISO 9001:2000 2001 ‐ 2005 Academic Quality Director of UTM 2005 ‐ 2007 Deputy Dean (Academic) 2008 ‐ 2009 Dean Faculty of Civil Eng 2009 ‐ present Certified ISO 9001:2000 Lead Auditor, Facilitator/Trainer ISO 9001:2000, Internal Auditor Engineering Accreditation Council Panel of Trainers Ministry of Higher Education ‐ facilitator on MQF Credit System Facilitator/Trainer on Outcome based Approach Facilitator/Trainer on Quality Assurance for Academic Programme Facilitator/Trainer on Academic Auditing Secretary Academic Performance Audit Panel MQA Associate Director for Engineering Accreditation Dept 1

10/19/2010 Begins with the end in mind What are the expected outcomes/results of this workshop? p p 1. 2. 3. 4. 5. 6. Learning Outcomes At the end of the workshop you are able to; ■ Explain what and why CQI ■ Describe some best practices in implementing CQI ■ Identify current status of CQI at UTeM ■ ■ Initiate the strategies and action plan to closen the Initiate the strategies and action plan to closen the gaps to improve the current status 2

10/19/2010 Introduction Introduction Introduction Introduction 2009 : MALAYSIA AS A MEMBER OF THE WASHINGTON ACCORD An endorsement that the engineering education system has demonstrated a strong long-term commitment strong, long-term commitment to quality assurance in producing engineers ready for industry practice in the international scene. 3

10/19/2010 ACCREDITATION CRITERIA CQI - Continuous Quality Improvement PEO - Programme Educational Objectives Students Students PO PO - Programme Outcomes P O t QMS - Quality Mgmt System Curriculum Staff PEO & PO PO Facilities QMS EAC-BEM ACCREDITATION PRACTICES IN A NUTSHELL STAKEHOLDER’S NE AND INSTITUTION LEADERSHIP, GOVERNANCE and QMS(C5) MISSION PROGRAMME PEO and PO REVIEW FOR ST NAL DEVELOPMENT (S3 S4) DEVELOPMENT (S3,S4) EEDS TAKEHOLDER’S SATISFAC CQI(S4,C4,C5) CURRICULUM DESIGN FACILITIES (C4) ACADEMIC (C1) STAFF (C3) STUDENTS PO OUTPUT TEACHING AND LEARNING ASSESSMENT (GRADUATES) (C2) ACTIVITIES (C2,C3) (S3) FE EEDBACKS FROM INPUT INPUT CTION S STAKEHOLDER SUPPORTING UNIT AND STAFF(C2,C3) 8 4

10/19/2010 Focus • Engineering education content and level are maintained E i i d i d l l i i d • Programme Continual Quality Improvement ( CQI ) • Outcome-based Engineering Education ( OBE ) Programme • Systematic ( QMS ) Closing the loop Closing the loop Closing the loop Closing the loop (Continuous (Continuous Continuous Quality Continuous Quality Quality Quality Improvement) Improv Improvement) Improvement) Improv Improvement) Improv Improv ement) ement) ement) ement) 5

10/19/2010 What is CQI ? • The culture, strategies and methods necessary for continual improvement in meeting and exceeding customers' expectations. (www.european ‐ quality.co.uk/index.php) • A management approach to improving and maintaining quality that emphasizes internally driven and relatively continuous assessments of potential causes of quality defects, followed by action aimed either at avoiding decrease in quality or else correcting it an early stage. www.qaproject.org/methods/resglossary.html What is CQI ? The systematic pursuit of excellence and satisfaction of the needs of stakeholders, in a dynamic and competitive environment competitive environment 6

10/19/2010 Facts on CQI • exists only when it is done systematically • is a dynamic behavior of an organization i d i b h i f i ti • does NOT result from external factors • can NOT be achieved in isolation • exists when the continuous pursuit of excellence motivates and guides the philosophies, planning, policies and processes of the organization • Focus of CQI in education is NOT on the curriculum • Foundation of CQI is Assessment Facts on CQI • Quality improvement comes from within an institution y p • Continuous improvement requires integration of defined objectives, performance metrics, & regular assessment • Continuous improvement is cyclical. Assessment of performance is the baseline for future assessment • Essential to synchronize educational objectives, mission of IHL and needs of stakeholders to achieve CQI IHL and needs of stakeholders to achieve CQI • CQI can be proven through well documented report and data. 7

10/19/2010 Facts on CQI ■ Success is achieved through meeting the needs of those g g we serve. ■ Most problems are found in processes. CQI does not seek to blame, but rather to improve processes. ■ It is possible to achieve continual improvement through small, incremental changes using the scientific method. ■ Continuous improvement is most effective when it ■ Continuous improvement is most effective when it becomes a natural part of the way everyday work is done. CQI Stage/level Programme Educational Objective PObj CQI assessment PO setting and methods TnL activities PO CO setting assessment CQI and TnL activities methods CO assessment CQI methods Data Analysis Data Analysis Data Analysis 8

10/19/2010 Programme Outcomes CQI Cycle • Communicate the results • I dentify best • I dentify program objectives (P- practices obj) • I dentify new • I dentify program outcomes project project (PO) • Make necessary • Map P-Obj with PO changes to the • Map CO with PO plan • Specify Curriculum content, TnL ACTI ON PLAN approaches, Performance Criteria and level • Develop assessment plan • Analyse the data CHECK DO • Share results • Carry out TnL approaches at course • C Compare results lt level with what has • I mplement out-of-class activities been plan using • Assess the students learning CQI tools • External examiners visit • Review the gap • Carry out stakeholders survey • What can be • I nvolvement of external advisors learn and need • Collect appropriate data to be monitored • Carry out Academic Auditing UTM CQI Model Course Outcomes CQI Cycle • Communicate the results • I dentify best • Map CO with PO practices • Specify Course content, TnL • I dentify new approaches, Performance project project Criteria and level • Make necessary • Develop course assessment changes to the plan plan ACTI ON PLAN • Analyse the data CHECK DO • Share results • • C Compare results lt Carry out TnL approaches at course with what has level been plan using • Assess the students learning CQI tools • Collect appropriate data • Review the gap • What can be learn and need to be monitored UTM CQI Model 9

10/19/2010 UTM Academic review cycle Eg : report Self ‐ review is reflected from the regular analyses made every semester to check on the academic performance of students and programmes. It is a normal practice for almost every Faculty to report on the following output parameters: • Employability rate at a particular Convocation • Graduate on Time (GoT) rate • Graduate ‐ on ‐ Time (GoT) rate • Performance Status, based on KS (conditional pass) and KG (fail) • Performance Status, based on CPA (cumulative point average) and GPA (gross point average). • % courses obtaining > 3.00, exceeding Faculty’s KPI • Mean CGPA of students, against Faculty’s KPI • Rate of “all passed” ‐ % students passing all courses taken for a particular semester • % students exceeding Faculty’s KPI • % students repeating a particular Course % students repeating a particular Course • Assessment of all Course Outcome against Faculty’s KPI • Assessment of all Programme Outcomes against Faculty’s KPI • Generic Skill attainment against Faculty’s KPI • Appropriateness of credit hours against student learning time (SLT) • Assessment of Final Examination questions against the Bloom Taxonomy • Customer complaints, against KPI or customer charter 10

10/19/2010 Online Integrated Quality Assurance Online Integrated Quality Assurance Monitoring System Monitoring System Teaching Document Life-Cycle 11

10/19/2010 Best Practices Best Practices Best Practices Best Practices Different Levels of Learning Outcomes Different Levels of Learning Outcomes Different Levels of Learning Outcomes Different Levels of Learning Outcomes Broad/Long term Educational Goals Few years after Program Objectives Graduation – 4 to 5 years Programme Outcomes or Upon graduation Programme Learning Outcomes Upon course completion Course Outcomes or Course Learning outcomes or Learning Objectives Upon weekly/topic completion Weekly/Topic Outcomes 12