Hasil Pembelajaran

1. Hasil Pembelajaran Pelajar dapat: • Menghurai isu kualiti dalam pengajian tinggi • Mengetahui fungsi Agensi Kelayakan Malaysia (MQA) • Menghubungkait domain penilaian kualiti dengan kualiti institusi pengajian tinggi Malaysia

2. Isu-isu kualiti Isu-isu dalam pengurusan kualiti Kualiti graduan • Pertambahan bilangan pelajar universiti • Pertambahan bilangan universiti • Syarat kemasukan (master?) Pengajaran dan pembelajaran • Kemudahan P & P • Mode of delivery • Pengajaran atau penyelidikan Prestasi pelajar • Pencapaian CGPA • Faktor-faktor yang mempengaruhi prestasi pelajar

3. Isu-isu kualiti Isu-isu dalam pengurusan kualiti Pengauditan kualiti • Pengauditan sistem pengurusan kualiti • Pengauditan produk untuk memastikan pematuhan kepada spesifikasi • Proses pengauditan untuk memantau keberkesanan operasi • Pengauditan kendiri untuk menyemak / menilai prestasi sendiri / institusi • Perbincangan kes pelajar luar negara

4. Development of Higher Education in Malaysia • 1962 - The University of Malaya in Kuala Lumpur became a separate and autonomous university on 1st January 1962. • Resolution of Penang State Legislative Assembly for the establishment of a University College of Arts and Science in Penang. • 1967 - Higher Education Planning Committee Report. Institute Teknologi MARA was established on 14 October 1967. • 1969 - Kolej Tunku Abdul Rahman was established on 24 February 1969. Universiti Sains Malaysia was established in June 1969. • 1970 - Universiti Kebangsaan Malaysia was established on 18 May 1970.

5. Development of Higher Education in Malaysia • 1971 - Universiti Pertanian Malaysia was established on 4 October 1971. • The Universities and University Colleges Act (1971) was passed. • 1975 - Universiti Teknologi Malaysia was established on 1st April 1975. • 1983 - Universiti Islam Antarabangsa (International Islamic University of Malaysia) was established on 10 May 1983. • 1984 - Universiti Utara Malaysia was established on 16 February 1984. • 1992 - Universiti Malaysia Sarawak was established on 24 December 1992. • 1994 - Universiti Sabah Malaysia was established on 24 November 1994.

6. Development of Higher Education in Malaysia 1996 • The National Council on Higher Education was established. • Corporatization of public universities. • Legislation of four acts: Private Higher Education Institutions Act 1996.The National Council on Higher Education Act 1996.The National Accreditation Act 1996.The Universities and University Colleges Act (Amendment) 1996. 1997 • Universiti Pendidikan Sultan Idris was established on 24 February 1997. • University Malaya adopted a new Constitution. • The National Higher Education Fund Board Act 1997 was passed. • Universiti Pertanian Malaysia was renamed Universiti Putra Malaysia on 26 July 1997.

7. Development of Higher Education in Malaysia 1998 • All public universities adopted a new Constitution. • Kolej Universiti Islam Malaysia was established on 13 March 1998. 1999 • Institute Teknologi MARA was given university status on 26 August 1999 and renamed as Universiti Teknologi MARA (UiTM). • Kolej Universiti Terengganu (KUT) was established on 15 July 1999. Was renamed Kolej Universiti Sains dan Teknologi Malaysia (KUSTEM). 2000 • Institut Teknologi Tun Hussein Onn (ITTHO) was given the status of university college and known as Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO). • Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKM) was established on 1st Dec. 2000. • Kolej Universiti Kejuruteraan dan Teknologi Malaysia (KUKTEM) was established. • Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM) was established.

8. Development of Higher Education in Malaysia • 17 January 2005 - A Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was appointed by the Minister of Higher Education. 2006 • 1 January 2006 - Universiti Darul Iman (UDM) was established. • 14th June 2006Universiti Malaysia Kelantan (UMK) was gazette as the 19th public universities in Malaysia. • July 2006 - A Report by The Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was published. • November 2006 - Universiti Pertahanan Malaysia Nasional Malaysia was established.

9. Development of Higher Education in Malaysia 2007 • 1st February 2007 - University Malaysia Perlis, University Teknikal Malaysia Melaka, University Malaysia Pahang, University Sains Islam Malaysia, University Tun Hussin Onn Malaysia and University Malaysia Terengganu were upgraded to university status as a move to re-brand the university colleges. • 27 August 2007 - National Higher Education Action Plan 2007 – 2010: Triggering higher education transformation was published. • August 2007 - National Higher Education Strategic Plan 2007 was published. • Please find out the development from 2007 - 2010

10. Syarat kemasukan • Calon mestilah mempunyai ijazah Bacelor dengan mendapat sekurang-kurangnya PNGK 2.75 atau setara. • Calon yang memperoleh PNGK kurang daripada 2.75 tetapi tidak kurang daripada 2.50 atau setara boleh diberi pertimbangan sekiranya memiliki pengalaman bekerja dalam bidang yang dipohon sekurang-kurangnya tiga (3) tahun selepas menerima ijazah Bacelor. • Calon yang memperoleh PNGK kurang daripada 2.50 tetapi tidak kurang daripada 2.25 atau setara boleh diberi pertimbangan sekiranya memiliki pengalaman bekerja dalam bidang yang dipohon sekurang-kurangnya lima (5) tahun selepas menerima ijazah Bacelor. • Calon yang memperoleh PNGK kurang daripada 2.25 tetapi tidak kurang daripada 2.00 atau setara boleh diberi pertimbangan sekiranya memiliki pengalaman bekerja dalam bidang berkaitan dengan bidang yang dipohon sekurang-kurangnya 10 tahun selepas menerima ijazah Bacelor.

11. Isu-isu kualiti Kerangka Kelayakan Malaysia Kerangka Kelayakan Malaysia / Malaysian Qualifications Framework • Prinsip umum • Tahap kelayakan • Hasil Pembelajaran / Learning outcomes • Kelayakan Pendidikan Sepanjang Hayat

12. Isu-isu kualiti Kerangka Kelayakan Malaysia / Malaysian Qualifications Framework • Kelayakan adalah sijil, diploma atau ijazah yang dianugerahkan oleh pihak berkuasa yang kompeten yang mengesahkan seseorang telah berjaya melengkapkan pengajian pada standard yang ditentukan dan telah memuaskan satu tahap pencapaian dan dapat melaksanakan sesuatu peranan, tugas atau kerja. Kelayakan menandakan pencapaian hasil pembelajaran secara positif, bukan sebagai kompensasi kerana kegagalan atau secara kebetulan.

13. Isu-isu kualiti Kerangka Kelayakan Malaysia • Tahap kelayakan menunjukkan tahap keupayaan. KKM mempunyai lapan tahap, iaitu Sijil Tahap 1-3, Diploma, Diploma Lanjutan, Ijazah Sarjana Muda, Ijazah Sarjana, dan Ijazah Kedoktoran. • Kelayakan pada setiap tahap mengandungi ciri-ciri generik yang menggambarkan keupayaan yang dijangkakan daripada pelajar dari segi: • Kedalaman dan kompleksiti ilmu serta pemahamannya; • Aplikasi pengetahuan dan kemahiran; • Darjah autonomi dan kreativiti dalam membuat keputusan; • Kemahiran berkomunikasi; dan • Keluasan dan kecanggihan amalan.

14. Isu-isu kualiti Kerangka Kelayakan Malaysia • Kelayakan Pendidikan Sepanjang Hayat adalah laluan bagi individu memajukan diri dalam konteks pembelajaran sepanjang hayat. Tiga kelayakan yang diwujudkan adalah: • Diploma Lanjutan; • Sijil Siswazah dan Diploma Siswazah; dan • Sijil Pascasiswazah dan Diploma Pascasiswazah.

15. Isu-isu kualiti Kerangka Kelayakan Malaysia • Hasil pembelajaran adalah pernyataan yang menjelaskan apa yang pelajar harus tahu, faham dan boleh lakukan setelah selesai suatu tempoh pengajian. Hasil pembelajaran merupakan rujukan bagi standard dan kualiti serta pembangunan kurikulum dari segi pengajran-pembelajaran, penetapan kredit dan penilaian pelajar. • Tiga kategori LO: • Tahap kelayakan • Bidang pengajian • Program.

16. Isu-isu kualiti Kerangka Kelayakan Malaysia • Lapan domain hasil pembelajaran: • Pengetahuan; • Kemahiran praktikal; • Kemahiran dan tanggungjawab sosial; • Nilai, sikap dan profesionalisme; • Kemahiran komunikasi, kepimpinan dan kerja berpasukan; • Kemahiran penyelesaian masalah dan kemahiran saintifik; • Kemahiran pengurusan maklumat dan pembelajaran sepanjang hayat; dan • Kemahiran mengurus dan keusahawanan.

17. Isu-isu kualiti Isu-isu dalam pengurusan kualiti Public regulation on higher education • Quality standard – excellence, value for money, fitness for purpose, transformation • Systems of quality management -Accountability -No institution … should be beyond review of its integrity, and the efficiency and effectiveness with which it uses public resources (Minister of Education, New Zealand 1990).

18. Isu-isu kualiti Isu-isu dalam pengurusan kualiti University Responses to Public Regulation of Higher Education Qualities: • Systems of quality management • Means of resistant and avoidance – so long as funded by government, HEIs have to abide. • Are the costs of addressing quality far greater than the benefits?

19. Isu-isu kualiti Isu-isu dalam pengurusan kualiti Academic quality and academic standard: • From a public policy perspective academic quality is equivalent to academic standards –the level of academic achievement attained by higher education graduates because of the human capital that graduates provide to society (Dill, 2007). • Human capital includes not only the contributions that educated graduates make to the economy, but also the non-monetary benefits they contribute to society through improved parenting, healthier lifestyles, greater civic participation, and increased social cohesion (Haveman, Bershadker, and Schwabish 2003).

20. Isu-isu kualiti Isu-isu dalam pengurusan kualiti Market Competition: • In the USA the baccalaureate degree market has become significantly more competitive as it has been transformed from a series of local monopolies to a nationally and regionally integrated market in which each colleges face many potential competitors for inputs and consumers.

21. Internationalization Vs. Globalization in Higher Education • Globalization is the flow of technology, economy, knowledge, people, values, ideas across borders. Globalization affects each country in a different way due to a nation’s individual history, traditions, culture and priorities. • Internationalization of higher education is one of the ways a country responds to the impact of globalization yet, at the same time respects the individuality of the nation. (Knight, 1997) • Internationalization of higher education is the process of integrating international dimension into the teaching, research, and public service function of the institution • Internationalization of higher education is no longer merely desirable; it is a necessity.

22. Quality and Internationalization Two major issues: • How the international dimension contributes to the improved quality of higher education? Internationalization is almost synonymous with westernization. It relates to standardization. Economics is driving the current interest in internationalization. Therefore, the quality of higher education might be in jeopardy.

23. Quality and Internationalization • How one assesses and maintains the quality of internationalization initiatives? • Different approaches and instruments used to address the issue of quality assessment and enhancement.

24. Ranking Systems • Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings Rujukan laman web: http://www.topuniversities.com/ • RAE – Research Assessment Exercise (UK) – was introduced in 1986 assessment process of the quality of research. Was reviewed in 2001. Latest was RAE in 2008. Rujukan: http://www.rae.ac.uk/ • Shanghai Jiao Tong University Rankings Rujukan: http://www.arwu.org/rank2008/ARWU2008_A(EN).htm

25. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 Six indicators of ranking: • Academic Peer Review – 40 percent • Employer Review – 10 percent • Faculty Student Ratio – 20 percent • Citations Per Faculty – 20 percent • International Faculty – 5 percent • International Students – 5 percent • This ranking has gained an increasing acceptance on the importance of the list by the international higher education community and those that employ graduates.

26. Shanghai Jiao Tong World University Rankings Six indicators of ranking: • Quality of Education - Alumni of an institution winning Nobel Prizes and Fields Medals – 10% • Quality of Faculty – staff of an institution winning Nobel Prizes and Fields Medals – 20% • Quality of Faculty – Highly cited researchers in 21 broad subject categories – 20% • Research output – articles published in Nature and Science – 20% • Research output – articles indexed in Science Citation Index-expanded, and Social Science Citation Index – 20% • Per Capita Performance – per capita academic performance of an institution – 10%

27. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 • Academic Peer Review: composite score drawn from peer review survey (divided into five subject areas). 6,354 responses in 2008. • It is based on an online survey distributed to academic worldwide. • Results are compiled based on three years worth of responses totaling 6,354 in 2008. • Respondents are not permitted to submit their own institution or to respond more than once. • Weightings are applied both geographically and by discipline to ensure as fair a representative spread.

28. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 • Employer Review: score based on responses to employer survey. 2,339 responses in 2008. • This is based on a global online survey distributed to employers. • Results are based on three years worth of latest response. • Geographical weightings are applied to ensure fair representation from the regions.

29. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 • Citations Per Faculty: it is used as conventional measure of research strength. • A citation is a reference to one academic publication in the text of another. The more citations a publication receives, the better it is perceived to be. • The more highly cited papers a university publishes, the stronger it can be considered to be. • The source use is Scopus, the world’s largest abstract and citation database of research literature. • The latest five complete years of data are used. • The total citation count is factored against the number of faculty in order to take into accounts the size of the institution.

30. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 • International factors: in today’s increasingly globalized world, the most successful universities have to attract the world’s best students and faculty. Simple evaluations of the proportion of international students and international faculty serve as indicators of an institution’s international attractiveness.

31. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2006 Top 10 universities in ranking: • Harvard University – USA • University of Cambridge – UK • University of Oxford – UK • Massachusetts Institute of Technology – USA Yale University – USA • Stanford University – USA • California Institute of Technology – USA • University of California, Berkeley – USA • Imperial College London – UK • Princeton University – USA Peking University – China at 14

32. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2007 Top 10 universities in ranking: • Harvard University – USA • University of Cambridge – UK • University of Oxford – UK • Yale University – USA • Imperial College London – UK • Princeton University – USA • California Institute of Technology – USA University of Chicago – USA • University College London – UK • Massachusetts Institute of Technology - USA Australian National University – Australia at 16

33. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 Top 10 universities in ranking: • Harvard University – USA • Yale University – USA • University of Cambridge – UK • University of Oxford – UK • California Institute of Technology – USA • Imperial College London – UK • University College London – UK • University of Chicago – USA • Massachusetts Institute of Technology – USA • Columbia University - USA Australian National University – Australia at 16

34. Shanghai Jiao Tong World University Rankings 2008 Top 10 universities in ranking: • Harvard University – USA • Stanford University – USA • University of California Berkeley - USA • University of Cambridge – UK • Massachusetts Institute of Technology – USA • California Institute of Technology – USA • Columbia University - USA • Princeton University – USA • University of Chicago – USA • University of Oxford - UK Tokyo University – Japan at 19

35. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 Asian universities in ranking: • Australian National University – Australia at 16 • University of Tokyo – Japan at 19 • Kyoto University – Japan at 25 • University of Hong Kong – at 26 • National University of Singapore – at 30 • The University of Sydney – at 37 • The University of Melbourne – at 38 • Hong Kong University of Science and Technology – at 39 • The Chinese University of Hong Kong – at 42 • University of Queensland – at 43 • Osaka University – at 44 • University of New South Wales – at 45

36. Times Higher Education (THE) – Quacquarelli Symonds (QS) World University Rankings 2008 Malaysian universities in 2008 ranking: • University of Malaya 230 (from 246 previously) • Universiti Kebangsaan Malaysia 250 (from 309 previous year) • Universiti Putra Malaysia 320 (from 364 previous year) • Universiti Sains Malaysia 313 (from 307 previous year) • Universiti Teknologi Malaysia 356 (from 401-500)

37. Arguments Several arguments: • Ranking is just a ranking and it is not everything. • Create another ranking system which can be regarded as more “indigenous and contextualized” – Asian, ASEAN, OIC university ranking. • Have to follow internationalization and globalization. • The “goal posts” are constantly changing. • We have to play the game because of internationalization in line with government policy on internationalization. • Malaysian university must go back to basics and understand the philosophy and mission of university as an institution. • The supremacy of American and British universities remain because of their creation, maintenance and advancement of learning and the applications to humanity.

38. Impacts • Universities intent on improving their research position. • Universities in UK, keen on improving the university’s RAE scores and by attracting more high-achieving applicants as measured by A level scores. • Universities in UK adding new vocational subjects, increasing the vocational content of modules – even in the humanities – and ‘re-packaging’ modules into courses with clearer relevance to student careers.

39. SO DI MANA UNIVERSITI KITA?