- Shawyun Teay
Teay Shawyun is an Associate Professor in Strategic Management Consultant to KSU-QMS and electronic ITQAN 2020 Performance Management System of King Saud University, Saudi Arabia. He is President of SEAAIR (South East Asia Association for Institutional Research) and a member of the Board of Assessors, TQA (Thailand Quality Award). He had developed a CHE (Commission on Higher Education) Award winning IQA system for Assumption University in Thailand when serving as the Director for the Center for Excellence (2003 to 2013). Awards included APHEIT best academic staff award in 2008 and various grants and awards for research and conferences. He has 10 years business experience and 30 years academic experience teaching MIS, IT and Strategic Management and resource person to diverse high profile groups in strategic management, performance management, quality assurance, leadership, and teambuilding development programs. His research interest covers Management of Technology, Strategic Management and Performance Management using interdisciplinary approaches.
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Education excellence had been and will still be the holy grail of quality education performance t... more Education excellence had been and will still be the holy grail of quality education performance that all higher education institutes (HEI) strives for. Education quality systems abound, but regardless of the variety of systems, the basic strategic foci and themes are similar. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic performance management system. Within this rationale, an IQA (Internal Quality Assurance) System is a key backbone infrastructure for any academic institutions to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take proactive actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and decision making. To address this critical issue facing most HEIs (Higher Education Institutions) this paper proposes an integrated and electronic system to link the trilogy of the PMS-IMS-QMS into an integrated electronic IQA system or electronic strategic performance management system (SPMS). This SPMS of the HEI is critical to managing and measuring quality performance within the standards and criteria requirements in the e-QMS supported by the e-IMS data marts and data warehouse and support decision making and actions through the business intelligence tools. All these are based on the e-PMS where the key missions, goals and objectives define the strategic direction of the institution, academic and administrative units and programs through the BSC (Balanced Scorecard) approach to support performance measurement and management at all levels of performance. With this integrated and electronic approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs strategically and tactically to accomplish and achieve a more powerful quality management of its educational services and processes.
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Education excellence had been and will still be the holy grail of quality education performance t... more Education excellence had been and will still be the holy grail of quality education performance that all higher education institutes (HEI) strives for. Education quality systems abound, but regardless of the variety of systems, the basic strategic foci and themes are similar. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic performance management system. Within this rationale, an IQA (Internal Quality Assurance) System is a key backbone infrastructure for any academic institutions to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take proactive actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and decision making. To address this critical issue facing most HEIs (Higher Education Institutions) this paper proposes an integrated and electronic system to link the trilogy of the PMS-IMS-QMS into an integrated electronic IQA system or electronic strategic performance management system (SPMS). This SPMS of the HEI is critical to managing and measuring quality performance within the standards and criteria requirements in the e-QMS supported by the e-IMS data marts and data warehouse and support decision making and actions through the business intelligence tools. All these are based on the e-PMS where the key missions, goals and objectives define the strategic direction of the institution, academic and administrative units and programs through the BSC (Balanced Scorecard) approach to support performance measurement and management at all levels of performance. With this integrated and electronic approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs strategically and tactically to accomplish and achieve a more powerful quality management of its educational services and processes.
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Education excellence had been an elusive aspiration and Holy Grail of quality education performan... more Education excellence had been an elusive aspiration and Holy Grail of quality education performance that all higher education institutions (HEI) continues to strive for. Education quality systems abound, but regardless of the multifarious systems, mechanisms and approaches, the basic strategic foci and themes of planning-information-quality are inherently akin. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic IQA (Internal Quality Assurance) system. Within this rationale, an integrated IQA System is a key backbone infrastructure for any HEI to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take informed proactive planned actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system (PMS) exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and informed decision making. To address this critical issue facing most HEIs (Higher Education Institutions), this paper proposes to a fully integrated electronic IQA to link the trilogy of the PMS-IMS-QMS. With this integrated and electronic IQA approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs. Ultimately, the linkage is via the key reports, statistics, documents and action plans and project required of quality management and accreditation across the QMS-PMS duo. This can strategically and tactically accomplish and achieve a more powerful quality management of its educational services and processes, a step closer towards excellence.
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Regardless of what academics believes or like, with the depletion of public funding and increased... more Regardless of what academics believes or like, with the depletion of public funding and increased competition the reality is that higher education institutions’ (HEI) future is more business oriented potentially affecting educational quality (Haworth & Conrad, 1997, Bowden & Marton, 1998). This over-commercialization and internalization to achieve individual “economic” needs rather than meeting the public needs and concerns is an issue that affects strong and sustained academic performance excellence. Yin, et al. (2002) noted that the education policy needs to include economic viewpoints that highlighted the needs for the institution to change the internal educational structures and systems to meet different educational purposes and aspirations by identifying, procuring and allocating appropriate resources for inputs that enhances the efficiency of internal processes of the system and its sub-systems to meet the short-term and/or long-term education needs. Conti (2006) also emphasized the need of understanding the quality management from the systems perspective by extending the quality management concepts of economic transactions to social relations that ultimately creates value to the stakeholders. The central issue is creation and delivery of these education values.
HEIs have a responsibility to the society to develop the future societal human capital through its educational value that they propose to the stakeholders through the internal processes of the institution and operations. The key issue is what and how these internal processes are aligned to create this educational value proposed to the stakeholders. In trying to find an answer to this issue, this paper explores the key components of quality, information and planning underpinning education excellence to align the integration of the 3 main IQA (Internal Quality Assurance) core systems of quality management (QMS), information management (IMS) and planning management (PMS) as these encompass most aspects of the creation and delivery of the educational value of HEIs. This integrated eIQA is designed as a collation of modular sub-systems which act independently for specific educational outputs that represent inputs to other modules. Inadvertently these modules are inherently linked through the vast mire of the data warehouse (DWH), its data marts and the use of BI (Business Intelligence) tools for analysis and ad-hoc reporting. Strategically and tactically, these are aligned top-down and bottom-up where quality management is aligned with planning management via information management leading to informed decisions affecting quality management at all levels of the institution, colleges and administrative units and the programs. To illustrate these QMS-IMS-PMS linkages via its key integrated e-modules, a case study of a leading university in the Middle East demonstrates this strategic integrated eIQA system.
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This QMS manual covers only the AuQS 2000 QMIPS (QMS) Quality Management System (8th Edition, Jan... more This QMS manual covers only the AuQS 2000 QMIPS (QMS) Quality Management System (8th Edition, January, 2012) of the more comprehensive AuQS 2000 QMIPS (Quality Management, Information and Planning Systems) performance management system of AU, that forms the heart and soul of its strive and never ending journey for continuous quality improvement. This is an integrated AuQS 2000 QMIPS Quality Performance Model that is based on the integration of the OHEC (Office of Higher Education Commission) 9 key strands of KPI and ONESQA (Office of National Education Standards and Quality Assessment) 18 KPI sets and the 2011 – 2012 Education Criteria for Performance Excellence of MBNQA (Malcolm Baldrige National Quality Awards). In order not to lose the essence of its origins, the basic instruments were adapted with minimal changes to reflect the internal requirements. The result is the AuQS 2000 QMIPS QMS (8th Edition, January 2012) that will be the standard and beacon, AU’s QA standard bearer, to support our performance measurement and management. This QMS retains a non-prescriptive approach as the ultimate definition of the systems and mechanisms, tools and techniques to be used for the school performance is the sole jurisdiction of the school within the National and Au QMS framework that forms the minimum requirement aiming for international standards for accomplishments and achievements. It is hoped that this QMS is used to the fullest by all schools apply it to derive the most fruitful and beneficial educational experiences to our students of being a total and complete, competent and productive citizen. Quality Assurance is both a tedious and tenacious but enduring journey, when well-planned and managed becomes our life blood for success. The success is in one’s own hand of destiny of which we hope that you succeed.
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"IS literature continues to highlight the issues of strategic business and IT planning alignment ... more "IS literature continues to highlight the issues of strategic business and IT planning alignment to achieve business performance. As an alternative to the mainstream models in the planning and implementation of the IS/IT by an organization, this chapter proposes an externalized approach by identifying the market
driven needs through the firm s value proposition to the customer derived from the product/service consumption. The market based push-pull framework is to ensure that the push strategy of the firm in
what it wants to offer and at aprice that it intends to offer is matched with the pull strategy of the market in what it wants to buy and at a price it is willingly to pay This externalized customer value is reconciled by the internalized firm s creation and delivery of the value as proposed by the firm based on the reconciliation of the market-pull and firm-push value proposition affecting customer satisfaction. Once the market pull and firm push strategy is identified, the alignment of the IT would be based on the pushpull
effect of the business requirement to serve and satisfy not only the internal customer needs but also the more important external customer needs and requirements in term of the firm s value proposition. The IT as a key enabler would be the main enabling mechanism to create and deliver on the value as proposed to the customer. A case study of how a university revamp its Information Management System by aligning the external and the internal elements is used to illustrate this reconciliation in its market
driven IS/iTplanning. The "market driven IS/IT" planning model is the base of the strategic integration of the internal and external elements that is contended to address the key planning issues in a more integrated and comprehensive way."
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"As IS/IT are technology enablers in the creation and delivery of the value, it is contended that... more "As IS/IT are technology enablers in the creation and delivery of the value, it is contended that all the core processes enabled by its technology should be aligned through the “ways and means” and the “what and how” value is added through the IT enabled processes. The management and implementation of the IT is dependant on the capacity and capability of the firm, and these are human and organizational based, that ultimately defines the firm’s competency affecting successful implementation and utilization
of the IS/IT. This chapter proposes a “capacity and capability” model based on the management of technology approach (the management of its Technoware, Humanware, Inforware and Orgaware) and its technology capabilities approach to manage its human, information and organization capitals critical to the successful IS/IT implementation and utilization. The “capacity and capability” model is the base of the integrated strategic capability driven implementation model that is contended to address the
key implementation issues in a more integrated and comprehensive way. The capability and capacity management of the IS/IT is contended to better address the utilization success based on the inter-twined THIO that addresses the human and organizational issues as compared to the traditional approach of
having the MIS resources."
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As Thailand moves into its second external audit cycle from 2006 – 2011 by the Office of National... more As Thailand moves into its second external audit cycle from 2006 – 2011 by the Office of National Education Standards and Quality Assessment with its 7 Standards, with emphasis on the Quality of Graduates, the standards follows the international norms of ratio and percentage of resources rather than taking a real hard look at the competency or effectiveness of the resources. In the strategic management framework as described, based on a balanced approach towards strategic and quality management, two main frameworks interplay as the core of the management of the academic institution in Thailand.
The first aspect looks at the managing of the whole institution as an organization for total success. The second aspect looks at the use of the TQM approach as enshrined in the AuQS 2000 QMIPS of the university that defines the key measures of performance. One critical resource in the QA mechanism is the instructors towards the development of qualified graduates. What constitutes the competency of an instructor is an evasive and hotly debatable and sensitive issue.
This paper aims at defining a comprehensive composite set of indicators called the Teaching Competency and Effectiveness Index (TCEI) of the instructor. The TCEI composite has 8 sub-factors of: 1) provide clear and emphatic learning environment (5 sub-indicators), 2) promote active student involvement (3 sub-indicators), 3) cater for students‟ learning differences (3 sub-indicators), 4) assist students to identify learning outcomes (4 sub-indicators), 5) engage in self-development (3 sub-indicators), 6) develop ability for effective teaching (5 sub-indicators), 7) conforms to a high level of professional ethics and values (3 sub-indicators), assume a leadership role in subject development (3 sub-indicators).
As a pilot study, the research instrument is surveyed on 2 senior instructors across 2 graduate subjects. This was about 120 graduate students in a management specialization with a response rate of 92 %. The pilot study indicated that only 2 factors namely, providing clear and emphatic learning environment (4 of 5 sub-indicators) and engaging in self-development (all 3 sub-indicators) as significant.
Being a pilot study, this was aimed at testing the significance of the Teaching Competency and Effectiveness Index (TCEI) of the instructor as a robust performance indicator of the instructor. This pilot study was a success as the reliability test scored a more than 0.8 with some of the variables achieving more than 0.9 on the Conbrach‟s alpha. It was also success in the sense that it does discover specific performance aspects of certain instructors, and the significance of the variables of different instructor could vary depending on the perceivable aspects that were important and perceived delivery by the student audience towards the end of a course. As such, the researcher could claim that the Teaching Competency and Effectiveness Index (TCEI) of the instructor could be construed to be a valid instrument for the measure of the competency and effectiveness of an instructor.
Key words: teaching competency, teaching effectiveness, index
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The HEIs needs to streamline and align all its planning and budgeting operating procedures to ide... more The HEIs needs to streamline and align all its planning and budgeting operating procedures to identify and produce data and evidence for the assessment of the performance outcomes to make them less tedious and chaotic, more efficient and effective in terms of time and efforts through a standardized and disciplined well-planned approach. This meant that a full-blown PMS (Performance Management, System) needs to be created and put into operation to ensure the linkages and interactions of the QMS (Quality Management System) the IMS (Information Management System) and the PMS (Planning Management System) that are fully aligned and are congruent with each other.
The SPMS framework as discussed in the following chapters is aimed at achieving a common linkage across the PMS-IMS-QMS to achieve the HEI “management through measurement” approach. Used in conjunction and in tandem with each other, the QMS and the PMS with the IMS as the evidence based mechanism; the SPMS (Strategic Performance Management System) will serve as the foundation of the performance management and the governance systems of the HEIs’ endeavors towards progressive and continuous improvements and innovations of the educational value to the stakeholders. It is also meant to be a pragmatic approach to show how the HEI can use this as a guideline to create their customized performance management system.
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This book aims to bridge the gap between preaching and practice in Strategic Planning in Higher E... more This book aims to bridge the gap between preaching and practice in Strategic Planning in Higher Education Institutions (HEIs). As academics, we have been preachers of management
theories and concepts but, when it comes to the real world of practicing what we profess to know well, it is surprising that preaching and practice often diverge. Management principles
are simple and straightforward to teach but when these principles are put into administrative or management practices in HEI, we do not fare that well in comparison to remaining within the safe zone of teaching. This is normally the case facing most HigherEducation Institutions (HEIs) as they move forward on quality drives which are both turbulent and never-ending journeys of continuous improvement. These journeys can be managed, however, if they are planned and, if planned, they can be better measured based on themission and goals of the position that it is the institution’s intention to achieve and sustain. This is basically management through measurement. In this management, it is necessary first to plan the desired outcomes; these then become the measures of achievement in terms of fulfilling the envisioned dreams. This is strategic management
applied to managing Higher Education Institutions.This
book has therefore been written with the aims of: 1) developing a framework for the strategic management of HEIs by adapting the fundamentals of business strategic management and
planning, and 2) developing a simpler framework for the analysis, formulation and implementation of strategies based on the “capabilities and position” perspectives used throughout this book.
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Readers Related Papers MentionsView ImpactEducation excellence had been and will still be the holy grail of quality education performance t... more Education excellence had been and will still be the holy grail of quality education performance that all higher education institutes (HEI) strives for. Education quality systems abound, but regardless of the variety of systems, the basic strategic foci and themes are similar. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic performance management system. Within this rationale, an IQA (Internal Quality Assurance) System is a key backbone infrastructure for any academic institutions to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take proactive actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and decision making. To address this critical issue facing most HEIs (Higher Education Institutions) this paper proposes an integrated and electronic system to link the trilogy of the PMS-IMS-QMS into an integrated electronic IQA system or electronic strategic performance management system (SPMS). This SPMS of the HEI is critical to managing and measuring quality performance within the standards and criteria requirements in the e-QMS supported by the e-IMS data marts and data warehouse and support decision making and actions through the business intelligence tools. All these are based on the e-PMS where the key missions, goals and objectives define the strategic direction of the institution, academic and administrative units and programs through the BSC (Balanced Scorecard) approach to support performance measurement and management at all levels of performance. With this integrated and electronic approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs strategically and tactically to accomplish and achieve a more powerful quality management of its educational services and processes.
Views PaperRank
Readers Related Papers MentionsView ImpactEducation excellence had been and will still be the holy grail of quality education performance t... more Education excellence had been and will still be the holy grail of quality education performance that all higher education institutes (HEI) strives for. Education quality systems abound, but regardless of the variety of systems, the basic strategic foci and themes are similar. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic performance management system. Within this rationale, an IQA (Internal Quality Assurance) System is a key backbone infrastructure for any academic institutions to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take proactive actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and decision making. To address this critical issue facing most HEIs (Higher Education Institutions) this paper proposes an integrated and electronic system to link the trilogy of the PMS-IMS-QMS into an integrated electronic IQA system or electronic strategic performance management system (SPMS). This SPMS of the HEI is critical to managing and measuring quality performance within the standards and criteria requirements in the e-QMS supported by the e-IMS data marts and data warehouse and support decision making and actions through the business intelligence tools. All these are based on the e-PMS where the key missions, goals and objectives define the strategic direction of the institution, academic and administrative units and programs through the BSC (Balanced Scorecard) approach to support performance measurement and management at all levels of performance. With this integrated and electronic approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs strategically and tactically to accomplish and achieve a more powerful quality management of its educational services and processes.
Views PaperRank
Readers Related Papers MentionsView ImpactEducation excellence had been an elusive aspiration and Holy Grail of quality education performan... more Education excellence had been an elusive aspiration and Holy Grail of quality education performance that all higher education institutions (HEI) continues to strive for. Education quality systems abound, but regardless of the multifarious systems, mechanisms and approaches, the basic strategic foci and themes of planning-information-quality are inherently akin. Quality in itself, without using its output and outcome criteria for planning inputs, compounded with the lack of concrete comprehensive data and information defeats the very purpose of a systematic and holistic IQA (Internal Quality Assurance) system. Within this rationale, an integrated IQA System is a key backbone infrastructure for any HEI to manage their quality and accreditation management as it is the internalized quality management system (QMS) that supports the quality management across all stakeholders at all levels in the institution to take informed proactive planned actions and decisions. While most institutions have QMS, they normally function independently or have partial linkages to the information management system (IMS) which is the key statistical, information data and documentation system where all QMS is critically dependent on. In addition, though a planning management system (PMS) exists, it is again normally decoupled from the QMS and the IMS and they normally do not work in full tandem or in conjunctions with each other holistically to support the key management and institution performance management and informed decision making. To address this critical issue facing most HEIs (Higher Education Institutions), this paper proposes to a fully integrated electronic IQA to link the trilogy of the PMS-IMS-QMS. With this integrated and electronic IQA approach, it is proposed that the PMS-IMS-QMS trilogy works holistically as integrated units working in tandem to support a more successful performance management of the HEIs. Ultimately, the linkage is via the key reports, statistics, documents and action plans and project required of quality management and accreditation across the QMS-PMS duo. This can strategically and tactically accomplish and achieve a more powerful quality management of its educational services and processes, a step closer towards excellence.
Views PaperRank
Readers Related Papers MentionsView ImpactRegardless of what academics believes or like, with the depletion of public funding and increased... more Regardless of what academics believes or like, with the depletion of public funding and increased competition the reality is that higher education institutions’ (HEI) future is more business oriented potentially affecting educational quality (Haworth & Conrad, 1997, Bowden & Marton, 1998). This over-commercialization and internalization to achieve individual “economic” needs rather than meeting the public needs and concerns is an issue that affects strong and sustained academic performance excellence. Yin, et al. (2002) noted that the education policy needs to include economic viewpoints that highlighted the needs for the institution to change the internal educational structures and systems to meet different educational purposes and aspirations by identifying, procuring and allocating appropriate resources for inputs that enhances the efficiency of internal processes of the system and its sub-systems to meet the short-term and/or long-term education needs. Conti (2006) also emphasized the need of understanding the quality management from the systems perspective by extending the quality management concepts of economic transactions to social relations that ultimately creates value to the stakeholders. The central issue is creation and delivery of these education values.
HEIs have a responsibility to the society to develop the future societal human capital through its educational value that they propose to the stakeholders through the internal processes of the institution and operations. The key issue is what and how these internal processes are aligned to create this educational value proposed to the stakeholders. In trying to find an answer to this issue, this paper explores the key components of quality, information and planning underpinning education excellence to align the integration of the 3 main IQA (Internal Quality Assurance) core systems of quality management (QMS), information management (IMS) and planning management (PMS) as these encompass most aspects of the creation and delivery of the educational value of HEIs. This integrated eIQA is designed as a collation of modular sub-systems which act independently for specific educational outputs that represent inputs to other modules. Inadvertently these modules are inherently linked through the vast mire of the data warehouse (DWH), its data marts and the use of BI (Business Intelligence) tools for analysis and ad-hoc reporting. Strategically and tactically, these are aligned top-down and bottom-up where quality management is aligned with planning management via information management leading to informed decisions affecting quality management at all levels of the institution, colleges and administrative units and the programs. To illustrate these QMS-IMS-PMS linkages via its key integrated e-modules, a case study of a leading university in the Middle East demonstrates this strategic integrated eIQA system.
Views PaperRank
Readers Related Papers MentionsView ImpactThis QMS manual covers only the AuQS 2000 QMIPS (QMS) Quality Management System (8th Edition, Jan... more This QMS manual covers only the AuQS 2000 QMIPS (QMS) Quality Management System (8th Edition, January, 2012) of the more comprehensive AuQS 2000 QMIPS (Quality Management, Information and Planning Systems) performance management system of AU, that forms the heart and soul of its strive and never ending journey for continuous quality improvement. This is an integrated AuQS 2000 QMIPS Quality Performance Model that is based on the integration of the OHEC (Office of Higher Education Commission) 9 key strands of KPI and ONESQA (Office of National Education Standards and Quality Assessment) 18 KPI sets and the 2011 – 2012 Education Criteria for Performance Excellence of MBNQA (Malcolm Baldrige National Quality Awards). In order not to lose the essence of its origins, the basic instruments were adapted with minimal changes to reflect the internal requirements. The result is the AuQS 2000 QMIPS QMS (8th Edition, January 2012) that will be the standard and beacon, AU’s QA standard bearer, to support our performance measurement and management. This QMS retains a non-prescriptive approach as the ultimate definition of the systems and mechanisms, tools and techniques to be used for the school performance is the sole jurisdiction of the school within the National and Au QMS framework that forms the minimum requirement aiming for international standards for accomplishments and achievements. It is hoped that this QMS is used to the fullest by all schools apply it to derive the most fruitful and beneficial educational experiences to our students of being a total and complete, competent and productive citizen. Quality Assurance is both a tedious and tenacious but enduring journey, when well-planned and managed becomes our life blood for success. The success is in one’s own hand of destiny of which we hope that you succeed.
Views PaperRank
Readers Related Papers MentionsView Impact"IS literature continues to highlight the issues of strategic business and IT planning alignment ... more "IS literature continues to highlight the issues of strategic business and IT planning alignment to achieve business performance. As an alternative to the mainstream models in the planning and implementation of the IS/IT by an organization, this chapter proposes an externalized approach by identifying the market
driven needs through the firm s value proposition to the customer derived from the product/service consumption. The market based push-pull framework is to ensure that the push strategy of the firm in
what it wants to offer and at aprice that it intends to offer is matched with the pull strategy of the market in what it wants to buy and at a price it is willingly to pay This externalized customer value is reconciled by the internalized firm s creation and delivery of the value as proposed by the firm based on the reconciliation of the market-pull and firm-push value proposition affecting customer satisfaction. Once the market pull and firm push strategy is identified, the alignment of the IT would be based on the pushpull
effect of the business requirement to serve and satisfy not only the internal customer needs but also the more important external customer needs and requirements in term of the firm s value proposition. The IT as a key enabler would be the main enabling mechanism to create and deliver on the value as proposed to the customer. A case study of how a university revamp its Information Management System by aligning the external and the internal elements is used to illustrate this reconciliation in its market
driven IS/iTplanning. The "market driven IS/IT" planning model is the base of the strategic integration of the internal and external elements that is contended to address the key planning issues in a more integrated and comprehensive way."
Views PaperRank
Readers Related Papers MentionsView Impact"As IS/IT are technology enablers in the creation and delivery of the value, it is contended that... more "As IS/IT are technology enablers in the creation and delivery of the value, it is contended that all the core processes enabled by its technology should be aligned through the “ways and means” and the “what and how” value is added through the IT enabled processes. The management and implementation of the IT is dependant on the capacity and capability of the firm, and these are human and organizational based, that ultimately defines the firm’s competency affecting successful implementation and utilization
of the IS/IT. This chapter proposes a “capacity and capability” model based on the management of technology approach (the management of its Technoware, Humanware, Inforware and Orgaware) and its technology capabilities approach to manage its human, information and organization capitals critical to the successful IS/IT implementation and utilization. The “capacity and capability” model is the base of the integrated strategic capability driven implementation model that is contended to address the
key implementation issues in a more integrated and comprehensive way. The capability and capacity management of the IS/IT is contended to better address the utilization success based on the inter-twined THIO that addresses the human and organizational issues as compared to the traditional approach of
having the MIS resources."
Views PaperRank
Readers Related Papers MentionsView ImpactAs Thailand moves into its second external audit cycle from 2006 – 2011 by the Office of National... more As Thailand moves into its second external audit cycle from 2006 – 2011 by the Office of National Education Standards and Quality Assessment with its 7 Standards, with emphasis on the Quality of Graduates, the standards follows the international norms of ratio and percentage of resources rather than taking a real hard look at the competency or effectiveness of the resources. In the strategic management framework as described, based on a balanced approach towards strategic and quality management, two main frameworks interplay as the core of the management of the academic institution in Thailand.
The first aspect looks at the managing of the whole institution as an organization for total success. The second aspect looks at the use of the TQM approach as enshrined in the AuQS 2000 QMIPS of the university that defines the key measures of performance. One critical resource in the QA mechanism is the instructors towards the development of qualified graduates. What constitutes the competency of an instructor is an evasive and hotly debatable and sensitive issue.
This paper aims at defining a comprehensive composite set of indicators called the Teaching Competency and Effectiveness Index (TCEI) of the instructor. The TCEI composite has 8 sub-factors of: 1) provide clear and emphatic learning environment (5 sub-indicators), 2) promote active student involvement (3 sub-indicators), 3) cater for students‟ learning differences (3 sub-indicators), 4) assist students to identify learning outcomes (4 sub-indicators), 5) engage in self-development (3 sub-indicators), 6) develop ability for effective teaching (5 sub-indicators), 7) conforms to a high level of professional ethics and values (3 sub-indicators), assume a leadership role in subject development (3 sub-indicators).
As a pilot study, the research instrument is surveyed on 2 senior instructors across 2 graduate subjects. This was about 120 graduate students in a management specialization with a response rate of 92 %. The pilot study indicated that only 2 factors namely, providing clear and emphatic learning environment (4 of 5 sub-indicators) and engaging in self-development (all 3 sub-indicators) as significant.
Being a pilot study, this was aimed at testing the significance of the Teaching Competency and Effectiveness Index (TCEI) of the instructor as a robust performance indicator of the instructor. This pilot study was a success as the reliability test scored a more than 0.8 with some of the variables achieving more than 0.9 on the Conbrach‟s alpha. It was also success in the sense that it does discover specific performance aspects of certain instructors, and the significance of the variables of different instructor could vary depending on the perceivable aspects that were important and perceived delivery by the student audience towards the end of a course. As such, the researcher could claim that the Teaching Competency and Effectiveness Index (TCEI) of the instructor could be construed to be a valid instrument for the measure of the competency and effectiveness of an instructor.
Key words: teaching competency, teaching effectiveness, index
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Readers Related Papers MentionsView ImpactThe HEIs needs to streamline and align all its planning and budgeting operating procedures to ide... more The HEIs needs to streamline and align all its planning and budgeting operating procedures to identify and produce data and evidence for the assessment of the performance outcomes to make them less tedious and chaotic, more efficient and effective in terms of time and efforts through a standardized and disciplined well-planned approach. This meant that a full-blown PMS (Performance Management, System) needs to be created and put into operation to ensure the linkages and interactions of the QMS (Quality Management System) the IMS (Information Management System) and the PMS (Planning Management System) that are fully aligned and are congruent with each other.
The SPMS framework as discussed in the following chapters is aimed at achieving a common linkage across the PMS-IMS-QMS to achieve the HEI “management through measurement” approach. Used in conjunction and in tandem with each other, the QMS and the PMS with the IMS as the evidence based mechanism; the SPMS (Strategic Performance Management System) will serve as the foundation of the performance management and the governance systems of the HEIs’ endeavors towards progressive and continuous improvements and innovations of the educational value to the stakeholders. It is also meant to be a pragmatic approach to show how the HEI can use this as a guideline to create their customized performance management system.
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Readers Related Papers MentionsView ImpactThis book aims to bridge the gap between preaching and practice in Strategic Planning in Higher E... more This book aims to bridge the gap between preaching and practice in Strategic Planning in Higher Education Institutions (HEIs). As academics, we have been preachers of management
theories and concepts but, when it comes to the real world of practicing what we profess to know well, it is surprising that preaching and practice often diverge. Management principles
are simple and straightforward to teach but when these principles are put into administrative or management practices in HEI, we do not fare that well in comparison to remaining within the safe zone of teaching. This is normally the case facing most HigherEducation Institutions (HEIs) as they move forward on quality drives which are both turbulent and never-ending journeys of continuous improvement. These journeys can be managed, however, if they are planned and, if planned, they can be better measured based on themission and goals of the position that it is the institution’s intention to achieve and sustain. This is basically management through measurement. In this management, it is necessary first to plan the desired outcomes; these then become the measures of achievement in terms of fulfilling the envisioned dreams. This is strategic management
applied to managing Higher Education Institutions.This
book has therefore been written with the aims of: 1) developing a framework for the strategic management of HEIs by adapting the fundamentals of business strategic management and
planning, and 2) developing a simpler framework for the analysis, formulation and implementation of strategies based on the “capabilities and position” perspectives used throughout this book.
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Journal oflnstitutional Research in South East Asia- Vol. 15 No.1 May/June 2017, Jun 2017
Benchmarking has long been held as a potentially important and inherent process whereby academic ... more Benchmarking has long been held as a potentially important and inherent process whereby academic programs or HEis compare their progress or performance relative to a comparable external entity equitable or better or the best in the same or across different entities. While this type of benchmarking has long been practiced, they are practically external to the institution, and this is the nonn of benchmarks that are favored and very widely used and practiced. Though external benchmarking is the norm and used widely, there appears to be a lack of research into an internal benchmarking system, whereby academic programs within the same schools, or across the different schools, or schools across the whole institution can be benchmarked within the same institution. The call for internal benchmarking is for continuous improvements, sharing and learning across the different units for competitive collaborations towards the institution ' s mission collectively. While most accreditation bodies emphasized the importance of the use of external benchmarks, the NCAAA (National Commission for Accreditation and Assessment) of Saudi Arabia dictates that all academic programs or HEis seeking national accreditation needs to provide evidence of both external and internal benchmarks. This has led to a serious dilemma for all HE Is as most IQA (Internal Quality Assurance) were not established with internal benchmarks nor most lack an inherent IQA for the HEI or programs for its internal quality management. Based on this requirement, this paper advocates an IQA system that focuses on its processes and result base criteria and its inherent performance indicators as a strong and valid composite set of fundamentals and approach in incorporating an internal benchmarking system within its IQA management system. This paper provides a broad literature review of benchmarking applications in HEis and uses a case study of the IQA system of a leading Middle East university to exemplify and realize this internal benchmarking mechanism.
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Proceedings of 16th Annual SEAAIR Conference
Workforce engagement is a key organizational factor with a set of determinants for organizational... more Workforce engagement is a key organizational factor with a set of determinants for organizational excellence for profit or nonprofit businesses that includes healthcare and educational establishments. The "engagement" hype has spilled over into the HEis where student engagement is claimed as a key factor for student success, and is becoming a potentially important measure of student success. While it is recognized that student engagement is important, most HEis have forgotten that it takes "two to tango". The premise underlying this paper is that for successful faculty-student engagement, one would need to look at both sides of the aspiring or deterring determinants equation of student and faculty engagements. These determinants represent two sides of the "faculty-student tango engagement" equation, of which this paper aims to explore. It will look at the two main determining dimensions of environmental factors and behavioral factors of both faculty and students. In the environmental dimension, the normal determinants are the organizational factors, work psychological climate and loyalty enhancers. The behavioral dimension will explore the psychological and emotive behavior together with personal and beliefs disposition. In determining the aspirants or deterrents dimensions, it aims at identifying key fundamentals of a holistic framework for faculty-student engagement determinants, when clarified can potentially strengthen the engagement foundation of institution success underlying student success.
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The Salamanca Statement 1994 calling for "recognition of the need to work towards "schools for al... more The Salamanca Statement 1994 calling for "recognition of the need to work towards "schools for all" - institutions which include everybody, celebrate differences, support learning, and respond to individual needs" can be deemed a fundamental mission of all HEis towards its societal responsibility. Post AEC (ASEAN Economic Community) 2015, ASEAN HEis(Higher Education lnstitutes)are still struggling to be competitive
while facing its own traditional HEI challenges in creating and delivering quality value added education to meet students' and market needs and expectations within resources limitations. Catering to inclusive education, which leans towards special
needs students rather than marginalized or poor students, will pose greater challenges and constrain further the scarce resources. In addition to the traditional financial, human and infrastructure resources, catering to "right to education of every
individual, as enshrined in the 1948 Universal Declaration of Human Rights" seems an insurmountable and tall order for any HEI. The key research question is, "should the post AEC 2015 HEI opt in or out of inclusive education?" While seemingly
impossible, this paper will explore the spectrum of "inclusivity", the appending challenges, and provide some practicalities in chipping in and continued contribution to the larger societal accountabilities beyond what NGOs or government can do.
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International Journal of Teachnig and Education Vol. III, No. 2 / 2015
While accountability has been discussed and designed for implementation for schools systems in
t... more While accountability has been discussed and designed for implementation for schools systems in
the West, what would responsibility and accountability mean for a Higher Education Institute (HEI)
has been elusive. Basically, key literature in accountability connects assessment, teaching and
learning, student and teacher systems, testing systems leading to improvements, innovations and
renewals in the whole organizational capacity and capabilities system. These basically are the 4
sanctified mission tenets of any HEI of teaching, learning, research and societal responsibility. A
key question facing most HEI would be the fundamental principles and mechanics in developing,
ensuring and measuring these accountabilities that affects the students and society. The
immediacy is the internal policies, processes, pragmatics and practices of the creation and delivery
of “education value” that is the faculty and staff using the educational processes responsibly and
accountably way towards the students’ accomplishment and achievements and societal
development. Instead of focusing on the outcome of the accountability from external measures,
this paper will focus on the internal practices and mechanisms that need to be established to
ensure and support to internal responsibility and accountability of the HEI and its academic
personnel. This paper aims at proposing a working model for this internal integrated Academic
Performance and Accountability System (APAS) for a HEI. Six key internal indices are established in
the key areas to course evaluations index, teaching and learning assessment learning outcome
index of student, quality contributions index, research index, administrative work index, societal
responsibility index. All these culminate in the Academic Performance and Accountability Index
(APAI) of a scorecard of the faculty performance and accountability from the inherent internal
processes that affect the final student external outcome performance.
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Acknowledging that any organization’s top management always has a voracious appetite to know of i... more Acknowledging that any organization’s top management always has a voracious appetite to know of its performance, the same also holds true for the HEIs (Higher Education Institutions) as all university councils and executive management would like to have a better understanding of how they are performing, albeit relative to other HEIs. The adage of “management through measurement” still holds strong as the HEI strategic KPIs (Key Performance Indicators) provide important indications of the institution’s performance that could lead to better and well informed decision making that affects the HEI. To better understand the strategic KPIs’ importance, this paper is aimed at reviewing the extent of strategic KPI development through a secondary research approach and providing a technical approach of how HEIs can develop their institutions’ strategic KPIs. While this paper’s emphasis is on developing strategic KPIs specific to the case study, these KPIs will include key tactical KPIs on learning effectiveness which are more operational but also serve as key indicators of the strategic direction and accomplishment measures of the institution. The proposed approach uses a secondary research methodology based on literature reviews and strategic plans of HEIs to review the types and nature of KPIs developed, and what KPIs can be used to determine the performance of the HEI. A HEI case study in the Middle East, with its strategic plan is used to illustrate this approach of how a typical HEI can identify and develop its own set of strategic KPIs based on its strategic plan.
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“Developing Strategic KPIs of King Saud University”, King Saud University Research Report – Deanship of Quality DoQ # 1/2014, January – April 2014 G , Apr 18, 2014
Acknowledging that any organization top management always has a voracious appetite to know of its... more Acknowledging that any organization top management always has a voracious appetite to know of its performance, the same also holds true for the HEIs (Higher Education Institutions) as all university councils and executive management would like to have a better understanding of how they are performing, albeit relative to others. The adage of “management through measurement” still holds strong as the HEI strategic KPIs (Key Performance Indicators) provides important indications of the institution performance that could lead to better and well informed decision making that affects the HEI. To better understand the strategic KPIs’ importance, this paper is aimed at reviewing the extent of strategic KPI development through a secondary research approach and providing a technical approach of how a HEI can develop the institution strategic KPIs. While this paper emphasis is on developing strategic KPIs specific to the case study, these KPIs will include key tactical KPIs on learning effectiveness which are more operational but also serve as key indicators of the strategic direction and accomplishment measures of the institution. The proposed approach uses a secondary research methodology based on literature reviews and strategic plans of HEIs to review the types and nature of KPIs developed, and what KPIs can be used to determine the performance of the HEI. A HEI case study in the Middle East, with its strategic plan is used to illustrate this approach of how a typical HEI can identify and develop its own set of strategic KPIs based on its strategic plan.
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International Journal of Business and Management Vol. II (2) 2014, Jun 18, 2014
AEC (ASEAN Economic Community) 2015 envisaged the goal of regional economic integration of the 10... more AEC (ASEAN Economic Community) 2015 envisaged the goal of regional economic integration of the 10 ASEAN (Association of South East Asian Nation) economies by December 2013, under 4 main pillars of which it claims to have achieved 73.6% of its targets. MDGs (Millennium Development Goals) and ADB (Asian Development Bank) statistics, researches and reports painted a different picture of the awareness, degree of readiness, and its socio-economic, socio-political and socio-cultural in the ASEAN members. This paper aims to look at the overall AEC 2015 country’s readiness; potential socio-economic, socio-political and socio-cultural factors can affect education and quality in the HEIs (Higher Education Institutions) in the wake of AEC 2015. While recognizing that many international bodies have covered the issues, challenges and made recommendations at the macro levels for national actions and development, this paper also looks at the micro level of the institutional internal and external processes and people that can contribute to laying stronger foundations at the forefronts of 1) for students’ values and conscientious reforms; 2) institutional values and conscientious reforms; 3) the institutional balancing of its sustainability through planning and quality management; and 4) Societal Responsibility. These are discussed from the “moral and values” aspects of the mitigations of the socio-economic, socio-political and socio-cultural issues that each individual HEI can contribute to building the “character and moral foundations future generation of leaders through the HEI processes and people”.
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Proceedings of the 13th SEAAIR Conference
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Proceedings of 13th SEAAIR Conference hosted by Universitas Ciputra, Indonesia, Oct 7, 2013
Social entrepreneurship (SE) in HEI or USR (University Social Responsibilities), which can be two... more Social entrepreneurship (SE) in HEI or USR (University Social Responsibilities), which can be two sides of the same coin, has raised a key question of similarities and dissimilarities. Fundamentally, both subscribe to the same “social” focus which is society-centered based on the HEI’s vision and mission. The differences could be in its process, procedures, “profit”, people and practices rather than its principles. While one of the key missions of the HEI is on societal responsibilities, it is understood and practiced in various forms and formats within the context and resources of the HEI. This could call for a review of this key mission of societal responsibilities of the HEI and understand these “social frameworks” and their implications to the HEI. As such, the key research aim is to determine a basic and holistic understanding of the “social” aspects and practices within the many differing terminologies and processes coined for SE or USR. Based on this, it will identify the key fundamentals that the HEI should emphasize on its SE/USR designs and development and allocation of scare resources to holistically practice its societal responsibilities that contributes to society betterment and alleviations of societal “ills” and the marginalized.
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Proceedings of the 12th SEAAIR Annual Conference hosted by University Sabah Malaysia, Nov 2012
""It’s been more than 5 years that Service Quality Index of academic support units in Assumption ... more ""It’s been more than 5 years that Service Quality Index of academic support units in Assumption University of Thailand has been measured using SERVQUAL model by Zeithaml, Parasuraman, and Berry (1990). Not only original five dimensions --- Tangibles, Reliability, Responsiveness, Assurance, and Empathy --- were used, but an additional dimension, Information, was included also. The results were the reflection of how service was delivered in such a means to satisfy each customer. Good and appropriate service was what they expected but the perceived creation and delivery of the expected service might not meet expectations. .
This study is about analyzing the trend of service quality index and the RCA (Root Cause Analysis) of the 7 main academic support units in Assumption University of Thailand for the academic years 2009 – 2011. Data was collected from the university’s students and personnel (lecturers and staff) based on the units’ performance in various dimensions. The overall university results for the 3 years showed a negative slope trend. Only AU Library’s and Office of HRM’s scores increased year by year but Office of Administrative Affairs’, Office of ITS’s, Office of Financial Affairs’, Office of the Registrar’s, and Student Affairs’ score decreased dramatically. Specifically, the Empathy dimension score decreased. The causes will be analyzed using the RCA and the possible solutions with the recommendations will be provided.
""
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The world is facing a plethora of onslaughts of geo-political disruptions with populism, isolatio... more The world is facing a plethora of onslaughts of geo-political disruptions with populism, isolationism, terrorism, inter & intra conflicts; technology disruptions of artificial intelligence and digitization affecting work-social-personal life balance & behaviors and values & ideals; and corruptive and competitive disruptions bringing about disengagement, disbeliefs and discords. This paper attempts to put into perspectives of the current states of such disruptions and how they challenge the fundamentals of a HEI and its implications on the: (1) Competition & Competitiveness; (2) Constitution of the DNA of the HEI; (3) Context and Content of the HEI challenges; (4) Capacity Vs. Capabilities; (5) Connect & Click Engagement; (6) Credible Vs. Corruptive Practices; (7) Comprehensive and Constructive Creation and Practices of Educational and Societal Value Addition; (8) Change Management and (9) Community Building, and most importantly the conscience of the faculty and institution as a living entity. It will also discuss a potential set of scenarios where the HEI can decide, select and establish as its future business model based on such challenges.
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Proceedings of 16th Annual SEAAIR Conference
Workforce engagement is a key organizational factor with a set of determinants for organizational... more Workforce engagement is a key organizational factor with a set of determinants for organizational excellence for profit or nonprofit businesses that includes healthcare and educational establishments. The "engagement" hype has spilled over into the HEis where student engagement is claimed as a key factor for student success, and is becoming a potentially important measure of student success. While it is recognized that student engagement is important, most HEis have forgotten that it takes "two to tango". The premise underlying this paper is that for successful faculty-student engagement, one would need to look at both sides of the aspiring or deterring determinants equation of student and faculty engagements. These determinants represent two sides of the "faculty-student tango engagement" equation, of which this paper aims to explore. It will look at the two main determining dimensions of environmental factors and behavioral factors of both faculty and students. In the environmental dimension, the normal determinants are the organizational factors, work psychological climate and loyalty enhancers. The behavioral dimension will explore the psychological and emotive behavior together with personal and beliefs disposition. In determining the aspirants or deterrents dimensions, it aims at identifying key fundamentals of a holistic framework for faculty-student engagement determinants, when clarified can potentially strengthen the engagement foundation of institution success underlying student success.
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