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Implementing A Quality Management System for Built Environment Programs

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Globalization of markets and the fast improvements in information flow ... Advantages in national and international accreditation. Hesham, 2003 ... – PowerPoint PPT presentation

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Title: Implementing A Quality Management System for Built Environment Programs


1
Implementing A Quality Management System for
Built Environment Programs
Based on University of Malayas Experience
Norhayati Mahyuddin, H. Abd Rahman, F.A. Mohd
Rahim Centre for Project Facilities Management
(PFM) Faculty of Built Environment University of
Malaya
2
Globalization of markets and the fast
improvements in information flow capabilities
have increased competition worldwide. In order
to compete in todays turbulent competitive
environment, organizations are focusing on the
satisfaction of customers needs as a means of
securing competitive advantage and even survival
Hesham, 2003
3
Quality Management System (QMS) in the Education
Industry! Quality assurance should be part and
parcel of the structure, system and approaches
related to teaching, research and administration
as to enable the stated aims and objectives of
the institution to be achieved. How
successful will it be?
4
The increase in focus on quality assurance will
closely relate to the increase in funds that
needs to be invested in the higher education
institution in Malaysia.
HOWEVER.. Funding of higher education is seen
as a means towards further economic growth and
development.
THEREFORE, a formal evaluation of public
universities would ensure that there must be a
minimum acceptable standard of quality education.
Higher education institutions need to rethink
and modify its function.
5
Higher education institutions need to rethink and
modify its function.
the scenario Increase numbers of students
intake to generate more revenue.
  • Leading.
  • to a lowering of standards and quality.
  • increase academic workloads due to the higher
    ratio of
  • teaching staff to number of students
  • lack of laboratory facilities and equipment
  • Monitoring of students performance

6
University of Malaya
A university-wide quality management system has
been established in the University of Malaya, the
first and premier university in Malaysia.
As an organization increases in size, quality
control and quality assurance measures get
increasingly tougher. Nevertheless, University
Malaya (UM), the oldest and prestigious
university in Malaysia, faced up to this
challenge and achieved MS ISO 90012000
Certification for the whole university in all its
processes in December 2002 Kamila
7
Why ISO ? ISO is a series of international
guidelines and standards designed to be used for
the evaluation and certification of organizations
that have implemented a quality system.
  • benefits of developing an ISO 9001 quality system
    for a university
  • Provides confidence to the students, industry,
    government and
  • society, as well as the university and faculty
    management that the
  • requirements for quality are continuously met.
  • Adequate determination of the customer
    requirements for quality.
  • Adequate documentation of program design
    activities and output.
  • Teaching, learning and research process
    control.
  • Effective marketing tools.
  • Advantages in national and international
    accreditation.
  • Hesham, 2003

8
ISO 9001 (2000) Model Adopted by UM
  • The university has established its quality
    management unit known as the University of Malaya
    Quality Assurance Management Unit (QAMU).
  • QAMUs scope of responsibility involves about
    1,400 academic staff, 2,700 support staff, 19,900
    undergraduate students 7,900 postgraduate
    students, 17 academic centers, and 13 residential
    colleges.
  • The main objectives in adopting the ISO 9001
    (2000) are to
  • achieve a Universal quality approach,
  • ensure acceptable quality standards,
  • ensure customer satisfaction, and
  • assure consistency in the quality of service
    delivery.

9
THE MODEL
  • The model adopted by UM has the relevant
    characteristics identified by Johnson and
    Golomski (1999) such as
  • leadership,
  • understanding stakeholders,
  • factual approach to decision making,
  • involvement of people,
  • process approach and continual improvement.
  • True enough, after its successful implementation,
    the ISO 9001 (2000) has been proved to be a
    standard for a quality system in education and
    NOT just a quality standard for products.

10
THE MODEL
  • The two main categories of products produced by
    the university are the -
  • educational experience towards the award of a
    degree, and
  • products of teaching and research and development
    (RD) that includes publications and patents of
    products.

Eleven core processes have been identified and
used in the quality management system. They are
as follow PT00 Quality Management Unit PT01
Teaching and learning PT02 Research and
development PT03 Human resource PT04
Infrastructure and assets PT05 Financial
aspect PT06 Commercialization PT07 Students
affairs PT08 Library services PT09
Residential colleges PT10 Sports and cultural
services
11
The Process.
Work Instructions, Guidelines And Quality
Specifications
Accompany The Procedures
Compliance With Regards To The Core Processes
Quality Audit Checks
Quality Objectives Have Been Met
Continual Improvement
Measurement
12
Faculty Of Built Environment Management System
Principles and guidelines in curriculum design A
program must produce broad based of graduates to
achieve the standard requirement of the relevant
professional bodies, to fulfill the requirement
of the MS ISO 90012000 and the Ministry of
Higher Learning, Malaysia.
  • Curriculum revision
  • Course(s) assessment methods
  • Course development
  • Semester examination

13
Faculty Of Built Environment Management System
Curriculum revision Programme planning and
curriculum quality reviews are carried out every
five (5) years. The Faculty of Built Environment
requires the students to obtain 113 credit hours
within a minimum period of three (3) years which
cover six (6) semesters. Curriculum is being
reviewed by the External Examiners both from
local and international experts. The external
examiners have been assisted the Faculty in
formulating the Facultys teaching, learning and
research strategies to correspond to the private
and public demands.
Course(s) assessment methods Assessment method
for most courses consists of 30 - 40 of
coursework and 60 - 70 of final examination.
However there is also a continuous assessment
method for certain subjects on the basis of
assignments or project works. Students have to
present their final product at the end of the
semester in groups or in an individual basis.
14
Course development As part of the requirements
of the University Malayas QMS, the faculty needs
to conduct course evaluation towards the end of
each semester. The outcomes of the evaluation
will be used to improve the course as well as
quality of teaching. Students are also
encouraged to express their views using MS
ISO90012000 format on any issues or problems
pertaining to the running of the
Faculty/Department.
Figure illustrates Evaluation Process for
Course Delivery and Staff Teaching Method Flow
Chart
15
Faculty/Department Assessment forms are dispense
to each lecturers by week 8 of lecture in each
semester
Faculty Assessment forms are printed accordingly
to course requirements by week 7 of lecture in
each semester
Department/Lecturer Each courses and teaching
methods are assessed by students and the form
will be submitted to the Faculty level within
week 8 to week 13 of lecture in each semester
Faculty Forms are scanned and detail statistics
is analysed for the Department and the Academic
Section for records, within 2 weeks after the
semester end
Faculty/Department Evaluate results of the
assessed course
Average means
lt 3.0
Faculty/Department Meeting with the lecturer
assessed and necessary action is taken for
continuous improvement (before the same course is
offered in the new semester)
gt3.0
Faculty/Department Assessed form is managed and
filed into each course files and lecturer
personal files before new semester begin
Process end
16
Faculty Of Built Environment Management System
  • This particular evaluation is based on three (3)
    main criteria which are-
  • Students evaluation on course conducted
  • Students evaluation on teaching method applied
  • Facilities evaluation on courses offered

Based on our recent findings of 2005, 94 of the
students consent that the teaching courses, the
teaching method as well as the facilities
available on thought courses offered is at
satisfactory level.
17
Faculty Of Built Environment Management System
Semester examination Overall, the University is
precautious in assuring the development of
examination papers for every semester. Each
Faculty will be informed by the University
Examination Section (ES) to produce examination
questions through a systematic process
administered by the University Quality Assurance
Unit . Question papers, project briefs with
schemas are prepared by the lecturers and this
will go through a screening process.
Characteristic of the question papers and project
briefs is vetted through at the Departmental
level and also at the Facultys level. This
procedure is to ensure the confidentiality of the
questions and the quality question papers are
produced.
18
Question Papers Development Process for
Examination
19
Faculty Of Built Environment Management System
Undergraduate report The Faculty offers an array
of specialisations in the field of built
environment through the four departments the
Department of Architecture, Department of
Building Surveying, Department of Quantity
Surveying and Department of Estate Management.
The total number of students enrolled in the five
undergraduate degree programmes has increased
gradually from 1995 to 2003. below Figure
indicates the total number of students enrolled
with the Faculty between 1995 and 2005.
20
Faculty Of Built Environment Management System
The above Figure shows the percentage of
graduates who obtained a CGPA of 3.0 and above
and below 3.0 from 1998 until 2005.
In the year 2005 the percentage of students who
obtained CGPA above 3.0 was 63, the highest
percentage ever recorded by the Faculty. This
indicates that the Faculty surpassed the target
of 30 envisioned by the Universitys quality
objective.
21
Conclusion
The ISO standards are systems for evaluating the
ability of organizations to consistently design,
produce and deliver quality products and
services. It provides confidence to customers
that requirements for quality are met. In other
words, it consists of methods and activities used
to assure the customer of the quality of products
and services provided to them meets the
specifications promised by the institution of
higher learning in Malaysia. The full-fledged
ISO 9001 (2000) is one of its kind and at first
seemed like an impossible task. Standardisation
of processes and the audit processes have help
the Faculty of Built Environment, to excel well
in their quest to improve the quality of
education for undergraduate and postgraduate
students. The need to continually improve
processes and quality of services has made the
faculty prepare themselves for accreditation by
the RICS, abe and many other local and
international professional bodies. The ISO 9001
(2000) has definitely been a system worthwhile
adopting in the education industry as shown from
the case cited in this paper.
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