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STRATEGIC PLANNING IN MALAYSIAN HIGHER EDUCATION: Teaching

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STRATEGIC PLANNING. IN MALAYSIAN HIGHER EDUCATION: Teaching ... Enrichment of ... MyRA. INPUT. SETARA Generic Framework. OUTPUT. Employability ... – PowerPoint PPT presentation

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Title: STRATEGIC PLANNING IN MALAYSIAN HIGHER EDUCATION: Teaching


1
STRATEGIC PLANNING IN MALAYSIAN HIGHER
EDUCATIONTeaching Learning, Research, and
Good Governance
  • by
  • Prof. Rujhan Mustafa
  • Deputy-Director General
  • Department of Higher Education
  • Ministry of Higher Education Malaysia

2
HIGHER EDUCATION INSTITUTIONS
2
3
CATEGORISATION OF UNIVERSITY
  • Research Universities
  • i. Universiti Malaya
  • ii. University Sains Malaysia
  • iii. Universiti Kebangsaan Malaysia
  • iv. Universiti Putra Malaysia
  • Comprehensive Universities
  • i. Universiti Teknologi MARA
  • ii. Universiti Islam Antarabangsa Malaysia
  • iii. Universiti Malaysia Sabah
  • iv. Universiti Malaysia Sarawak
  • v. Universiti Sains Islam Malaysia
  • vi. Universiti Darul Iman Malaysia
  • vii. Universiti Malaysia Kelantan
  • Focused Universities
  • i. Universiti Teknologi Malaysia
  • ii. Universiti Utara Malaysia
  • iii. Universiti Pendidikan Sultan Idris
  • iv. Universiti Tun Hussein Onn Malaysia
  • v. Universiti Teknikal Malaysia Melaka
  • vi. Universiti Malaysia Perlis
  • vii. Universiti Malaysia Terengganu
  • viii. Universiti Malaysia Pahang
  • ix. Universiti Pertahanan Nasional Malaysia

3
4
ENROLMENT ACCORDING TO EDUCATION LEVELS
4
5
DATA ON ENROLMENT
5
6
MoHE Key Result Areas MoHE Key Performance
Indicators
  • Enrichment of QUALITY HEI in Malaysia
  • Improving ACCESS for qualified students in
    specific program
  • Holistic Students Development
  • Internationalisation
  • Enhance RD activities


7
Institutional KPI
  • NKRA /MKPI
  • Instrumen
  • SETARA (TL)
  • MyRA

8
SETARA Generic Framework
How to measure quality, responsibility and
performance?
30
40
INPUT
  • PROCESS
  • Curriculum Design
  • Delivery/Pedagogy
  • Assessment
  • Accreditation
  • Monitoring
  • Ancillary activities (Counseling,
    Internship/Outreach, Exchange programme)
  • Talent
  • Faculty
  • Student

7
30
  • OUTPUT
  • Employability
  • Graduate Satisfaction
  • Employers Satisfaction
  • Resources
  • Physical
  • Non-physical
  • Financial

4
19
  • Governance
  • Autonomy (conducive institutional climate)

9
Governance
GOVERNANCE
GOVERNING BODY
LINES OF AUTHORITY
LEADERSHIP STAFF
STRATEGIC PLANNING
STUDENT REPRESENTATION
ACADEMIC GOVERNANCE
ACADEMIC AUTONOMY
ORGANIZATIONAL CLIMATE
10
Process
PROCESS
CURRICULUM DESIGN
ASSESSMENT
MONITORING
ANCILLARY ACTIVITIES
DELIVERY/ PEDAGOGY
11
Output
OUTPUT
  • MARKETABILITY
  • employed within 6 months
  • continuing education
  • EMPLOYER SATISFACTION
  • employed
  • Satisfaction with employee
  • Intention to employ more
  • STUDENT SATISFACTION
  • Teaching
  • Facilities
  • Services

12
  • SECTION A General Information
  • SECTION B Quantity and Quality of
    Researchers
  • SECTION C Quantity and Quality of Research
  • SECTION D Quantity of Postgraduates
  • SECTION E Quality of Postgraduates
  • SECTION F Innovation
  • SECTION G Professional Services and Gifts
  • SECTION H Networking and Linkages
  • SECTION I Support Facilities

http//app2.mohe.gov.my/ru/
13
Benchmarking of KPI
T L
3 or more
R I
  • More than 75 RU
  • Less than 30
  • CU/FU (Public/Private)

14
RESEARCH UNIVERSITY
  • 8 CRITERIA FOR RECOGNITION
  • Quantity and Quality of Research
  • Quantity and Quality of Researchers
  • Post Graduate Quantity
  • 4. Post Graduate Quality
  • 5. Innovation
  • Professional Services and Accolades
  • Networking and Linkages
  • 8. Support Facilities

Awarded to 4 universities Universiti Malaya,

Universiti Kebangsaan Malaysia,
Universiti Sains
Malaysia, and
Universiti Putra Malaysia.
15
IMPACT OF MALAYSIAN RU 2005-2008
i. Human Capital - Enrolment of PhD students
Human Capital
Tahun
16
IMPACT OF MALAYSIAN RU 2005-2008
ii. Publication
17
(No Transcript)
18
To Improve Poor Critical Mass
  • Teaching Learning
  • Less than 40 with PhD overall, more 60 RU
  • Less 5 professional qualification
  • Poor student staff ratio
  • Graduate unemployment
  • Degree Recognition
  • Flow of R-D-C-E (EKnowledge Based Enterprise)
  • Low human capital in ST (21/10,000) Spore 83.5
  • Low Research Output (1.7 patent per 100,000 pop)
    Thailand 2.6100,000
  • Low ISI output (10,538 papers/13,278,111 worlds
    papers)
  • When will we have enough?
  • ACTION PLAN
  • Increase RSEs from 21/10,000 to 50-60
  • Cultivate the research culture (gt5
    commercialization, 5 COEs, APEX, RU)
  • Universities-RIs must collaborate !
  • Improve 3 cohort !

18
19
TEACHING AND LEARNING
1.1 Curriculum Review based on graduate quality
and competitive attributes in
HEIs
20
1.1.2 Revision of All Curricula Based on LO KI
Percentage ()
Month / Year
21
INNOVATIONS IN TEACHING LEARNING
2.1 Diversified TL Methods
22
2.1.1 To train members of staff in
pedagogy 2.1.2 To train staff members in
SCL (PBL, POPBL, case study) 2.1.3 To
carry out diversified teaching learning methods
23
Prerequisites for Workforce Credibility
24
CO-CURRICULUM CAMPUS LIFE
Strengthening Learning Outcomes through
Co-curriculum and Campus Life
25
All HEIs to conduct 8 co-curriculum thrusts on
Campus Life by 2010
26
ELSP English Language Special Programme
27
EMPLOYER INPUTS Aim of Research To gather
feedback from employers pertaining to the impact
of the employees/students attributes in their
execution of work tasks
28
RIGHT LEADERSHIP FOR TRANSFORMATION
  • ROLE OF MoHE
  • To identify and detail out the role of the
    leaders in HEIs
  • To develop suitable process in appointment,
    development, evaluation and management
  • To develop program that can nurture leadership
    culture and succession plan
  • Culture of excellence

29
LEADERSHIP
ACADEMIC
ORGANISATION
Attributes of Leaders
Attributes of Leaders
30
CRITICAL STRENGTH OF LEADERS
  • Has deep understanding about the role of the
    university in 21st century and in a context of
    globalisation
  • Have great talent to develop new vision and
    mission and able to drive forward all the staff
    to achieve excellence
  • Have a great talent to drive the institution to
    get financial funding

31
GENERAL CRITERIA
  • To be a leader for a university, one need to have
    strong and reputable knowledge, rational
    thinking, logic, systematic, scientific and most
    importantly credible, high integrity and
    professionalism

32
LEADERSHIP
  • Special Criteria of the VC
  • Academic Excellence
  • have the highest academic qualification,
    excellent research record, international refereed
    journal/publication
  • Command Respects from Academia
  • International Recognition
  • recognized by international peers as an expert
    in his/her field of study, recipient of awards
    and recognitions from world renowned
    organizations

33
LEADERSHIP
  • Special Criteria of the VC (contd)
  • Ability to Lead and Manage
  • - have people skills, able to lead and transform
    the university towards work excellence culture
    with realistic vision and mission
  • Reputation
  • - a role model, respected by staff of all levels
    and having a proven track record
  • Personality
  • - charismatic, possess high moral values, a team
    player and comprehend the national aspiration to
    develop first class mentality human capital

34
LEADERSHIP
  • Search Committee established to deliberate and
    evaluate candidates
  • Database on candidate is set up by the Ministry

35
WHEN PERFORMANCE IS MEASURED
KPI VC
  • Upon appointment of VC Agreed base on expected
    achievement
  • Self assessment (Annually)
  • End of Third Year in the office

36
Philosophy and Framework
37
THANK YOU
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