Shawyun Teay
King Saud University, Deanship of Quality, Faculty Member
- King Saud University, Deanship of Quality and Development, Faculty Memberadd
- Teay Shawyun is an Associate Professor in Strategic Management, Consultant to KSU-QMS and electronic ITQAN 2020 Perfo... moreTeay 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 (2010-2020), President of SEAAIR (South East Asia Association for Institutional Research) (2007-2017), and a member of the Board of Assessors, TQA (Thailand Quality Award) since 2007. 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 38 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 team-building development programs. His research interest covers Management of Technology, Strategic Management and Performance Management using interdisciplinary approaches.edit
Existential crises question the organization's readiness to withstand uncertainties. Geopolitics and natural disruptions have changed human behavior into a "new normal." In improving business continuity, HEIs must strategically deal with... more
Existential crises question the organization's readiness to withstand uncertainties. Geopolitics and natural disruptions have changed human behavior into a "new normal." In improving business continuity, HEIs must strategically deal with operating models, resilience, and agility and be better prepared for disruptions. Typical HEI reactions of online home TLR lack addressing the human capacity/capability needs, technologies/infrastructure, academic/student services support, and TLR evaluation/assessments that cover the HEI broader approach of education values, systems, mechanisms and pedagogies, and student outcomes assurance. It includes HEI human, infor, and organizational capital capacities and capabilities of these systems. Being resilient and agile calls for faster decision-making focused on HEI priorities. This chapter addresses the HEI strategic readiness through a strategic organizational readiness model (SORM) managing the HEI organization readiness. The SORM evolves around the HEI six thematic systems, with resilience and agility as vital analytical and assessment parameters.
Research Interests:
Organization performance management (OPM) has been the threshold of profit and non-profit organizations for a century. OPM took off in the education arena in the past decades with the call for greater responsibility/accountability for... more
Organization performance management (OPM) has been the threshold of profit and non-profit organizations for a century. OPM took off in the education arena in the past decades with the call for greater responsibility/accountability for education quality assurance and accreditation (QAA). This chapter proposes a strategic performance management system (SPMS) based on MBNQA/EFQM performance excellence frameworks to assess HEI organizational performance. It demonstrates that leadership is the precursor of HEI performance management in other performance criteria through three case studies in Thailand and Saudi Arabia. The HEI assessment of its processes/results using Process ADLI (approach, deployment, learning, integration) and Results LeTCI (levels, trends, comparisons, integration) shows that organization/infor/human capitals (OC/IC/HC) integration, individual/organization learning, and organization agility are the critical foundations for HEI successful OPM. SERVANT LEADERSHIP AND ORGANIZATION, INFOR, AND HUMAN CAPITALS TROIKA REQUISITES FOR ORGANIZATIONAL PERFORMANCE Higher Education Institutions (HEIs) pride themselves on their Education Excellence (EE) pursuits for stakeholders' benefits particularly students, parents, governing entities, and society. The EE is aimed at developing and building future leaders and practitioners as conscientious citizens for the betterment of society. These lofty ideals need to balance the diversity of stakeholders' needs and the perennial lack of funding for its accomplishments. This inadvertently forces public and private HEIs to opt for different
Research Interests:
Teay expounded the eIQA as key backbone infrastructure for the HEI's quality and accreditation management for stakeholders at all levels in the institution. The eIQA links the PMS-IMS-QMS trilogy as integrated units of the HEIs'... more
Teay expounded the eIQA as key backbone infrastructure for the HEI's quality and accreditation management for stakeholders at all levels in the institution. The eIQA links the PMS-IMS-QMS trilogy as integrated units of the HEIs' performance management. The eIQA implementation illustrates the case study university's QA management from 2016-2019. The poor 2009-2019 national accreditation performance shows the resistance/rejections mindsets/attitudes of the "complicated, costly ever-changing accreditation business case requirements" and not the eIQA platform per say. It demonstrates mainstream literature on eIQA implementation challenges to include the stakeholders' negative "resistance/ rejection" mindsets as key obstacles. Better understanding of the "human" psychological-behavioral-beliefs-attitudinal, personified of self-power clique actions, skills/capacities/capabilities, and structural/ managerial elements as key deterrents to eIQA implementation as essential research agenda.
While most HEIs have their customized Information System supporting planning, quality-accreditation- information-planning management in one form or another, these are exclusive within the HEIs context and needs. Of the research... more
While most HEIs have their customized Information System supporting planning, quality-accreditation- information-planning management in one form or another, these are exclusive within the HEIs context and needs. Of the research publications of these systems in support of informed decisions, there is a lack of in-sights into a holistic integration of the quality-planning-information systems that are used to prepare the operational course-program-self-study reports and performance metrics that links the planning-information duo from operational-tactical-strategic levels by faculty-program/college/institutional management based on data analytics. As such, it is posited in this chapter that the strategic
triangularization of the QPIT (Quality-Information-Planning Troika) can lead to the development of an integrated electronic quality-planning-information system linking the IR (Institutional Research) goals
to meet the faculty-program/college/institutional management needs and expectations based on dataperformance analytics. This integrated electronic QPIT management system underscoring educational
performance management is advocated to create and deliver on better value added education performance of educational value meeting stakeholders-society-students’ needs, HEI basic accountability of its stated mission through the proposed integrated systematic electronic PMS (Performance Management system) that closes the theoretical and practicalities gaps an electronic education performance management system.Based on the rational above, this chapter proposes an integrated electronic system that links the QPIT (quality-planning-information troika) which is the basic foundation of performance management in any
organization or organizational units.
triangularization of the QPIT (Quality-Information-Planning Troika) can lead to the development of an integrated electronic quality-planning-information system linking the IR (Institutional Research) goals
to meet the faculty-program/college/institutional management needs and expectations based on dataperformance analytics. This integrated electronic QPIT management system underscoring educational
performance management is advocated to create and deliver on better value added education performance of educational value meeting stakeholders-society-students’ needs, HEI basic accountability of its stated mission through the proposed integrated systematic electronic PMS (Performance Management system) that closes the theoretical and practicalities gaps an electronic education performance management system.Based on the rational above, this chapter proposes an integrated electronic system that links the QPIT (quality-planning-information troika) which is the basic foundation of performance management in any
organization or organizational units.
While the world is in a VUCA (Volatile, Uncertain, Complex and Ambiguous) mess, with geo-political turbulence, fighting and in-fighting happening every day in every corner of the earth, corruption prevalent and pervasive, marginalized and... more
While the world is in a VUCA (Volatile, Uncertain, Complex and Ambiguous) mess, with geo-political turbulence, fighting and in-fighting happening every day in every corner of the earth, corruption prevalent and pervasive, marginalized and poor people sidelined and forgotten, all these have spilled over to the education arena which is the foundation of the future of the world. While NGOs, national governments and international bodies have tried their best to alleviate and eliminate these political and social ills, most are faltering and mired in political self-interests. Within this scenario, a key question is what and how each of the HEI or faculty can do in their own small but morally driven ways to contribute to the bettering of HEI education for the betterment of society. In response to this, this paper reviews and provides a perspective of the HEI in ASEAN supported with US and international bodies’ data and statistics that provides a 2015 status of the relationships of the geo-politics and social economic issues and impacts on educations. It then advocated for a more “conscientious” framework for the HEI and individual faculty based on the moral and knowledge conditioning factors. It advocates for the “conscientious” Human and Organization DNA for a HEI to deliver on education value to alleviate the marginalized, the neglected and the poor struggling family to provide a decent value focused education and potentially life to their children.
Research Interests:
A critical issue facing the modern day educators is the changing values and understanding of the values of the students under their tutorage. Based on the requirements of the national educational agenda, and that the basic tenet of... more
A critical issue facing the modern day educators is the changing values and understanding of the values of the students under their tutorage. Based on the requirements of the national educational agenda, and that the basic tenet of education to be “learner-focused or student-centered”, the researchers posit that in order to develop the “learner-focused or student centered” teaching-learning mechanism, the teacher is well-advised to understand the values of the students. A better understanding of the underlying core values of the undergraduate students could possibly lead to a more fruitful and beneficial educational approach that is both student-centered and focused on the full development of the student. This paper is aimed at identifying the core values of the student using the Rokeach‟s (1967) two broad categories of terminal value and instrumental value. Komin‟s (1978) research based on Rokeach‟s 1967 and 1968 studies identified 20 terminal and 23 instrumental values for Thai people and 9 Thai national value clusters for Thai students in 2 separate studies of 1978 and 1991.
Using Komin‟s (1978) framework, the study was replicated on the 2005 cohorts of undergraduate and graduate students of Assumption University. The objective was to identify the key Thai National Values, the terminal and instrumental values of the students, and to determine whether there are any differences in the 2 groups under study. These values were examined in 3 separate studies on undergraduate students in 9 faculties, graduate students of the business program, and the comparison of the undergraduate and graduate students in terms of the 20 terminal and 23 instrumental values for Thai people and 9 Thai national values.
In Study 1, with the undergraduate students, the overall outcome differed from Komin‟s (1978) study. The descending ranking order of the 9 national values in this study was: interdependence orientation, fun – pleasure orientation, grateful relationship orientation, smooth interpersonal relationship orientation, achievement – task orientation, flexibility and adjustment orientation, education and competence orientation, ego orientation and religio – psychical orientation. On the comparison of the importance and the degree of practice of both the terminal and instrumental values, it was astounding to find that undergraduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the undergraduate students have strong beliefs in the values but might not be practicing what they believed as important.
Study 2 continued to explore graduate students‟ values by identifying their core values based on Rokeach‟s (1967 and 1968) two broad categories of terminal value and instrumental value. Komin‟s (1978) research identified 20 terminal and 23 instrumental values for Thai people and 9 clusters of Thai national values. These values were examined on 148 business graduate students. The overall outcome differed from Komin‟s 1978 and Teay and Tanchaisak‟s 2005 study. The descending ranking order of the 9 national values in this study was: religio – psychical orientation, ego orientation, fun – pleasure orientation, achievement – task orientation, education and competence orientation, smooth interpersonal relationship orientation, flexibility and adjustment orientation, grateful relationship orientation, and interdependence orientation. On the comparison of the perceived importance and the degree of practice of both values, it was astounding to find that graduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the graduate students have strong beliefs in the values but might not be practicing what they believed as important.
Using Komin‟s (1978) framework, the study was replicated on the 2005 cohorts of undergraduate and graduate students of Assumption University. The objective was to identify the key Thai National Values, the terminal and instrumental values of the students, and to determine whether there are any differences in the 2 groups under study. These values were examined in 3 separate studies on undergraduate students in 9 faculties, graduate students of the business program, and the comparison of the undergraduate and graduate students in terms of the 20 terminal and 23 instrumental values for Thai people and 9 Thai national values.
In Study 1, with the undergraduate students, the overall outcome differed from Komin‟s (1978) study. The descending ranking order of the 9 national values in this study was: interdependence orientation, fun – pleasure orientation, grateful relationship orientation, smooth interpersonal relationship orientation, achievement – task orientation, flexibility and adjustment orientation, education and competence orientation, ego orientation and religio – psychical orientation. On the comparison of the importance and the degree of practice of both the terminal and instrumental values, it was astounding to find that undergraduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the undergraduate students have strong beliefs in the values but might not be practicing what they believed as important.
Study 2 continued to explore graduate students‟ values by identifying their core values based on Rokeach‟s (1967 and 1968) two broad categories of terminal value and instrumental value. Komin‟s (1978) research identified 20 terminal and 23 instrumental values for Thai people and 9 clusters of Thai national values. These values were examined on 148 business graduate students. The overall outcome differed from Komin‟s 1978 and Teay and Tanchaisak‟s 2005 study. The descending ranking order of the 9 national values in this study was: religio – psychical orientation, ego orientation, fun – pleasure orientation, achievement – task orientation, education and competence orientation, smooth interpersonal relationship orientation, flexibility and adjustment orientation, grateful relationship orientation, and interdependence orientation. On the comparison of the perceived importance and the degree of practice of both values, it was astounding to find that graduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the graduate students have strong beliefs in the values but might not be practicing what they believed as important.
Research Interests:
The ITQAN 2020: KSU – QMS Handbook 2 (4th Edition, May 2017) concentrates on the evidenced-based approach used in the ITQAN 2020: KSU – QMS. This handbook describes the SID (Statistics, Information and Documents) System that has been... more
The ITQAN 2020: KSU – QMS Handbook 2 (4th Edition, May 2017) concentrates on the evidenced-based approach used in the ITQAN 2020: KSU – QMS. This handbook describes the SID (Statistics, Information and Documents) System that has been established as part of the evidenced based approach underlying the mechanisms that is used to collate, collect, compute, disseminate and use the Statistics, Information and Documents to support quality management, accreditation management and the audit and assessment of the institution, college or programs. The key areas are the main SID Module of the ITQAN 2020: KSU – QMS. This includes the details of the updated and streamlined 55 KSU – QMS KPIs (inclusive of the EEC-NCAAA KPIs of October 2015). It provides an explanation of the 55 ITQAN 2020: KSU – QMS KPI processing environment, KPI data requirement or parameters needed for the qualitative KPI, KPI formulae computation and what needs to be addressed in the analysis of the KPI. This includes the detailed components of the 7 mandated KSU Surveys, their relationship to the 14 KPIs using these qualitative survey instruments and screenshots of the surveys illustration to be used for all the colleges and programs for the quality and accreditation management.
Research Interests:
Accreditation, the buzz word of the 21st Century was and is still a dilemma to the HEIs (Higher Education Institutions) in the Kingdom of Saudi Arabia. Accreditation success is based on a strong and sustainable foundation of an Internal... more
Accreditation, the buzz word of the 21st Century was and is still a dilemma to the HEIs (Higher Education Institutions) in the Kingdom of Saudi Arabia. Accreditation success is based on a strong and sustainable foundation of an Internal Quality Assurance (IQA) system and they are complementary and inseparable. In this EQA = IQA Equation and challenge, KSU continues to adhere to the key issues of “what to and how to” address the requirements of the EQA by the IQA. The KSU’s two-tier approach of the “What” are the Standards and Criteria requirements and “How” of the challenge of its systematic mechanism and methodologies to achieve the “What”. These generic quality strands and practices leads to the quality education of “fit for purpose” that revolves around the key areas of teaching – learning – research, student – centric and learning outcomes focus, stakeholders, communities and social service centric focus, learning facilities and resources support, strategic and tactical mission, goals and objectives centricity, human and organizational resources development and information and metrics centricity. The “What” and “How” framework is based on the 4 “As” “Audit and Assessment leading to Assurance and later Accreditation” (certification of “fit for purpose” of quality which is the robust and solid foundation the ITQAN 2020: KSU – QMS. In adhering to its simplicity philosophy and not reinventing the wheel, KSU maintained the basic blueprint standards, criteria and KPIs of EEC-NCAAA for the ITQAN 2020: KSU – QMS. It is topped up with a systemic and systematic, innovative but yet generic approach to its bi-annual audit and assessment by university appointed Board of Assessors. Its performance scoring approach to determine the performance level uses the internationally accepted MBNQA (Malcom Baldrige National Quality Award) of a set of standardized performance scoring criteria of A (Approach), D (Deployment), L (Learning) and I (Integration) for its process – based criteria. This is supported by a set of qualitative and quantitative indicators that serves as measures of performance that identifies its Le (Level), T (Trend), C (Comparison) and I (Integration). It is linked to the planning and information management systems that underlays the foundation for continuous improvements and innovations based on management through measurement and an evidenced-based mechanism. Ultimately, the linkages and integration of the quality-information planning trio underscores the ITQAN 2020: KSU Performance Management System.
Research Interests:
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... 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.
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... 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.
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... 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.
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... 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.
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.
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... 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.
Research Interests:
"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... 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."
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."
"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... 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."
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."
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... 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
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
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... 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.
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.
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... 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.
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.
Research Interests:
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... 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 Higher Education 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 the mission and goals of the position that the institution intends 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 is normally the case facing most Higher Education 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 the mission and goals of the position that the institution intends 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.
Research Interests:
Most HEIs across different continents have aspirations of successful accreditations by national or international agencies to lend credence and credibility to their educational products & services offerings. These aspirations underscore... more
Most HEIs across different continents have aspirations of successful accreditations by national or international agencies to lend credence and credibility to their educational products & services offerings. These aspirations underscore the assessors' performance evaluations per the accreditation standards, criteria & protocols, culminating in accreditation reports of commendations, suggestions, or recommendations. Often overlooked potential issues are resulting action plans developed in piecemeal modes by programs unrelated to the program's objectives for Organization Performance Management (OPM), thereby weakening the fullest beneficial actions. At a higher level, these piecemeal actions might not be aligned with the college's strategic & operational objectives, thereby affecting a coherent and consistent strategic direction of all programs within the college. At the institutional level, this is compounded by the programmatic to collegial to institutional levels non-alignment, thereby affecting the overall institution's strategic direction and holistic performance management. In addressing inherent issues of strategic & operational alignment of an institution with multidisciplinary collegial & programmatic OPM, this paper proposes a 5-Levels-Analysis, Development & Alignment (ADA.
Research Interests:
An NQF (National Qualifications Framework) is based on a set of learning domains which specifies the “competencies sets” a student or a graduate should be capable of when s/he completes a course or graduates from a program of study. These... more
An NQF (National Qualifications Framework) is based on a set of learning domains which specifies the “competencies sets” a student or a graduate should be capable of when s/he completes a course or graduates from a program of study. These learning domains which are important to the students’ performance assessment should be part of the planning of the course curriculum, teaching pedagogy and assessment that should holistically be part of the bigger quality assurance process and planning systems. This would call for the inter-linkages of the 3 systems of: 1) planning system (of the mission and goals of a program), 2) curriculum development system (based on nationally defined Standards of QA NQF to meet market and national needs and quality requirements and assessment of performance based on the Standards 3) information systems for informing on and supporting academic decisions. In practice, issues of NQF being “papers based” and additional work not evidential of quality assurance persists as their linkages to the Quality Management and Planning Management or supported by Information based evidences are weak or non-existent. As such, this paper aims to show the relationships of the NQF and the planning and quality management dimensions and inter-linkages through an online NQF that relates to a set of university indices of students’ performance assessment, teaching and their satisfaction based on the program strategic plan. Educators can recognize that NQF, planning and quality management when managed holistically will support continuous quality improvements.
Research Interests:
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”... 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.
Research Interests:
Since the enactment of the Education Act of 2009, Thailand has embarked on a journey of education quality assurance by OHEC and accreditation by ONESQA. After the 3'd accreditation cycle (2011 - 2015) supported by the established... more
Since the enactment of the Education Act of 2009, Thailand has embarked on a journey of education quality assurance by OHEC and accreditation by ONESQA. After the 3'd accreditation cycle (2011 - 2015) supported by the established alliance of the 23 OHEC and 18 ONESQA indicators based on 9 quality components of the IPOO (Input/ Process/Output/Outcome) approach, most HE/s have maxed out on the scoring based on "items count". With Thai HEIs' claims of heavy documentation that do not bring about real quality assurances and clamors for changes, Thailand has embarked on the EdPex (Education Performance Excellence) which has been in its incubatory stage since 2015 to further enhance education excellence. A key question lingering in all HE/s is whether the Thai EdPex is just a passing fad or will it become a sustainable system that will make Thailand's education reforms on par with international standards and requirements. This paper, a series of two papers will review the Education Performance Excellence Model and requirements, and provide a mapping of the OHEC/ONESQA indicators to the EdPex Criteria. The implications of this mapping and what is needed of the HE Is to embrace EdPex for sustainable performance excellence is discussed in this paper. Since the results requirements are not fully addressed, the depth and breadth of the coverage of the results, implications and design will be discussed in a follow-up paper. It is hoped that this paper will support the Thai HE Is journey towards performance excellence through a better understanding of what EdPex requires and to close the gaps with OHEC/ONESQA indicators that deal with the realities and stand up to the challenges of realizing EdPex as a sustainable platform for education excellence.
Research Interests:
A critical issue facing the modern day educators is the changing values and understanding of the values of the students under their tutorage. Based on the requirements of the national educational agenda, and that the basic tenet of... more
A critical issue facing the modern day educators is the changing values and understanding of the values of the students under their tutorage. Based on the requirements of the national educational agenda, and that the basic tenet of education to be “learner-focused or student-centered”, the researchers posit that in order to develop the “learner-focused or student centered” teaching-learning mechanism, the teacher is well-advised to understand the values of the students. A better understanding of the underlying core values of the undergraduate students could possibly lead to a more fruitful and beneficial educational approach that is both student-centered and focused on the full development of the student. This paper is aimed at identifying the core values of the student using the Rokeach‟s (1967) two broad categories of terminal value and instrumental value. Komin‟s (1978) research based on Rokeach‟s 1967 and 1968 studies identified 20 terminal and 23 instrumental values for Thai people and 9 Thai national value clusters for Thai students in 2 separate studies of 1978 and 1991. Using Komin‟s (1978) framework, the study was replicated on the 2005 cohorts of undergraduate and graduate students of Assumption University. The objective was to identify the key Thai National Values, the terminal and instrumental values of the students, and to determine whether there are any differences in the 2 groups under study. These values were examined in 3 separate studies on undergraduate students in 9 faculties, graduate students of the business program, and the comparison of the undergraduate and graduate students in terms of the 20 terminal and 23 instrumental values for Thai people and 9 Thai national values. In Study 1, with the undergraduate students, the overall outcome differed from Komin‟s (1978) study. The descending ranking order of the 9 national values in this study was: interdependence orientation, fun – pleasure orientation, grateful relationship orientation, smooth interpersonal relationship orientation, achievement – task orientation, flexibility and adjustment orientation, education and competence orientation, ego orientation and religio – psychical orientation. On the comparison of the importance and the degree of practice of both the terminal and instrumental values, it was astounding to find that undergraduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the undergraduate students have strong beliefs in the values but might not be practicing what they believed as important. Study 2 continued to explore graduate students‟ values by identifying their core values based on Rokeach‟s (1967 and 1968) two broad categories of terminal value and instrumental value. Komin‟s (1978) research identified 20 terminal and 23 instrumental values for Thai people and 9 clusters of Thai national values. These values were examined on 148 business graduate students. The overall outcome differed from Komin‟s 1978 and Teay and Tanchaisak‟s 2005 study. The descending ranking order of the 9 national values in this study was: religio – psychical orientation, ego orientation, fun – pleasure orientation, achievement – task orientation, education and competence orientation, smooth interpersonal relationship orientation, flexibility and adjustment orientation, grateful relationship orientation, and interdependence orientation. On the comparison of the perceived importance and the degree of practice of both values, it was astounding to find that graduate students reported that the values were important but the degree of the actual practice of these values did not match the perceived importance. This could be construed that the graduate students have strong beliefs in the values but might not be practicing what they believed as important.
Research Interests:
"""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,... 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. """
Research Interests:
HEI organizational planning, quality, and information management seem three distinct and disjointed disciplines. A formidable intertwined troika can underscore the strong successful management of HEI performance. QPIT (Quality, Planning,... more
HEI organizational planning, quality, and information management seem three distinct and disjointed disciplines. A formidable intertwined troika can underscore the strong successful management of HEI performance. QPIT (Quality, Planning, Information Troika) operational parameters are: (1) strategic, tactical and operation planning management of planning; (2) quality assurance management of teaching & learning; student development, learning resources, IT, infrastructure, financials, HR, research and societal responsibilities affecting student effectiveness; (3) ICT information management seamlessly integrating planning and quality management systems through BI tools data analytics for performance management. For improved productivity and performance, this paper proposes a holistic integrated electronic HEI performance management framework based on the integrated QPIT Framework. A university case study illustrates the electronic integration of e-PMS (Performance Management System unde...
Research Interests:
Teay expounded the eIQA as key backbone infrastructure for the HEI's quality and accreditation management for stakeholders at all levels in the institution. The eIQA links the PMS-IMS-QMS trilogy as integrated units of the HEIs'... more
Teay expounded the eIQA as key backbone infrastructure for the HEI's quality and accreditation management for stakeholders at all levels in the institution. The eIQA links the PMS-IMS-QMS trilogy as integrated units of the HEIs' performance management. The eIQA implementation illustrates the case study university's QA management from 2016-2019. The poor 2009-2019 national accreditation performance shows the resistance/rejections mindsets/attitudes of the “complicated, costly ever-changing accreditation business case requirements” and not the eIQA platform per say. It demonstrates mainstream literature on eIQA implementation challenges to include the stakeholders' negative “resistance/rejection” mindsets as key obstacles. Better understanding of the “human” psychological-behavioral-beliefs-attitudinal, personified of self-power clique actions, skills/capacities/capabilities, and structural/managerial elements as key deterrents to eIQA implementation as essential resea...
Research Interests:
Research Interests:
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... 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.
Research Interests:
Quality Assurance in education has applied the theoretical and conceptual foundations of TQM and performance and planning management as the panacea for the strife for education quality. The degree of success of the quality strive is... more
Quality Assurance in education has applied the theoretical and conceptual foundations of TQM and performance and planning management as the panacea for the strife for education quality. The degree of success of the quality strive is debatable as quality assurance and strategic implementation is treated as two contending rather than as two collaborative partners. This paper contends that to implement quality assurance and strategic implementation successfully, the two should be brought within the realm of a QMIPS (Quality Management, Information and Planning System). This calls for the holistic integration of the TQM, performance management models, strategic management models and the balanced scorecard model into the QMIPS. The QMIPS has 5 perspectives covering Strategic, Financial, Stakeholders, Process and Learning and Growth perspectives and 9 sets of KPI. The key determinants in the quality process perspective in QMIPS are: 1) operation management (KPI 2 of teaching – learning, KPI 3 of student activities, KPI 4 of research 2) stakeholders management (KPI 9 of quality assurance and performance results, 3) innovation management and 4) regulatory and social management (KPI 5 of academic services and KPI 6 of Promotion of Thai Arts and Cultures. The strategic perspective (KPI 1 of Vision, Mission and Strategic Plans), financial perspective (KPI 8 of Finance and Budgeting) and learning and growth perspective (KPI 7 of Administration) are comprehensively covered and enhances the alliance of quality management as framed within the strategic implementation framework of the integrated BSC model into the holistic and integrated QMIPS. Key words: quality assurance, strategic implementation, key performance indicators, performance management, quality management, balanced scorecard
ABSTRACT
""With the National Education Standards as approved by the Government on October 2004, the academic institutions are again put into a limbo again after the 1999 Education... more
""With the National Education Standards as approved by the Government on October 2004, the academic institutions are again put into a limbo again after the 1999 Education Act. In their entirety, the National Education Act and Standards are straightforward, but the mechanisms of the ‘what’s and how’s’ are blurry, as the Herculean mechanisms for implementation have not been defined. This paper aims at the conceptual development of a comprehensive and strategic model for an institution to coherently and successfully implement its academic strategies and cascading them from institution to personal level in a balanced approach. The standards define the core outcome as being student-centred and learning-centred in a life long learning environment. The paper contends that the key constraints at the bottle neck are the strategic leadership and the shared values, a very important aspect of the organization capital. All the other components of supporting systems, style of management, skills (the competency of the human capital in terms of the knowledge, skills and competency), strategy, structure and performance metrics go through the leadership and shared values funnel that determine the degree of success in the achievement of the student-centred outcome metrics. As such, all the components must be managed in an integrative and balanced approach of which the balanced scorecard approach could be adapted into the strategic framework as the vehicle for implementation of the strategy to achieve the standards. Key words: Higher Education, Strategic Framework, Balanced Scorecard. ""
Research Interests: Business and IGI Global
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... 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 a price 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 al...
Research Interests: Business and IGI Global
... It contended that the principle determinants of firms' export performance and strategy were the internal organization resources (Barney, 1999; Collis, ... upon the management as well. In addition, Aaby and Slater, (1989) and Da... more
... It contended that the principle determinants of firms' export performance and strategy were the internal organization resources (Barney, 1999; Collis, ... upon the management as well. In addition, Aaby and Slater, (1989) and Da Rocha and Christensen, (1994) classified ...
Research Interests:
Most HEIs have piecemeal partially linked QMS (Quality Management System) or mechanisms to manage the data, statistics and documents heavy quality management of its academic aspirations disjointed from the planning dimension. The... more
Most HEIs have piecemeal partially linked QMS (Quality Management System) or mechanisms to manage the data, statistics and documents heavy quality management of its academic aspirations disjointed from the planning dimension. The integrated eIQA structured in 9 e-modules are aimed at integrating the quality-information-planning trilogy into a paperless online real-time era of quality-information-planning management working in full tandem in conjunctions with each other holistically to support the key management and institution performance management and informed decision making. The linkages are establlished via the key reports, statistics, documents and action plans and projects required of quality management and accreditation across the QMS-PMS (Planning Management System) duo, as supported by a data warehouse and its applications data marts that interlinks the 9 e-modules in in eIQA.
Research Interests: Business and IGI Global
While accountability has been discussed and designed for implementation in schools systems in the West, what would responsibility and accountability mean for a Higher Education Institute (HEI) has been elusive. Basically, key literature... more
While accountability has been discussed and designed for implementation in 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, and 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 an 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.
Research Interests:
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... 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 p...
Research Interests:
Diversity is both a celebrated and controversial issue affecting human life and wellbeing notably in the education arena. It is a celebration when people and governing parties recognize and respect the multifarious human diversity factors... more
Diversity is both a celebrated and controversial issue affecting human life and wellbeing notably in the education arena. It is a celebration when people and governing parties recognize and respect the multifarious human diversity factors to assimilate them into an integrated society living, learning and sharing in peace and prosperity. It is a controversy when these multifarious diversity chains and linkages are broken through discriminatory differences and divides leading to disharmonious and potentially endangering sustenance and survival. HEIs or governing parties have strived to recognize and respect diversity in the education playgrounds through a set of myopic lens leading to a set of myopic policies that deals with a specific diversity variable as opposed to a multifaceted approach. This myopic approach has consistently been a "pretense" of actions that leaders and governing parties address diversity albeit on a specific diversity variable. To address this issue, this paper proposes to convene an academic discourse of the diversity effect of a 20|20 Education Agenda by looking at the diversity interplays with (a) the 4 external personal-personifications, psycho-pretense, political-pretense and power-posture dimensions, and (b) the intermediating multifaceted diversity-discrimination-divide multifaceted variables, all of which, interact with each other. These interweaving and interlocking relationships across all these human-systemic based variables are discussed with 4 sets of hypothesis that can lay the groundwork of future researches into a supposedly set of small diversity factor but is complicated by the multifaceted relational variables effects. While there can be multifarious relationships across variables, coming up with a set of findings, implications and recommendations is still within the context of the realities of these operands within a set of unique societal constraints and accepted norms, of which this paper will not venture into due to the complexity of the multifaceted factors.
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Academic accreidtaion continues to be the "buzzword'' and beacon of assuring the quality of the educational offers of HEis, colleges or programs in most countries. A greater part of the accreditation is in both audit, which is compliance... more
Academic accreidtaion continues to be the "buzzword'' and beacon of assuring the quality of the educational offers of HEis, colleges or programs in most countries. A greater part of the accreditation is in both audit, which is compliance and assessment that determines how well the entity has performed, all based on widely accepted rubrics of continuous improvements. The success of accreditaion runs from the poorly performing to the highly performing bands on the performance spectrum. Assessee are always asking a simple question of '·what to expect" from the assessors. The aim of this paper is to demystify the assessors' myth by probing into the assessors' mindset of their expectations and what and how they normally approach the performance assessment process underscoring the accreditation. While there is no fixed or best answers, there is a common thread of which most assessors use. This common thread is the use of the most basic and widely used Deming Cycle rubrics ofPDCA (Plan, Do Check and Act) of·'Closing the Loop''. For Perfonnance Excellence, the main rubric is to audit and assess the performance using the evaluative factors of ADLI (Approach, Deployment, Learning, Integration) for Process Criteria and LeTCI (Level, Trend, Comparison, Integration) for Results Criteria. These evaluative factors are used as the assessment guidelines of what and how the entity has perfonned, meaning the process efficiencies and results effectiveness, in relation to their mission, goals or measurable objectives. The performance assessment is based on what (the processes) and how well (the results) the entity is doing to meet or go beyond the standards criteria (the accreditation standards) to accomplish the mission, goals and objectives (the term of reference). The performance of the educational value comes from the intersection of the Criteria, Self-Study content and the Term of Reference.
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Since the enactment of the Education Act of 2009, Thailand has embarked on a journey of education quality assurance by OHEC and accreditation by ONESQA. After the 3'd accreditation cycle (2011 - 2015) supported by the established alliance... more
Since the enactment of the Education Act of 2009, Thailand has embarked on a journey of education quality assurance by OHEC and accreditation by ONESQA. After the 3'd accreditation cycle (2011 - 2015) supported by the established alliance of the 23 OHEC and 18 ONESQA indicators based on 9 quality components of the IPOO (Input/ Process/Output/Outcome) approach, most HE/s have maxed out on the scoring based on "items count". With Thai HEIs' claims of heavy documentation that do not bring about real quality assurances and clamors for changes, Thailand has embarked on the EdPex (Education Performance Excellence) which has been in its incubatory stage since 2015 to further enhance education excellence. A key question lingering in all HE/s is whether the Thai EdPex is just a passing fad or will it become a sustainable system that will make Thailand's education reforms on par with international standards and requirements. This paper, a series of two papers will review the Education Performance Excellence Model and requirements, and provide a mapping of the OHEC/ONESQA indicators to the EdPex Criteria. The implications of this mapping and what is needed of the HE Is to embrace EdPex for sustainable performance excellence is discussed in this paper. Since the results requirements are not fully addressed, the depth and breadth of the coverage of the results, implications and design will be discussed in a follow-up paper. It is hoped that this paper will support the Thai HE Is journey towards performance excellence through a better understanding of what EdPex requires and to close the gaps with OHEC/ONESQA indicators that deal with the realities and stand up to the challenges of realizing EdPex as a sustainable platform for education excellence.
Research Interests:
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... 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.
Research Interests:
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... 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.
Research Interests:
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... 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.
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.
Research Interests:
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... 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.
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.
Research Interests:
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... 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.
Research Interests:
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... 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.
Research Interests:
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... 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”.
Research Interests:
Research Interests:
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”... 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.
Research Interests:
""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... 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.
""
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.
""
Research Interests:
An NQF (National Qualifications Framework) is based on a set of learning domains which specifies the “competencies sets” a student or a graduate should be capable of when s/he completes a course or graduates from a program of study. These... more
An NQF (National Qualifications Framework) is based on a set of learning domains which specifies the “competencies sets” a student or a graduate should be capable of when s/he completes a course or graduates from a program of study. These learning domains which are important to the students’ performance assessment should be part of the planning of the course curriculum, teaching pedagogy and assessment that should holistically be part of the bigger quality assurance process and planning systems. This would call for the inter-linkages of the 3 systems of: 1) planning system (of the mission and goals of a program), 2) curriculum development system (based on nationally defined Standards of QA NQF to meet market and national needs and quality requirements and assessment of performance based on the Standards 3) information systems for informing on and supporting academic decisions. In practice, issues of NQF being “papers based” and additional work not evidential of quality assurance persists as their linkages to the Quality Management and Planning Management or supported by Information based evidences are weak or non-existent. As such, this paper aims to show the relationships of the NQF and the planning and quality management dimensions and inter-linkages through an online NQF that relates to a set of university indices of students’ performance assessment, teaching and their satisfaction based on the program strategic plan. Educators can recognize that NQF, planning and quality management when managed holistically will support continuous quality improvements.
Research Interests:
As academic we have always been entrusted with developing the knowledge, skills, and capability of our IS students. In the strive for excellence in education, there is always the question of what has been implemented is appropriate and... more
As academic we have always been entrusted with developing the knowledge, skills, and capability of our IS students. In the strive for excellence in education, there is always the question of what has been implemented is appropriate and finally achieves its ultimate goals of delivering quality, capable and intellectual students as workforce for the business. To this end, this exploratory research tries to discover what knowledge, skills and capability are expected of an IS graduate, the facilities expected to develop these qualities and what influencing factors make the students go for an
IS education. The research will be based on the perspectives of the student, academic and business community. The major findings highlight the overall tendency of higher mean expectation of the business community in most of the fundamental expectations of the type of knowledge, skills and capability and the facilities essential to the development of these attributes. The academics are normally supportive of the business community’s perspectives except in the dimensions of skill expectation and attitudinal factors. Overall, it also appears that the students show a lower average means on most attributes as compared to the academics and business community. Based on this research, there appears to be distinctive expectations
of an IS graduate. Based on the balanced technology approach of looking at the development of the IS graduate from degree of sophistication of the Technoware (T), Humaware (H), Inforware (I) and Orgaware (O), it is hoped that the following can be achieved: 1. A newly revised and revamped IS curriculum, 2. A linkage of the THIO to develop the IS graduate and 3. A linkage of the academia-industry THIO linkage to develop the IS graduate.
Key words: IS Education, Knowledge Expectation, Skill Expectation and Capabilities Expectation.
IS education. The research will be based on the perspectives of the student, academic and business community. The major findings highlight the overall tendency of higher mean expectation of the business community in most of the fundamental expectations of the type of knowledge, skills and capability and the facilities essential to the development of these attributes. The academics are normally supportive of the business community’s perspectives except in the dimensions of skill expectation and attitudinal factors. Overall, it also appears that the students show a lower average means on most attributes as compared to the academics and business community. Based on this research, there appears to be distinctive expectations
of an IS graduate. Based on the balanced technology approach of looking at the development of the IS graduate from degree of sophistication of the Technoware (T), Humaware (H), Inforware (I) and Orgaware (O), it is hoped that the following can be achieved: 1. A newly revised and revamped IS curriculum, 2. A linkage of the THIO to develop the IS graduate and 3. A linkage of the academia-industry THIO linkage to develop the IS graduate.
Key words: IS Education, Knowledge Expectation, Skill Expectation and Capabilities Expectation.
Strategic Alliance (also referred to as “cooperative agreements”, “cooperative linkages” and “corporate partnering”) is widely used as a strategic choice between firms to capitalize on synergies to dominate a market space. These alliances... more
Strategic Alliance (also referred to as “cooperative agreements”, “cooperative linkages” and “corporate partnering”) is widely used as a strategic choice between firms to capitalize on synergies to dominate a market space. These alliances are built on financial remuneration, goods and services, information or a combination of the three. Social Networking, as applied in the field of mentoring is built on strength and diversity (Gray, 2004). Four types of social network identified by Higgins and Kram (2001) are focused on the strength and diversity of “developmental network”. Success in social networks is dependent on Social Capital (MacMillan, 2006) which is the soft side of an effective organization that underlies informal networks, accumulated know-how, mutual understanding and trust. Pisano and Verganti (2008) developed a framework based on the openness and hierarchy dimensions to determine and select the appropriate collaborations options that an organization can select. The key research question, using SEAAIR as a case study, is “What collaboration framework, strategic alliance or social networking is appropriate for SEAAIR?” The research design will be based on secondary research into the theories and practices of strategic alliance and social networking, an appropriate networked alliance based on the framework of Pisano and Verganti (2008). A set of recommendations of the best practices of both strategic alliance and social networking to support the selected networked alliance for SEAAIR is identified.
Key words: Strategic alliance, Social networking, Social capital
Key words: Strategic alliance, Social networking, Social capital
Quality Assurance in education has applied the theoretical and conceptual foundations of TQM and performance and planning management as the panacea for the strife for education quality. The degree of success of the quality strive is... more
Quality Assurance in education has applied the theoretical and conceptual foundations of TQM and performance and planning management as the panacea for the strife for education quality. The degree of success of the quality strive is debatable as quality assurance and strategic implementation is treated as two contending rather than as two collaborative partners. This paper contends that to implement quality assurance and strategic implementation successfully, the two should be brought within the realm of a QMIPS (Quality Management, Information and Planning System). This calls for the holistic integration of the TQM, performance management models, strategic management models and the balanced scorecard model into the QMIPS.
The QMIPS has 5 perspectives covering Strategic, Financial, Stakeholders, Process and Learning and Growth perspectives and 9 sets of KPI. The key determinants in the quality process perspective in QMIPS are: 1) operation management (KPI 2 of teaching – learning, KPI 3 of student activities, KPI 4 of research 2) stakeholders management (KPI 9 of quality assurance and performance results, 3) innovation management and 4) regulatory and social management (KPI 5 of academic services and KPI 6 of Promotion of Thai Arts and Cultures. The strategic perspective (KPI 1 of Vision, Mission and Strategic Plans), financial perspective (KPI 8 of Finance and Budgeting) and learning and growth perspective (KPI 7 of Administration) are comprehensively covered and enhances the alliance of quality management as framed within the strategic implementation framework of the integrated BSC model into the holistic and integrated QMIPS.
Key words: quality assurance, strategic implementation, key performance indicators, performance management, quality management, balanced scorecard
The QMIPS has 5 perspectives covering Strategic, Financial, Stakeholders, Process and Learning and Growth perspectives and 9 sets of KPI. The key determinants in the quality process perspective in QMIPS are: 1) operation management (KPI 2 of teaching – learning, KPI 3 of student activities, KPI 4 of research 2) stakeholders management (KPI 9 of quality assurance and performance results, 3) innovation management and 4) regulatory and social management (KPI 5 of academic services and KPI 6 of Promotion of Thai Arts and Cultures. The strategic perspective (KPI 1 of Vision, Mission and Strategic Plans), financial perspective (KPI 8 of Finance and Budgeting) and learning and growth perspective (KPI 7 of Administration) are comprehensively covered and enhances the alliance of quality management as framed within the strategic implementation framework of the integrated BSC model into the holistic and integrated QMIPS.
Key words: quality assurance, strategic implementation, key performance indicators, performance management, quality management, balanced scorecard
As required by the Commission on Higher Education (2005), each program or curriculum must be properly planned, managed and quality assured to ensure the achievement of a student-centered quality education. These lofty ideals when... more
As required by the Commission on Higher Education (2005), each program or curriculum must be properly planned, managed and quality assured to ensure the achievement of a student-centered quality education. These lofty ideals when translated into operational terms are normally not implemented successfully as they are managed in a piece-meal way and are exclusive of each other. To achieve successful implementation, this paper proposes the Integrated Curriculum QMIPS (Quality Management, Information and Planning Systems) model that is in line with the Academic Program Review to manage the 3 main components of QMS (Quality Management System), IMS (Information Management System) and PMS (Planning Management System). This model expounds a totality approach that resolves the issues of a piecemeal approach that is exclusive of each other. The heart lies in the IMS that forms the core of the information and statistical base that are linked to the QMS (Curriculum Quality Management – 7 components and the outcome indices of teaching and learning) and the PMS (1-year and 5-year plan leading to the APR – Academic Program Review).
Key words: Curriculum Management, Quality Management, Information Management and Planning Management, Academic Program Review
Key words: Curriculum Management, Quality Management, Information Management and Planning Management, Academic Program Review
There is a belief in the community as evidenced by researches that Higher Education in the pursuit of rapid commercialization and internationalization is done at the expense of quality that has sustained rapid deterioration. In the highly... more
There is a belief in the community as evidenced by researches that Higher Education in the pursuit of rapid commercialization and internationalization is done at the expense of quality that has sustained rapid deterioration. In the highly competitive
business of education, the key question is a balance of the economics and sustainability while maintaining quality. This paper proposes a “sufficient and sustainable” model aimed at the core of HE success. In sufficiency, the key philosophy is a middle path that is moderating, reasonable and self-resilient that is based on knowledge and virtuous conditions. Sufficiency must be sustained through the institution and individual capacity and capability. It calls for the institutional transformation of learning aimed at the teaching of the transformation of the students. To create education value, 2 main sets of capacity is needed: the individual capacity which is the nuts and bolts of skills, knowledge, experience and personality and the non-individual capacity in the context of values, beliefs and
ideals that influence the mind set. At the institutional level, institutional strengthening, procedural improvements and management and the 3 P’s of capacity, product, performance and permanence are the imperatives of the capacity. In the capability aspects, the competency profiles of the teaching and learning must be defined as this forms the crux of quality that reflects real learning and transformation. The sufficiency and sustainability must also be viewed through the economics lens for long term sustainability based on quality.
Key words: sufficiency and sustainability in higher education, capacity and capability
business of education, the key question is a balance of the economics and sustainability while maintaining quality. This paper proposes a “sufficient and sustainable” model aimed at the core of HE success. In sufficiency, the key philosophy is a middle path that is moderating, reasonable and self-resilient that is based on knowledge and virtuous conditions. Sufficiency must be sustained through the institution and individual capacity and capability. It calls for the institutional transformation of learning aimed at the teaching of the transformation of the students. To create education value, 2 main sets of capacity is needed: the individual capacity which is the nuts and bolts of skills, knowledge, experience and personality and the non-individual capacity in the context of values, beliefs and
ideals that influence the mind set. At the institutional level, institutional strengthening, procedural improvements and management and the 3 P’s of capacity, product, performance and permanence are the imperatives of the capacity. In the capability aspects, the competency profiles of the teaching and learning must be defined as this forms the crux of quality that reflects real learning and transformation. The sufficiency and sustainability must also be viewed through the economics lens for long term sustainability based on quality.
Key words: sufficiency and sustainability in higher education, capacity and capability
"With the National Education Standards as approved by the Government on October 2004, the academic institutions are again put into a limbo again after the 1999 Education Act. In their entirety, the National Education Act and Standards are... more
"With the National Education Standards as approved by the Government on October 2004, the academic institutions are again put into a limbo again after the 1999 Education Act. In their entirety, the National Education Act and Standards are straightforward, but the mechanisms of the ‘what’s and how’s’ are blurry, as the Herculean mechanisms for implementation have not been defined. This paper aims at the conceptual development of a comprehensive and strategic model for an institution to coherently and successfully implement its academic strategies and cascading them from institution to personal level in a balanced approach. The standards define the core outcome as being student-centred and learning-centred in a life long learning environment. The paper contends that the key constraints at the bottle neck are the strategic leadership and the shared values, a very important aspect of the organization capital. All the other components of supporting systems, style of management, skills (the competency of the human capital in terms of the knowledge, skills and competency), strategy, structure and performance metrics go through the leadership and shared values funnel that determine the degree of success in the achievement of the student-centred outcome metrics. As such, all the components must be managed in an integrative and balanced approach of which the balanced scorecard approach could be adapted into the strategic framework as the vehicle for implementation of the strategy to achieve the standards.
Key words: Higher Education, Strategic Framework, Balanced Scorecard.
"
Key words: Higher Education, Strategic Framework, Balanced Scorecard.
"
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... 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. 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). The research instrument is surveyed on two undergraduate and two graduate subjects as a pilot study. The graduate subjects 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. As for the undergraduate subjects, there appeared to be no differences in the importance and performance dimensions of the 8 factors of the TCEI.
Key words: teaching competency, teaching effectiveness, index
Key words: teaching competency, teaching effectiveness, index
Rapid commercialization and internationalization of education at the expense of HEI (Higher Education Institution) quality has led to questionable HEI practices that raises the questions of balancing the individual and institution... more
Rapid commercialization and internationalization of education at the expense of HEI (Higher Education Institution) quality has led to questionable HEI practices that raises the questions of balancing the individual and institution economics and sustainability while
maintaining education excellence, its holistic foundation. To address this, the “Sufficient and Sustainable” HE model (Teay, 2007) redefined HEI’s sufficiency and sustainability through a middle path philosophy that is moderating, reasonable and self-resilient
moderated by a set of knowledge and morality conditions that is applicable to both the capability and capacity of the individual and institution. It calls for the individual and institution transformation leading to the transformation of the students, instructors and
institution. Teay (2008) developed the individual capacity building model in the second paper of the series. In this third paper, the focus is on the imperative to create education value through the institutional capacity which represents the HEI House of Learning
through the sufficient moralistic organizational capacity and capability model. This constitutes the organizational nuts and bolts of skills, knowledge, experience and personality interacting within the context of values, beliefs and ideals that influence the
institutional mind set and practices. This imperative calls for strategically managing the Strategic Organization Capital of its aligned organization strategy, systems, style, shared values, leadership, and its work processes framework and mechanisms that is based on rationality, moderation and self-resilience. This augment the organizational strengthening, capacity enhancement and work processes improvement and alignment and management
from a more moralistic and sufficiency and sustainable stance that needs to be addressed as they represent the core competency of the HEI to create education value.
Key words: Sufficiency and Sustainability, Institution Capacity and Capability Building,
Higher Education Institution
maintaining education excellence, its holistic foundation. To address this, the “Sufficient and Sustainable” HE model (Teay, 2007) redefined HEI’s sufficiency and sustainability through a middle path philosophy that is moderating, reasonable and self-resilient
moderated by a set of knowledge and morality conditions that is applicable to both the capability and capacity of the individual and institution. It calls for the individual and institution transformation leading to the transformation of the students, instructors and
institution. Teay (2008) developed the individual capacity building model in the second paper of the series. In this third paper, the focus is on the imperative to create education value through the institutional capacity which represents the HEI House of Learning
through the sufficient moralistic organizational capacity and capability model. This constitutes the organizational nuts and bolts of skills, knowledge, experience and personality interacting within the context of values, beliefs and ideals that influence the
institutional mind set and practices. This imperative calls for strategically managing the Strategic Organization Capital of its aligned organization strategy, systems, style, shared values, leadership, and its work processes framework and mechanisms that is based on rationality, moderation and self-resilience. This augment the organizational strengthening, capacity enhancement and work processes improvement and alignment and management
from a more moralistic and sufficiency and sustainable stance that needs to be addressed as they represent the core competency of the HEI to create education value.
Key words: Sufficiency and Sustainability, Institution Capacity and Capability Building,
Higher Education Institution
In the highly competitive business of education, the pursuit for rapid commercialization and internationalization at the expense of HE quality has led to questionable HE practices. A key question is a balance of the economics and... more
In the highly competitive business of education, the pursuit for rapid commercialization and internationalization at the expense of HE quality has led to questionable HE practices. A key question is a balance of the economics and sustainability while maintaining quality. This paper uses the “sufficient and sustainable” HE model (Teay, 2007) of redefining HE’s sufficiency through a middle path philosophy that is moderating, reasonable and self-resilient moderated by a set knowledge and virtuous conditions. Sufficiency must be sustained through the institution and individual capacity and capability. It calls for the institution and individual transformation of both the “the teaching and learning dimensions” leading to the transformation of the students. In this paper the focus is on the imperative to create education value through the individual capacity which is the nuts and bolts of skills, knowledge, experience and personality interacting within the context of values, beliefs and ideals that influence the mind set. This imperative is looked within the sufficiency philosophy of HM King Bhumibhol Adulyadej of Thailand who propagated this pervasive philosophy that is the very foundation of a “Kru - teacher”. In the individual capability aspects, the competency profiles of the teaching and learning must be defined as this forms the crux of quality that reflects real learning and transformation. The performance index for the generic and sufficient teaching and learning are: TCEI (Teaching Competency and Effectiveness Index,) and SCEI (Student Competency and Effectiveness Index) (Teay, 2005) are re-construed to reflect this sufficiency and sustainability philosophy.
Key words: Sufficiency and Sustainability, Capacity Building, Competency and Effectiveness.
Key words: Sufficiency and Sustainability, Capacity Building, Competency and Effectiveness.
In the dynamics of planning and quality management, Strategic Planning can no longer be separated from Quality Assurance, nor can Strategic Planning or Quality Management work in a vacuum of information. To demonstrate the linkages, the... more
In the dynamics of planning and quality management, Strategic Planning can no longer be separated from Quality Assurance, nor can Strategic Planning or Quality Management work in a vacuum of information. To demonstrate the linkages, the triangularization of planning-information-quality (Teay, 2008) was expounded in the QMIPS (Quality Management, Information and Planning Systems) framework (Teay, 2007). This lead to the imperatives of a Strategic Performance Management System (SPMS) that addresses the QMS (Quality Management System), IMS (Information Management System) and the PMS (Planning Management System). Strategic Planning has a history of developmental excellence but execution paucity. The key issue is “what and how” to action on the strategic plan. The importance of realizing the lofty mission of the HEI (Higher Education Institutions) is a herculean and tough task. In addition, the quality management must be developed within the strategic management context. This paper will illustrate a framework using the SPMS to link the quality plan to the strategic plan by using a simplified identification and development of a strategic plan based on the “position” and “capabilities” fundamentals of strategic management on strategic analysis and formulation. It will then illustrate strategic implementation of the plan by the cascading of the vision, mission, goals and objectives from the Strategic Plan into the goals and objectives of action plan and its corresponding projects development and budget requisition. The linkage of the quality management is through the metrics developed to measure the performance achievement of the projects and its budget as stated in the objectives. This would resolve the problem of alignment and the execution of the various projects based on the action plans to achieve the overall strategic plan and its mission in a structured and measurable approach that assures quality.
Key words: Quality Management, Information Management, Planning Management, Strategic Plan and Action Plans. Alignment and cascading of the vision, mission into achievable goals and measurable objectives.
Key words: Quality Management, Information Management, Planning Management, Strategic Plan and Action Plans. Alignment and cascading of the vision, mission into achievable goals and measurable objectives.
Research Interests:
"Branding of the financial services firms and its meaning to differentiate itself has b•• placed high priority as its marketing paraphernalia. This paper aims to identify importance of branding in a bank as a bank should be responsible to... more
"Branding of the financial services firms and its meaning to differentiate itself has b•• placed high priority as its marketing paraphernalia. This paper aims to identify importance of branding in a bank as a bank should be responsible to all stakeholders byfinding out the components of strategic brand meaning of a Thai bank for its different stakeholders, the customer, bank employees and the public. The diffennerent strategic brand meaning measurement models have been reviewed and integrated to create a model. The key performance indicators for the model's strategic brand meaning are resonance, social responsibility, commitment and brand value. The findings suggested that a brand should be measured and managed in a holistic viewpoint for different stakeholders as affecting the financial success of the organization in the long run. It is proposed that this model can also be applied to service intensive organization and other establishments that are high on the intan lb'
services.
ISBN: 978 - 979 - 95679 - 3 - 2
Page 78
Key words: strategic brand meaning, commitment, resonance, social responsiblity, brand value"
services.
ISBN: 978 - 979 - 95679 - 3 - 2
Page 78
Key words: strategic brand meaning, commitment, resonance, social responsiblity, brand value"
Pandemics of quality normally call for building a quality culture that ensures quality to be successful. Building quality culture, though a key factor of successful quality practices, should be an inherent predisposition of academics,... more
Pandemics of quality normally call for building a quality culture that ensures quality to be successful. Building quality culture, though a key factor of successful quality practices, should be an inherent predisposition of academics, rather than acquired quality culture through training. A key research question is whether training is related to a culture that pertains to quality and performance. This paper studies the assessors‘ training in quality assessment, perceived improvements in two main dimensions of knowledge, use of quality system, and the knowledge and skills enhancement in relation to human, system and cultural factors. Participants were given written post-training assignments. Results of the perceived improvements were significant but the written assignments showed otherwise. Based on the results, this paper provides an in-depth discussion of factors that can affect quality training in relation to human, system and cultural factors. Results obtained will be used to develop a set of recommendations based on time, environment, interest, motivations, culture and mindset domains which are key factors that affect the culture of quality improvements and training.
Key words: Training, Performance, Quality assurance, Culture and human factors
Key words: Training, Performance, Quality assurance, Culture and human factors
The objective of this survey research is to develop and validate a studentperceived market orientation measure in higher education. A cross-national questionnaire survey was donefor validating the multi-item market orientation measure.... more
The objective of this survey research is to develop and validate a studentperceived market orientation measure in higher education. A cross-national questionnaire survey was donefor validating the multi-item market orientation measure. The data were collected from the sophomores as they were believed to be ..the informed respondents. More than 600 usable questionnaires were analysed to assess the psychometric properties of the measure. The development data were the students' perceptions from various types of institutions of higher learning. The reliability, validity and dimensionality of the measure were assessed through structural equation modelling. The findings indicated that there were six perspectives for a student-perceived market orientation ill higher
education, namely: customer, competitor; inter-functional, performance, longterm and employee. The validated and refined 30-item construct was found to be reliable and valid as it has satisfactory psychometric properties. The overall measure and its six dimensions have positively related to service quality.
Keywords: Student perceptions, market orientation and service quality.
education, namely: customer, competitor; inter-functional, performance, longterm and employee. The validated and refined 30-item construct was found to be reliable and valid as it has satisfactory psychometric properties. The overall measure and its six dimensions have positively related to service quality.
Keywords: Student perceptions, market orientation and service quality.
Data analytics is a business world application to the HEIs in the form of institutional research. The practice of this data analytics is more focused on the student effectiveness management of the cause-effect of diversity management in... more
Data analytics is a business world application to the HEIs in the form of institutional research. The practice of this data analytics is more focused on the student effectiveness management of the cause-effect of diversity management in relation to student performance and inclusivity, teaching and learning efficiencies and effectiveness. While this core focus is still very relevant its operational aspect can be enhanced and capitalized through the planning and quality management tactical and strategic alignment. This paper attempts to showcase the inter-linkages of the planning and quality management dimensions by mapping out the use of the student effectiveness metric of SCI (Student Competency Index) which is a composite measure of the learning outcomes. This is to demonstrate the definition. development of quality assessment measurement metrics can be linked through a set of aligned planning and quality management domains based on the mission. goals and objectives from the course level to the institution level. This performance metric is seamlessly applied across board and across different levels of operational, tactical and strategic performance measurement. These can be aggregated and de-aggregated to drill down to each of the individual students' performance and as linked to the faculty performance that is another key performance indicator of the teaching and learning management domain. Inherently, this case example would mean that the planning performance metrics and the quality management perfom1ance metrics and their data analytics are intertwined. This would substantiate the integrated planning and quality management approach as a key means to an end of managing the .. management of the whole" as opposed to the piecemeal-management of the pieces" that undermines the strategic-sum of the whole is greater than the sum of the parts" performance. This could effectively mean that the development of performance metrics and anal) tics at all levels by all units should be guided by the mission. goals and objectives whereby the planning and quality are inseparable and twinned strategically. tactically and operationally within a singular holistic set of metrics and analytics.
Research Interests:
A university identity is reflected through its graduate profile, and this is reflected in the university's vision and mission that are translated into its operational goals and achievable objectives. In the ever changing market... more
A university identity is reflected through its graduate profile, and this is reflected in the university's vision and mission that are translated into its operational goals and achievable objectives. In the ever changing market environment, students' employability skill sets and technology capabilities meeting market need and external changes in the era of loT (Internet of Things) must be reflected in the profiling of the university graduate outcomes. These inevitably will affect the student learning outcomes for the future workforce. To ensure that the university is incorporating the external changes and requirements with that of the university strategic directions and its envisioned graduate profile, this paper is aimed at identifying an integrated set of generic skill sets that reflects and meets the future workforce' s employability and desirable employees ' attributes. This would call for are-profiling of the university graduate that meets the external regulatory requirements and market needs and the internal strategic direction of the university. It is not meant as a hodgepodge of skill sets or learning outcomes but as a consolidated and integrated skill sets and learning outcomes that position the university graduate's employability with attributes desired of the market. This would mean that the HEI's student effectiveness is no longer internalized but developed and embedded throughout the 4 or 5 years program of studies that incorporates the internal and external market and changing requirements and specifications. This paper aims to propose a future workforce consolidated skill sets of learning outcomes that do not cater to all disciplines but at least meet the minimum balanced internal & external requirements of a generic university graduate that can later be adapted to more specific collegial or programmatic requirements.
Research Interests:
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... 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.
Research Interests:
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... 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.