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LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES AT MOI UNIVERSITY. MOI UNIVERSITY TEAM. Prof. Anne Nangulu Prof. Naomi L. Shitemi Dr. Omar Egesah Dr. Jamine Masinde Mr. William Kiplagat. THE PROMOTION OF QUALITY CULTURE IN EAST AFRICAN UNIVERSITIES. QA Initiative at Moi University. - PowerPoint PPT Presentation
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LEARNING OUTCOMES AND IMPACT OF PROJECT ACTIVITIES
AT MOI UNIVERSITY
MOI UNIVERSITY TEAM
Prof. Anne NanguluProf. Naomi L. Shitemi
Dr. Omar EgesahDr. Jamine MasindeMr. William Kiplagat
21/04/23 2
THE PROMOTION OF QUALITY CULTURE IN EAST AFRICAN
UNIVERSITIES
21/04/23 3
21/04/23 4
QA Initiative at Moi University
The AfriQ’Units project was put in place at a time when there were QA interventions spearheaded by other organs with interest in Higher Education MU was in the process of preparing for ISO
certificationThe IUCEA in collaboration with DAAD was at
the time spearheading initiatives at developing QA procedures within East Africa Region
QA Initiative at MU
Moi University set up a Senate committee to oversee Quality Assurance and subsequently establish a QA DirectorateThis output was one of the goals targeted by
Afri’Units and the DAAD-IUCEA initiativesMembership on the Senate Committee was
and should be drawn from all the Schools, Sections and Divisions of the University
21/04/23 5
ISO-QA Initiative
ISO regulations ensures outputs in daily running and management of the certified institution Efficient operations in all programmes, divisions
and units Achievement of customer satisfaction Improvement of financial results Satisfaction of stakeholders Sustainability of effective and efficient
Management Continual improvement International recognition
21/04/23 6
ISO-QA Initiative
Quality Manual Overall policy
document and related institutional legal instruments
Describes scope of University QMS and interactions of its educational and support processes
Strategic Plan Research Policy Student Admission PolicyPromotion PolicyIntellectual Property
PolicyGender PolicyDistance Learning PolicyStaff Development PolicyDraft Quality Policy
21/04/23 7
ISO-QA Initiative
Procedures Identify Centres of
action, QA & implementation steps
Follows administrative structure and organogram of MU
DOC 1: Quality Manual DOC 2: MR, ISO Procedures DOC 3: Corporate
Procedures DOC 4: DVC P&D
Procedures DOC 5: DVC R&E
Procedures DOC 6: CACO Procedures DOC 7: CADO Procedures
21/04/23 8
ISO-QA initiative
Through ISO compliance, the following are verified and improved upon as a continuous process:procedures for achievement of educational objectives are fully
implementedquality management system requirements have been achievedsufficient resources have been provided to achieve quality
objectivesquality records maintenance as stated in quality management
systemorganization of personnel-related-activities that affect qualityEnsuring ISO 9001-2008 requirements are known,
implemented, and maintained at all levels
21/04/23 9
The DAAD-IUCEA QA Initiative
IUCEA and Higher Education (HE) East Africa regulatory bodiesSeeking to introduce common quality assurance systems for
universitiesTraining of officers in Germany – VC’s & QA Coordinators
Phase I: Training QA personnel - 22 universitiesOutcome: Draft Quality Assurance Handbook - Roadmap to
Quality - procedures and instruments for programme assessmentPhase II: peer-review and pilot - 25 Universities
Sensitization of institutional CEOs, Senate and staffOutcome: Internal & External Self Assessment of degree
programmes
21/04/23 10
AfriQ’UnitsQA Initiative
The AfriQ‟Units project is significant to SASS because its activities originated from the School and rippled over to the rest of the institution as is detailed later onAfriQ‟Units strengthened the QA committee
at SASSThe QA committee at SASS drew membership from
all departments in the School
21/04/23 11
AfriQ’Units
Sustainable Quality Culture in East African Institutions through
Centralized Units at Moi University
21/04/23 12
Assessment of Service Units
Phase One: Assessment of Service Units from across the cadres of the University
The Units targeted were:Examination
Finance
Student Affairs
21/04/23 13
Assessment of Service Units: Learning
OutcomesMethodology Training of the service assessment team: constituted
and trained as per project doc criteria Identifying the research site and study population:
The Three Service Units approached differentlycriteria for selection of respondents- Schools: SASS, SOE,
SB&SE, SIS, SHR&D, SOT and SOL. Target population – academic, non academics and University
Management Sampling procedure: Stratified, random and purposive
for examinations 108 staff and students, finance 62 staff and students and welfare 85 staff and students= n= 255
Data collection : EFQM instrument, Self Administered Questionnaires
Analysis: Standard MS Excel format and SPSS
21/04/23 14
Assessment of Service Units: Learning
OutcomesExperiences, Challenges and Quality Issues EFQM model added value in conceptualization and Assessment of Service Units
procedure Assessment of Service Units and Programme Methodology: Though
assessment using EFQM tool was challenging, the exercise helped in capacity building on institutional mechanisms and improvement plans to achieve quality in the three Service Units staff, students and stakeholders
The use of EFQM Model: Learning experience for team, staff capacity was indeed enhanced on model use and even SPSS (see detail pg 18 of report)
Process, data analysis and report development: Series of meetings, consultations, timing (exams and end of semester), massive data obtained posed challenges. Input by External Assessment Team Input from Zanzibar Workshop Scale up nationally, regionally and internationally for improvement, competitiveness &
compliance
Emerging issues & challenges: Complexity of EFQM tool, students’ strike, time input from team and response rates21/04/23 15
Assessment of Service Units: Impact of
Project Activities Identification of improvement plans in the assessed UnitsClarity of procedures and processes in service delivery Improved customer care, relationships & feedback for quality
services Involvement of stakeholders in planning, decision making,
implementation, evaluation and assessment of servicesContinued staff sensitization, training, capacity building,
resource provision & motivation in tandem with emerging quality initiatives
Enhanced partnerships & collaborations for service improvement
Nurture corporate social responsibility and reduce wastage (recycle) of material and resources
Strengthen budget control and audit in the Services Units21/04/23
16
Self Assessment of Education Programmes
21/04/23 17
Assessment of Educational Programs
Phase Two: Assessment of two academic programmes
offered by School of Arts & social Sciences Undergraduate: Political Science & Public
Administration (PSA)
Graduate: Gender Studies & Development (GSD)
21/04/23 18
Assessment of Educational Programs:
outcomesMethodology:Areas of focus:
Educational Programme, Teaching Organization, Human Resources, Material Resources, Educational Process, Results
Research Population, Criteria for Sampling & Sample Sizes: Political Sciences and Administration; Gender Studies and Development
Sampling procedure- The Political Science and Administration Programme: 1st – 4th year students randomly selected & stratified on:
year of study, gender - n=80 of 281.
Gender and Development Education Program (EP):
1st – 2nd year students: randomly selected & stratified on: year of study - n=8 of 15
purposively sampling: 20 teaching staff 21 non teaching staff - library,
ICT, estates, accommodation, administration, secretariat
21/04/23 19
Assessment of Educational Programs
Methods of data collection and analysis:
Questionnaire data collected modes and percentages derived
augmented by descriptions from string variables
Data obtained from Assessment Questionnaire for quality output and results
Variables drawn from six criteria
Data drawn from records, archives, interviews and observation
Challenges to data collection included:
unavailability of adequate staff & student respondents
Inadequate documentation, filing and computerization of data
Many criteria & sub-criteria GSD program new Time divide, lack of standard
tool for analysis Cumbersome MS excel
tables to score in
21/04/23 20
Assessment of Educational Programs: Outcomes
Experiences, Challenges & Quality Issues Sensitization, training, capacity building among assessors,
staff and students Training and familiarization with the exercise, guide, and
data collection tools Development of assessment instrument - SAQ Data collection coincided with examination period Lengthy & cumbersome assessment tool; Lack of
standard tool for analysis Analysis tools - SAQ & SPSS - offered opportunity for
quantitative and qualitative approaches21
Assessment of Educational Programs: Impact of Project
The assessment generated data for development of improvement Plans
Sensitization, training and capacity building among students, staff and stakeholders in improving the quality of the EPs
Improvement of physical infrastructure for EPs Improvement of equipment and materials – computers,
connectivity, furniture, learning and teaching materials Strengthening of Quality Unit and sub-units at Departmental,
School and University levels Contribution to creation of MU-QA Directorate Provision of ICT equipment and initiative for sustainable
Quality Culture Fostering collaborations and partnerships for benchmarking
of programs - IUCEA, CHE and Partner Universities21/04/23 22
Way Forward
Towards dissemination, continuous improvement and sharing of best
practices through training and advocacy targeting other HE
institutions
21/04/23 23
End of presentationEnd of presentation
MOI UNIVERSITY