Key Performance Indicators DR. MOHAMMED AL OHALI Chairman of KPIs Committee of OIC, Deputy Minister, Ministry of Education – Saudi Arabia 3 rd International Conference on Quality Assurance of Islamic Higher Education (ICQAIHE) Malang, East Java, Indonesia 17 – 20 December 2016
December 2016
Key Performance Indicators
1
Introduction & Background
2
High Level Quality and Accreditation Committee
3
Implementation of Key Performance Indicators
4
Recommendations
Introduction & Background
Evolution of Knowledge Societies Economy Value
Knowledge Society “The Economy of Ideas” Information Society
Industrial Era
Agricultural Era
Human Society
Socio-economic Development • Role of Higher education institutions in development :
not only vital and critical, but also complex and dynamic • The concept of “development”, UNESCO Definition:
should cover progress of the individual, equality, standards of living and wellbeing, the environment and sustainability
Transformation to Knowledge Society
Needs for the Development of Nations
Transformation
Knowledge Society
Knowledge Society Characteristics • Knowledge economies, mainly depend on four pillars: 1
2
3
4
Human Capital
Research Development and Innovation
New Technologies and the Enterprise
Entrepreneurship Dynamics.
Knowledge Society Pillars
Knowledge Society Characteristics • Modern knowledge economy has become more dependent on ideasbased industries rather than manufacturing industries. • Implications/Changes of “the knowledge society” at personal, organizational and societal levels • The modern Higher Education institutions:
Import world knowledge and re-export it to their surrounding communities and regions.
Beacons for knowledge and advanced technologies dissemination
Platforms for innovation and enterprise.
Higher Education Reform Pursuing Excellence Diagnosis-Analysis and Development
Trends
Challenges
Opportunities
9
Modern Knowledge Society Demands Modern Knowledge Society Demands
Knowledge
Skills
Subject Knowledge
Experiential Learning
Attitudes
Balanced Curricula
Values
Quality Assurance
Quality Assurance
Universities have three main functions to serve: teaching, research, and community service.
Education
Research
Community Services
Quality here is measured through quality assurance agencies and accreditation depending on the provision of performance data, processes, and operational descriptions.
High Level Quality and Accreditation Committee
2005 The OIC Ten-year Programme of Action was adopted which encourages the universities in OIC member states to improve their standards of quality.
2006 Motivation of the OIC member states towards maintaining high standards of quality in higher education that promotes creativity, innovation, and research.
2007 Draft a ranking document containing proposed criteria, procedures and mechanisms to be considered for ranking of universities in the OIC region.
2008 The conference recommended further analysis of the document.
2010 The document was amended and transformed into “Key Performance Indicators for Universities in the Islamic World”.
2011 Resolution was adopted calling ISESCO and the OIC to hold a regular meeting of highlevel experts in quality and accreditation to develop appropriate mechanisms to monitor the implementation of key performance indicators.
2012 Follow-up the implementation of the document (key performance indicators: assessment guide of the Islamic world universities and improving its quality).
2012 Establishment of the high level Quality and Accreditation Committee of OIC Member States under the chairmanship of Kingdom of Saudi Arabia.
2014 The First Meeting of the High Level Quality and Accreditation Committee to Follow-up Implementation of “Key Performance Indicators” in OIC Member States was held in Jeddah, Kingdom of Saudi Arabia, on 7 – 8 May 2014.
Membership of the committee • Five OIC Member States from each of the three OIC Regions – Africa, Arab and Asia region, will serve for two years with maximum of four years; • OIC General Secretariat and Institutions (COMSTECH, SESRIC, IDB, ISESCO, IUT, IUN, IUIU, IIUM) • Regional Quality Assurance and Accreditation Groups Association of Quality Assurance Agencies of the Islamic World (AQAAIW); International Network for Quality Assurance Agencies in Higher Education (INQAAHE); African and Malagasy Council for Higher Education (CAMES); Arab Network for Quality Assurance in Higher Education (ANQAHE); ASEAN Quality Assurance Network (AQAN); Central Asian Network for Quality Assurance and Accreditation (CANQA) • Invitees – Any other members deemed necessary
Objectives of the committee (1) • To assist the Islamic Conference of the Ministers of Higher Education and Scientific Research (ICMHESR) in the harmonization of the relevant quality assurance and accreditation process applicable in the OIC Member States • To facilitate in the introduction of quality assurance and accreditation process that conform to standards which are acceptable to OIC Member States • To provide a platform for sharing of technical expertise and technology in the quality assurance and accreditation through training courses, seminars, attachment trainings, study visits and other related activities
• To establish various technical working groups in relevant technical areas to assist the High level Quality and Accreditation Committee. The working groups will meet as required
Objectives of the committee (2) • To follow-up on the progress achieved in the implementation of the “Key Performance Indicators” document • To review reports submitted by the respective member countries and OICAffiliated Universities on the implementation of the KPIs
• To follow-up requests by the respective countries and OIC-Affiliated Universities on the need to conduct workshops and capacity building in quality assurances • To improve the KPI document based on feedback received • To achieve convergence among OIC Member States with the alignment of technical requirements, approaches and regulatory cooperation using the KPI and best practices towards improving the quality assurance and accreditation in OIC Member States
Scope of the committee • Harmonization of quality assurance and accreditation process in the OIC towards development of common technical requirements and dossiers to allow transfer of credits between institutions of higher learning within the OIC • Coordinate the activities of the various Technical Working Groups (TWGs)
• Addressing issues relating to introduction and implementation of quality assurance and accreditation in the OIC Member States • Promoting and establishing network for the purpose of information sharing activities among OIC Member States
Key Performance Indicators (KPIs) are identified for five major criteria are:
Teaching
Research
Quality KPIs Facilities, resources, and supporting staff
Internation al out-look
Socioeconomic impact
Examples of Key Performance Indicators
Criterion
Teaching
Research
Indicator Graduate employability Student enrolment and retention Students success rates in standardized and professional examinations Frequency of curriculum reviews and development Modernity of teaching references and textbooks Ratio of expenditure on non-salary items to total budget such as teacher training, equipment, IT & Library services, and student-related expenditure Assessment of teaching quality Ratio of faculty members with PhD to total number of faculty Ratio of faculty to students Faculty members with awards Ratio of faculty members with terminal degrees from other institutions to total number of faculty Research quality Research performance Research volume Patents External Research grants and chairs
Faculty members with awards Ratio of expenditure on non-salary items to total budget
Assessment of teaching quality
Graduate employability
Student enrolment and retention
Ration of faculty members with PHD
Teaching KPIs Frequency of curriculum reviews and development
Ration of faculty to students
Modernity of teaching references and text books
Students success rate in standardize and professional examinations
Examples of Key Performance Indicators
Criterion
International out-look
Indicator Ratio of international faculty to total faculty Ratio of faculty members with foreign higher degrees to total number of faculty members with local degrees Ratio of International students to total students International cooperation through programs such as twinning, visiting scholars, service contracts and collaboration projects International conferences organized
Number of library holdings and book titles per student Number of accessible up-to-date journals/periodicals Facilities, Resources, and Availability and diversity of learning materials and resources Supporting Staff IT facilities and accessibility to e-resources Adequacy of learning and teaching-related infrastructures and fieldwork- related facilities University experience enhancement opportunities Adequacy of trained and skilful supporting technical and office staff Lifelong learning and community service programs Industrial linkages and Coop. programs Socio-economic Alumni-university links Entrepreneurship programs impact Consultancies and contracts incomes Number of market linked academic majors Industrial Projects and Spin-off companies.
Recommendations on the implementation of KPI in Teaching (1) Graduate employability
Improve linkage to the local and regional markets. Encourage Coop programs. Tie programs to the market needs, and restructuring the HEI's programs to achieve that.
Student enrolment and retention
Establishing and supporting Career Guidance Centers within HEIs in the OIC member states. Facilitating access to HEI's programs and increasing funding for college students. Improving extracurricular activities and cultural events to enhance university experience and have them engaged in healthy activities. Developing and deploying student support programs and academic advisory units to help low achievers and struggling students overcome their problems. Encouraging preparatory and foundation programs in the OIC HEI's to reduce student attrition and improve the readiness of secondary school graduates for college.
Recommendations on the implementation of KPI in Teaching (2) Ration of faculty members with phd to total number of faculty
Increasing funding for post-graduate programs and scholarship grants. Attracting highly skilled and qualified faculty members through incentives and provision of good and supplementary facilities and services.
Frequency of curriculum reviews and development
Regulating curriculum reviews on legislative grounding to turn it into a mandatory practice at regular, intensive, and thorough intervals in the OIC HEIs. Establishing administrative units in the OIC HEIs that undertake the development of curricula through cooperation with faculty members and international libraries and counterparts.
Students success rate in standardize and professional examinations
Help students prepare for professional examinations. Link curricular goals to professional examinations.
Recommendations on the implementation of KPI in Teaching (3) Modernity of teaching references and text books
Setting an expiration date for textbooks and references leading to consequent replacement with updated resources. Allocating adequate funding for textbook updating through authoring or external purchases. Encouraging respect to copyright laws, especially for local authors to encourage authorship and innovation among the OIC HEI's scholars.
Ration of faculty to students
Raising the awareness on the importance of this ratio for quality. Developing career guidance programs for secondary school students to help them make more informed decisions on their choice of major and career. Enhancing admissions based on competitive performance of secondary/high school graduates.
Recommendations on the implementation of KPI in Teaching (4) Assessment of teaching quality
Introducing student assessment of teaching Diversifying teaching quality assessment tolls through peer views, pair work, visitation, etc. Learning from international best practices and implementing those practices by adoption or adaptation to fit the local setting.
Ratio of expenditure on non-salary items to total budget
Encouraging teacher training programs, exchange initiatives, Allocating adequate funding for equipment and IT & Library services Boosting other student-related expenditure
Faculty members with awards
Encouraging the existing faculty to target international recognition. Attracting international established faculty to work in the OIC universities. Participation in international events to network with international counterparts and introduce local OIC universities' achievements to international events and research centres.
Expected gains of enhancing KPI in higher education institutions
Increasing the student enrollment, recruitment of faculty members, and production of skilled manpower for each nation. Diversifying economic resources for Islamic states, especially those that depend heavily on single or limited natural resources. Excellence in research leads to further resource generation by providing consultancies and earning projects with local and international partners. Empowering universities to have better impact on their respective societies to turn them into knowledge-based economies. Enhancing universities' reputation and international presence and acceptability.
Improving local and international employability of OIC members states universities. Encouraging student and faculty mobility
among the OIC members states universities which in turn, will lead to better understanding and cultural enrichment.
Helping OIC member states universities to manage their activities, prioritize their focus, build their competences and capacities,
and allocate higher resources.
Bridging the gap between OIC member states universities and their international counterparts.
Implementation of Key Performance Indicators
Challenges to implement KPI’s
Implementation of KPI: OIC Member States are encouraged to use the KPI document as guide to improve the quality of their institutions of higher learning.
Collaboration among institutions
Collaboration among institutions of higher education: Collaboration between institutions of higher education in the OIC in implementing the KPI, including exchange of visits and sharing of experiences in quality assurance practices.
Alliances of institutions Alliances of institutions of higher education: Utilize the existing alliances and programmes of Federation of Universities of Islamic World, the OIC Educational Exchange Programme, IDB Scholarship Programmes to strengthen cooperation between institutions to implement the KPI.
Implementation
Challenges
Awareness raising: Workshops should be organized in each of the three regions of the OIC to introduce and create awareness on the KPI.
Awareness raising
Development of strategy plan
Development of strategy plan to implement the KPI: A strategy document should be prepared to include specific items/recommendations for the subregions of the OIC group or for Member States with similar higher education systems.
Moving Forward Regular Reporting and Monitoring: The implementation of KPI should be reported regularly to national authorities of higher education and a summary to ISESCO. National Focal Point: All member states should nominate a national focal point, responsible for quality assurance and accreditation in their respective country. Peer Review on Improvements: The peer review mechanism maybe established to visit universities and assess the improvements achieved after implementation of the KPI. Capacity Building Programs/ Workshops / Training: SESRIC is to organize a university capacity building program where the universities can be matched on their needs and capacities. (i.e. twinning programm)
Recommendations
Recommendations Conducting workshop (locally , regionally and by OIC & ISESCO)
to introduce and create awareness on the KPI. Design and conduct survey (by SESRIC) on the prioritization/
relevancy of recommendations listed in the KPI document. Establishment of working group to share experience and
knowledge on implementation of KPI. Preparation of strategic plan to implement the KPI. Create a dedicated website on KPI.
Thank you Questions?
December 2016
