Factor Determining a Successful Outcomes-Based …...Factor Determining a Successful Outcomes-Based Quality Assurance System Implementation: Leadership Prof. Dr. Ir. Kadarsah Suryadi,

Factor Determining a Successful Outcomes-Based

Quality Assurance System Implementation:

Leadership

Prof. Dr. Ir. Kadarsah Suryadi, DEA

Rektor, Institut Teknologi Bandung

1

Outline

1. Background

2. Skill Demand

3. What is Outcomes Based Education (OBE)

4. OBE Benefit

5. How OBE-Curriculum Platform is designed

6. System of leadership and management in quality assuranceJudgment and decision-making

7. ITB Experiences

1. Background: Why Outcomes Based Education

(OBE)?

Source: Klaus Schwab, World Economic Forum, The Global Competitiveness Report 2016–2017

The World “Global Competitiveness Index” 2016-2017 Ranking

4

Ranking Country Score

2 Singapore 5.72

25 Malaysia 5.16

26 Rep. Korea 5.03

28 China 4.95

34 Thailand 4.64

41 Indonesia 4.52

57 Philippine 4.36

60 Vietnam 4.32




2. Top 10 skills that will be in demand in

the near future

1. Complex problem-solving

2. Critical thinking

3. Creativity

4. People management

5. Coordinating with others

6. Emotional intelligence

7. Judgment and decision-making

8. Service orientation

9. Negotiation

10. Cognitive flexibility

Source: Future of Jobs Report, World Economic Forum, 2016

Current - Future Skill required

Source: McKinsey Global Institute, 2018

3. What is Outcomes Based Education

(OBE)?

Focuses on Learning Outcomes

Backward curriculum design

Constructive alignment (learning outcomes-learning activities-outcomes assessment)

Create learning opportunity

OBE is an educational system that focuses on what students can do successfully at the end of their learning experiences.

OBE involves the restructuring of curriculum, teaching and learning, assessment and reporting practices in education

Both structures and curricula are designed to achieve those capabilities or qualities.

It requires that the students demonstrate what they have learnt the required skills and content.

What is OBE (2)?

01

02

03

04

Source: ASIIN, e.V

OBE: It’s Not What We Teach, It’s What You Learn

What do we want the students to have or be able to do?

How can we best help students achieve it?

How will we know whether the students have achieved it?

How do we close the loop for further improvement (Continuous Quality Improvement (CQI))?

OBE - Focus

04

03

02

01

OBE Basic Principles

Clarity of focus

Backward design

Learning engagement

Expanded opportunities

focus on helping students to develop and acquire the knowledge, skills and competences that will enable them to achieve the learning outcomes.

the curriculum is designed based on a clear definition of the program learning outcomes that students are to achieve by the end of the program.

Student are encouraged to engage deeply in what they are learning.

Students are provided with expanded opportunities to achieve high performances

OBE Process – Constructive Alignment

Constructive

Alignment

the learner does to construct meaning through relevant learning activities

the teaching/learning methods/activities and the assessment tasks are aligned to the learning outcomes

Constructive alignment

Learning

Outcomes

Assessment

Constructivealignment

Teaching Learning

More directed & coherent curriculum.

Graduates will be more “relevant” to industry and other stakeholders (more well rounded graduates).

Continuous Quality Improvement (CQI) is in place

4. OBE - Benefit

01

02

03

5. How OBE-Curriculum Platform is designed?

Vision and mission, Graduate Attributes

1

2

4

3

Faculty/School vision - mission

Prog. Educational Objectives

Prog. Learning Outcomes (PLO)

1

2

4

3

Curriculum, Teaching & Learning

Course Assessment


PLO Assessment

Feedback

How OBE-Curriculum Platform is designed?

6. System of leadership and management

in quality assurance

self-assessment and continuous improvement

good governance, prudent financial management system

performance and efficient resources management system

quality academic staff

alignment of mission and vision to drive excellence

staff development plans

visible leadershiprobust and rigorous quality

assurance systems

Leadership in Quality Assurance

predominantly a leadership and management function.

.shared responsibility

maintain and enhance stakeholder’s expectation

effective use of resources

effective leadership andmanagement

achieve institutional goalsharnessing people,

program and facilities

most impact of QA processes, procedures and practices

Leadership in OBE Design and Implementation (1)

Vision, Mission, Graduate Profile

Academic Senate

Vision, Mission Faculty/School

Academic Senate (Faculty)


Academic Senate (Faculty), Adv. Board

Prog. Learning Outcomes

Curriculum Task Force

LeadershipOutput





Course Assessment Faculty Staff

PLO Assessment Program Task Force


LeadershipOutput

OBE would be an alternative educational system to enhance graduates skills for future demand

OBE focus on what students to have or be able to do

Backward curriculum designed is required

Leadership is important to design and implement OBE successfully

Summary

04

03

02

01

ITB EXPERIENCES

TOWARDS “ENTREPRENEURIAL UNIVERSITY”

3 Exellents:

▪ Exellent in Education (Teaching and Learning)

▪ Exellent in Research and Community Services

▪ Exellent in Innovation

1. Excellent in Teachnig and Learning

26

Faculties and Schools

within

ITB

Faculty of

Art and Design

Faculty of

Civil and

Environmental

Engineering

Faculty of Math and

Natural Sciences

School of

Architecture,

Planning and

Policy Dev’t

School of

Pharmacy

Faculty of

Mechanical

and Aerospace

Engineering

Faculty of

Industrial

Technology

Faculty of

Mining and Petroleum

Engineering

School of

Electrical Engineering

and Informatics

School of

Business and

Management

Faculty of

Earth Sciences

and Technology

School of

Life Sciences

and Technology

INSTITUT TEKNOLOGI BANDUNG

PROVIDES FACULTIES/SCHOOLS OF SCIENCES, ENGINEERING ,

MANAGEMENT AND ARTS

Internationalization Policy

In 2012: it is planned that: at least one study program, in each faculty/school, is accredited by

international accreditaion board (ABET,ASIIN, RSC,JABEE, ABEST ...) in 2012 – 2014

In 2015 it is planned that :

all undergraduate study programs are accredited by international accreditation board in 2019

In 2016: it is planned that:

at least one study program already internationally in each faculty/school conduct

international class

ABET (USA)

ASIIN (GERMANY)

KAAB (SOUTH KOREA)

RSC (UNITED KINGDOM)

ABEST21 (JAPAN) – AACSB

JABEE (JAPAN)

In 2017 : 33 STUDY PROGRAM ACCREDITED INTERNATIONALLY29

INTERNATIONAL ACCREDITATION

International accreditation achievement as of 31 Mei 2018

NameNumber of study program internationally accredited

2018 2017 2016 2015 2014ABET 11 11 9 9 6ASIIN 11 11 11 7 5RSC 1 1 1 1 1

AUN-QA 1 1 1 1 3ABEST21 6 1 1 1 1

KAAB 2 2 2 2 2JABEE 1 1 0 0 0JUMLAH 33 28 25 21 18

International Class

1. Clinical Pharmaceutical

2. Pharmaceutical Science and Technology

3. Mechanical Engineering

4. Aerospace Engineering

5. Management

6. Chemical Engineering

31

32

THANK YOU

Background: Why Outcomes Based Education

(OBE)?


The World “Global Competitiveness Index” 2016-2017 Ranking

34

Ranking Country Score

2 Singapore 5.72

25 Malaysia 5.16

26 Rep. Korea 5.03

28 China 4.95

34 Thailand 4.64

41 Indonesia 4.52

57 Philippine 4.36

60 Vietnam 4.32




Top 10 skills that will be in demand in

the near future

1. Complex problem-solving

2. Critical thinking

3. Creativity

4. People management

5. Coordinating with others

6. Emotional intelligence

7. Judgment and decision-making

8. Service orientation

9. Negotiation

10. Cognitive flexibility

Source: Future of Jobs Report, World Economic Forum, 2016

Current - Future Skill required

Source: McKinsey Global Institute, 2018

What is Outcomes Based Education (OBE)?

Focuses on Learning Outcomes

Backward curriculum design

Constructive alignment (learning outcomes-learning activities-outcomes assessment)

Create learning opportunity

OBE is an educational system that focuses on what students can do successfully at the end of their learning experiences.

OBE involves the restructuring of curriculum, teaching and learning, assessment and reporting practices in education

Both structures and curricula are designed to achieve those capabilities or qualities.

It requires that the students demonstrate what they have learnt the required skills and content.

What is OBE (2)?

01

02

03

04

Source: ASIIN, e.V

OBE: It’s Not What We Teach, It’s What You Learn

What do we want the students to have or be able to do?

How can we best help students achieve it?

How will we know whether the students have achieved it?

How do we close the loop for further improvement (Continuous Quality Improvement (CQI))?

OBE - Focus

04

03

02

01

OBE Basic Principles

Clarity of focus

Backward design

Learning engagement

Expanded opportunities

focus on helping students to develop and acquire the knowledge, skills and competences that will enable them to achieve the learning outcomes.

the curriculum is designed based on a clear definition of the program learning outcomes that students are to achieve by the end of the program.

Student are encouraged to engage deeply in what they are learning.

Students are provided with expanded opportunities to achieve high performances

OBE Process – Constructive Alignment

Constructive

Alignment

the learner does to construct meaning through relevant learning activities

the teaching/learning methods/activities and the assessment tasks are aligned to the learning outcomes

Constructive alignment

Learning

Outcomes

Assessment

Constructivealignment

Teaching Learning

More directed & coherent curriculum.

Graduates will be more “relevant” to industry and other stakeholders (more well rounded graduates).

Continuous Quality Improvement (CQI) is in place

OBE - Benefit

01

02

03


Vision and mission, Graduate Attributes

1

2

4

3

Faculty/School vision - mission



1

2

4

3


Course Assessment


PLO Assessment

Feedback


System of leadership and management in

quality assurance

self-assessment and continuous improvement

good governance, prudent financial management system

performance and efficient resources management system

quality academic staff

alignment of mission and vision to drive excellence

staff development plans

visible leadershiprobust and rigorous quality

assurance systems

Leadership in Quality Assurance

predominantly a leadership and management function.

.shared responsibility

maintain and enhance stakeholder’s expectation

effective use of resources

effective leadership andmanagement

achieve institutional goalsharnessing people,

program and facilities

most impact of QA processes, procedures and practices


Vision, Mission, Graduate Profile

Academic Senate

Vision, Mission Faculty/School

Academic Senate (Faculty)


Academic Senate (Faculty), Adv. Board

Prog. Learning Outcomes


LeadershipOutput





Course Assessment Faculty Staff

PLO Assessment Program Task Force


LeadershipOutput

OBE would be an alternative educational system to enhance graduates skills for future demand

OBE focus on what students to have or be able to do

Backward curriculum designed is required

Leadership is important to design and implement OBE successfully

Summary

04

03

02

01

Documents

Factor Determining a Successful Outcomes-Based …...Factor Determining a Successful Outcomes-Based Quality Assurance System Implementation: Leadership Prof. Dr. Ir. Kadarsah Suryadi,