Education Quality in Higher Learning Institutions Such as Sydney University - Case Study Example

Education quality in higher learning institutions: The Sydney University case study Research area Assurance of quality in education is a vital factor in every country in the world (Krishnan, Jayaprakash, Shaikh, & Isa, 2008). The need for quality education has been heightened by new educational paradigms, socio economic and political demands, demands for accountability, international market demands and advances in information technology (Akbulut-Bailey, Ishak, & Motwani, 2011). Based on this I have an interest to find out how quality is ensured at the Sydney University. Given that the Sydney University was the first university to be set up in Australia in 1850, it could provide benchmarks for which other Australian universities could follow in order to ensure education quality. In particular, I am interested in how quality is ensured in teaching and research. My research interest will cover the views of two main stakeholders of education at the university: the lecturers and the student fraternity. Past studies Study title Brief review of the research methods and research processes Strengths Weaknesses A quest for sustainable quality assurance measurement for universities: case study of the University of Botswana Sample selection was done randomly. Questionnaires were used to collect data from lecturers. The study type used was descriptive one. Randomization of study participant selection helped to alleviate any biasness in data collected Single stakeholder was used hence chances of biasness could arise. Use of questionnaires alone to collect data could have left out much needed data to inform the study. Beyond Measuring Quality in Higher Education-: Learning from the Voices of the Students of the University of Mauritius Stratified random sampling was used to sample 300 students for the study Questionnaires were used to collect data. The study was exploratory Stratified random selection ensured that selection process covered students from all faculties in the institution. Since the quality of academic and administrative services was being investigated, the study had a weakness of not involving other stakeholders such as lecturers and administrators. Development of MBA program service quality measurement scale Purposive sample selection was used to recruit participants. Questionnaires and informal interviews are the methods which were used to collect data. Questionnaires were used to establish perceived program quality, perceived quality of life, perceived quality of lecturing faculty, perceived quality of academic facilities and perceived quality of outcome. Informal interviews were used to have a general insight of what the students perceived on the service they were getting from graduate school management in Northern region Malaysia (Athiyaman, 1997). The study was a descriptive one since it was interested in the description of the characteristics of a phenomenon. The findings of the study rhymed earlier findings. The sample size was small and limited since the participants came from Northern region of Malaysia hence conclusions could not be generalized to other regions. Evaluation of quality was restricted to students leaving out other stakeholders such as lecturers and administration hence the results may have been biased. The study was restricted to a single masters program hence cannot be a reflection of quality of education in higher learning institutions. Service quality in higher education: the experience of overseas students The participants were students from non EU countries taking taught master degree courses at one institution in the UK. Q-sort was first done and then factor analysis followed. The sampling had an advantage of being convenient and logistical in addition to identification of a sufficiently large and coherent group of students with roughly similar experiences The study was confined to particular students studying particular group of courses in one institution. Continuous improvement strategies in higher education: a progress report A random sample of US higher education was used to select institutions which participated in the study. the study was a survey and 710 institutions were selected to participate in the study. Respondents were asked to identify quality practices which were being applied in their institutions and this provided valuable information on whether the institutions were carrying out continuous improvement principles The CEO of the institutions were the only one who participated and findings from such could have been biased Title of proposed research study Education quality in higher learning institutions: Case study of the University of Sydney Aim of the study To find out how quality is ensured at the University of Sydney. Research objectives 1. To find out the state of resources available at the institution that impact on quality of education 2. To find out how teaching and learning process ensure adherence to education quality needs 3. To find out how quality is ensured in research and publication process 4. To find out the impact of leadership on quality of education at the university 5. To find out the impact of discipline on quality of education at the university Research paradigm to be applied A conceptual framework is provided by a paradigm for visualizing and understanding the social arena. A paradigm comprises first principles which are dealt with beliefs which are concerned with first principles (Krishnan et al., 2008). A paradigm is a representation of the world view which defines the world nature, the holder of the paradigm, the position of an individual in the paradigm and any relationships between the paradigm to that world and its parts. Beliefs here ought to be accepted on faith basis in that there is no way of establishing their ultimate truthfulness. Dunrong & Fa (2009) states that paradigm can also be seen as a framework for building theories and which basically impact on how one sees the world, how his perspective is determined and how his understanding is shaped (Tan, & Kek, 2004). Research paradigms enable researchers to know the boundaries of their studies (Ennew, Reed, Binks, 1993). There are three major research paradigms: positivism, interpretivism and critical theory. Positivism is the research paradigm to be applied to this study. Positivism and objectivism are closely. Thus positivism beliefs that social world exists externally in which its characteristics need to be measured by the aid of objective methods instead of inferring subjectively via sensations or reflections. Akbulut-Bailey, Ishak, & Motwani, (2011) argues that the research is not affected by beliefs and values under this paradigm. This paradigm assumes that the researcher and the subject of study are independent and not affected by each other. This paradigm emphasizes a methodology that is highly structured that can allow analysis that can be replicated and quantified and be used for statistical analysis to provide results that bcan be generalized (Joseph, & Joseph, 1997). Under this paradigm, the true reality of an objective exists and it is lead by natural effect laws that cannot be changed (McMahon, 1992). It assumes that certain order and patterns pre-exist which can be unveiled and that reality is not bound to either time or context (Pimpa, 2003). It assumes that human beings are rational and are shaped by external factors who experience the same effect under the same effect and that people behave differently under different conditions (Hemmasi, Strong, & Taylor, 1994). Positivism paradigm believes that a description of knowledge can be done systematically and that it has verified hypothesis that can be considered to be factors or laws. Furthermore, it assumes that probabilistic is true when a large number of persons are considered or that it happens in many instances and that there exists truth and accuracy in knowledge. Theories which exist under positivism such as normative provide explanation for cause relationship between variables. This paradigm is able to postulate theories which may be investigated for confirmation or rejection. Theories can be proved under this theory through observable phenomena or behavior. This paradigm is able to uncover reality and scientifically explain, describe, predict and control phenomena. The paradigm assumes that study findings that can be verified through observation, measurement, replication and generalization are said to be true. The paradigm does not value common sense and rather relies on deductive reasoning. Appropriateness of the research paradigm Positivism research paradigm is appropriate for this study because the investigator will be independent and will not be affected by the quality of education at the University of Sydney. The study will also involve a methodology that is highly structured which will allow replication and quantification of analysis that will be used for statistical analysis (Krishnan et al., 2008). The findings from this study can be generalized under similar circumstances and hence positivism research paradigm is appropriate for this study. the existence of quality at the university of Sydney cannot be changed by natural causer effect. In addition, this study aims to find out the relationship between quality and other variables such as teaching methods, learning methods and learning resources available hence positivism research paradigm is appropriate. Methodology Research design This is the structure of research (Alabi, 2008). It holds all the elements of a research project together. It enables researchers to answer research questions using the evidence obtained unambiguously. In order to obtain evidence that is relevant one need to specify the type of evidence required for answering the research questions, to evaluate a program, to test a theory or to describe a phenomenon accurately. Thus when designing research one ought to know the type of evidence required for answering the question at hand. This research will use a case study to address the study objectives Research strategy There are various strategies that can be used for data collection. These methods are use either the deductive or inductive approach (Akbulut-Bailey, Ishak, & Motwani, 2011). Various factors guide the choice of research strategy. The most significant ones are the research question and objectives of the research. The most common research strategies include case study, experiment, survey, grounded research and action research. Case study strategy will be employed to address the research question and goals for this study. Case study Case study is a strategy which is used to do research that entails an observed study of a certain contemporary fact that can be observed within its natural context by use of multiple sources. Exploratory and explanatory studies are more suited for case study. case study is advantageous because it combines different methods for collecting data which makes it be able to collect information that is more reliable (Dunrong & Fa, 2009). This method is however criticized for lack of reliability of the findings when few cases are used (Basheka, 2009). In spite this; case study will be employed to investigate how quality is ensured at the University of Sydney. This strategy is appropriate for this study because it will allow use of a combination of data collection methods. It will also allow extensive exploration of what the situation is real on the ground. Background information to the study Two distinct types of processes exist in higher education. First are the services offered to students which include academic and administrative areas. The second process is the teaching and learning activities. It is argued that application of models of quality management to the learning process and teaching process is difficult. This argument is based on the fact models of quality management lays focus on measurement whereas the main learning processes very subtle to allow meaningful measurement. Another reason is that quality management requires product control whereas there is variability in the teaching process products, delivery modes, site of delivery, personnel and processes that need to be controlled. Moreover, quality management lays focus on customer while the identification of the customer in higher education is a major problem since there are various customers including students, employers, and the government. This implies that implementation of quality management in all the sectors of a higher learning institution may be a flop. This paper thus analyses ways that can be used to implement quality management in the process of learning. Quality dimensions are grouped into technical, functional and the quality of corporate image. Measurement of technical quality is done objectively irrespective of the customer’s opinion. Perception of functional quality is subjective and there is a relationship between it and the interaction between the provision and reception of services (Krishnan et al., 2008). Interaction among students in higher learning institutions is very important. The overall perception of customers is the corporate image. Corporate image is a product of technical quality dimension and functional quality dimensions in addition to factors such as product or service prices and what the organization is known for. Services such as learning are intangible, can be delivered simultaneously and are heterogeneous hence their quality differs from that of manufactured products. This is true in higher learning institutions since most attributes of quality are intangible. One cannot separate production of services and their consumption since interaction, for instance between learners and instructors, are essential and quality differs greatly in various circumstances. The interpretation of products quality dimensions can be done in the context of higher education. The product performance dimension can be interpreted to refer to primary knowledge/skills needed for graduates. The features dimension of the product can be interpreted to refer to knowledge and skills that is secondary. Reliability dimension may refer to the accuracy and correctness of knowledge /skills learned and whether they are current. Conformance dimension of the product may refer to the extent that an institution/program/course is aligned to the set standards, promises and plans in the higher learning context. Durability dimension could be interpreted in the higher learning context to refer to the depth of learning. Finally, the serviceability dimension may refer to how well an organization handles complaints of customers in the higher learning context. The aesthetics and perceived quality dimensions have no relevant interpretation in the higher learning contexts. Quality dimensions that are more relevant to learning in higher institution’s education include attitude, tangibles, competence, delivery, content, and reliability. Tangibles in the higher education include sufficient facilities and equipment, modern facilities and equipments, accessibility, environmental appeal and other support services such as housing and sports. Competence dimension include enough staff which is well equipped with current knowledge, up to date qualifications, practical knowledge and teaching experience in addition to good communication skills. Attitude dimension in the context of higher education refers to understanding students’ needs, willingness to assist, presence of guidance and advice, provision of personal assistance, courtesy and emotion. Content dimension refers to curriculum relevance to the future job requirements, primary knowledge/skills content, effectiveness, communication skills and team working, completeness and computer use, and knowledge flexibility (Krishnan et al., 2008). Delivery dimension entails presentation that is effective, sequencing and timely, consistent, fair examinations, students’ feedback and student encouragement. Finally, reliability dimension refers to the trustworthy, provision of valid award, fulfilling promises and aligning to the goals, and appropriate handling of complaints a via provision of solution to problems. This study will try toe establish how these dimensions are maintained at the university of Sydney. Study setting The study will be carried out at Sydney University. Sydney University was the first university to be set up in Australia in 1850. Diverse courses are offered at the institution and it is renowned for its excellence in teaching and research. Students from around the globe study at the Sydney University. In addition, staff members at the institution are sourced from all over the world. Graduates of the university occupy leadership positions in various firms around the globe. Its central campus is located in Sydney. This study will be based at the central campus of the university in Sydney. Sampling methods Sampling entails selection of a sample that is suitable or a part that represents the population to aid in determination of characteristics or parameters of the population as a whole (Krishnan et al., 2008). It is used making conclusions concerning the population based on the samples results through inferential statistics that allows determination of characteristics of a population through direct observation of a portion of the population. Stratified sampling and purposive sampling will be used in this study. Stratified sampling is a method of sampling that is statistically approved which is used to represent each subgroup within the sample population. Stratified sampling first entails dividing the population into subgroups by using mutually exclusive criteria. Each subgroup is then used for random selection of samples. Random sampling allows all items to have equal probability of being included in the sample. Systematic sampling is a method where the starting element n is selected randomly followed by every nth element. The sampling fraction in every subgroup in stratified sampling could be taken in similar proportionality to that of the subgroup in the whole population. In this study subgroups will based on the schools, departments or faculties within the university of Sydney (Krishnan et al., 2008). Random samples will then be taken from each school, department or faculty. The sampling of lecturers and students will done separately using the stratified sampling. The sampling of heads of schools, departments or faculties will use the purposive sampling method. Purposive sampling entails selection of cases which are rich in information for in-depth investigation. The heads of schools, departments or faculties will provide an in-depth study of quality at the University of Sydney via use of structured interviews. Sample size The size of the sample is dependent on the analysis nature that will be performed, the precision of the estimates desired, the comparison types and number which will be done, the variable number that will be examined concurrently and heterogeneity of the population sampled. In this study the sample size for lecturers and students to participate in the study will be based on the following formulae: N=(1.96)*(&)/precision Where: N is the sample size & is the standard deviation of the population’s variable that is of interest for the estimation of mean to the researcher. Precision is the width of the interval that can be tolerated by the researcher and 1.96 is a reflection of the level of confidence Sample recruitment Sample recruitment in this study will done based on the schools, departments or faculties to which students and lecturers belong to. Participation will be on voluntary basis and no one will be forced to participate or to withdraw from the study. Data collection methods and instruments This study will use qualitative methods and quantitative methods to collect data. Qualitative method is employed when researchers are in need of gathering expert’s or participant’s opinions. Qualitative method is usually subjective and may be used to provide evidence that is empirical (Sife, Lwoga, & Sanga, 2007). Qualitative method employs inductive reasoning for generating ideas from data instead of deductive reasoning used in quantitative methods (Joseph, & Joseph, 1998). In this research qualitative methods will be employed to gather opinions of heads of departments and faculties. Semi structured interviews will be carried out to collect data from heads of departments and faculties. Semi structured interviews are used to collect data that is qualitative in nature via interviewing participants and allowing them to air their views on the study subject (Krishnan et al., 2008). Questions that are open ended are usually drafted by the investigator or they may arise when the interview is ongoing (Kwan & Paul, 1999). The efficacy, the simplicity and the practicality of semi structured interviews makes it appropriate for this study to obtain information that cannot be obtained via other methods (Oldfield, &Baron, 2000). It will also enhance the validity of this study since the respondents will be able to talk about matters related to quality in detail. Quantitative method is employed in collecting impartial data through the use of structured procedures in addition to employing large samples. This method provides information which provides explanation for certain relationships that exists between variables and production of models for such relationships (Krishnan et al., 2008). This is appropriate because it will provide information on relationship between quality and other variables that exist at the University of Sydney such as resources, teaching and research. Quantitative method generates findings which are a representation of population at a reduced cost as compared to collection of data from the population (Joseph, Yakhou, & Stone, 2005). However, collection of data is not likely to be comprehensive. The main reason for this is a limitation in the amount of questions that can be contained in a questionnaire and the amount of information that can be collected depends on the respondents’ goodwill. In spite the shortcoming, this study will employ quantitative method by use of structured questionnaires that can be completed by the respondents (Delucch, & Smith, 1997). The contents of structured questionnaire include questions that are predetermined and designed to collect certain information from respondents (Russell, 2005). Lecturers and students at the University of Sydney will receive semi-structured questionnaires electronically. The mails of the prospective participants will be obtained from the university’s data base (Jennings, Gover, & Pudrzynska, 2007). Two sets of questionnaires will be administered: one set to the students and another set to students. The two sets will differ in content to reflect the needs of the study. The questionnaires will contain closed and open questions. Data analysis methods Descriptive statistics will be used to analyze the data collected. Ethical issues The likely ethical issues to arise are confidentiality and participation. To address the issues of confidentiality, questionnaires used will not reflect personal information which can be employed to trace the source of information (Krishnan et al., 2008). Thus all personal information will be concealed and even those who will participate in interviews will use coded names to avoid cases where the information may be traced to the interviewee (Lim, Yap, & Lee, 2011). To address participation issue, participation will be on voluntary basis and one will not be compelled to provide information that he or she does not want to do so (Rowley, 1997). Strengths of this study Stratified random selection will ensure that selection process covers lecturers and students from all faculties in the institution. The employment of students and lecturers as participants will help to alleviate biasness that could have arisen if either of them is used. Weaknesses of this study Since only a single campus of the university of Sydney will be studied conclusions from the investigation may not be used for generalization to neither other campuses nor other universities. Budget Activity/item Cost per item ($) Number of items Total costs ($) Production materials 100,000 100,000 Data collectors 2,000 5 10,000 Data analysis 5,000 5,000 Publication 10,000 10,000 Grant total 125,000 Work plan Activity Months May June July August September October Proposal writing XXXXX Sample recruitment XXXXX Data collection XXXXXX XXXXXX Data analysis XXXXXX Report writing XXXXXX Publication XXXXXX References  Akbulut-Bailey, A., Ishak, S., & Motwani, J. (2011). Applied sustainability in services and operations in higher learning institutions: A case study. International Journal of Business Innovation and Research, 5(2), 127-141 Alabi, G. (2008). An Exploratory Assessment of Quality Assurance Practices in Higher Institutions of Learning in Ghana. Journal of Business Research, 2(1&2), Athiyaman, A. (1997). Linking student satisfaction and service quality perceptions: The case of university education. Eur. J. Mark., 31(7): 528-540. Basheka, B. (2009). 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