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ACADEMICS’ PERCEPTIONS OF QUALITY AND THE ISO 9000 STANDARDS IN HIGHER

EDUCATION: A CASE STUDY OF THE IIUM BY

SHEELA NAIR D/O GOPALA NAIR

A dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy

Institute of Education

International Islamic University Malaysia

JULY 2008

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ABSTRACT

This study examined the concept of quality in higher education from the perspective of the academics at the IIUM, and the extent to which the academics’ perceptions of quality were congruent with the quality practices stipulated by the ISO 9000 standards. The study also sought to highlight the underlying factors that formed the basis of the academics’ perceptions of quality. The researcher felt that these issues had to be explored in order to understand the academics’ response to the university’s efforts to use the ISO 9000 certification processes as a visible means to state its commitment to providing quality educational services. The study utilized both the qualitative as well as the quantitative methods of data collection. Qualitative data were collected by carrying out in-depth interviews with academics from the various kulliyyahs. The academics who participated in the interview sessions were carefully selected in order to ensure that the sessions would yield thick, descriptive, and in- depth data. To add to the depth and scope of this study, the researcher resorted to a self-developed questionnaire which was administered to the academics of the kulliyyah of Economics and Management Sciences (KENMS), the first kulliyyah to be certified to the ISO 9000 standards. The questionnaire also included six open-ended items which provided the academics with the opportunity to state their views and feelings in their own words.The outcome of the study revealed the fact that the academics in this study had their own notions about what constitutes quality in higher education, based on their own philosophical inclinations and experiences. The results of the study also indicated that the academics did not view the ISO 9000 standards as an appropriate mechanism to enhance the quality of educational services provided by the university. More importantly, the academics did not appreciate the fact that they have been forced to adhere to the requirements of the ISO 9000 certification processes which they feel is irrelevant to academic work.

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iii

ﺚﺤﺒﻟا ﺺﺨﻠﻣ

ﺔﻌﻣﺎﺠﻟا ﻲﻓ ﻦﻴﻴﻣدﺎآﻷا ﺮﻈﻧ ﺔﻬﺟو لﻼﺧ ﻦﻣ ﻲﻟﺎﻌﻟا ﻢﻴﻠﻌﺘﻟا ﻲﻓ ةدﻮﺠﻟا مﻮﻬﻔﻣ ﺔﺳارﺪﻟا ﻩﺬه ﺚﺤﺒﺗ

ةدﻮﺠﻟا ﺮﻴﻳﺎﻌﻣ ﻊﻣ ةدﻮﺠﻠﻟ ﻦﻴﻴﻣدﺎآﻷا ﺔﻳؤر ﻖﺑﺎﻄﺘﺗ ىﺪﻣ يأ ﻰﻟإو ،ﺔﻴﻤﻟﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا

ةﺪﻤﺘﻌﻤﻟا

.وأ .سإ .يﺁ

ﺎﻴﻤﻟﺎﻋ

9000

ىؤر

ﺎﻬﻴﻠﻋ ﺪﻨﺘﺴﺗ ﻲﺘﻟا ﻞﻣاﻮﻌﻟا ﺔﻓﺮﻌﻣ ﻰﻟإ ﺔﺳارﺪﻟا فﺪﻬﺗ ﻚﻟﺬآ .

دﻮﻬﺠﻟ

ﻦﻴﻤﻳدﺎﻜﻟا ﺔﺑﺎﺠﺘﺳا ﻢﻬﻔﻟ ﺎﻬﺘﺳارد ﺐﺠﻳ ﺔﻴﻀﻘﻟا ﻩﺬه نﺄﺑ ﺔﺜﺣﺎﺒﻟا ﺮﻌﺸﺗو .ةدﻮﺠﻠﻟ ﻦﻴﻤﻳدﺎآﻷا

.وأ .سإ .يﺁ

ﺔﻴﻤﻟﺎﻌﻟا ةدﻮﺠﻟا ةدﺎﻬﺷ ﻰﻠﻋ لﻮﺼﺤﻠﻟ ﺔﻴﻣاﺮﻟا ﺔﻌﻣﺎﺠﻟا

9000

ﺎﺳأ رﻮﺼﺘآ

ﻢﻳﺪﻘﺘﻟ

ﻲﺳ

ﺞﻬﻨﻤﻟا

؛ﺚﺤﺒﻟا ﺞهﺎﻨﻣ ﻦﻣ ﻦﻴﺠﻬﻨﻣ ﺔﺳارﺪﻟا ﺖﻣﺪﺨﺘﺳاو .ﺔﻳﻮﺑﺮﺘﻟا تﺎﻣﺪﺨﻟا ﻲﻓ ﺔﻴﻟﺎﻋ ةدﻮﺟ

ﻊﻣ

تﻼﺑﺎﻘﻣ ءاﺮﺟإ لﻼﺧ ﻦﻣ ﻲﻔﻴﻜﻟا ﺞﻬﻨﻤﻟا ﺖﻣﺪﺨﺘﺳا .تﺎﻧﺎﻴﺒﻟا ﻊﻤﺠﻟ ﻲﻔﻴﻜﻟا ﺞﻬﻨﻤﻟاو يراﺪﻘﻤﻟا ﺑﺎﺟﻹا ﺔﻗد ﻦﻣ ﺪآﺄﺘـﻠﻟ ﺔﻗد ﻞﻜﺑ ﻦﻴﻤﻳدﺎآﻷا رﺎﻴﺘﺧا ﻢﺗو .ﺔﻔﻠﺘﺨﻣ تﺎﻴﻠآ ﻦﻣ ﻦﻴﻴﻤﻳدﺎآﻷا

ﺔﺤﺻو

ﻦﻴﻴﻤﻳدﺎآﻷا

ﻰﻠﻋ ﺎﻬﻌﻳزﻮﺗ ﻢﺗ ﺔﻧﺎﺒﺘﺳا ﻢﻴﻤﺼﺘﺑ ﺔﺜﺣﺎﺒﻟا ﺖﻣﺎﻗ ،ﺔﺳارﺪﻟا ﻖﻤﻋ ﻦﻣ ﺪﻳﺰﻤﻠﻟو .تﺎﻧﺎﻴﺒﻟا

.سإ .يﺁ ﺔﻴﻤﻟﺎﻌﻟا ةدﻮﺠﻟا ةدﺎﻬﺷ ﻞﺼﺤﺗ ﺔﻌﻣﺎﺠﻟﺎﺑ ﺔﻴﻠآ لوأ ﺎهرﺎﺒﺘﻋﺎﺑ ةرادﻹاو دﺎﺼﺘﻗﻻا ﺔﻴﻠآ ﻦﻣ .وأ 9000

ﻤﻳدﺎآﻸﻟ لﺎﺠﻤﻟا حﺎﺴﻓﻹ ﺔﺣﻮﺘﻔﻣ ﺔﻠﺌﺳأ ﺖﺳ ﺔﻧﺎﺒﺘﺳﻻا ﺖﻨﻤﻀﺗ ﻚﻟﺬآ . ﻦﻋ ﺮﻴﺒﻌﺘﻠﻟ ﻦﻴﻴ

.صﺎﺨﻟا ﻢﻬﺑﻮﻠﺳﺄﺑ ﻢهرﻮﻌﺷو ﻢﻬﺘﻳؤر

ﻢﻬﺗﺎﻋﺎﺒﻄﻧا ﻢﻬﻟ ﻦﻴﻴﻤﻳدﺎآﻷا نأ ﺔﺳارﺪﻟا

ﺞﺋﺎﺘﻧ تﺮﻬﻇأ ﺪﻗو

ﺎﻤآ .ﺔﻴﻔﺴﻠﻔﻟا ﻢﻬﺗاﺮﻴﺴﻔﺗو

ﻢﻬﺗاﺮﺒﺧ ﻰﻠﻋ ادﺎﻤﺘﻋا ﻲﻟﺎﻌﻟا ﻢﻴﻠﻌﺘﻟا ﻲﻓ ةدﻮﺠﻟا تﺎﻣﻮﻘﻣ لﻮﺣ ﺔﺻﺎﺨﻟا ﺔﻴﻤﻟﺎﻌﻟا ةدﻮﺠﻟاﺮﻴﻳﺎﻌﻣ ﻰﻟإ نوﺮﻈﻨﻳ ﻻ ﻦﻴﻴﻤﻳدﺎآﻷا نأ ﺔﺳارﺪﻟا تﺮﻬﻇأ

.وأ .سإ .يﺁ 9000

ﻰﻠﻋ

ﻦﻴﻴﻤﻳدﺎآﻷا نأ ﻚﻟذ ﻦﻣ ﻢهﻷا .ﺔﻌﻣﺎﺠﻟا ﺎﻬﻣﺪﻘﺗ ﻲﺘﻟا ﻢﻴﻠﻌﺘﻟا ةدﻮﺟ ﻦﻴﺴﺤﺘﻟ ﺔﺒﺳﺎﻨﻣ ﺔﻴﻟﺁ ﺎﻬﻧأ

.يﺁ

ﺔﻴﻤﻟﺎﻌﻟا ةدﻮﺠﻟا ةدﺎﻬﺷ ﻰﻠﻋ لﻮﺼﺤﻟا تﺎﺒﻠﻄﺘﻤﻟ عﺎﻴﺼﻧﻻا ﻰﻠﻋ ﻢهﺮﺒﺠﻳ يﺬﻟا ﻊﻗاﻮﻟا نورﺪﻘﻳ

.وأ .سإ 9000

ﻲﻤﻳدﺎآﻷا ﻞﻤﻌﻟا ﻊﻣ ﺐﺳﺎﻨﺘﺗ ﻻ ﺎﻬﻧﺄﺑ نوﺮﻌﺸﻳ ﻲﺘﻟاو

.

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APPROVAL PAGE

The dissertation of Sheela Nair d/o Gopala Nair has been approved by the following:

_______________________

Ratnawati Mohd Asraf Supervisor

___________________

Ali Khamis Ali Internal Examiner

_______________________

Azahari Ismail External Examiner

________________________

Nasr Eldin Ibrahim Ahmed Chairman

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degree at IIUM or other institutions.

Sheela Nair d/o Gopala Nair

Signature………. Date ………..

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright © 2008 by Sheela Nair d/o Gopala Nair. All rights reserved.

ACADEMICS’ PERCEPTIONS OF QUALITY AND THE ISO 9000 STANDARDS IN HIGHER EDUCATION: A CASE STUDY OF THE IIUM No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Sheela Nair d/o Gopala Nair

………. ……….

Signature Date

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DEDICATED TO:

My loving husband, Vinodan Nair

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ACKNOWLEDGEMENTS

This dissertation would not have been possible without the encouragement and assistance of many special people. I owe an enormous debt of gratitude to my major supervisor, Dr. Ratnawati Mohd Asraf, whose confidence and faith in me never wavered, even during the most trying period of my life. Thank you for your insightful comments, and your constant prodding which have instilled in me the qualities of a good researcher. Your enthusiasm for this study and the meticulous and painstaking manner in which you edited my work has been a motivating factor for me to do my best. I am also grateful to you for those moments when you have been more of a caring friend than just an advisor to me.

I am especially thankful to Dr. Hassoubah who is the reason why I embarked on this journey. You were the one who gave me the confidence to take that first step and your kind words of encouragement have given me the strength to complete this endeavour. I would also like to thank Dr Ali Khamis for his guidance and his comments which helped me to improve the quality of my work.

This study would not have materialised without the participation of the IIUM academics who willingly and patiently sat through the interview sessions with me.

Thank you for trusting me with your valuable thoughts and I hope that I have been able to do justice to them. Many thanks also to the Dean of the KENMS for allowing me to carry out my research there, his office staff, and to all the faculty members who responded to my questionnaire.

I would like to express my appreciation to the faculty members of the Institute of Education (INSTED) who have encouraged and supported me throughout the duration of my study. I am also indebted to the administrative staff of INSTED and the many friends I have made during the course of my study for all their assistance and kind words of assurance. I would also like to convey my heartfelt thanks to my colleagues who never stopped encouraging me even in times of difficulties.

Finally, words cannot express my gratitude to my family, especially to my father, Gopala Nair, and my mother, Leela, whose support, love, and prayers have been my pillar of strength. Last but not least, to my husband Vinodan who always believed that I had it in me to finish what I had started, who visualized the end product long before I ever did, thank you for your love and support all these years.

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LIST OF TABLES

Table No. Page No.

4.1 4.2 4.3

4.4

4.5

Academics’ attitude toward the ISO 9000 standards Academics’ exposure to the ISO 9000 standards Academics’ perceived knowledge of the ISO 9000 standards

Academics’ perceived value of the ISO 9000 standards in higher education

Academics’ perceptions of the implications of implementing the ISO 9000

138 139 140

143

148

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TABLE OF CONTENTS

Abstract ………..

Abstract in Arabic ………..

Approval Page ………

Declaration Page ………....

Copyright Page ………..

Dedication ………..

Acknowledgements ………

List of Tables ………...

CHAPTER 1: INTRODUCTION

The Conceptual Framework ………...

Statement of the Problem ………....

The Setting ………..

Purpose of the Study ………...

Research Questions ………

Significance of the Study ………

CHAPTER 2: REVIEW OF THE LITERATURE ………

Part 1: The Notion of Quality in Higher Education ………...

Defining Quality in Higher Education ………

The Changing Role of Higher Education ………

The Nature of Academic Work ………...

Islamic Perspective of Education ………...

The Nature of Knowledge in Islam ……….

The Concept of Education in Islam ………

The Purpose of Higher Education in Islam ……….

Part 2: ISO 9000 in Higher Education ………...

ISO 9000 – An Overview ………...

ISO 9000 in Education ………

ISO 9000 in Educational Institutions in Malaysia ………..

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY …………..

Introduction ………

The Qualitative Research Paradigm ………..

Introduction to the Case Study ………...

The Setting ……….

The Selection of Participants ……….

Selection of Participants for the Qualitative Interviews ………

Selection of Participants for Questionnaire Survey ………

Kulliyyah of Economics and Management Sciences (KENMS) ..

Data Collection Methods ………

Qualitative Interviews ……….

Questionnaire ………..

Development of the Instrument ………...

Item Generation ………...

ii iii iv v vi vii viii ix 1 9 10 12 12 13 14 16 17 18 24 27 30 31 32 34 36 36 43 50 53 53 53 56 60 63 63 66 66 67 69 73 75 75

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Arrangement of Items ………..

The Use of Open-ended Questions ………..

Issues of Validity and Reliability ………

Establishing the Validity of the Instrument

Reliability of the Instrument……….

Data Collection Procedures ……….

Interviews ………

Survey Questionnaire ………..

Data Analysis and Interpretation ………

Interview Data ……….

Analysis of Questionnaire Data ………..

Trustworthiness of the Research ………

Ethical Considerations ………

Summary ……….

CHAPTER 4: ACADEMICS’ PERCEPTIONS OF QUALITY AND THE ISO 9000 STANDARDS IN HIGHER EDUCATION ………

Introduction ………...

Part 1: Results and Interpretation of Qualitative Data ………...

Characteristics of the Participants ………..

Academics’ Conceptions of Quality in Higher Education …………..

Quality as Excellence in Teaching, Research, and Publishing … Quality Based on Students’ Academic Performance …………..

Quality from the Islamic Perspective ………...

Factors Contributing to Academics’ Perceptions of Quality ………..

Academics’ Perceptions of the Quality of their Work Environment ...

Academics’ Perceptions of the ISO 9000 and its Applicability

towards Building a Quality Culture ………

Participants’ Perceptions and Knowledge of the ISO 9000 ……

The concepts of Product and Customer in Higher Education ….

The ISO 9000 as a Mechanism to Create a Quality Culture …...

Managing Academic Work through Quality Systems ………

Academics’ Responses to Changes Caused by the ISO 9000 ……….

Complying ………...

Adapting ………...

Coping ……….

Summary of Findings ……….

Part 2: Results and Interpretation of Quantitative Data ……….

Introduction ……….

Characteristics of the Participants ………...

Academics’ Attitudes Toward the ISO 9000 Standards ……….

Academics’ Perceived Knowledge of the ISO 9000 Standards ……..

Academics’ Perceived Value of the ISO 9000 in Higher Education ..

Academics’ Perceptions of the Implications of Implementing the ISO 9000 ……….

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS …………..

Conclusions ……….

Implications ……….

77 77 78 78 79 80 80 82 83 85 88 89 92 93

95 95 96 97 98 99 103 104 106 108 111 111 116 121 124 128 130 131 132 133 135 135 137 137 140 142 147 151 154 162

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Recommendation for Future Research ………...

Recommendations for University Administrators ………..

BIBLIOGRAPHY ………

APPENDIX 1: Interview Questions ……….

APPENDIX 2: Letter of Request for Participation ………...

APPENDIX 3: Letter of Consent ………...

APPENDIX 4: Questionnaire ………..

164 165 166 179 181 182 183

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CHAPTER ONE INTRODUCTION

Quality has always been an imminent part of higher education, but it has rarely been discussed beyond the realm of the academic community. Traditionally, academics were the sole proprietors of quality in their respective institutions because they were considered experts in the field who had the knowledge to determine the kind of education that should be provided by the institution. However, the Second World War marked significant changes in the status quo of institutions of higher learning around the world. The post-war era witnessed overwhelming changes in the field of higher education as many nations in this era were in the process of rebuilding their social, economic, and political systems.

Many developing countries, in their quest to rebuild their economies, focused their resources on developing higher education, which economists began to view as an essential investment expenditure for economic growth. The purpose of higher education now was twofold: one was to supply the nation with a steady stream of skilled human resources in the areas most needed for speedy economic recovery. This meant that universities no longer had the liberty to determine the kind of education that should be provided. The second purpose, from the viewpoint of parents and prospective students, was to secure better jobs and a better future. This era marked the end of the noble, non-materialistic aims of higher education (Blaug, 1987; Francis, 1993).

As a result of these changes, from the mid 1950s onwards, the demand for higher education became greater as student enrolment in institutions of higher learning

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increased massively. Since a substantial amount of resources was being channeled into the higher learning sector, there was also a growing demand from the public for more accountability and transparency in academic activities. Tax payers wanted to be assured that their money was being put to good use; parents wanted to be convinced that their children were receiving the best kind of education; and future employers wanted to be convinced that they were being fed with a high quality workforce (Burrup, Brimley, and Garfield, 1993; Cohn and Geske, 1990; Kraft and Nakib, 1991;

Fagerlind and Saha, 1989). All these developments resulted in academics’ slowly losing grip of their sole ownership of academic quality and autonomy, as universities suddenly found themselves in a situation where quality was no longer considered an internal issue; instead they now had to somehow show proof to the world outside that they were providing quality education (Franklin, Roche, and Hussey, 1995;

Karapetrovic, Rajamani, and Willborn, 1998).

This issue of quality in higher education has since been on the agenda of most discussions pertaining to higher education as universities grapple with the growing demand for accountability and quality. According to Liston (1999: 42),

“accountability and assurance of quality is an international societal demand, with assessments and audits of quality both internally and externally being common practice in post-secondary education worldwide.” The demand for transparency in efforts to promote quality in higher education posed a major problem for many institutions of higher education because they did not have visible strategies to enhance the quality of the education they were providing. Traditionally, quality in higher education meant adhering to stringent methods of selection of both the academic staff and the students, and matters relating to academic curriculum, and teaching methods were left in the hands of the academics themselves. However, as higher education

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became more complex and diversified, traditional approaches to control and maintain quality in institutions of higher learning, was becoming less effective and there was a dire need to come up with a more explicit assurance of quality in the outcomes and management of higher education. The issue of quality was no longer confined to the faculty as it became a major cause for concern for most industrialized and developing nations. Consequently, the past decades have seen the agenda for higher education going through changes as strategies were planned and implemented, with the focus remaining on quality assurance and quality enhancement (Elaine, 1998).

In response to demands for a more visible strategy to manage quality in higher education, the USA and other European nations began to establish their own quality assurance methods and agencies during the 60s and 70s. In the US, for instance, several accrediting bodies were formed, which eventually merged into what was known as the Council on Postsecondary Accreditation, which was replaced by the International Network for Quality Assurance Agencies in higher education in 1992.

The UK experience with quality and standards began in 1964 with the formation of the Council for National Academic Awards, which progressively led to the establishment of the Higher Education Quality Council (HEQC) in 1992 and the Quality Assurance Agency in 1998. Similar quality assurance movements also made the scene in Australia, New Zealand, Canada, the Netherlands, and Hong Kong at around the same time (Liston, 1999).

Initially, all efforts to evaluate, enhance and improve the quality of higher education were carried out by individual countries according to their own norms and standards. However, as higher education became more accessible, with increasing numbers of private institutions of higher learning being established, and more internationalized with increased mobility of students from different states and

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different nations, the necessity to establish recognized quality standards and to gain external approval for university management systems became very apparent (Freeman and Voehl, 1994). At this point in time it is relevant to mention that quality was not the main theme in just the educational sector, but a common theme in just about everything, be it the manufacturing of products or services rendered. The manufacturing sector had already responded to their customers’ demands for more quality by adopting several quality assurance and quality management models based on the principles of Total Quality Management, Total Quality Service, the ISO 9000 standards, Cycle Time Reduction, and quality awards criteria such as the Deming Award, the Malcolm Baldridge National Quality Award, European Quality Award, and Australia Quality Award (Liston, 1999).

One of the quality assurance and quality management models that was a success in the manufacturing sector, from day one, was the ISO 9000 standards, which became the most widely known, and widely adopted ISO standard. Since a more detailed explanation about the ISO 9000 standards will be provided in Chapter Two, suffice to say that the success of the ISO 9000 standards in the manufacturing sector made it a popular choice as a quality management system for many institutions of higher learning all over the world (Thonhauser, 2005). Already, the application of the ISO 9000 to higher educational institutions is gradually picking up momentum although it is a fairly recent trend in education. As asserted by Roger Frost, press officer for the International Organization for standardization in Geneva (cited in Core Business Solutions, Inc., 2003: 2), “educational facilities [are starting to] see that ISO 9000 improves the operational structure they work in and the day-to-day processes.”

Many universities are also using the ISO 9000 standards because it acts both as a

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system for continuous improvement as well as a built-in problem solving mechanism.

This feature of the ISO 9000 standards will be further elaborated in Chapter Two.

Generally, the implementation of the ISO 9000 standards to higher education is done on a voluntary basis, but there are subtle underlying factors such as pressure from various stakeholders, the highly competitive global environment, and the demands from the industrial sector which dictate that institutions of higher learning go for ISO 9000 certification (Loya and Boli, 1999; Welch, 1998). The survival of many institutions of higher learning world-wide depends on their ability to think and act globally because these institutions no longer only serve their local geographic regions.

They now have to assure prospective students and their future employers internationally, that they have the best quality assurance systems that could determine the desired educational outcomes, because students and sponsors are willing to travel even halfway across the globe for the opportunity to be a part of such a system (Karapetrovic, et al., 1998; Mohd Khir, 2003). As such, one of the main objectives of many institutions of higher learning world-wide is the development of a powerful quality ethos (Fatt Hee Tie., n.d.).

Institutions of higher learning in Malaysia have also joined the ranks of other higher educational institutions around the world in their pursuit of quality and academic excellence by incorporating the principles of the ISO 9000 standards into their managerial activities. The Malaysian educational sector, however, is a relatively new entrant into the world of ISO 9000; then again, higher education itself can be considered a fairly new phenomenon in Malaysia because its beginnings can be traced only as far back as 1962, with the transfer of University Malaya from Singapore to Malaysia (Tangiah, 2002). Six more public universities were set up in the period between 1969 and 1975, after which there was a lull in the development of higher

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education in Malaysia. The pace began to pick up again in the early to mid 1990s, especially after the Malaysian Parliament passed the Private Higher Educational Institutions Act in 1996, which enabled the authorities to regulate the participation of the private sector in higher education. The passing of this Act can be considered a turning point in the Malaysian higher educational scene because the provision of higher education was now the responsibility of both the public and private sectors.

Not only that, higher education became a competitive, lucrative international trade which resulted in calls for greater stakeholder engagement, greater transparency, accountability and responsibility in the running of institutions of higher learning (Tangiah; Fatt Hee Tie., n.d.).

The International Islamic University Malaysia (IIUM) is one of the universities which was established in the 1980s. In line with the university’s aim in providing students with the opportunity to experience academic excellence and individual growth, this university too has committed itself to the quality management and quality assurance systems embedded in the ISO 9000 standards as a means to add credibility and visibility to the institution’s quality initiatives. It is the university’s vision that by the end of 2006, all major scopes of activity at the university would be ISO 9000 certified (Hassanuddeen Abdul Aziz, Quality Assurance Unit IIUM, 2004).

The purpose of implementing the ISO 9000 standards at the IIUM is to improve its performance, coordination, as well as its productivity by ensuring greater effectiveness and efficiency in the existing system. The ISO 9000 quality assurance system will help the university to achieve this by clearly defining how the institution can establish, document, and maintain effective quality management systems that will demonstrate to prospective customers that the university is committed to quality.

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Nevertheless, it should be pointed out that the ultimate determinant of the quality of any institution, be it the IIUM or any other institution of higher learning in Malaysia, is actually within the institution itself (Norman, n.d.). Quality can only be assured when there is internal consensus about the best way to fulfill the institution’s purposes and mission (Marcus, Anita, and Goldberg, 1983), and the group of individuals whose consensus matters the most, I believe, is the academic community, undoubtedly the university’s major resource. Deming (1986) illustrated this point by stating that the implementation of quality programme will not be successful without the involvement of its employees. Maimunah, Mohd Shoki, Zainab, and Norzarina, (2002) also concluded that total employee involvement is a critical factor in determining the success of any quality assurance programme undertaken by an institution of higher learning. For any quality system to succeed in a university environment, where the academic staff is quite comfortable practicing traditional approaches to promote excellence in education, the commitment, participation and total involvement of its academic staff is of cardinal importance (Maimunah, et al.).

Gordon (2002:39) too stressed on this point when he stated that “effective quality assurance ultimately hinges upon the active engagement of the academic community.”

In other words, the success or failure of any attempt to enhance the quality of an institution of higher learning is determined by the role played by the academic community (Norman, n.d.). Ultimately, the best way to garner wholehearted support from the academic community is by ensuring that there is universal acceptance of the quality system and the processes and procedures involved in the implementation of the system without any reservations on their part.

The ISO 9000 standards is a relatively new phenomenon in education, but it has picked up momentum over the years as a growing number of universities both

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abroad and in Malaysia, is opting for certification. A review of the literature available on the impact of the ISO 9000 standards in education so far, seems to imply that academics’ attitudes toward quality initiatives based on ISO 9000 have not been very encouraging (Clark and Moreland, 1999; Hazman, 1999, 2004; Liston, 1995; Waugh, 2001). Gordon (2002) for instance, concluded academics’ response to the management systems embedded in the ISO 9000 standards in the following manner:

In many ways the reaction within tertiary education to quality assurance contains elements of conservatism, resistance to change, protection of autonomy and academic freedom, critical questioning and doubting of the appropriateness of a simple transfer of ideas from other sectors (31).

Most of the studies on the issue of ISO 9000 in education only went as far as reporting the faculties’ reactions toward ISO 9000 and the institution’s quality initiatives. These studies, however, did not seek to understand the reasons for their skepticism, nor did they take into account academics’ own notions of quality and whether or not those notions could fit into the mould already cast by the ISO quality assurance systems. It is possible that academics have not embraced the ISO 9000 standards because they are skeptical about their relevance to education. It may also be due to the fact that they may not agree that quality assurance systems currently measure what they regard as ‘quality in higher education’ (Watty, 2003), or simply because the aims and purposes of the standards have not been effectively communicated to the academics by the management of the institution.

There is a need to first recognize that differences exist in the way academics and management perceive quality in higher education, and then, attempt to identify these differences because ultimately, it is the academics that are held responsible for the performance of the university (Watty, n.d.), regardless of what their perceptions of quality may be or how they perceive the ISO 9000 standards. It is an acknowledged

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fact that the behavior of academics is the most critical issue to consider in determining the ultimate performance of an institution (Ferris, 1992; Fry, 1995; McInnes, 1994;

Marginson, 2000). Likewise, the attitudes and behaviors of the academic community at the IIUM would eventually determine the outcomes of the institution’s attempt to use the ISO 9000 standards as a benchmark for academic excellence.

The Conceptual Framework

It is often said that, “as is our perception so is the world” (Menezes, 2004:162).

Robbins (1994:33) defined perception as “a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment…different individuals may look at the same thing, yet perceive it differently.” The definition of perception may seem simple, but the impacts of our perceptions are so great that they can change our environment because perceptions also play a pivotal role in forming attitudes, which do not only influence the behaviour of individuals in any given situation, but also influence the way we make sense of our surroundings (Robbins).

There have been theoretical and empirical studies across a range of contexts and from both psychological and non-psychological perspectives that argue in support of the formative role that perceptions play in shaping attitude and subsequent behaviour (Fishbein and Ajzen, 1980; Newman and Noble, 1990). According to Seymour (1993: 127), “attitudes influence how we respond to certain situations, propel our actions, and fuel our emotions…changing attitudes requires a new vision and commitment to it.” Empirically, attitude has been shown to directly influence behaviours such as a willingness to use new information systems, or whether or not to purchase new products or services (Leveson, 2004).

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This study proposes that academics’ perceptions of quality and the ISO 9000 standards as a mechanism to enhance the quality of services provided, specifically at the IIUM, are critical factors in determining the successful outcome of the university’s venture into the world of the ISO 9000 standards. Therefore, the basic assumption underlying this study is the fact that academics’ attitudes toward the IIUM’s management and managerial policies, specifically with regards to quality and the ISO 9000 standards, are a direct result of the perceptions that they have formed about what constitutes quality within their work environment and their respective roles within this environment. In other words, academics’ level of motivation, what they learn on the job, and eventually, their individual work behaviour are all influenced by how they interpret their environment (Robbins, 1994).

It is ultimately the academics who are held responsible for the performance of any institution of higher education. Therefore, this study stressed on the need to address the issue of quality and the ISO 9000 standards from the academics’

perspective because any effort by the university to introduce quality measures will not achieve the desired outcomes without the support of the academic community.

Statement of the Problem

As mentioned in the introduction, a growing number of institutions of higher learning in Malaysia, including the IIUM where this study will be conducted, have responded to demands to prove their commitment to quality by seeking ISO 9000 certification.

The IIUM for instance, has already started the process of documenting their procedures and implementing quality management systems as prescribed by the ISO 9000 standards, and some services and kulliyyahs (faculties) have already been certified to the ISO 9000 standards.

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However, an important point to bear in mind is the fact that the ISO 9000 certification is not a one-time affair. On the contrary, the ISO 9000 standards are based on the principle of continual improvement, which refers to the recurring activities that are required in order to sustain the organization’s focus on quality assurance and quality management systems. An institution may have achieved certification due to demands from external forces; however sustaining the standards effectively requires a high degree of internal commitment, and maximum commitment from every member of the organization. This kind of commitment, especially from the academic community, will only be possible if quality in education as defined by the ISO 9000 standards is congruent with their own notions of what quality in education is all about. Being an institution of higher learning steeped in Islamic principles of tawhid and excellence, the academic community of the IIUM may also question the appropriateness and necessity of introducing the ISO 9000 standards when they may already have standards of excellence based on Islamic values which are clearly stated in the university’s mission and vision statements.

If an educational institution wants to ensure the effectiveness and continuity of the ISO 9000 certification processes, first of all, the management has to justify the need for a system such as the ISO 9000, to enhance the quality of the institution. The best justification is for academics to see evidence that the quality practices in the ISO 9000 systems introduced by the university are congruent even in some small way, with their own conceptions of quality in higher education. The only way the university can do this is by investigating the academics’ perceptions of quality, and that is precisely what this study intends to uncover.

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12 The Setting

As already mentioned in the earlier sections, this study will be conducted at the International Islamic University Malaysia (IIUM). As suggested by its name, this institution is based on Islamic principles and values of knowledge and humanity. It is the only institution of higher learning of its kind in Malaysia, and this unique nature of the IIUM in itself is reason enough why it was chosen as the site for this study, and warrants no other form of justification.

This unique feature of the IIUM has also presented the researcher with the opportunity to explore the concept of quality and the ISO 9000 standards from the Islamic perspective, an opportunity that will not present itself in any other institution of higher learning in Malaysia. Quality and excellence are already a part of the Islamic principles that govern the IIUM and the acquisition of knowledge is considered an act of worship in itself, which has to be carried out in accordance with the principles of faith, knowledge, and good character. The Islamic world-view and code of ethics, an integral part of the work culture, are also the driving force which motivates the IIUM community to strive for excellence. In short, Islam is the way of life at the International Islamic University Malaysia.

Purpose of the Study

This study has two primary objectives. The first objective is to explore the different meanings that academics at the IIUM attach to the concept of quality in higher learning and to discover the underlying factors that have contributed to their understanding of the concept of quality.

The second objective is to examine how these academics perceive the IS0 9000 standards and whether their perceptions of ISO 9000 is based on the same

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