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Jurnal Best Practices in Teaching and Learning_Mohd Shoki

Jurnal Best Practices in Teaching and Learning_Mohd Shoki

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Published by: Physics Teacher on Dec 28, 2008
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05/09/2014

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Best Practices in Teaching and Learning Using ISO 9001:2000
Mohd. Shoki Md. AriffAssoc. Prof. Dr. Zainab KhalifahDr. Noor Abidah Mohd. OmarMaimunah AliNorzarina SulongFaculty of Management and Human Resource Development (FPPSM)Universiti Teknologi Malaysia81300 Skudai, Johor.
 
Introduction
The ISO 9000 Quality basically a model that provides a unique framework for anyorganisation to establish a customer satisfaction oriented quality system that isinternationally recognised and can be independently assessed and certified. Itcomplements TQM since quality is seen as a process, can be managed and canprovide a methodology for continuous improvement. The system can also beregarded as one of the approaches towards achieving best practices in teaching andlearning. In adopting this system any higher education institution (HEI) could ensurethat its teaching and learning processes are of creditable standards and quality.Declining quality of graduates, increase competition and growing mandates foraccountability by accreditation associations, legislatures, and funding bodies, and theincreasing concern for applying best practices in the teaching-learning services, hascaused many HEIs to focus on quality, a concept originated from the manufacturingsector. The effectiveness of the quality concept in other sectors provided themomentum for higher education institutions to adapt this concept and practice it intheir own domain (Kanji
et.al
, 1999). The successful acceptance andimplementation of quality into higher education are often assisted by externalitiessuch as conducive government regulations, economic conditions, confidentleaderships and a certain level of stress to initiate a need for a change (Idrus, 2001;Packard, 1995).
Implementation of ISO 9000 Quality System
In the United Kingdom, the first university to implement and obtain ISO 9000certification for its full scope of activities was Wolverhampton University. The
 
University’s initial adoption of the TQM approach to quality produced highexpectation but had very little to show at the end of the day because of the lack of focus (Doherty in Subramaniam, 1988). It switched to the ISO 9000 quality systemmainly because it was felt that an independently certified quality system would placethe university in a better market position as compared with its competitors. With theadoption of the ISO quality system in guiding the best practices in the educationinstitution such problems as rigidity in the teaching-learning process could be ironedout. The university also felt that the discipline of writing the quality manual,identifying procedures and writing work instructions would provide a much bettergrasp of the University’s internal processes, and the links with the internal andexternal customer or stakeholder. The Quality Management System was intended toform the base for a TQM culture of continuous improvement across the university.Kanji (1998 in Kanji, 1999) says that ISO 9000 could be integrated with TQM forthe development of a total quality system where quality improvement can beachieved by examining the organisation’s processes in terms of process definition,process improvement and process design.It is obvious that there are some differences in the application of ISO 9000 qualitymanagement system in the manufacturing sectors and in higher educationinstitutions. In the HEI, education management is usually divided into two principaldivisions of operation, namely academic and administration. Adopting the system ineducation administration is much easier compared to the academic area, wherecertain adjustments are necessary. However, the latest ISO 9000 series that is ISO9001 Version 2000 introduced in October 2000 is more generic and flexible innature, and embraces both customer requirements and customer satisfaction as anintegral part of the standards. With the inclusion of elements such as customerrequirements and customer satisfaction in the model for quality and continuousimprovement, the use of the process-based model could guide best practices inteaching and learning.
Process-based Model of ISO 9000: 2000
The ISO 9001:2000 quality management system is a ‘process model’ with theintegration of four major clauses as shown in Figure 1.
 
 
Figure 1 : Quality Management System Process Model(Source : MS ISO 9001 : 2000; Requirements)
 In brief, management requirements are defined under
 Management responsibility
,necessary resources are determined and applied within
 Resource management 
;processes are established and implemented under
Product/service realisation
; whileresults are measured, analysed and improved through
 Measurement, analysis and improvement 
(MS ISO 9001 : 2000). An important clause in the model is theopportunity for
continual improvement 
.In general, this model emphasizes the importance of identifying and understandingcustomer needs and expectation to ensure that customer requirements are met.Measurements of customer satisfaction are then used as feedback to evaluate andvalidate whether customer requirements have been achieved. The managementreview will then provide feedback to top management for change authorization andimprovement opportunities.
Relationship between Customer Requirement, Input, Product Realization,Output and Customer Satisfaction
Based on the ISO 9000 : 2000 process-based model as described in Figure 1, therelationship between customer requirement, input, product realization, output and
RC EU QS UT IO RM EE MR ENTSAC TU IS ST FO AM CE TR ION
Quality Management SystemContinual ImprovementInput OutputProduct and/orservice realization
Measurement,Analysis ,Improvement
ResourceManagementManagementResponsibility
Product/service

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