An Integrated Decision Support Model For Enhancing Continuous Improvement Of Academic Programs
Continuous Quality Improvement (CQI) in higher educational institutions is considered an aspect that plays a vital role in maintaining excellence in teaching and learning. It focuses on several critical phases such as designing Program Learning Outcomes (PLOs) assessment plans, collecting data, evaluating the of PLO achievement results, and designing and implementing improvement actions to achieve educational goals. CQI is very critical to assess and improve the educational process. As it appears, academic program decision-makers find difficult to formulate and implement an authentic CQI for their programs without the help of decision support systems (DSSs). Therefore, this paper proposes an integrated decision support model that provides CQI decision support to enhance academic programs. Moreover, it provides authentication of the CQI process by auto-checking the accuracy of the CQI phases (assessment, evaluation, designing, and implementing improvement). After the development and implementation of the proposed model in a bachelor-level academic institution, the results show that the proposed model provides decision support for enhancing academic program’s CQI, and authentication of the CQI accuracy, which will lead to the improvement of the educational process and the achievement of educational goals.
Keywords:decision support model, academic programs, continuous quality improvement, program learning outcomes, assessment plan, improved education outcomes
P. G. Altbach, L. Reisberg, L. E. Rumbley, Trends in Global Higher Education: Tracking an Academic Revolution, Report Prepared for the UNESCO 2009 World Conference on Higher Education, Paris, 2009 DOI: https://doi.org/10.1163/9789004406155
L. Goff, M. K. Potter, E. Pierre, T. Carey, A. Gullage, E. Kustra, R. Lee, V. Lopes, L. Marshall, L. Martin, J. Raffoul, A. Siddiqui, G. Van Gaste, Learning Outcomes Assessment: A Practitioner's Handbook, Higher Education Quality Council of Ontario, 2015
W. G. Spady, Outcome-Based Education: Critical Issues and Answers, American Assosiation of School Administrators, 1994
T. A. Angelo K. P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers, Jossey-Bass, 1993
J. Biggs, C. Tang, Teaching for Quality Learning at University, McGraw-Hill, 2011
K. L. Harris, International Trends in Establishing the Ttandards of Academic Achievement in Higher Education: An Independent Report and Analysis, Australian Universities Quality Agency, 2009
S. Barrie, C. Hughes, G. Crisp, A. Bennison, AAGLO Summary 1: The ALTC AAGLO project and the international standards agenda, AAGLO, 2011
M. C. Lennon, L. Jonker, AHELO: The Ontario Experience, The Higher Education Quality Council of Ontario, 2014
D. Mladenic, N. Lavrac, M. Bohanec, S. Moyle, Data Mining and Decision Support: Integration and Collaboration, Kluwer Academic Publishers, 2003 DOI: https://doi.org/10.1007/978-1-4615-0286-9
L. S. Franz, W. M. Lee, J. C. Van Horn, “An adaptive decision support system for academic resource planning”, Decision Sciences, Vol 12, No. 2, pp. 276-293, 1981 DOI: https://doi.org/10.1111/j.1540-5915.1981.tb00081.x
F. Saeed, A. Dixit, “A decision support system approach for accreditation & quality assurance council at higher education institutions in Yemen”, 3rd IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE), Amritsar, India, October 1-2, 2015 DOI: https://doi.org/10.1109/MITE.2015.7375308
M. Sudarma, A. A. K. Oka Sudana, I. Cahya, “Decision Support System for the Selection of Courses in the Higher Education using the Method of Elimination Et Choix Tranduit La Realite”, International Journal of Electrical and Computer Engineering, Vol. 5, No. 1, pp. 129-135, 2015 DOI: https://doi.org/10.11591/ijece.v5i1.pp129-135
M. Al Shobaki, S. Abu Naser, “Requirements for Applying Decision Support Systems in Palestinian Higher Education Institutions-Applied Study on Al-Aqsa University in Gaza”, International Journal of Information Technology and Electrical Engineering, Vol. 6, No. 4, pp. 42-55, 2017 DOI: https://doi.org/10.18052/www.scipress.com/ILSHS.73.42
M. V. de Almeida, J. J. M. Ferreira, F. A. F. Ferreira, “Developing a multi-criteria decision support system for evaluating knowledge transfer by higher education institutions”, Knowledge Management Research & Practice, pp. 358-372, 2018 DOI: https://doi.org/10.1080/14778238.2018.1534533
C. Temponi, “Continuous improvement framework: implications for academia”, Quality Assurance in Education, Vol. 13, No. 1, pp. 17-36, 2005 DOI: https://doi.org/10.1108/09684880510578632
M. Al-Shargabi, “Decision Support Approach for Enhancing Course Learning Outcomes Achievement and Accuracy of Continuous Improvement Process”, International Journal of Advanced Trends in Computer Science and Engineering, Vol. 8, No. 1-3, pp., 320-326, 2019 DOI: https://doi.org/10.30534/ijatcse/2019/5981.32019
How to Cite
MetricsAbstract Views: 395
PDF Downloads: 229
Authors who publish with this journal agree to the following terms:
- Authors retain the copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after its publication in ETASR with an acknowledgement of its initial publication in this journal.