ISSN 0798 1015

Vol. 39 (# 17) Year 2018. Page 24

Quality Evaluation on Private Higher Education Institutions in Pekanbaru, Indonesia (Integrating Kano Model and Quality Function Deployment)

Evaluación de calidad en Instituciones privadas de educación superior, Pekanbaru -Indonesia (Integrando el Modelo Kano y el Despliegue de la Función de Calidad)

HAMZAH 1; Astri Ayu PURWATI 2; Evizal Abdul KADIR 3

Received: 05/01/2018 • Approved: 28/01/2018

Contents

1. Introduction

2. Methodology

3. Result and discussion

4. Conclusion

Acknowledgment

References

1. Introduction

Globalization in the era of today's technology demands every country increasingly to be able to deal with the tight competition. One way to overcome the competition is to manage the quality of human resources (Sawaji et al, 2011). Education is a factor which plays an important role in the development of science and create human resources who are able to compete with national and global markets. Regarding to the initiation of the ASEAN Economic Community (AEC) era, the institutional based National College should prepare to compete freely in generating alumni who are able to dominate the labor market in ASEAN.

Table 1
Global Competitiveness Index Year 2015-2016 in 5th Pillar Education and Training
(World Economic Forum, 2016)

Table 1 shows the 5th pillar of education and training in global competitiveness index in education and training. Indonesia ranked 56 in the period 2015-2016 which is under Singapore, Malaysia and Thailand in ASEAN Competition. It means that Education and Training in Indonesia need to be organized well especially in improving education quality which can result in improved global competitiveness ranking. Higher Education Institutions (HEI) in Indonesia, especially private higher education currently shows a fairly rapid development. In 2015, the Ministry of research, technology and higher education did the deactivation to 197 Private Higher Education in Indonesia since they did not meet the quality standards of higher education. This action was caused by the presence of several problems including academic data reporting problems, ratio between lecturers and students and also bad higher education management such as classes, facilities, documentation, etc. Another problem which also takes a part is there has been an imbalance between quality education in Java and outside of Java, both public and private education institution.  In this case, Indonesian Government needs to create a policy related to centralized quality of higher education public or private higher education for the entire city of Indonesia.

According to (Qureshi et al, 2012), education institution is one of the services sector which is frequently difficult to measure the performance because of it is intangible, the outcome is the understanding of knowledge of individuals which can change their characteristics and behavior. In this context, every country, especially Indonesia has its own accreditation agency that assesses the quality of the higher education institutions by evaluating and accrediting the degree and educational work offered. One of the way in which educational systems at higher education institutions (HEI’s) can be developed and improved is using and implementing of Total Quality Management (TQM) tools. TQM is an effort to achieve quality of wide-organization, refers to managing quality aspirations which involves every department to achieve excellence in business, by regarding to customers’ satisfactions. The usage of such tools will give the higher education institution strong position among other education institutions since it will get a higher quality of education system which makes higher education institution becomes competent. In order to assure that the institution is competitive enough, total quality management tools allow the institutions to review and assess their performances to see whether they follow the required learning and teaching conditions (Al-Tarawneh & Mubaslat, 2011). The application of total quality management is done by using qualitative and quantitative tools which are useful for higher education institutions to assess their performances of the education institution, so they can find their strengths so they can enhance it and their weaknesses so they can eliminate it. Besides, the institution needs to considerate the improvement for the institution over the time.

In the (Abou Chahine, et. al. 2008) have showed that the effectiveness of the education quality will first depend on the proper identification of the clients of the HEI’s. In this point, there are two primary clients: students and other stakeholders such as parents or guidance, business man or woman, society, etc. The students perform as dual role, which are as client and as the product of higher education. (Salameh et. al. 2011) have declared that the students’ satisfactions is the crucial factor for the success of higher education and it is the main point of all TQM practices. One of the TQM tools is Quality Function Deployment (QFD) is a very well-known design method, developed in late 1960s in Japan, was used since the aim was translating CNs and the goal was technical design requirements and it means that is obligated to use of a series of matrix, called as House of Quality (HoQ), with the aim in satisfying the customers’ expectations and improving the quality level of the product at the same time (Mukaddes et. al. 2010).

2. Methodology

This research was analyzed by using quantitative approach, the object of this research was students at private HEI in Pekanbaru. Sampling method used in this research was cluster sampling technique towards the selected in seven private HEI in Pekanbaru which consist of 379 students as the respondents. The data analysis technique used in this research was validity and reliability analysis to make sure whether every item in Kano and QFD questionnaires were valid or not.

Table 2
Kano’s Evaluation for customer requirement

Furthermore, this research continued with an integrated analysis of Kano Model and Quality Function Deployment by doing these following steps:

• Gathering customer’s requirements and making some questionnaires covered functional and dysfunctional questions. The first as functional questions were to determine how customer feels if the requirement was fulfilled and the second question (dis-function questions) was to determine how customer feels if the requirement were not fulfilled.
• Combining the functional and dis-function questions as this evaluation as shows in table 2.
• Determining of Kano’s weight by using Blauth’s formula (Walden, 1993) (Jayanti & Singgih, 2012).
• Creating House of Quality (HoQ), the first part of the HoQ is consumer needs matrix. The attribute contains the voice of consumers, level of importance and Kano’s weight for each attribute (Jayanti & Singgih, 2012), to illustrate HoQ as shows in figure 1.

Figure 1
Scheme of the House of Quality (HoQ).

• Customers requirements, the initial steps in forming the HoQ were determining, clarifying and specifying the customers’ needs.
• Technical requirements, the next step of the QFD process was identifying  what the customer wants and what must be achieved to satisfy their wants. Regulatory standards and requirements administered by the management must be identified. Once all the requirements were identified, it was important to answer what must be done towards the product design to fulfill the requirements needed.
• Planning matrix, to compare how well the team fulfilled the customers’ requirements compared to their competitors.
• Customer ratings, typically  ranging from 1 to 5, were given to each company  relevant to their own requirements.
• The customer ratings were combined  with the weighted performances of each demand to result in measurement over all performances for all companies.

Interrelation matrix, to establish a connection between customers’ requirement products and the performances, the design was measured to improve the product.

• To obtain the opinions of the consumers as far as what they needed and required from a specific product.
• By using these customers’ perceptions, the company could begin to formulate a strategy to improve their products.
•  To implement this step, the strengths and weaknesses of the company were weighted against the customer priorities to determine: a) what aspects needed to be changed to surpass the competition b) what aspects needed to change to equal the competition and c) what aspects will remain similar.
• The optimal combination was desired.

Technical correlation matrix

The more often called as the roof was used to help us in developing relationships between customers’ requirements and product requirements, identifying whether these team must cooperate each other or they would be in a conflict.

The following symbols were used to represent what kind of impact of each requirement had:

3. Result and Discussion

Based on the result analysis of Kano model, the attribute of Quality (M) was the requirements for fulfilling customer expectation. When it was done, customers were neutral but when it was done badly, customers would be very disappointed. Regarding to the attribute in one dimensional quality (O), customers were satisfied if their expectations were fulfilled and they were dissatisfied when their expectations were not fulfilled. These are the attributes which  were discussed and the things which every company competed for. Furthermore, for Attractive Quality (A), these attributes provided satisfactions when this point was achieved fully, but it didn’t cause dissatisfaction when it was not fulfilled. These were the attributes which were not normally expected. In different Quality (I), this attribute referred to aspects which were neither good nor bad, and they did not result in either customer satisfaction or customer dissatisfaction.

3.1. Kano Model Analysis

The Kano model analysis as shows in the table 4, Kano model for analysis of quality evaluation in this research. There were 8 attributes were quality (M), 12 attributes were one-dimensional quality (O),11 attributes were attractive quality (A), and 1 attribute was Indifferent Quality (I).

Table 4
Kano Model for quality evaluation

3.2. The Analysis of Priority on Needs

The result of the importance of adjustment as shown in table 5, there were nine customer requirements which will be the priority. On the level of achievement index which was more than 3.00 covered Research supervising by the lecturer, Lecturer’s discipline, ability of the use of technology, lecturer’s assesment method, academic staff’s passion and patience in delivering service, English proficiency, teaching and learning atmosphere, academic information effectiveness.

Table 5
Result of the importance of adjustments

KW = Kano’s Weight, I = Importance, IA = the Importance of Adjustment

3.3. Anaysis of Priority on Technical Responses

Table 6 shows technical responses that were prioritized were follows Lecturer and staff’s training and development, Monitoring teaching and learning process monitoring, student’s softskill and practical ability improvement, and monitoring of academic’s rules and procedures.

Table 6
Technical responses were prioritized

The percentage of priority on technical responses was obtained through the relationship matrix between priority on needs and the priority on technical responses shown by HEI. Figure 2 shows the relationship matrix that was mentioned before which the symbol l indicated very strong relationship with the number of value 9, symbol ¢ indicated strong relationship with the number of value 3 and symbol pindicated weak relationship with the number of value 1.

The structure of priority of customer needs was a key component of HoQ. The set of priority of customer needs would have a major impact on further product development activities. In HoQ matrix, the matrix explained some technical responses that could be used as  improvement point which must be done by Private Higher Education Institutions (HEI), as follows:

1) Lecture’s quality plays a crucial role for a student's education quality. Therefore, it was so important for private HEI to recruit highly qualified teachers based on the regulation and pay much attention in the ratio of lecturers and students.

2) Private HEI provides quality procedures to control the teaching and learning process such as subject design and objectives, course notes and books, assets, teacher-student communications, formative assessment and subject evaluation and also lecturer education background.

3) Motivation is the determination to achieve the success of the quality in teaching and learning process. Private HEI should provide lecturers the regular payment of salary and other. Remuneration and give them opportunities to develop their knowledge and skill through training or workshop.

4) Private HEI should encourage lecturer to be more creative and innovative and give them appreciation or award on their efforts and achievements.

5) Private HEI provides facilities to the lecturer in order to accelerate the teaching and learning process.

6) Private HEI has to develop an evaluation, appraisal or measurement towards lecturer performance in teaching and learning process, research and lecturer social relationship.

7) Managing academic staff performance such as assisting staff to develop the academic and professionality and to provide them with reliable information about institution and also to monitor and assess their performance based on academic rules, procedures and job descriptions.

8) Institutions of higher education responded to the technology changes, technology had made this application more possible in introducing teaching and learning and academic procedures that was less limited by time and place. Therefore, private HEI need to concern about technology usage in order to make an efficient and effective academic process.

9) Improve students’ competency by investing and accelerating proviciency, students’ motivation and encouragement, developing curriculum and lecturer’s sillabus which was focused on academic only.

Figure 2
House of quality in student teaching

The improvement of students’ softskills and practical ability making combination of competency-based and blended learning environment makes it possible to customize students’ learning experiences.

4. Conclusion

Total Quality Management (TQM) is a development of management science  designed to improve the quality at every level to achieve their excellence. TQM has a remarkable application on HEI’s which the adaption of TQM can help the higher education institution to maintain their competitive position, satisfy all stakeholders, focus on the market needs and achieve higher performances. Quality Function Deployment (QFD) by integrating Kano model is one of the quality tools that can be used in order to evaluate the current quality towards HEI which had applied this system. The HoQ matrix obtained some quality improvement points that could be implemented in Private HEI. By knowing this research analysis, HEI management could provide quality standard to make sure that all customers’ requirements could be fulfilled to meet their satisfactions.

Acknowledgment

Thank you very much for Universitas Islam Riau (UIR) Indonesia for funding this research by internal research funding with contract number is 072/LP/UIR/2017. 

References 

Abou Chahine, S, Jammal, A, Kaissi, B, Loutfi, M, (2008). “Guide I: Introduction to Quality Management in Higher Education in Lebanon”, (Project ID: SCM-M014A05).

Al-Bashir, A. (2017). “Applying Total Quality Management Tools Using QFD at Higher Education Institutions in Gulf Area (Case Study: ALHOSN University)”, International Journal of Production Management and Engineering, 4(2), 87-98.

Al-Tarawneh, H. Mubaslat, M. (2011). “The Implementation of Total Quality Management (TQM) on the Higher Educational Sector in Jordan”, International Journal of Industrial Marketing, 1(1), 1-10.

Jayanti, Y.N. & Singgih, Moses, L., (2012), “Peningkatan Kualitas Layanan Pengujian Dan Kalibrasi Peralatan Kesehatan dengan Menggunakan Integrasi Servqual Method, Kano Model Dan Quality Function Deployment (QFD)”, Prosiding Seminar Nasional Manajemen Teknologi XV, A-49: 1-9.

Mukaddes, A. M., Bagum, M.N., Islam, M., A., Bashar, M. A. and Chakrabarty, V. (2010). Translating the Student’s Voice into Teaching Techniques: A Quality Function Deployment Approach. Proceedings of the 2010 International Conference on Industrial Engineering and Operations Management, 237-241.

Qureshi, M. I., Khan, K, Bhatti, M. N. Khan, A. & Zaman, K. (2012), “Quality Function Deployment in Higher Education Institutes of Pakistan”. Middle-East Journal of Scientific Research,12 (8) : 1111-1118.

Salameh, R., Alzyadat, M. and Alnsour, J. (2011), “Implementation of (TQM) in the Faculty of Planning & Management at Al-Balqa Applied University”, International Journal of Business and Management, 6(3), 194-207.

Sawaji, Jamaluddin, Hamzah, Djabir & Taba, Idrus, (2011), “Pengambilan Keputusan Mahasiswa dalam Memilih Perguruan Tinggi Swasta di Sulawesi Selatan”.

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World Economic Forum, 2016, Global Competitiveness Index Tahun 2015-2016, https://www.weforum.org/ Retrieved on March 25th, 2016.

1. Faculty of Islamic Study, Universitas Islam Riau Jl. Kaharuddin Nasution, Pekanbaru, Riau, Indonesia. Email: hamzah@fis.uir.ac.id

2. Department of Management, Sekolah Tinggi Ilmu Ekonomi Pelita Indonesia. Email:astri.ayu@lecturer.pelitaindonesia.ac.id

3. Faculty of Engineering, Universitas Islam Riau. Jl. Kaharuddin Nasution, Pekanbaru, Riau, Indonesia. Email:evizal@eng.uir.ac.id