Name : Zubaidah Abdul Ghani

Student ID : 2009546185

Summary for EDU702 - Data Analysis- Qualitative Data

Content Analysis

• The analysis of the contents of a communication.
  
• Study human behavior in an indirect way by analyzing communications
  
• Reason of using content analysis : to obtain descriptive information of one kind to another; to analyze observational and interview data; to test hypotheses; to check other research findings and/or to obtain information useful in dealing with educational problems.
  

Steps involved in content analysis

1. Rationale of data collection
   
2. Define important terms should at same point
   
3. Can be used by all kinds of educational research
   
4. Specify what to be analysed.
   
5. Formulate coding categories.
   

Data Analysis

Interpret content analysis by using:

• frequencies (i.e. the number of specific incidents found in the data) and proportion of particular occurrences to total occurrences
  
• coding to develop themes to facilitate synthesis
  
• Computer analysis is useful in coding data once categories have been determines.
  

 

 

 

 

Name : Zubaidah Abdul Ghani

Student ID : 2009546185

Summary for EDU702 - Data Analysis- Qualitative Data

Content Analysis

• The analysis of the contents of a communication.
  
• Study human behavior in an indirect way by analyzing communications
  
• Reason of using content analysis : to obtain descriptive information of one kind to another; to analyze observational and interview data; to test hypotheses; to check other research findings and/or to obtain information useful in dealing with educational problems.
  

Steps involved in content analysis

1. Rationale of data collection
   
2. Define important terms should at same point
   
3. Can be used by all kinds of educational research
   
4. Specify what to be analysed.
   
5. Formulate coding categories.
   

Data Analysis

Interpret content analysis by using:

• frequencies (i.e. the number of specific incidents found in the data) and proportion of particular occurrences to total occurrences
  
• coding to develop themes to facilitate synthesis
  
• Computer analysis is useful in coding data once categories have been determines.
  

 

 

 

 

Name : Zubaidah Abdul Ghani

Student ID : 2009546185

Summary for EDU702 - Instrumentation- Interviews, Checklists, Observations, etc.

Observations

Four roles that an observer in a qualitative in a qualitative research study

1. From Complete observer
   
2. To participant-as-observer
   
3. To observer as participant
   
4. To complete observer
   

Participant versus Non-participant Observation

• In participant observation, the researcher participates as an active member of the group in the situation or setting he or she is observing.
  
• In nonparticipant observation, the participant does not participate in an activity or situation but observes "from the sidelines".
  
• Include naturalistic observation and simulations.
  
• A simulation – an artificially created situation in which subjects are asked to act out certain roles.
  

Observation techniques – a coding scheme is a set of categories an observer uses to record a person's or group's behavior.

Observer effect – refers to either effect the presence of an observer can have on the behavior of the subjects or observer bias in the data reported. Audio and video tapings is helpful in guarding against this effect.

Researcher argue – the participants in a study should not be informed of the study's purpose until after the data have been collected.

Observer bias – refers to the possibility that certain characteristics or ideas of observers may affect what they observe.

Sampling – choose purposive sample.

Interviews

• A major technique used by qualitative researchers in-depth interviewing.
  

  Purpose – find out how they think or feel about something.
  

  • to provide a check on the researcher's observation.
    

Interview :

1. Structured
   
2. Semistructured
   
3. Informal
   
4. Retrospective
   

Six types of questions asked by interviews:

1. Background (or demographic) questions – questions about the background characteristics of the respondents.
   
2. Knowledge questions – factual information (opinions, beliefs, attitudes) respondents possess.
   
3. Experience (or behavior) questions – what respondent currently doing or has done in the past. Eg. Elicit descriptions of experience, behaviors, or activities.
   
4. Opinion (or values) questions – finding out what people think about some topic or issue.
   
5. Feelings questions – how respondents feel about things. Directed towards people's emotional responses to their experiences.
   
6. Sensory questions – what a respondent has seen, heard, tasted, smelled, or touched.
   

• Respect for the individual being interview
  
• Key actors – people in any group who are more informed about the culture and history of the group and who are more articulate than others.
  
• A focus group interview – an interview with a small, fairly homogeneous group of people who respond to a series of questions asked by the interviewer.
  
• Good interviewer – strong interest in people and in listening to what they have to say.
  

  
   

  
   

Reliability and Validity in Qualitative Research

Important check on reliability and validity

• Compare one informant's description of something with another informant's description of the same thing.
  
• Compare information on the same topic with different information – triangulation.
  
• Efforts – use on proper vocabulary, recording questions used as well as personal reactions, describing contents, and documenting sources.
  

 

 

 

UNIVERSITI TEKNOLOGI MARA

FACULTY OF EDUCATION

MASTER OF EDUCATION

(EDUCATIONAL MANAGEMENT AND LEADERSHIP)

 

 

 

 

A Study on Quality Management in Accomodation and Facilities of Generasi Baru Students in Lim Kok Wing University of Creative Technology

 

 

By,

Zubaidah Abdul Ghani (2009546185)

 

 

Lecturer,

Assos. Prof. Dr. Teoh Sian Hoon

 

A Study on Quality Management in Accomodation and Facilities of Generasi Baru Students in Lim Kok Wing University of Creative Technology.

Zubaidah Abdul Ghani

Faculty of Education

Universiti Teknologi MARA (UiTM)

ABSTRACT

This purpose of this study is to determine the role of the quality management practices in improving the accomodation and facilities for Generasi Baru students. There were approximately 100 Generasi Baru students in Lim Kok Wing University Creative and Technology to be chosen as a sample in this study. Questionnaires will be used as a tool to collect data in this study as this is a quantitative research. As the data for the study will be collected at one group of students and the small sample was chosen, it limits the ability to generalize specific results to other higher institutions. The finding of the study is hoped to increase the quality management in accomodation and facilities for Generasi Baru student through an effective change management and adopt the new practices suggested to create a dynamic quality system.

Keywords: quality management, quality system, effective change

 

 

 

 

Chapter 1

Introduction

Organizations are the structures which have been created to achieve defined objectives. To attain their objectives, organizations need to interact with many environmental factors. For this reason, they cannot be thought of as separate from the outside world. To maintain their existence, organizations should monitor the changes and adapt themselves to the developments in the environment. Technological advancements have brought about the removal of barriers all over the world and it has become necessary for organizations to improve performance to compete with the rest of the world. To this end, total quality management (TQM) is an essential tool for organizations to improve themselves and to keep up with the changes.

Companies are implemented TQM focused on the systematic management of data in all processes and practices to eliminate waste, and to improve the processes continuously (Capezio and Morehouse, 1993). In TQM, the responsibility for quality is located in both the individuals and team through some evaluatory and developmental processes. This represents an approach to quality assurance more congruent with the structures and ethos of educational organizations than many of the more mechanistic and hierarchical processes (McCulloch, 1993). Total quality management (TQM), defined as:

… a management approach of an organisation, centred on quality, based on the participation of all its members and aiming at long run success through customer satisfaction and benefits to all members of the organisation and to society (ISO 8402, in Wiklund et al., 2003:99).

Customer satisfaction: A customer can be any person or group that receives products or services from another person or group (Johnson, 1993). In TQM, customer satisfaction is viewed as the criterion of quality. So, the needs of the customer should be determined to achieve a high level of quality. All the stakeholders in the processes of service or production, or the ones that are affected by the results of these processes can be considered as customers (Weaver, 1995). There are internal and external customers in TQM. External customers are people and institutions outside school that receive, use or are affected by the outputs of the school system. Parents, community at large, colleges, vocational schools, businesses, government and industry can be deemed among these external customers. Internal customers are within-school stakeholders such as teachers and students (Johnson, 1993; Schwartzman, 1995; Munoz, 1999). In a market oriented environment, and under the pressures of stakeholders, "delighting the customers" is a rule for the survival of organizations in the long-run (Sahney et al., 2004).

Continual improvement: This is among the main principles of quality. Continual (even small) improvements can amount collectively and steadily to considerable gains in quality and reduction of costs (Deming, 1986). TQM notion emphasizes as to how to improve each process of quality. Continual improvement requires well-defined targets, criteria and measurements (Aksu, 2002). The continual improvement principle of TQM is based on the idea that every new day should not be the same as the previous day. A continual change and improvement is the subject of TQM. Continual improvement principle views the human beings as dynamic organisms that are open to changes (Imai, 1986; Halis, 2004; Genc¸ and Halis, 2006). Continual improvement concept, which has been described as kaizen by the Japanese (Johnson, 1993; Halis, 2004; Sallis, 2002), has transformed the static management understanding into an active state (Kavrakog˘ lu, 1998).

 

Research Questions

1. What was the current accomodation and facilities for Generasi Baru students?
   
2. What quality management practices did the administration apply to improve accomodation and facilities for Generasi Baru students?
   
3. How was quality management practices important in improving
   
   1. Customer satisfaction.
      
   2. A continual change and improvement.
      
4. How did the management respond in quality management practices in which they were not experts?
   

   
    

Research Objectives

1. This purpose of this study is to determine the role of the quality management practices in improving the accomodation and facilities for Generasi Baru students.
   
2. To increase the quality management in accomodation and facilities for Generasi Baru student through an effective change management and adopt the new practices suggested to create a dynamic quality system.
   

 

Problem statements    

1. Generasi Baru students did not satisfy with the current accomodation and facilities in their hostel.
   
2. The management lack of practicing of quality management in accomodation and facilities for Generasi Baru student hostel
   

    

Limitation

As the data for the study will be collected at one group of students and the small sample was chosen, it limits the ability to generalize specific results to other higher institution

Significance

To increase the quality management in accomodation and facilities for Generasi Baru student through an effective change management and adopt the new practices suggested to create a dynamic quality system.

References

1. Fatih To¨remen & Mehmet Karakus.(2009)," Total quality management practices in
   

   
    

   Turkish primary schools". Retreived from www.emeraldinsight.com/0968-4883.htm.
   

   
    

   
    

2. Nina Becket & Maureen Brookes (2008), "Quality Management Practice in Higher
   

   Education – What Quality Are We Actually Enhancing?", Retreived from http://www.heacademy.ac.uk/assets/hlst/documents/johlste/vol7no1/becket.pdf
   

   
    

 

Zubaidah Abdul Ghani

2009546185

Types of Educational Research (Summary)

Educational research studies may be classified according to the kinds of information that provided:

1. Historical research generates descriptions, and sometimes attempted explanations, of conditions, situations, and events that have occurred in the past. For example, a study that documents the evolution of teacher training programs.
   

 

1. Descriptive research provides information about conditions, situations, and events that occur in the present. For example, a survey of the physical condition of school buildings in order to establish a descriptive profile of the facilities that exist in a typical school.
   

 

1. Correlational research involves the search for relationships between variables through the use of various measures of statistical association. For example, an investigation of the relationship between teachers' satisfaction with their job and various factors describing the provision and quality of teacher housing, salaries, leave entitlements, and the availability of classroom supplies.
   

 

1. Causal-Comparative research aims to suggest causal linkages between variables by observing existing phenomena and then searching back through available data in order to try to identify plausible causal relationships. For example, a study of factors related to student 'drop out' from secondary school using data obtained from school records over the past decade.
   

 

1. Experimental research is used in settings where variables defining one or more 'causes' can be manipulated in a systematic fashion in order to discern 'effects' on other variables. For example, an investigation of the effectiveness of two new textbooks using random assignment of teachers and students to two or three groups.
   

 

1. Case study research generally refers to two distinct research approaches. The first consists of an in-depth study of a particular student, classroom, or school with the aim of producing a nuanced description of the pervading cultural setting that affects education, and an account of the interactions that take place between students and other relevant persons. For example, an in-depth exploration of the patterns of friendship between students in a single class. The second approach to Case Study Research involves the application of quantitative research methods to non-probability samples – which provide results that are not necessarily designed to be generalizable to wider populations. For example, a survey of the reading achievements of the students in one rural region of a particular country.
   

 

1. Ethnographic research usually consists of a description of events that occur within the life of a group – with particular reference to the interaction of individuals in the context of the sociocultural norms, rituals, and beliefs shared by the group. The researcher generally participates in some part of the normal life of the group and uses what he or she learns from this participation to understand the interactions between group members. For example, a detailed account of the daily tasks and interactions encountered by a school principal using observations gathered by a researcher who is placed in the position of 'Principal's Assistant' in order to become fully involved in the daily life of the school.
   

 

 

1. Research and development research focuses on the interaction between research and the production and evaluation of a new product. This type of research can be 'formative' (by collecting evaluative information about the product while it is being developed with the aim of using such information to modify and improve the development process). For example, an investigation of teachers' reactions to the various drafts and redrafts of a new mathematics teaching kit, with the information gathered at each stage being used to improve each stage of the drafting process. Alternatively, it can be 'summative' (by evaluating the worth of the final product, especially in comparison to some other competing product). For example, a comparison of the mathematics achievement of students exposed to a new mathematics teaching kit in comparison with students exposed to the established mathematics curriculum.
   

   
    

   Quantitative Research
   

   
    

• Base on researcher's work on the belief that fact and feelings can be separated
  
• World is single reality made up of facts and can be discovered
  
• Established relationship between variables
  
• Explain the causes of the relationship
  

 

 

Qualitative Research

 

• Assume that the world is made from multiple realities
  
• Concerned with understanding events and situations
  

 

 

Name : Zubaidah Bt Abdul Ghani

Student ID : 2009546185

Research Design – Sampling (Summary)

Sampling – process of selecting the sample of individuals who will participate (be observed or

questioned).

Samples and Populations

• A sample – the group on which information is obtained.
  
• Population – the larger group to which one hopes to apply the results.
  

In educational research – population is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics. Or group of classrooms, schools,or facilities.

Random Sampling methods include:

• Simple random sampling – choosing elementary units in search a way that each unit in the population has an equal chance of being selected. A simple random sample is free from sampling bias. For example, there are 100 students in your class. You want a sample of 20 from these 100 and you have their names listed on a piece of paper may be in an alphabetical order. If you choose to use systematic random sampling, divide 100 by 20, you will get 5. Randomly select any number between 1 and five. Suppose the number you have picked is 4, that will be your starting number. So student number 4 has been selected. From there you will select every 5th name until you reach the last one, number one hundred. You will end up with 20 selected students.
  
• Stratified random sampling - sample is obtained by independently selecting a separate simple random sample from each population stratum. A population can be divided into different groups may be based on some characteristic or variable like income of education. Like any body with ten years of education will be in group A, between 10 and 20 group B and between 20 and 30 group C. These groups are referred to as strata. You can then randomly select from each stratum a given number of units which may be based on proportion like if group A has 100 persons while group B has 50, and C has 30 you may decide you will take 10% of each. So you end up with 10 from group A, 5 from group B and 3 from group C.
  
• Cluster random sampling - sample is obtained by selecting clusters from the population on the basis of simple random sampling. The sample comprises a census of each random cluster selected. For example, a cluster may be some thing like a village or a school, a state. So you decide all the elementary schools in Newyork State are clusters. You want 20 schools selected. You can use simple or systematic random sampling to select the schools, then every school selected becomes a cluster.
  
• Two-stage random sampling – selects groups randomly and then chooses individuals randomly from these groups
  

Nonrandom sampling methods include:

• Systematic sampling - A systematic random sample is obtained by selecting one unit on a random basis and choosing additional elementary units at evenly spaced intervals until the desired number of units is obtained. For example, there are 100 students in your class. You want a sample of 20 from these 100 and you have their names listed on a piece of paper may be in an alphabetical order. If you choose to use systematic random sampling, divide 100 by 20, you will get 5. Randomly select any number between 1 and five. Suppose the number you have picked is 4, that will be your starting number. So student number 4 has been selected. From there you will select every 5th name until you reach the last one, number one hundred. You will end up with 20 selected students.
  
• Convenience sampling - A convenience sample results when the more convenient elementary units are chosen from a population for observation.
  
• Purposive sampling - selects information rich cases for in depth study. Size and specific cases depend on the study purpose.
  

Sample Size

sample size depends on the nature of the analysis to be performed, the desired precision of the estimates one wishes to achieve, the kind and number of comparisons that will be made, the number of variables that have to be examined simultaneously and how heterogenous a universe is sampled. For example, if the key analysis of a randomized experiment consists of computing averages for experimentals and controls in a project and comparing differences, then a sample under 100 might be adequate, assuming that other statistical assumptions hold.

Sample size can be determined by various constraints. For example, the available funding may prespecify the sample size. When research costs are fixed, a useful rule of thumb is to spent about one half of the total amount for data collection and the other half for data analysis. This constraint influences the sample size as well as sample design and data collection procedures.

Conclusion

In conclusion, it can be said that using a sample in research saves mainly on money and time, if a suitable sampling strategy is used, appropriate sample size selected and necessary precautions taken to reduce on sampling and measurement errors, then a sample should yield valid and reliable information. Details on sampling can be obtained from the references included below and many other books on statistics or qualitative research which can be found in libraries.

References

1. Text book
   
2. Sampling In Research Mugo Fridah W.
   

   http://www.socialresearchmethods.net/tutorial/Mugo/tutorial.htm