7 th International Conference on Humanities and Social Sciences “ASEAN 2015: Challenges and Opportunities” (Proceedings) Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 434 Variables Affecting the Functional Competency of Quality Assurance Officers in Thai Public Higher Education Institutions 1. Kanyaprin Tongsamsi, Ph.D. student, Program in Management, Faculty of Management Sciences, Prince of Songkla University, Songkhla, 90110, Thailand, Corresponding author: [email protected]2. Kanon Trichandhara, Lecturer, Department of Public Management, Faculty of Management Sciences, Prince of Songkla University, Songkhla, 90110, Thailand 3. Chutarat Sathirapanya, Assistant Professor, Department of Community Medicine, Faculty of Medicine, Prince of Songkla University, Songkhla, 90110, Thailand Abstract This research examines the relationships of several antecedents of functional competency for quality assurance officers (QAO) in Thai public higher education institutions (HEI). QAO competency is one of the key success factors of quality management in many organizations. This study used quantitative methodology by the causal comparative design. Using multi-stage random sampling data collection method, 324 questionnaires were distributed to target respondents of quality assurance officers. The responses collected are 261 completed questionnaires representing 80.56 percent response rate. The QA officer competencies and five antecedents in 79 public HEIs were analyzed. Each variable was measured using 5-point interval scale, except the training variable was measured with ratio scale. The questionnaire reliability was assessed by Cronbach’s alpha, which showed appropriate value above 0.80. The empirical results indicate three positively direct causal effects: (1) self - management and functional competency of QA officers; (2) training and knowledge management; (3) knowledge management and functional competency of QA officers; and one negatively direct effect: selfmanagement and work-life balance. Interestingly, the research model explains a substantial amount of variance (63%) in functional competency of QA officers within HEIs. The findings suggest that QAO should be developed by knowledge management and self- management process. Keywords: Functional competency, quality assurance officer, higher education institution
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7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 434
Variables Affecting the Functional Competency of
Quality Assurance Officers
in Thai Public Higher Education Institutions
1. Kanyaprin Tongsamsi, Ph.D. student, Program in Management, Faculty of Management
Sciences, Prince of Songkla University, Songkhla, 90110, Thailand, Corresponding
Joseph, Rajendran, & Kamalanabhay, 1999). In the studies of the key role and
responsibilities of quality assurance staff show the ability of organizations to succeed in
their functions will depend on the competencies of the assurance staff in term of
knowledge, skills, problem solving and teamwork (Goetsch & Davis, 2006; Gutner &
Adams, 2009). As Addey (2004) argued that the abilities now required of the quality
assurance staff go far beyond those of chief inspectors, reflecting the need to provide
advice to managers who are themselves responsible for much broader roles than in
previous times. Further, Waddell and Stewart (1999) asserted that the inadequacy of
their professional learning is possibly a contributory factor for the failure of quality
management in many organizations.
The competency concept has been widely implemented in several areas of
human resource management (HRM) for a long lime, for example, the recruitment,
training and development, performance management, appraisal, incentive and reward,
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 436
and talent management (Ratsameetammachot, 2008, 2011; Office of Civil Service
Commission (OCSC), 2005; Horton, 2000). The original competency framework for
government officers in Thailand was developed by OCSC, which is a government body
responsible for HRM in public sectors. Generally, competency frameworks consist of a
combination of core and functional/specialist competencies. Thai civil servants are
expected to commit to the five core competencies: Achievement Motivation, Service
Mind, Expertise, Integrity, and Teamwork (OCSC, 2009). However, everyone in the civil
service requires some functional competencies which must be set out in the different
ways of jobs and careers.
There has been limited research into the competence of QA staff personnel
responsible for QA process. Therefore, the authors are interested in the competency
survey of QA staff and variables affecting their functional competencies in Thai public
higher education institutions. Results of the study which related to competency are
utilized for staff development.
Objective
To study factors are affecting the functional competency of quality assurance
officers in Thai public higher education institutions.
Research Methodology
Juran Trilogy is used to explain the functional competencies of QA staff. The
Trilogy theory consists of 3 dimensions; (1) quality planning involves developing the
products or services for customers need, (2) quality control addresses evaluating
quality performance, comparing actual performance to established quality standards or
goals, and acting on the difference, (3) quality improvement involves raising quality
performance by identifying areas where quality improvements are needed, establishing
project teams which is clear responsibility for bringing each project to successful
conclusion, and providing the resources, motivation, and training needed by project
teams (Tompkins, 2005). As recognized above, the quality improvement points out the
vital of established teams or council to responsible for driving quality management.
Therefore, QA officers’ role is responsible for both the implementation of the quality
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 437
assurance policy and systems within the organization and also expected to motivate
others to adopt the philosophy, tools and processes of quality.
This research uses quantitative methodology by causal comparative type and
presents as structural model.
1. Research Instrument
The use of constructs has played an important role in designing survey
instrument for management research. The format and content of the questionnaire are
initially developed through the literature review. Next, ten scholars and practitioners
with extensive experience in research and quality assurance examine all items of the
instrument, which are reworded according to their suggestions and calculated the index
of item-objective congruence (IOC). Then the questionnaire is refined based on a pilot
study conduct with 32 quality assurance officers who worked at sub-unit each tertiary
and illustrated the Cronbach’s alpha coefficient. The tests of measurement found
followings;
1.1 Functional Competency of QA Officers There are 25 items to reflect this factor, the IOC found 0.80-1.00, and Cronbach’s alpha coefficient as 0.95. The research draws up a Likert-type 5 point. 1.2 Knowledge Management This study has 15 items. The IOC found 0.70-1.00, and Cronbach’s alpha coefficient as 0.93. Then, a Likert-type 5 point scale is used. 1.3 Self Management Self management is measured by 12 items. The IOC found 0.80-1.00 and Cronbach’s alpha coefficient revealed 0.85. Each item is measure by a Likert-type 5-point scale. 1.4 Work-life Balance The study draws up a Likert-type 5-point scale including 5 theory based items. The IOC as 0.80-1.00 and Cronbach’s alpha coefficient is showed 0.90. 1.5 Training This research done by the 2 empirical studies developed items; Office for National Education Standards and Quality Assessment (Public Organization) (2011), Office of the Higher Education Commission (2011), collecting by ratio data in 3 items. The IOC found 0.80 in each item, and Cronbach’s alpha coefficient indicated 0.68. 1.6 Perceived Organizational Motivation This study has 13 items and drawing up a Likert-type 5-point scale. The IOC found 0.70-1.00, and Cronbach’s alpha coefficient as 089.
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 438
2. Sampling and Data Collection
Quality assurance officers, who worked at central of university, established to
responsible for whole agency, 370 QA officers in 79 HEIs constitute the population
through which samples of this study are drawn. Multi-stage random sampling is be
used, the first stage use proportional stratified sampling in each HEI. The second stage
use simple random sampling to point out the respondents. However, the past research
such as Baruch and Holtorn (2008) revealed that surveys by mailing has response rate
only 44.7 percent, then researchers mailed double sample size in each university.
Questionnaires are mailed to the head of QA office each university, 324 survey
responses are submitted. A total of 261 responses, presenting 80.56 percent of the
sample are used for further analyses.
3. Data Screening and Analysis
The 261 dataset are coded and saved into PASW V.18 and analyzed using PLS
V.2. During the process of data screening for outliers, one dataset is deleted due to
Mahalanobis values more than the χ2 value, leaving a final 260 dataset to be analyzed.
We also conducted univariate normality computations using z-scores of skewness
statistics and standard error of skewness as well as kurtosis statistics. The researchers
use Curran, West, & Finch (1996) threshold that normal skewness = < 2 and normal
kurtosis = < 7, those are shown assessment of normality.
In conclusion, the causal relationship between five antecedents that comprise of
self management, work and life balance, perceived organizational motivation, training,
knowledge management, and functional competency of QA officers. According to the
literature, Figure 1 represents the theoretical framework depicting the causal
relationships among the variables of the study. Thus, the following hypotheses are
formulated;
H1 Self management has influence on work-life balance.
H2 Self management has influence on functional competency of QA officers.
H3 Work-life balance has influence on functional competency of QA officers.
H4 Perceived organizational motivation has influence on functional competency
of QA officers.
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 439
H5 Training has influence on functional competency of QA officers.
H6 Training has influence on knowledge management.
H7 Knowledge management has influence on functional competency of QA
officers.
Figure 1: research framework
Findings
1. Demographic Profile of the Respondents
The respondents’ ages averaging 36 years old. There are more female (72.8%)
than male respondents (27.2%). The most of respondents are single (62.7%), marriage
(33.0%), and others 1.4%. Most of them have experienced in QA task averaging 6 years.
Their qualification varies from Bachelor’s degree (50.0%), Master’s degree (42.5%),
Ph.D. (4.2%).
2. Reflective Measurement Model Assessment
Knowledge Management
(KM)
Perceived Org. Motivation
(POM)
Self Management
(SM)
Functional Competency of
QA Officers (FCQAO)
Training (TN)
Work-life Balance (WLB)
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 440
The research model for this study is tested by partial least squares (PLS). Smart
PLS 2.0 is used to assess both the measurement and structural model. The validity and
reliability of the measurement model for the following analyses: loading, indicator
reliability, convergent validity is assessed by composite reliability (CR), and its average
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 448
Appendix 1 Construct, Abbreviation of indicators and Indicators
Construct Abbrevia-tion
Indicators
Functional Competency of QA Officers
FC1 1. You can explain every indicator that used to assess within the institution. FC2 2. You can explain the criteria in every indicator.
FC3 3. You can provide the evidences that used to support every indicator. FC4 4. You can develop the institution’s quality assurance (QA) plan.
FC5 5. You can control and monitor the performance of QA plan.
FC6 6. You can evaluate the progressive of QA plan. FC7 7. You can provide the suggestion in case the performance has chance of
failure. FC8 8. You use the previous plan’s assessment to improve the present plan. FC9 9. You can explain the utility of QA in higher education institution (HEI).
FC10 10. You can explain the important QA target in HEI. FC11 11. You can motivate or suggest QA staff in each unit for the implementation
standard in every indicator. FC12 12. You can motivate or suggest institution’s staff for the implementation
standard in every indicator. FC13 13. You can collect the performance’s data of HEI with accurate and
coverage every indicator.
FC14 14. You can examine according data of performance in each unit and HEI. FC15 15. You can suggest to others for editing the accurate data in every
indicator. FC16 16. You can examine the accurate data on CHE-QA Online.
FC17 17. You can explain the HEI’s tasks.
FC18 18. You can explain the input-process-output/outcome of HEI’s tasks. FC19 19. You can explain the linkage between HEI’s tasks and QA indicators.
FC20 20. You can assess the HEI’s performance.
FC21 21. You can coordinate to other staff who responsible for collecting the data in each indicator on time.
FC22 22. You can coordinate to QA staff in each unit for preparing the self assessment report on time.
FC23 23. You can coordinate to QA staff in each unit for managing the internal QA assessment on time.
FC24 24. You can coordinate to assessor to involve the assessment committees. FC25 25. You can coordinate to others to involve in occasionally internal QA
assessment. Knowledge Manage-ment
KM1 1. You know the reliable sources of QA knowledge.
KM2 2. You usually search the QA knowledge from reliable sources. KM3 3. You usually seek the QA experts’ advice when there are problems.
KM4 4. You usually investigate the QA knowledge sources such as training courses.
KM5 5. You usually collect the information from QA experts to prepare the article, newsletter, or blog.
KM6 6. You usually provide your own QA experience to prepare the article, newsletter, or blog.
KM7 7. Generally, you usually suggest the implementation standards to co-workers.
KM8 8. You usually share the practical experience with inside QA staff.
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 449
Construct Abbrevia-tion
Indicators
KM9 9. You usually share the practical experience with outside QA staff. KM10 10. You usually provide the knowledge gain from the training
sessions to co-workers. KM11 11. You usually distribute the QA knowledge that you create or collect
within the institution. KM12 12. You usually accept the knowledge that you have shared together others
to improve the implementation. KM13 13. You usually use the solutions related to QA work to prevent the same
problem. KM14 14. You usually use the best practices to prepare the professional standards. KM15 15. You usually provide the best practices in QA to others.
Perceived Organiza-tional Motivation
POM1 1. Colleagues accept your ability to do things. POM2 2. Subordinates or colleagues feel confident to enquire your advice.
POM3 3. QA work challenges your ability.
POM4 4. You use fully knowledge and skills to do work.
POM5 5. You have freedom to do work. POM6 6. You can make decisions about the assignments by yourself.
POM7 7. Supervisors in your office have ability to manage the work system.
POM8 8. Supervisors in your office have the justices. POM9 9. Supervisors in your office provide the appropriate assignment of your
ability. POM10 10. Your office is trusted by others. POM11 11. You usually receive contributions from supervisors. POM12 12. You have an intimacy with supervisors. POM13 13. You usually receive cooperative in the performance from colleagues.
Self Manage-ment
SM1 1. You usually strict on regulations.
SM2 2. You prompt to responsible for your performance. SM3 3. Generally, you do work based on regulations.
SM4 4. You provide advice to colleagues in compliance with the relevant regulations.
SM5 5. You usually find solutions to work. SM6 6. You can finish the assignment on time regularly. SM7 7. You make a maximum effort to reach the office’s goals. SM8 8. You do work hard to reach the better performance of institution. SM9 9. You usually attend QA trainings or conferences. SM10 10. The past mistakes push you to learn many things related work. SM11 11. You be active to improve the performance’s efficiency. SM12 12. You attempt to elevate the performance standard for the good role model
to others. Training TN1 1. Indicators and Criteria for internal and external assessment ……course(s)
TN 2 2. Self Assessment Report ………course(s) TN 3 3. Assessor or secretarial for internal and external assessment ……course(s)
Work-life Balance
WLB1 1. The demands of your personal life interfere with work-related duties. WLB2 2. You have to put off doing things at work because of demands on your time
outside work. WLB3 3. Things you want to do at work do not get done because of the demands of
your interests outside work. WLB4 4. Your home life interferes with your responsibility at work.
7th International Conference on Humanities and Social Sciences
“ASEAN 2015: Challenges and Opportunities” (Proceedings)
Faculty of Liberal Arts, Prince of Songkla University, June 5-6, 2015 450
Construct Abbrevia-tion
Indicators
WLB5 5. Personal life strains interfere with your ability to perform work-related duties.