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21
ACADEMICS’ PERCEPTION ON THE TRANSFORMATION
OF UNIVERSITY COLLEGES TO UNIVERSITIES:
A PRE-TEST IN A MALAYSIAN UNIVERSITY COLLEGE
Sara Asmawati Shariffuddin 1
Jamal Rizal Razali 2
Ismi Safia Adilah Ibrahim 1
Sharifah Sakinah Syed Abd Mutalib 1
Abstract
The main objective of this pre-test was to obtain preliminary data for the main study. In the
study, the perception of the academics at a Malaysian university college on the
transformation of the university college towards university was examined using a
questionnaire developed for the purpose of the study. The results revealed that majority of the
academics faced problems in five main areas related to their work scope as teachers and
researchers. They also agreed that the problems affect them in achieving personal and
university institutional KPI, their teaching and research workload, motivation and job
satisfaction. In fact, supports were provided by the management to the academics for the
development of six elements. However, the results prove that there were room for
improvements on the supports provided by the management of the university college so that
the academics are able to perform and achieve more their personal and institutional key
performance indicators.
Keywords: transformation of higher education, higher education institution, pre-testing
2017 JHLCB
1Lecturer, Centre of Preparatory and General Studies, TATI Universiti College, 24000 Kemaman, Terengganu,
Tel: +6098601484 E-mail: [email protected], [email protected], [email protected] 2 Senior Lecturer, Department of Human Sciences, Centre for Modern Languages and Human Sciences,
Universiti Malaysia Pahang, 26600 Pekan, Pahang. Tel: +6094246917 E-mail: [email protected]
Introduction
Transformation of university colleges to universities is significant as an effort to realize
Malaysia’s National Higher Education Strategic Plan (NHESP) 2007 – 2020 in improving our
tertiary institutions. This transformation is eminent particularly in widening the excess,
improving the quality, strengthening the equity, embracing the unity and maximizing the
efficiency of our education system (Malaysia Education Blueprint 2013 –2025). Among the
main issues discovered by Shariffuddin, Razali, Ghani, Shaaidi and Ibrahim (2017) in their
review on higher education institutions (HEIs) transformation in Malaysia were involving the
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governance of the HEIs, academic career and academic activities. However, academic
identity should not be neglected as the change of tertiary institutions affects the academics’
professional identity as teachers, researchers, administrators and/or entrepreneurs (Delanty,
2008) in carrying out their everyday tasks. All of these affect the academics; the actors who
play essential role in ensuring the objectives of the transformation are achieved. Therefore, it
is imperative that the implications of the transformation of university colleges to universities
on the academics are examined (Shariffuddin and Razali, 2016) so that the most necessary
supports can be made available in assisting the academics to perform better.
The research objectives of this pre-test were to obtain preliminary data for the main study, to
determine if the sampling frame and technique are affective in collecting data for the main
study and to test the instrument for its reliability as suggested by Teijlingen and Hundley
(2001) for the importance of conducting the pre-testing of the instrument prior the main data
collection. This paper represents the initial development of the instrument and will not
address validity issues as it requires larger samples for item analysis; of which the total
population of academics at the research site was quite small with less than 200.
Overview of the Transformation of University Colleges to Universities in Malaysia
To learn about the transformation of university colleges to universities, it is important to
understand the term institutional transformation. In higher education, the definition suggested
by Thomas et. Al., (2005) refers the process of changing the academic institutions, widening
participation and providing equal opportunity for the participants to a standardize system
which involve the activities and functions of academic institutions. The transformation
process usually involves strategic planning, assessment, incentives and rewards, stakeholder
analysis and engagement, scanning, strategy, restructuring and reengineering (Kezar and
Eckel, 2002). Duffy and Reigeluth (2010) suggest six key requirements for systematic
transformation are to change the institution’s culture e.g. assumptions, behaviors, products
and processes, affect the whole institution, take place certain period of time, establish a
system that unceasingly pursues the objectives of the transformation and substantively alter
the current system to implement in a completely new paradigm.
Creating prestigious image of products and services that fit people’s expectation of tertiary
institutions needs to be undertaken by any academic institution in order to compete locally
and globally. Having university status, aids in the pursuit of that prestigious image and status
associated with a tertiary institution as an ivory tower. Reputation in terms of the tertiary’s
institution as a renowned brand influences students’ preference for tertiary institution (Migin,
Falahat, Yajid and Khatibi, 2015). The importance of branding leads Malaysian government
towards accrediting its tertiary institutions through Malaysian Quality Agency. Prior to that,
the enactment of Education Act 1996 becomes the foundation for the establishment and
growth of university colleges and universities. As often view, university colleges are the
second class higher education providers (Goi and Goi, 2009); hence, in 2007 six public
university colleges were transformed to full pledged universities (refer Table 1). Ever since,
many private university colleges were upgraded to universities and several more are in the
pursuit of fulfilling the requirements to become full universities (Shariffuddin, Razali and
Hashim, 2017).
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Table 1: List of public university colleges accredited with full university status
No. Present status Previously known as Year Year
Established Upgraded
1 Universiti Sains Islam Kolej Universiti Islam 1996 2007
Malaysia (USIM) Malaysian (KUIM)
2 Universiti Malaysia Kolej Universiti Sains 1999 2007
Terengganu (UMT) Malaysia (KUSTEM)
3 Universiti Teknikal Kolej Universiti 2000 2007
Malaysia Melaka Teknikal Kebangsaan
(UTeM) Malaysia (KUTKM)
4 Universiti Universiti Kolej Universiti 2000 2007
Tun Hussein Onn Teknologi Tun Hussein
Malaysia (UTHM) Onn (KUIITHO)
5 Universiti Malaysia Kolej Universiti
2001 2007
Perlis (UniMAP) Kejuruteraan Utara
Malaysia (KUKUM)
6 Universiti Malaysia Kolej Universiti
2002 2007
Pahang Kejuruteraan
Teknologi
(KUKTEM)
Adapted from Koh et al. (2011)
Impacts of the Transformation on the Academics
The success of transformation of university colleges to universities relies heavily on
academic excellence contributed by the performance of the academics. Their level of
performance depends mostly on the supports extended to their academic activities to enhance
their work capability as academics’ work performance is deeply rooted within their
competency (Janudin and Maelah, 2015). With the available resources, they are empowered
and remunerated for incorporating their teaching, research and service to facilitate their
commitment, innovation, and accomplishments in their field areas (Whittaker and
Montgomery, 2014) and ultimately in supporting the academic institution’ transformation.
The transformation of university colleges to universities is quite similar to the transformation
of any other tertiary institution; it alters the works of the academics. Generally, the academic
tasks consist of two major types such as teaching and research. Nevertheless, due to the
changes of higher education in general, academic works also shift. There are two types of
academic works shift including diversification and specialization of the academic tasks or
activities and increased autonomy over the academic tasks (Musselin, 2007).
Diversification of academic tasks refers to various activities performed by the academics
including writing proposal, developing contracts, elaborating e-learning programs, engaging
in technology transfer, producing scientific publications, managing research team,
establishing links with regional, national or international bodies, participate in public
appearances, sharing expertise and many more (p.3). Academic activities are no longer
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restricted to solely teaching and research. On the other hand, specialization of academic staff
expands through tasks segmentation in accord to career position, contractual status and
competencies of the academics (p.4-5). Whilst, doctoral students and post-docs performed
scientific research; professors secure funding, establish networks and prepare project
proposals. Furthermore, senior academics are assigned with more administrative duties,
involve in project management and maintain network relation with external contacts. As
contract academics or doctoral students share more responsibilities of teaching undergraduate
students; permanent professors enjoy specialization either in teaching or research orientation.
Additionally, due to enhanced specialization as the academics competency evolves, new
functions between academic and management activities emerge. Therefore, varieties of
academic tasks according to the increased specialization emerge e.g. holding a post for
research center, working in transfer and technology office etc.
The growth of knowledge-based economy causes the transformation of tertiary institutions
worldwide (Mok, 2003). Corresponding to knowledge-based economy influences on
Malaysia’s higher education policy, the government reduces state autonomy on the
governance of tertiary institutions so that the academic institutions become responsible for
certain parts of the operation and allowing them to generate and diversify their financial
resources (Mok, 2010). With the increased autonomy, tertiary institutions are now permitted
to manage academic tasks performed by the academics, which is the second type of
academics works shift highlighted by Musselin (2007). This means that the university leaders
have the upper-hand at creating, restraining or repositioning the academics, providing
incentives including promotions and rewards as well as implementing suitable appraisal
measures by setting up key performance indicator to evaluate academic their academic
activities (p.5); whereas all the aforementioned tasks in previous years were entirely
controlled by the state. Even though, the appraisal measures are created and assessed by the
academics through peer evaluation process, the academics still have to adhere to the national
benchmark for the academic activities performed (p.6).
Thus, it is important to be attentive to the needs of the academics so that they can perform
their academic activities at their best while fulfilling the national standards enacted by the
state. No doubt further supports should be extended in various terms particularly for the
purpose of enhancing the academics’ performance and productivity.
Methodology
Sample and Research Procedure
This paper presents the results of a pre-test from a questionnaire developed to examine the
problems faced by the academics at a university college in its transformation to become a
university. The questionnaire is a part of the aforementioned main study which employ in-
depth interviews and questionnaire as instruments to collect data. The data collected from the
questionnaire will be utilized to support data obtained from the interview and vice-versa.
The questionnaire was administered via invitation e-mails to the respondents to participate in
the pre-test. The e-mails were randomly sent to a total of 40 academics from four different
faculties at a university college in the East Coast Malaysia. By the end of one month period,
only 21 about 52.5% (N=21) responded to the questionnaire link attached via the e-mails. The
total number of the respondents was deemed sufficient because a sample of 20-25 is adequate
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to demonstrate the suitability of the instrumentation for small size population as the sample
size should be at least 10% of the actual size of the population (Creswell, 2012). Since the
population of the academics at the university college is small with less than 200, the
researchers opt for the minimal sample size for the pre-test. The respondents were academics
with various academic positions on contract or permanent employment.
Instruments
The questionnaire was adapted from Pienaar & Bester (2006) who studied career dilemmas of
the academics in the transformation of South African academic university colleges and Ishak,
Suhaida and Yuzainee (2009) who conducted study on academics’ favorability towards
certain key performance indicators. The final version of the questionnaire for the pre-test
comprised of four (4) sections with 32 items: 5 items (demographic) and 27 (questions).
These sections include: (1) demographic information of the respondents; (2) problems faced
by the academics in the transformation from a university college to a university; (3) effects of
the problems to the academics; and (4) supports provided to the academics.
Whilst, the respondents were instructed to answer questions in section one (1) in accordance
to the options provided; for section two (2) until four (4) they were asked to select their
preferred answer based on Likert scale of one (1) until five (5), with one (1) indicating
strongly disagree and five (5) indicating strongly agree.
After the one-month period, the collected answers for all sections were analyzed using
descriptive analysis. Statistical Package of Social Science (SPSS version 24) was used to
obtain statistical results to measure the reliability of the instrument. It was discovered from
the statistical analysis of the items in the questionnaire that the Cronbach Alpha value for
reliability is 0.765. The value with r=0.7 or greater is considered sufficiently reliable
(Nunnally and Bernstein, 1994) for the instrument to be administered to collect data of the
main study.
Result and Discussion
Demographic Information
The results of the descriptive analysis (frequencies and percentages) for section one (1)
pertaining to the demographic information of the respondents are summarized in Table 2. A
total of five (5) items were asked about the background of the respondents. The results on the
responses show that majority of the respondents were female (n=15, 71.4%), possessed
Master qualification (n=18, 85.7%), had worked with the university college between 0-5
years (n=, 47.6%), were on contract employment (n=12, 57.1%) and were in lecturer position
(n=12, 57.1%).
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Table 2: Summary of the responses from section one of the questionnaire
Demographic f %
Gender
Female 15 71.4
Male 6 28.6
Type of qualification
PhD 1 4.8
Master 18 85.7
Degree 2 9.5
Working duration with the
university college
0-5 years 10 47.6
6-10 years 4 19
11-15 years 4 19
16-20 years 3 14.3
21 years and over 0 0
Employment Status
Contract 12 57.1
Permanent 9 42.9
Current Position
Instructor 1 4.8
Tutor 5 23.8
Lecturer 12 57.1
Senior Lecturer 3 14.3
HOP/HOD 0 0
Dean 0 0
Manager 0 0
N=21 f=frequency
Therefore, the results show that the backgrounds of the respondents were different in terms of
their gender, type of qualification, working duration with the university college, employment
status and their current position at the university college. However, there was no response
obtained for the options in the current position item pertaining to their managerial position at
the university college. Eventually, it was decided that a new item, current managerial position
should be added to separate current academic and managerial positions so that perception
from managing academics on the problems faced in the transformation from a university
college to a university were also obtained in the data collection process. Thus, the method of
randomly selecting the respondents via sending invitation e-mails to all of the academics
from four different faculties was deemed suitable to obtain data for the main study.
Problems Faced by the Academics
The results of the analysis on the respondents’ responses on section two (2) with regards the
problems faced by the academics in the transformation from university college to a university
are tabulated in Table 3. Whilst, the majority agreed (n=7, 33.3%) there are clear guidelines,
transparency and reasonable rules regarding academic staff promotion at the university
college; many of the respondents were neutral on the perception that there are ample
opportunities or possibilities for academic staff promotion. This variability shows the
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differences of the academics’ perception on the problem they have with performance
management and promotion. The results further indicate that majority disagreed (n=7, 33.3%)
that there is less/no pressure to conduct research and get involved in community service,
while teaching-differentiated focus area and they agreed (n=8, 38.1%) that they do not have
enough time to devote to research and/ or other tasks due to high workload. The academics
recognized the problem of role overload, role conflict or both faced in the transformation
towards becoming a university college. It was also discovered from the results that majority
agreed (n=10, 47.6%) that adequate financial remuneration is provided to the academics and
many stayed neutral (n=9, 42.9%) on the financial remuneration awarded for
accomplishments. Hence, financial remuneration is not considered as a problem faced by the
academics.
Table 3: Summary of the responses from section two of the questionnaire
Problems faced by the academics Response - Option
Item Strongly Disagree Neutral Agree Strongly
disagree agree
f % f % f % f % f %
Performance management and
promotion
Currently, there are clear 5 23.8 2 9.5 6 28.6 7 33.3 1 4.8
guidelines, transparency and
reasonable rules regarding
academics’ promotion.
There are ample opportunities or 5 23.8 4 19 6 28.6 5 23.8 1 4.8
possibilities for academics’
promotion.
Role overload, role conflict or both
There is less/no pressure to 4 19 7 33.3 5 23.8 5 23.8 0 0
conduct research and get involved
in community service, while
teaching differentiated focus area.
I do not have enough time to 0 0 2 9.5 5 23.8 8 38.1 6 28.6
devote to research and/ or other
tasks due to high workload.
Financial remuneration
Adequate financial remuneration 3 14.3 3 14.3 4 19 10 47.6 1 4.8
is provided (e.g. salary, bonus etc).
Financial remuneration is awarded 5 23.8 1 4.8 9 42.9 6 28.6 0 0
for accomplishments.
Research and teaching
Great emphasis is made on 0 0 0 0 5 23.8 11 52.4 5 23.8
research but little provision is
provided.
Sufficient provision is made on 3 14.3 2 9.5 9 42.9 7 33.3 0 0
innovation.
I possess the skills to publish 0 0 2 9.5 2 9.5 13 61.9 4 19
articles.
Adequate trainings on teaching 0 0 0 0 5 23.8 8 38.1 8 38.1
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skills are provided.
I possess the necessary teaching 0 0 4 19 4 19 13 61.9 0 0
skills.
Work uncertainty
Contract staff are uncertain of 0 0 0 0 4 19 3 14.3 14 66.7
their future with the university
college.
Due to job uncertainty, contract 0 0 1 9.1 1 9.1 3 27.3 6 54.5
staff work harder than the
permanent staff.
Training and development
Ample opportunities for growth 3 14.3 3 14.3 5 23.8 9 42.9 1 4.8
and funds are made available to
extend my subject knowledge via
training.
There is adequate policy 4 19 3 14.3 5 23.8 9 42.9 0 0
implementation for staff
development at the university
college.
Equipment and working conditions
Inadequate infrastructure, e.g. old 0 0 2 9.5 2 9.5 8 38.1 9 42.9
computers etc., limits staff
performance of their duties.
Inadequate infrastructure, e.g. old 0 0 0 0 2 18.2 3 27.3 6 54.5
computers affects the university
college's reputation.
Leadership and governance
The management are providing 6 28.6 1 4.8 5 23.8 8 38.1 1 4.8
competent leadership.
State should pose more authority 4 19 1 4.8 4 19 5 23.8 7 33.3
in the university college’s
governance.
N=21 f=frequency
Apart from that, the results from Table 3 also illustrate that the academics agreed (n=11,
52.4%) great emphasis is made on research but little provision is provided and strongly
agreed (n=13, 61.9%) they possess the skills to publish articles. However, they remained
neutral (n=9, 42.9%) on the opinion about sufficient provision is made on innovation.
Meanwhile, the majority agreed (n=8, 38.1%) and strongly agreed (n=8, 38.1%) that adequate
trainings on teaching skills are provided to the academics and many agreed (n=13, 61.9%)
that they possess the necessary teaching skills. Hence, the results show that they admitted
there is certain problem in conducting research. The results also demonstrate that work
uncertainty was a major problem for the academics with 66.7% (n=14) strongly agreed that
contract staff are uncertain of their future with the university college; and because of that
many strongly agreed (n=6, 54.5%) that contract staff work harder than the permanent staff.
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The academics further agreed (n=9, 42.9%) that ample opportunities for growth and funds are
made available to extend my subject knowledge via training and they also agreed (n=9,
42.9%) there is adequate policy implementation for staff development at the university
college. This shows that the academics found training and development were not an issue for
them. Nevertheless, majority strongly agreed (n=9, 42.9%) that inadequate infrastructure, e.g.
old computers etc., limits staff performance of their duties and they also strongly agreed
(n=6, 54.5%) that inadequate infrastructure, e.g. old computers affects the university college's
reputation. This proves that the academics found that inadequate equipment and working
conditions at the university college were indeed a problem for them in carrying out their
duties. Last but not least, they agreed (n=8, 38.1%) that the management are providing
competent leadership but still strongly agreed (n=7, 33.3%) that state should pose more
authority in the university college’s governance. As shown by the results, leadership and
governance were not a problem to the academics at the university college.
Generally, the results from Table 3 demonstrate that the academics experienced problems in
the areas such as performance management and promotion; role overload, role conflict or
both; research; work uncertainty especially for those who were on contract employment and
inadequate equipment as well as working conditions. Nevertheless, as shown in the results,
the academics did not face problems in terms of financial remuneration, teaching, training
and development and leadership and governance of the university college.
Effects of the Problems to the Academics
The pre-test also examines the effects of the problems experienced by the academics in
carrying out their daily tasks and obligations in section three (3) of the questionnaire. The
results are shown in Table 4 below.
Table 4: Summary of the responses from section three of the questionnaire
Effects of the problems to the Response - Option
Academics
Item Strongly Disagree Neutral Agree Strongly
disagree agree
f % f % f % f % f %
The problems affect me in 0 0 1 4.8 4 19 10 47.6 6 28.6
achieving personal and
institutional KPI.
The problems affect my 0 0 1 4.8 2 9.5 13 61.9 5 23.8
teaching and research workload.
The problems affect my 0 0 2 9.5 5 23.8 9 42.9 5 23.8
motivation in performing the
assigned work.
The problems affect my 0 0 2 9.5 3 14.3 10 47.6 6 28.6
satisfaction in performing the
assigned work.
N=21 f=frequency
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The results reveal that the academics agreed the problems affect them in achieving personal
and university institutional KPI (n=10, 47.6%), their teaching and research workload (n=13,
61.9%), their motivation in performing the assigned work (n=9, 42.9%) and their satisfaction
in performing the assigned work (n=10, 47.6%). Therefore, the results obtained from section
three of the questionnaire shows that relevant supports should be given to the academics so
that they can improve their performance in achieving the objectives of becoming a university.
Supports Provided to the Academics
The final section of the questionnaire examines current supports received by the academics in
handling the problems they faced in completing their duties and responsibilities. The results
are summarized in Table 5. The results analyzed from the responses obtained in section four
(4) indicate that they agreed (n=10, 47.6%) supports are provided for the development of
subject knowledge, teaching and supervisory skills. Furthermore, they agreed (n=10, 47.6%)
that supports are given for the development of their research activities, publication and
innovation; but majority decided to stay neutral (n=9, 42.9%) on the supports for the
development of consultation involvement and collaboration as well as for community
services and contribution to the university college (n=8, 38.1%).
Table 5: Summary of the responses from section four of the questionnaire
Supports provided to the Response - Option
academics
Item Strongly Disagree Neutral Agree Strongly
disagree agree
f % f % f % f % f %
Supports are given for the 4 19 2 9.5 4 19 10 47.6 1 4.8
development of my subject
knowledge, teaching and
supervisory skills.
Supports are given for the 3 14.3 4 19 4 19 10 47.6 0 0
development of my research
activities, publication and
innovation.
Supports are given for the 3 14.3 3 14.3 9 42.9 6 28.6 0 0
development of my consultation
involvement and collaboration.
Supports are given for the 3 14.3 2 9.5 8 38.1 7 33.3 1 4.8
development of my community
services and contribution to the
university college.
N=21 f=frequency
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Conclusions and Implications
The results gained from the pre-test strengthen the notion that in transforming university
colleges to universities, the academics are affected in many different areas. The findings of
the study have shown that they faced certain problems in performing their everyday tasks and
responsibilities as academics. Even though supports were provided, they were insufficient in
certain areas. Hence, improvements should be provided so that the academics continue to be
motivated and have job satisfaction towards achieving the objectives of transforming the
university colleges to full status universities.
This study has important implications for higher education researchers and policy makers in
understanding the needs of the academics and deciding on the best approach towards
improving the supports provided. Although, the findings have revealed a number of variables
that affect the academics’ responses on their problems, the pre-test only touches the surface
of the problems. Thus, further in-depth study should be conducted to investigate the root of
their problems and the solutions that are most relevant to be provided from the point of views
of the academics.
Acknowledgements
The authors gratefully acknowledge the support of TATIUC and UMP via its Further Study
Scheme (Staff) and PGRS grant (PGRS160354) in making the research possible. Apart from
that, the authors would like to extend their profound gratitude to the participants for their
willingness to participate in the study.
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