This paper discusses the relevant literatures with regard to the conceptualization of accountability from different perspectives, particularly from private and public sector. The importance of discharging accountability and related problems are also discussed in the paper. The next section of the paper deals with the linkages between accountability and performance measurement system comprising the issues of using performance measurement in the public sector and other implementation issues. The discussion of these issues is then relates to the philosophy of new public management (NPM) being adopted by public sector. The conflicting results on the roles of NPM in enhancing effectiveness are also being articulated, blending together the human aspects and the cultural values as pre-requisites for the success.
The purpose of this research is to measure the relevance of the Teaching Evaluation Result (TER) as a tool in evaluating the commitment of the lecturers in delivering the course taught. The TER questionnaires should be evaluated from time to time to ensure the quality, reliability and the applicability of each questions represented the commitment of lecturer. The respondents are foundation students (N=433) together with a total of 4 lecturers teaching the surveyed 7 courses. Students' academic achievement evaluated from their final exam grades and the students are comprised of 85% Indian, 10% Malay and 5% Chinese. Surprisingly, the finding stated that there are more than 30% of the students who have obtained a grade of A-and better, the TER was < 80%. At the same token10% of the students who have secured a grade of A-and better, the TER was ≤ 80%. This indicates that a high TER score does not guarantee that the students will perform well academically even though their lecturers give a full commitment. The mean scores of at least two groups of courses are significantly different at α = 0.05 level and the mean score of the grades of at least two groups of lecturers are significantly different at α = 0.05 level. Thus, the method of Kolmogorov-Smirnov was used to obtain the existence of normality. The results indicated that all of the variables are generally not normally distributed even at a significant level of α = 0.01. Therefore, it was found that 13 out of 17 of TER questionnaires to be significant at α = 0.01 and 3 out of 17 TER questionnaires to be significant at α = 0.05. However, 1 out of 17 of the questionnaires is not significant. Conclusion, the finding helps the management of the university on the relevance of TER used to measure the lecturer's commitment. However, due to the limitation and the unavailability of matching each student TER towards each lecturers, therefore, the results presented herein is weakly conclusive. It is recommended that future research to incorporate the matching of students TER be made with the lecturers to obtain reliable and conclusive result.
Pembangunan prestasi pekerja adalah satu kemestian untuk mana-mana organisasi bagi menjadikan pekerjanya berjaya dalam mencapai matlamat. Walau bagaimanapun, alat untuk membangunkan prestasi adalah berbeza-beza berdasarkan jenis organisasi dan sifat kerja yang dilakukan. Penilaian prestasi adalah salah satu alat yang berkesan untuk membantu organisasi mengukur pencapaian matlamat, jika dilaksanakan dengan berkesan. Dalam bidang pendidikan, adalah amat jelas bahawa penilaian prestasi pendidik adalah satu elemen penting dalam membangunkan institusi pendidikan. Untuk membolehkan penilaian prestasi berhasil, elemen pembangunan harus menjadi dominan dalam erti kata bahawa unsur-unsur lain penilaian harus menjadi matlamat luas proses penilaian. Oleh itu, satu sistem yang direka dengan baik dan menyeluruh diperlukan untuk meliputi semua aspek proses penilaian yang termasuk matlamat, kriteria, instrumen, dan sokongan yang berterusan.
The purpose of this study is to look at the quality issue from the perspective of one of the most important customers of higher education institutions-employers that hire the accounting graduates. Specifically, this study determines how well skill requirements match skill preparedness of accounting graduates. Results revealed that. five most important non-technical skills required by employers were the ability to perform assigned tasks, having initiative, teamwork, computer literacy, and problem solving. Employers, however; perceived that higher education institutions do not seem to prepare accounting graduates with all the skills required. The majority of employers agree that quality differences exists between accounting graduates ,from public and private institutions, and accounting graduates with and without professional qualifications. Finally, the study highlights suggestions to improve the quality of accounting graduates, and also recommendations for future research.
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