QUALITY ENHANCEMENT IN HIGHER EDUCATION Prof. Engr. Dr. Syed Abdul - - PowerPoint PPT Presentation

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QUALITY ENHANCEMENT IN HIGHER EDUCATION Prof. Engr. Dr. Syed Abdul - - PowerPoint PPT Presentation

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QUALITY ENHANCEMENT IN HIGHER EDUCATION Prof. Engr. Dr. Syed Abdul Kader Shaikh Aljunid At the end of this presentation you should be able to differentiate what is meant by : Academic Quality Assurance Continuous Quality Improvement

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  • Prof. Engr. Dr. Syed Abdul Kader Shaikh Aljunid

QUALITY ENHANCEMENT IN HIGHER EDUCATION

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– Academic Quality Assurance – Continuous Quality Improvement in Higher Education – Self-Review/ Assessment – Internal Audit

  • At the end of this presentation you should

be able to differentiate what is meant by :

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ACADEMIC QUALITY ASSURANCE

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Quality Assurance

  • All those planned and systematic

actions- policies, attitudes, actions and procedures necessary to provide adequate that quality is being maintained confidence and enhanced and that the services meet the specified quality standards. products and

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Quality Assurance in Higher Education

  • The totality of systems,

resources and improving the quality information and standards

  • f teaching,

and research, and of students’ learning experience

  • QAAUK

and devoted to maintaining scholarship

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Quality Learning – A Pattern for a QA System

  • Application of ISO 9000 (BS 5750) within IHL

– Emphasis is on QC of supporting and administrative functions – However, teaching effectiveness, assessment of student learning outcomes and course design neglected

  • Principle of QL; teaching task (or enabling of

learning) is central and crucial should receive top priority

Carpenter, C. J. “Quality Learning in Engineering – a Pattern for a QA System”, 1994, Australasian JEE.

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CONTINUOUS QUALITY IMPROVEMENT SYSTEM IN HIGHER EDUCATION

CONTROLLER

*Q – Mechanisms & Procedures (Standards) *QA + QC

MISSION STATEMENT Q – Assessment Q - Audit

  • Internal Customer
  • External Customer
  • Academic Advisors

TRANSFORMATION PROCESS

Student

  • Learning

Administrator

  • Staffing
  • Staff Development
  • Admission Policies
  • Student & Support

Services

  • Management &

Finance Academician

  • Teaching
  • Curriculum

Design

  • Assessing &

Recording of Students

  • Counseling
  • Research &

Consultancy Infrastructure

  • Buildings
  • Accommodations
  • Equipment &

Resources

Q - GRADUATES

+

  • Set Standards Required
  • Learning Experience/PLO
  • Academic Achievements

Indicators *Learning Experience *Achievement (≥ Standards) Comparator

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  • CURRICULUM
  • T & L ENVIRONMENT & RESOURCES
  • QUALITY OF TEACHING
  • PROGRAM ORGANIZATION & MONITORING
  • STUDENT SUPPORT
  • OUTCOME & Q.C.

1. 1.ASPECT PECTS S OF OF AQA QA

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  • 2. CUR

URRIC RICULU ULUM

2.1. AIMS, EDU OBJECTIVES & LEARNING OUTCOME

 EXPLICIT & KNOWN TO ALL  CORRESPONDS TO CUSTOMERS NEEDS  APPROPRIATE BALANCE:

  • SPECIALIST CONTENT
  • GENERAL CONCEPTUAL SKILLS
  • PERSONAL TRANSFERABLE SKILLS
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2.2. DESIGN & REVIEW

º IMAGINATIVELY DESIGNED & PERIODICALLY REVIEWED º ALTERNATIVE CURRICULUM MODES APL, WBL, e-L, DL etc º LIAISON WITH INDUSTRIES & PROFESSIONAL BODIES

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º CONDUCIVE TO LEARNING

º PHYSICAL FACILITIES ARE SUFFICIENT, APPROPRIATE & WELL MAINTAINED

  • 3. ENVIRONMENT &

RESOURCES

3.1. TEACHING & LEARNING ENVIRONMENT

º SUFFICIENT & UP-TO-DATE & FUNCTIONAL

3.2. LEARNING RESOURCES

º LIBRARY, AV, COMPUTER ARE ADEQUATE

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  • ACADEMIC STAFF ACTIVE IN

RESEARCH AND SCHOLARSHIP

3.3. STAFF RESOURCES

  • SUFFICIENT, QUALIFIED, EXPERIENCED,

APPROPRIATE

  • SUPPORTING STAFF ADEQUATE &

EFFECTIVELY DEPLOYED

  • DEVELOPMENT PROGRAMS APPROPRIATE
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  • 4. QUALITY OF TEACHING

 BASED ON EXPLICIT COURSE OBJECTIVES & LO  METHODOLOGY : VARIED, INNOVATIVE, APPROPRIATE  WELL PLANNED & EFFECTIVELY EXECUTED (INCLUDING USE OF AIDS)  PACE IS APPROPRIATE  STUDENT CENTRED

  • CONCERN FOR “DEEP” TOTAL LEARNING EXPERIENCE
  • ENCOURAGE INDEPENDENT LEARNING ( PBL)
  • DEVELOPMENT OF GENERIC SKILLS (COMPUTER,

COMMUNICATION & TEAMWORK)

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  • 5. PROG. ORGANISATION &

MANAGEMENT

5.1. PROGRAM ORGANISATION

  • EFFECTIVELY ORGANISED & MANAGED
  • TEACHING PROGRAM CLEARLY ARTICULATED &

REGULARLY MONITORED

  • COURSE WORK & ASSESSMENT

SYSTEMATICALLY SCHEDULED & CO- ORDINATED

  • FEEDBACK OBTAINED, ANALYSED & ACTED

UPON.

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  • BASED ON COURSE LEARNING OUTCOMES

CLEAR & KNOWN TO ALL, RANGE OF METHODS USED …..SUITABLE

  • STANDARDS APPLIED ARE EXPLICIT &

CONSISTENT, SCHEMES ARE VALID & RELIABLE

  • PROGRESS RECORDED & MONITORED, FEEDBACK

TO STUDENTS & CORRECTIVE ACTION TAKEN

5.2. ASSESSMENT OF STUDENT‟S LEARNING OUTCOMES & MONITORING

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6.STUDENT SUPPORT

  • NEED IS RECOGNISED & PROVIDED (ACADEMIC

ADVISOR/TUTORS, PEER ADVISOR, COUNSELOR)

  • SUPPORT FOR HANDICAPPED (PHYSICALLY OR

LEARNING DIFFICULTIES)

  • INFORMATION & ADVICE FOR POTENTIAL STUDENTS
  • STAFF SHOW CONCERNED FOR THE WELL BEING OF

STUDENTS - EMPATHY

  • STUDENTS PREPARED FOR NEXT STAGE OF

STUDY OR EMPLOYMENT

6.1. ACADEMIC GUIDANCE & COUNSELING

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  • CHOICE OF PLACEMENTS MATCH LEARNING NEEDS
  • STUDENTS, TUTORS, TRAINING OFFICERS WELL

BRIEFED ON PLACEMENTS, LEARNING REQUIREMENTS & PURPOSE OF PLACEMENT, DIPLOMA & DEGREE REQUIREMENTS

  • LEARNING PROGRAMME, AIMS, OBJECTIVES &

OUTCOMES SHOULD BE SPECIFIED & AGREED BY ALL

  • STUDENTS GIVEN QUALITY SUPPORT & HAVE ACCESS

TO CONSTRUCTIVE CRITICISM

  • ASSESSMENT & REPORTING WELL ORGANISED.

6.2. STUDENTS PLACEMENT IN PRACTICAL/ INDUSTRIAL/CLINICAL TRAINING

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7.OUTCOME & QUALITY CONTROL ISSUES

 COURSE WORK

  • REGULARLY SET & ASSESSED

7.1. STUDENTS WORK

  • REFLECTS CURRICULAR AIMS, PEO & CLO
  • EVIDENCE OF IN-DEPTH LEARNING

 STUDENTS PERFORMANCE & ATTITUDES

  • INDICATE SUCCESSFULL LEARNING

EXPERIENCE

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  • PI REGULARLY USED TO ASSESS ACHIEVEMENTS
  • RESULTS MONITORED & ANALYSED
  • QC AT PROGRAM, COURSE/ SUBJECT LEVEL

CONSISTENT & COHERENCE

  • Q POLICIES/STRATEGIES CONSISTENTLY APPLIED

& REVIEWED

  • COMMITMENT TO EXCELLENCE IN T&L

7.2. OUTPUT, OUTCOMES & QC

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SELF-REVIEW / ASSESSMENT

  • ANNUAL PROGRAM MONITORING
  • PERIODICAL REVIEW / ASSESSMENT
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ANNUAL PROGRAM MONITORING REPORT

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  • 1. INTRODUCTION
  • AQA cts. self improvement.
  • Analyse previous year program

performance

– identify strengths & weaknesses

  • ascertain weaknesses identified in

earlier years have been addressed

  • strengths improved/maintained
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2.1 CURRICULUM, CLO/SYLLABUS

  • Program aims, objectives (PEO) & learning
  • utcome (PLO) statement
  • It’s relationship with department, faculty

& University's mission.

  • Overall assessment of achievements of

aims/PEO/PLO for the year

  • Syllabus (CLO) changes made/planned

relevance to aims/PEO/PLO

  • 2. ASPECTS TO BE MONITORED
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2.2 QUALITY OF TEACHING & STUDENT ACHIEVEMENT AND PROGRESS

  • Effectiveness of program delivery via
  • bservation & assessment summary of,

and response to views of students, external examiner, employers, graduates & professional bodies.

  • Progression rate & final degree

classification based on student intake.

  • Assessment of graduate success in

employment & further study.

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2.3 STAFF AND STAFF DEVELOPMENT

  • Changes in staffing – made/planned 

relevance to program aims/objective/ LO

  • Initiatives for staff development &

induction. – Scholarship & research support – Improving link with industry.

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2.4 ACADEMIC RESOURCES

  • Adequacy and effectiveness of facilities

– Library – IT – Audio visual aids – Laboratories – Equipment in meeting with program aims/objectives/LO

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2.5 STUDENT INTAKE AND SUPPORT SYSTEM

  • Summary of application/entry profiles
  • Matches program aims/ objectives/LO?
  • Adequacy of student support systems?

– academic advising

– counseling – recreation (sports, cultural etc) – accommodation – medical

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2.6 ACADEMIC MANAGEMENT AND QUALITY CONTROL

  • Departmental role in managing & monitoring

program content delivery/assessment.

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2.7 FUTURE STRATEGY

  • An overview of planned changes to the program
  • Delivery and a summary of actions being

undertaken to identified problems

2.8 ISSUES ARISING

  • Progress in dealing with issues identified in

previous year.

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  • Course Statistics
  • Entry profile
  • Pass & probation rates
  • Drop - out/dismissal rates
  • Degree Classifications?
  • First career destinations
  • Student Questionnaires
  • Aggregate & mean score for each question
  • External Examiner Report
  • Copies of report/s
  • Any substantive response made

APPENDICES

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PERIODICAL SELF- REVIEW PROCESS

  • SCRUTINY OF ALL DOCUMENTS
  • PROGRAM INFORMATION
  • PROGRAM EDU OBJECTIVES & LEARNING OUTCOMES
  • SYLLABI/COURSE LEARNING OUTCOMES
  • EXTERNAL EXAMINERS REPORT
  • PANEL OF ADVISORS REPORTS/MINUTES

OF MEETINGS

  • ANALYSIS OF DOCUMENTS BY REVIEWERS
  • TEAM MEETING
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  • REVIEW
  • OBSERVATION OF TEACHING
  • VIEWING OF FACILITIES
  • DISCUSSION WITH STAFF INDIVIDUALLY
  • DISCUSSION WITH STUDENTS INDIVIDUALLY/SMALL

GROUPS

  • SCRUTINY OF STUDENT WORK
  • NOTES
  • ASSIGNMENTS
  • QUIZES/TESTS/SUMMATIVE ASSESSMENT
  • PAST EXAM BOOKS
  • LAB./STUDIO/KITCHEN & SIMILAR REPORTS
  • EVALUATION MEETING
  • PRODUCE SELF REVIEW REPORT

Cont.

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1. For the annual report, only the previous year’s QIPTL need be reviewed 2. Required for a five-year course evaluation 3. For a five-year course evaluation, all subjects should have been evaluated and considered in the evaluation of the course. For annual course reports, only subject evaluation completed in the previous year need be considered. 4. Normally major amendment would result from five-year evaluation.

UNIVERSITY OF SOUTH AUSTRALIA Q IMPROVEMENT PLANS FOR TEACHING & LEARNING

Figure 2 Quality Improvement Cycle – Annual Course Report / Five-Year Course Evaluation

Previous year’s annual course reports and Quality Improvement Plans for Teaching and Learning¹ School discussion of the place

  • f the course in the

Faculty/School Strategic Plan² Subject Evaluations³

QUALITY ASSURANCE

QUALITY IMPROVEMENT Discussion by course team/school Meeting of Advisory Committee Preparation of annual course report / five year course evaluation report by Head of School Faculty Annual Review to Vice Chancellor and Academic Board New Quality Improvement Plan for Teaching & Learning Minor or major amendments to course or new course, as indicated by evaluation New or modified course as indicated by evaluation Existing course

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QUALITY AUDIT

  • A systematic and independent examination

to determine whether quality activities and related results comply with planned arrangements and whether these arrangements are implemented effectively and are suitable to achieve the desired

  • bjectives

BS 4778

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INTERNAL AUDIT

  • UNIVERSITY FORMS AUDIT TEAM
  • SCRUTINISES SELF REVIEW REPORT
  • VERIFY THE DATA IN SRR
  • ASCERTAIN AQA PROCEDURES are

COMPLIED & EFFECTIVELY IMPLEMENTED

  • ANALYSE STRENGTHS, WEAKNESSES

and OPPORTUNITIES

  • MAKE SEPARATE REPORT
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THE ROLE OF THE ACADEMIC AUDITORS

  • SCRUTINISE DEPARTMENT SELF-REVIEW
  • INVESTIGATE SPECIFIC AREAS AS AGREED

WITH TEAM LEADER

  • PRODUCE RECORD OF EVIDENCE
  • PRODUCE SPECIALIST REPORT
  • TEACHING OBSERVED
  • MEETINGS ATTENDED
  • FACILITIES VIEWED
  • STUDENTS WORK EXAMINED
  • COMMENT ON COLLATED „DRAFT‟ REPORT
  • PARTICIPATE IN ANY FURTHER DISCUSSION
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THE END