SESSION 1 Introducing the Code of Practice for Programme Acceditation (COPPA)

1. SESSION 1Introducing the Code of Practice for Programme Acceditation(COPPA)

2. SESSION 1Introducing the Code of Practice for Programme Acceditation(COPPA)

3. Introducing the (Malaysian) Code of Practice for Programme Acceditation(COPPA) Assoc. Prof. Dr. Ahmad Hj Mohamad Director, Quality Centre Universiti Sains Malaysia, Penang Tel: +604 653 2451 E-mail: ahmadhaj2@gmail.com

4. Outline of the Session • What is Quality Assurance? • What is COPPA? • The 9 Quality Domains/Areas • A Process Based View of COPPA • Distribution of the standards • The Standards - explanation, illustrations and issues • Area 1: Vision, Mission, Educational Goals and Learning Outcomes • Area 2: Curriculum Design and Delivery • Area 3: Assessment of Students • Area 4: Student Selection And Support Services • Area 5: Academic Staff • Area 6: Educational Resources • Area 7: Programme Monitoring And Review • Area 8: Leadership, Governance And Administration • Area 9: Continual Quality Improvement

5. QUALITY ASSURANCE Quality assurance (QA) refers to the systematic activities implemented in a quality system so that quality requirements for a product or service will be fulfilled. It is the systematic measurement, comparison with a standard, monitoring of processes and an associated feedback loop that confers error prevention. Two principles included in QA are: "Fit for the Purpose", and "Right the First Time.” [WIKIPEDIA] Quality assurance comprises planned and systematic actions (policies, strategies, attitudes, procedures and activities) to provide adequate demonstration that quality is being achieved, maintained and enhanced, and meets the specified standards of teaching, scholarship and research as well as student learning experience. [COPPA]

6. INTERNAL QUALITY ASSURANCE (IQA) Group of Experts, Faculty Board, Board of Studies, Senate, Industy Advisory Panel, Market Survey Consultants EXTERNAL QUALITY ASSURANCE (EQA) MQA; professional accreditation bodies such as Malaysian Medical Council, Board of Engineers, Board of Architects Malaysia, Malaysian Institute of Accountants, etc. [Dr., Ir., Ar., Sr.] REGIONAL QUALITY ASSURANCE NETWORK Collaborating in enhancing the commonality in quality assurance framework e.g. ASEAN Quality Assurance Network (AQAN) ..

7. What is COPPA? • It is a code that explains the rationale, the quality domains and the standards within it, the audit process and the outcomes. • The 9 quality domains and the standards are instrumental to quality assurance of academic programmes. The nine domains of evaluation assist universities/programme providers to attain at least the benchmarked standards for: • Provisional Accreditation • Full Accreditation • Continual improvement programmes

8. About COPPA Standards • Benchmarked Standards • Standards that must be met and its compliance described in the portfolio and demonstrated during programme accreditation exercise. BM standards expressed as a ‘must’ in COPPA • Enhanced Standards • Standards that should be met as the institution strives to improve itself and is expressed as a ‘should’ in COPPA

10. Distribution of Benchmarked & Enhanced Standards

11. Approach & Attitude in Accreditation Process • COPPA addresses all of higher education - private and public colleges and universities of all shapes and sizes • Understand the purpose and principle underpinning a “must” as much the explicit requirement • Be open and flexible about practices - there are many ways to meet the requirements. Do not be dogmatic • Documentation vs. practice, espoused vs. actual, planned vs. enacted – keep a keen eye on the actual • Designed (managers), enacted (staff) & experienced system (students, parents, employers) • Most importantly, the process is not about trying to fail someone. It is a partnership whereby one party is trying to help the other achieve an acceptable level of competence in conducting an academic programme.

12. VISION, MISSION, EDUCATIONAL GOALS & LEARNING OUTCOMES [1.1] • State aims, objectives & programme learning outcome • Reflect national and global elements in HE. • Principal stakeholders involved in setting aims, objectives and LO • Consistent with HEP’s vision and mission. • Aims, objectives and outcome should be stretched – social consciousness, scholarly endeavour, ethics and values and value creation. • Consult outside stakeholders – employers, alumni, professional bodies etc. • Periodic review involving outside stakeholders

13. VISION, MISSION, EDU. GOALS & LEARNING OUTCOMES [1.2] • Define the competencies – knowledge, skills, attitudes based on the Malaysian Qualification Framework – eight learning outcome domains. • Map the courses outcomes to the programme outcomes (Note: MoHE has templates and requirements for mapping LOs to POs and PEOs) • Show how assessments indicate attainment of course/programme outcomes. • State the link between programme outcomes and programme educational objectives – 1.2.2 (Note: this is a requirement for public universities).

14. CURRICULUM DESIGN AND DELIVERY[2.1] • Departments have adequate autonomy to design programmes and allocate resources to achieve LO. • The autonomy to design and allocate resources must extend to programmes franchised to other or from others(HEPs have no control over franchised programmes) • Staff have autonomy to focus on their areas of expertise – teaching, supervision, research, publication, management, community engagement etc. • Policy on conflict of interest – private practice and “moonlighting” (Note: Item in the wrong place. Should be in Area 5 and/or Area 8)

15. CURRICULUM DESIGN AND DELIVERY[2.1] • Documented curriculum development and review process • Process must encompass academic and non-academic staff • Programme development only after needs assessment • Programme developed only after identifying resources required • Programme must be internally consistent – content, approach, teaching method, assessment consistent with outcomes • Variety of TL methods appropriate to the outcomes

16. CURRICULUM DESIGN AND DELIVERY[2.2] • Encourage multi-disciplinary curriculum – electives, minor or different pathways • Needs analysis should involve feedback from multiple parties and rigorous • Should provide for co-curricular activities (Note: it is mandatory in public universities)

17. CURRICULUM DESIGN AND DELIVERY[2.3] • Programme content (spread & width issue) and must be adequate to support the outcomes • Programme must meet professional, disciplinary and international standards, norms and good practices • Programme content reviewed to ensure currency • Department has mechanisms (means formalised) to identify and incorporate new developments in the programme

18. CURRICULUM DESIGN AND DELIVERY[2.4] • Provide programme information to students • There is person/team to plan, implement, evaluate and improve the programme • Programme team has authority to plan and monitor • Must have resources (includes authority) to deliver programme including quality improvement • Regular reviews to improve quality including the use of external examiners for bachelors • Must create challenging environment

19. CURRICULUM DESIGN AND DELIVERY[2.4] • Innovations to improve TLA is supported • Innovation should involve internal and external stakeholders • Review of programme should include stakeholders and experts

20. CURRICULUM DESIGN AND DELIVERY[2.5] • Department must have linkages with stakeholders for planning, implementation and review • Department should get feedback from employers and used for improvement • Students encouraged to develop links with stakeholders

21. ASSESSMENT OF STUDENTS [3.1, 3.2] • Alignment between assessment and programme outcomes • Assessment consistent with MQF levels • Review the alignment periodically • Inform students of the method, criteria and frequency of assessment • Summative and formative assessment a must • Variety of assessment tools reflecting learning outcomes and competencies • Have mechanisms to ensure validity, reliability, currency & fairness of assessment • Assessment system reviewed periodically

22. ASSESSMENT OF STUDENTS [3.2, 3.3] • Assessment methods comparable to international best practices • Review of assessment system in consultation with experts • Timely communication of assessments • Controlled changes to assessment methods • Security and safety of assessment documents • All policies and procedures on assessment, grading & appeal must be publicised • Staff and dept have autonomy to manage assessment • External review of assessment system

23. STUDENTS SELECTION & SUPPORT SERVICES [4.1] • Criteria and process of student admission including transfers • The above documents and published • Prerequisite KSA must be stated • Interview (if applicable) systematic • Free from discrimination & bias • Policy and processes for appeal • Remedial support for weak students • Student intake and capacity to delivery effectively • Admissions policy reviewed periodically • Admission policy & processes review with stakeholders • Relationship between admission, programme and LOs.

24. STUDENTS SELECTION & SUPPORT SERVICES [4.2, 4.3] • Have defined and publicised policies and procedures on articulation, transfer & exemptions • Aware of latest thinking in transfers, articulation, exemptions. • Clear policies & procedures on internal transfers • Inbound transfer students must have comparable achievement • Policies that facilitate mobility between programmes, institutions and countries thru’ exchange, joint programmes & advanced standing

25. STUDENTS SELECTION & SUPPORT SERVICES [4.4] • Student have ACCESS to adequate financial, social, physical, recreational & counselling facilities. • SSS must be regularly EVALUATED – audits • Provisions for APPEALS in SSS • Designated unit for SSS with qualified staff • Academic & career counseling by QUALIFIED STAFF and confidentiality maintained • INDUCTION programme special attention to non-locals • SSS must have PROMINENT status in HEP • Counselling services must be EVALUATED and improved • Planned training to enhance professionalism of academic and non-academic counsellors -CPD

26. STUDENTS SELECTION & SUPPORT SERVICES [4.5, 4.6] • Depts must adhere to policies on student representation and participation (no autonomy) • Policy and programmes for active participation of students in non-curricular activities • Dept to facilitate leadership, personal and citizenship development • Should provide policy on publications – digital and non-digital media • Provide facilities to enable student publications • Foster links with alumni • Encourage alumni to contribute in professional development of students and assist in programme development

27. ACADEMIC STAFF [5.1] • HEP must have documented merit-based selection policy • Staff-student ratio meet programme standards and appropriate to teaching method • Dept must determine and have adequate full time core staff to run programmes • Staff roles must be clarified • Reward and recognition is transparent and based merit • Appointments & promotion to academic ranks must follow local and international norms • Healthy mix of academic staff • Have links with local and international academics to enhance TL

28. EDUCATIONAL RESOURCES [6.1] • Must have sufficient facilities for programme delivery • Meet all requirements for facilities • Adequate library resources including ICT support for students and staff • Sufficient equipment for equipment intensive programmes (including research equipment) • Policy on ICT use in the programme • Learning environment refreshed in line with latest ideas and developments • Assess the quality of facilities in a programme • Students have opportunity access information using different media • Disable friendly facilities

29. EDUCATIONAL RESOURCES [6.2, 6.3,6.4] • Policy and programme on research • Research must be reflected in programmes, teaching and in graduate attributes • Connection between research, development and commercialisation • Periodic review to improve research capabilities • Have a policy on the use of edu. experts in TLA and curriculum development • The edu. expertise should be used in staff development and edu. research • Dept must comply with exchange policies of HEP • Dept should develop collaboration with others and plan for exchanges • Provide support incl. financial, to staff and students on exchanges

30. EDUCATIONAL RESOURCES [6.5] • HEP provide clear lines of responsibility and authority for budgeting • Dept must have budgetary and procurement procedures to plan and spend resources to maintain programme standards • Dept should have autonomy to allocate resources

31. PROGRAMME MONITORING & REVIEW[7.1] • Student performance & progression analysed against programme objectives & outcomes • Periodic programme evaluation involving benchmarking, TL method & technologies administration, SSS & stakeholders • Must have a programme review committee • PMR is shared responsibility in collaborative programmes • Dept self review must identify concerns and show improvements

32. PROGRAMME MONITORING & REVIEW [7.2] • Programme evaluation must involve relevant stakeholders • Stakeholders must have review reports and their views considered. • Feedback from alumni and employers included in the review • Professional programmes should involve professional bodies in review

33. LEADERSHIP, GOVERNANCE & ADMINISTRATION [8.1] • The policies and practices consistent with HEP’s purpose • Must have organisational chart with responsibilities, authorities and interactions stated clearly and must be made known to all • Academic decision making body in the Dept. • If multi-site university, must have mechanism to ensure comparable quality • Governance should involve staff, students & stakeholders • Formalised and interconnected system of committees to ensure among other received feedback from all stakeholders

34. LEADERSHIP, GOVERNANCE & ADMINISTRATION[8.2] • Criteria for appointment and responsibilities of academic leaders must be stated. • Academic leadership must be qualified and have authority in programme management • Communication between HEP and Dept on hiring & training staff, student admission and allocation of resources. • Academic leaders evaluated at suitable intervals • Academic leadership to foster innovation, creativity

35. LEADERSHIP, GOVERNANCE & ADMINISTRATION[8.3, 8.4] • Adequate SS to ensure effective programme management • Must have regular review of performance of SS • Advanced training for SS • Dept must have policies on student and staff records consistent with HEP requirements. • Dept must implement HEP’s policies on confidentiality and privacy • Dept should review security of records policies in view of technological changes

36. CONTINUAL QUALITY IMPROVEMENT[9.1] • Dept must observe all CQI policies of the HEP • Dept must have a system of review of the programme – e.g. programme review committee • Must review programmes and take actions on the weaknesses • Quality unit should have a role in policy making process • Embrace CQI spirit based on analyses and studies

37. Evaluating MQA-02 • As you go through the MQA-02 document that describes the HEP/Department’s approach, system and process in meeting a standard/requirement pay attention to the following; • Language of ownership – attitude • Describes a process or system rather than a practice • Has all elements that are make for effective system • Has features stated in the enhanced standards • Possible candidate for good system/practice

38. If Y to all above questions – evidence of strength • If N to all the above questions – evidence of weakness/concern • If it is mixture of Y/N, then benchmark practice is probably present. Nether a strength nor a weakness.

39. End of Session 1