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Self-Assessment Exercise

Learn about the accreditation process in higher education, its objectives, steps, importance, and benefits. Understand the self-assessment and exercise for quality improvement. Explore how accreditation enhances academic standards and quality assurance.

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Self-Assessment Exercise

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  1. Self-Assessment Exercise Dr. Md. Mozahar Ali AIF Management Specialist HEQEP, UGC-Bangladesh mail: mozahar55@yahoo.co.uk Cell No.:88-01711391190

  2. QA Cell Academic Units(Program/Degree)

  3. Self-Assessment & Accreditation

  4. Accreditation • Accreditation is the process by which a government or private body evaluates the quality of a higher education institution as a whole or a specific educational program in order to formally recognize it as having met certain predetermined minimal criteria or standards. • The result of this process is usually the awarding of a status (a yes/no decision) of recognition, and sometimes of a license to operate within a time-limited validity.

  5. Objectives of Accreditation Accreditation is a process of external quality review Assure that graduates of an accredited program are adequately prepared Stimulate the improvement of the program Encourage new and innovative approaches to education and its assessment Identify accredited programs to the public

  6. How is accreditation conducted? Five Major Steps: • The Institution Self-Survey • The Pre-survey Visit • The Formal Survey Visit • Initial Accreditation • Full Accreditation, or Periodic Resurvey (Optional)

  7. Accreditation….. • Three steps with specific activities: • A self-evaluation process conducted by the faculty, the administrators, and the staff of the institution or academic program, resulting in a report that takes as its reference the set of standards and criteria of the accrediting body. • A study visit conducted by a team of peers selected by the accrediting organization, • Examination by the commission of the evidence and recommendation on the basis of the given set of criteria

  8. Why accreditation? ….. • Gives prestige to the university • Provides easy access to internationally recognized and reputed universities and organizations through membership and other partnership/ twinning/ consortia arrangement • Helps makingInternationalizationof education • Brings global acceptance to a particular program or institutions • Strengthens the trust and confidence of the stakeholders • Earns the respect and admiration of the academic community • Ensures sustainable growth and development of the university • Creates a sense of competition and self development spirit in the HEIs

  9. Users of Accreditation • Government • Students • Parents • Employers • Funding organizations • Higher Education Institutions

  10. Main Features of Accreditation Council (a) Composition and different committees • General council- Chairperson and 32 members appointed by the president of the country. • Executive Council- Chairman and 8 members • Executive Committee- Supported by the full- time /regular paid up officials. • Program committee- Chairperson and 6-8 members (one for each broad discipline). • Peer review team- Convener and 5 members for institutional accreditation Convener and 3 members for program accreditation

  11. (b) Main functions of the accreditation council • Program Accreditation • Institutional Accreditation Note: Accreditation is voluntary for both institutions and programs.

  12. Accreditation Process • The salient features of accreditation process are: • Self Study Report • Peer Review • Site Visit • Action by Accrediting Organization • Ongoing External Review

  13. ACCREDITATION PARAMETERS &THEIR WEIGHTAGES • Mission, goals are well defined and targeted to achieve the desired objective (100) • Financial & physical resources are available at institution • and program level and appropriately utilized (100) • 3. Human resources: faculty & staff are adequate innumber and of quality required for the purpose. (300) • 4. Human resources: Students have adequate background and quality to achieve the objective of the program. (300) • 5. Teaching-learning processes is effective (450) • 6. Supplementary processes (100) • 7. Industry-institution interaction (70) • 8. Research and development (30) Total Marks: 1450

  14. ACCREDITATION PARAMETERS &THEIR WEIGHTAGES • Mission, goals & organization (6.9%) • Financial,physical resources,util. (6.9%) • Human Resource: Faculty & Staff (20.7%) • Human Resource: Students (20.7%) • Teaching-learning process (31%) • Supplementary process (6.9%) • Industry-Institution interaction (4.8%) • Research & Development (2.1%)

  15. QUALITYis improved Improvement Plan Self- Assessment How to improvethe QUALITY? Implementation Data Collection Data Analysis Writing the SAR Data Processing

  16. Objectives of Self-Assessment • Maintain and continuously enhance academic standards+ • Enhance students’ learning • Verify that the existing programs meet their objectives and institutional goals • Provide feedback for quality assurance of academic programs • Prepare the academic program for review by discipline councils

  17. SELF–ASSESSMENT • Purpose of SA is Not to Prove, but to Improve • Should involve all the Stakeholders • Should consider both the Strengths & Weaknesses of Programs.

  18. SA + Teamwork+ External Support SA + Teamwork With SA+ Own Capacity Without SA Impact of Self-Assessment Quality  ExpectedCondition Presentcondition Time

  19. Components/Criteria of program level SA 1. CurriculumDesign, Content and Review 2. Teaching, Learning and Assessment Methods 3. Quality of Students including Student Progress and Achievements 4. The Extent and Use of Student Feedback 5. PostgraduateStudies; (workplace environment) 6. PeerObservation 7. Skills Development 8. Academic Guidance & Counseling, (Welfare)

  20. SA Process Schedule: Phases

  21. Self-Assessment Process Schedule A. Preparation Phase A1. Establishment of an Institutional SA Unit A2. Appointment of the Self-Assessment Committee A3. Training and preparation of the SA Committee A4. Resources necessary for SA implementation • Human resources. Definition of time allocation for academic and non-academic staff participating in the SA Committee • Support staff. Secretarial, data retrieval and processing, surveyors • Material resources. Meeting rooms, computers, e-mail, photocopying, communications

  22. SA Process Schedule ............A. Preparation Phase A5. Preparation of the SA process • Limits of the self-assessment • Objectives • Areas of intervention • Quality criteria and performance indicators • Selection of the population and/or sample • Preparation of information gathering instruments • Steps and chronogram • Expected difficulties and consequences; remedial actions

  23. SA Process Schedule ................A. Preparation Phase A6. Selection and designation of external peer visitors • Potential external peer visitors should be prospected and contacted at the beginning of the SA process. • Accidental “last minute” peers should be avoided. A7. Information and motivation phase • Meetings with all relevant stakeholders that relate to the program • The SA plan should be explained clearly and completely • Meetings for university officials, academics, undergraduate and post-graduate students, non academic staff and workers • The SA plan should be communicated through written & electronic means and a specific Internet web page be designed and provided.

  24. SA Process Schedule ................ B. Implementation Phase B1. Information gathering • Crucial in SA, but requires a lot of work and time. • Sub-committees will gather information B2. External peer visit planning • Contact sufficient time ahead B3. Organization and tabulation of the information • Organization of quantitative data • Results from structured discussions B4. Analysis of results • Usually SWOT analysis is recommended; • Validation, analysis of results and exploration of recommendations are sought from the participating academic community.

  25. SA Process Schedule ................B. Implementation Phase B5. Preparation of the Internal SA Report The SA Committee will prepare the Internal SA Report B6. Presentation of the Internal SA Report to the authorities B7. Socialization of SA results The SA Report should be shared and discussed with the university and academic community; B8. Delivery of the Internal SA Report to the external peers The Internal SA Report should be sent to the institutional SA Unit and external peers at least one month before their site visit.

  26. SA Process Schedule ................ C. External Validation Phase C1. Planning of the external peer site visit • Preparation of the agenda and site visit by SA Unit • Discussion of the agenda with the external peers C2. External peer visit   Minimum of threeworking days visit C3. External SA Validation Report

  27. SA Process Schedule ................ D. Final Self-Assessment Report • SA Committee should prepare Final SA Report • Final Report will integrate External Validation Report with Internal SA Report E. Orientations for Change Management • SA ends with the Final SA Report • SA report is considered as a Preliminary Improvement Plan.

  28. SA needs codes of practice

  29. SA Report – Layout • Introduction • Aims, Learning Outcomes and Program Details • Students, Staff and Facilities • Curriculum Design, Content and Review • Teaching, Learning and Assessment Methods • Quality of Students including Student Progress and Achievements • The Extent and Use of Student Feedback, Qualitative & Quantitative • Postgraduate Studies • Peer Observation • Skills Development • Academic Guidance and Counseling • Appendices (if any) [~ 40 pages]

  30. 1. INTRODUCTION(~ 1 page) • About University, Faculty, Dept • Vision & Mission of the Dept/Program • Any other relevant information

  31. 2. AIMS, LEARNING OUTCOMES & PROGRAM DETAILS(~ 3 pages) • Aims • What the Dept aims to achieve by delivering the Program(s) • Learning Outcomes • Level of achievement expected from students • Brief Summary of Programs to be reviewed

  32. STUDENTS, STAFF & FACILITIES (~ 3 pages) • Brief Summaries about - Students (Numbers, Profile on Gender, Geographical Distribution, Z-score etc.) - Staff (Designation, Qualifications, Year Appointed, Responsibilities etc.) - Facilities to support teaching & learning process (Lecture theatres, Lab facilities, Library provision, IT facilities, Office Space etc.)

  33. CURRICULUM DESIGN, CONTENT AND REVIEW • Effectiveness of Curriculum in achieving the Learning Outcomes • Programs are at a Suitable Academic Level • Curriculum facilitates Progress to Employment and/or Further Study

  34. CURRICULUM DESIGN, CONTENT AND REVIEW • How often the Curriculum is Reviewed by the Dept.? • How Student Feedback, Comments from Examiners and Employer Views are taken into account in Reviewing Curriculum?

  35. TEACHING, LEARNING AND ASSESSMENT METHODS • Teaching, Learning & Assessment Strategy • Does it enable Students to Achieve Intended Learning Outcomes? • Are Learning Outcomes & Assessment Requirements Clear to Students and Staff? • Is Student Workload Balanced and Reasonable?

  36. 6. QUALITY OF STUDENTS INCLUDING STUDENT PROGRESS AND ACHIEVEMENT • Recruitment & Admission Procedure • Progress and Completion • Student Achievements • Do Statistics show that Aims & Learning Outcomes for the Programs under Review are being achieved? • Do Students' First Destinations reflect an Appropriate Level of Achievement?

  37. 7. THE EXTENT AND USE OF STUDENT FEEDBACK, QUALITATIVE & QUANTITATIVE • How Student Feedback is obtained and at what Intervals? • Is there Evidence that action is taken in Response to Issues raised by Students? • How do Students know that action is taken in Response to the Feedback they provide?

  38. 8. POSTGRADUATE STUDIES • What are the Supervisory Arrangements for PG Students? • Are Staff Numbers and their Experience sufficient to support them? • What Research Facilities exist in the Dept? • What are the Funding Arrangements for PG Students?

  39. 9. PEER OBSERVATION • Do Staff perceive the Peer Observation Process to be helpful in enhancing Teaching Quality? • Does the Dept has a Procedure for Observing Teaching? Does this apply to All Staff, including Temporary and Visiting Staff? • Any Informal Ways and Means?

  40. 10. SKILLS DEVELOPMENT • What are the Skills the Dept intends Students to acquire? Are these clearly expressed in Student Learning Outcomes? • Does the Dept has a Strategy for Skills Development as Part of the Curriculum? If not, are there Special Modules dedicated to Student Skills Development? • Is there Evidence that the Dept. takes account of Employer Feedback in this area?

  41. 11. ACADEMIC GUIDANCE & COUNSELING • What is the Dept's Strategy for providing Effective Academic Guidance and Counseling to Students? • Is there Evidence that Students' Progress & Achievement is enhanced by the Academic Guidance they receive? • Are there good Links between the Dept and any Other Student Support Services available in the University?

  42. 12. Few more Sections of SA Report • Recommendations, including those who should assume responsibility and date of completion for all recommended activities. Included must be a statement on how the same will be monitored. • Comments on the usefulness and efficacy of the SA exercise, and in the light of the experience, suggestions on how it might be undertaken in future. • Date and period of next SA exercise.

  43. Immediate Issues of Today’s Workshop • Objectives • SWOT analysis • Activity Plan • Budget rationalization • Foreign training • Local training • Tools ? • Peer review

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