National Training Team

1. Academic Services National Training Team Alex Moseley and Andrew Petersen, University of Leicester

2. Academic Services Introductions University of Leicester Established in 1921 and became a full University in 1957 by Royal Charter Made up of 3 Colleges Life Sciences Science and Engineering Social Sciences, Arts and Humanities 25 Departments offering over 280 programmes across undergraduate, masters and doctoral level with approximately 19,000 students

3. Academic Services Introductions Dr Alex Moseley - Head of Curriculum Enhancement Primary responsibilities:​ Overseeing curriculum developments and enhancement across the University. • -  Development of new programmes • ​Revision of existing programmes • Enhancement of teaching practice • Enhancement of student experience • Digital, open and distance learning

4. Academic Services Introductions Mr Andrew Petersen - Assistant Registrar Primary responsibilities:​ Overseeing the operation of all core quality assurance processes for the University: - Programme Development and Approval​ - Annual Programme Monitoring​ - Periodic Programme Review​ - Programme closure​ - External Examining​ - Regulatory Framework, Codes of Practice and Academic Policy

5. Academic Services Aims of the Workshop - To share practice and experience to date in the implementation of APM and PPR - To introduce new NTT members to the APR policy and provide an opportunity for mentoring by experienced NTT members - To develop further knowledge, understanding and skills to effectively undertake the PPR process - To review and validate a draft APR handbook for colleagues engaged in the process

6. Academic Services Introductions Train the Trainers Outline of the Workshop Day 1 – Recap, sharing good practice and Mentoring of new NTT members Day 2 – Action Planning, PPR process and template Day 3 – Practical PPR – review of documentation, Panel exercises Day 4 – PPR Implementation Planning, APR Handbook

7. Academic Services Aims of Day 1 - To review the core principles from the initial NTT workshop in Istanbul, August 2018 - To introduce new members of the NTT and develop relationships - A brief overview of APM for new members - Explore the main aims and themes of the remaining workshop

8. Academic Services Introductions National Training Team Please introduce yourself and say: Your name Your institution Are you a new member of the NTT? Have you conducted a PPR in your institution previously?

9. Academic Services Warm-up activity Your expertise Think about your best skill or ability (negotiation? mechanical skill? cooking? teaching?). Write it on the card provided. When everyone has written their skill/ability, share them with the group.

10. Academic Services Warm-up activity Your expertise How would your group use all its skills and abilities, to: A) Design and build a car? B) Set up a new university?

11. Academic Services NTT Terms of Reference Agreed Istanbul, August 2018 1. Report to VCAA, be a member of IQAC and report to this and other governance bodies each semester 2. Support the design and delivery of strategic level presentations on APR by Chancellor and VCAAs 3. Design and deliver workshops on APR for appropriate staff in faculties and departments, according to agreed training plan 4. Alongside QA staff, support departments and faculties to implement APM 5. Provide training and workshops to departments and panels to implement PPR, according to agreed training plan

12. Academic Services NTT Terms of Reference Agreed Istanbul, August 2018 6. Identify issues and challenges faced during implementation and report these to IQAC​ 7. Introduce APR policy and APM/PPR processes and forms to neighbouring institutions (public and private) 8. Support neighbouring institutions to draw up a realistic action plan for APR to be submitted to QAAD, MoHE​ 9. deliver workshops to staff at neighbouring institutions in line with training plans

13. Academic Services Quality Assurance Framework

14. Academic Services National Accreditation Framework Introduction The Accreditation Framework covers 11 standards with 49 specific sub-criteria within this. - Mission and Strategy - Research - Contribution to Society - Faculty Members and Staff - Governance, Leadership and Administration - Student Experience - Quality Assurance and Enhancement - Financial Resources and Management - Library and Information Resources - Academic Programmes - Teaching, IT and other resources

15. Academic Services National Accreditation Framework Introduction The Accreditation Framework covers 11 standards with 49 specific sub-criteria within this. - Mission and Strategy - Research - Contribution to Society - Faculty Members and Staff - Governance, Leadership and Administration - Student Experience - Quality Assurance and Enhancement - Financial Resources and Management - Library and Information Resources - Academic Programmes - Teaching, IT and other resources

16. Academic Services National Accreditation Framework Section 5: Academic Programmes Expectation: Academic programs are consistent with the institution’s mission and are regularly reviewed to ensure continuous improvement. Indicators: A series of indicators are given for each area to demonstrate the requirements.  These are split into indicators for first and second, and then third stage candidacy Total Score Available for Section 5 A score is awarded for meeting the Indicators.  A total score of 70 is available for the section.

17. Academic Services National Accreditation Framework Requirements of the Framework 5.2 Annual Programme Monitoring Criteria All programmes are monitored annually using the MoHE Programme Approval and Review process Indicators All programmes are monitored annually using the approved MoHE checklist and data, including student feedback, to measure programme performance Max. Score - 10

18. Academic Services National Accreditation Framework Requirements of the Framework 5.3 Programme Review Criteria The portfolio of programmes and all programme curricula are reviewed within 5 years using the MoHE Programme Approval and Review process Indicators The institution is implementing the MoHE Periodic Review process to ensure that the curriculum of all academic programmes are reviewed every 5 years to reflect external changes and to ensure they conform to relevant disciplinary, professional and international standards. Max. Score - 8

19. Academic Services Academic Programme Review Policy Developed by National Committee for programme Review and approved by the MoHE 'To ensure that all University or Higher Education Institutions in Afghanistan produce programmes that comply with the national standards and by-laws, improve the quality of their programs on an ongoing basis and provide an innovative and quality based education to students.' To provide clear guidance on how each institution should: - manage its portfolio of programmes to ensure that the programs that are delivered offer the best learning experience for the students; - provide assurance to MoHE on the strength of its processes for​ managing its portfolio and the quality of its programs.

20. Academic Services Academic Programme Review Policy Quality Assurance Lifecycle

21. Academic Services Academic Programme Review Policy Quality Assurance Lifecycle

22. Academic Services Academic Programme Review Policy Quality Assurance Lifecycle

23. Academic Services National Accreditation Framework Documentary Framework National Accreditation Framework Academic Programme Review Policy APM / PPR Process APM / PPR Form

24. Academic Services National Accreditation Framework Documentary Framework - Recap National Accreditation Framework Academic Programme Review Policy APM / PPR Process APMForm

25. Academic Services National Accreditation Framework Documentary Framework – Looking Forwards National Accreditation Framework Academic Programme Review Policy APM / PPR Process PPR Form

26. Academic Services Definitions PROGRAMME = AWARD Medicine Dept Dept Dept Service Service Anatomy Pharmacy Nursing Library Teaching rooms

27. Academic Services Definitions Quality Assurance and Quality Enhancement Quality Assurance Process Processes required by the MoHE and implemented by Higher Education Institutions (HEIs) to monitor, review and report on the quality of all aspects of the operation of the HEI Quality Enhancement Process Processes implemented by the HEI to ensure that the improvements recommended by quality assurance are implemented in order that the quality of the student learning experience is enhanced

28. Academic Services Academic Programme Review Policy Cycle of Quality Assurance & Quality Enhancement PROGRAMME CONTINUOUS IMPROVEMENT QUALITY ASSURANCE QUALITY ENHANCEMENT ACTION PLANNING

29. Academic Services Annual Programme Monitoring APM Policy – Section 2 of QA Policy Annual Programme Monitoring (APM) is defined as: 'A formal process conducted by all departments within an HEI each year to review their academic program and identify areas for improvement.'

30. Academic Services Annual Programme Monitoring Process – programme level - Takes place at the end of the academic year - Undertaken by the Head of Department and a member of Faculty or Institutional QA Committee - Based on data regarding student progression and achievement, feedback from staff and students and implementation of action plans - Meet with staff and students - Complete standard form

31. Academic Services Annual Programme Monitoring Process – Faculty and Institutional level - Final APM report for the programme submitted to Faculty Dean - All APM reports considered by Faculty QA Committee - QA Committee prepares Faculty level summary report - Reviewed by the Institutional QA Committee and submitted to the Quality Assurance and Accreditation Directorate

32. Academic Services Annual Programme Monitoring APM Themes Section 1: Programme Information Section 2: Student Numbers, Progression & Employability Section 3: Student Feedback Section 4: Staff Feedback Section 5: Physical Learning Resources Section 6: Staff Resources

33. Academic Services Annual Programme Monitoring APM Themes Section 7: Update on APM Action Plan Section 8: Update on PPR action Plan Section 9: Good Practice Section 10: Conclusion Section 11: Action Plan

34. Academic Services Annual Programme Monitoring EXAMPLE Section 2: Student Numbers, Progression & Employability Data sources: Recruitment and Registration, Retention and Withdrawal, Student Progression and Completion, Alumni Issues for consideration: - 3 year recruitment trends, conversion rates and issues of concern. Impact of recruitment initiatives, new proposals - 3 year student progression rates, student outcomes, issues of concern - Trends in employment & further study rates, student work experience, employability and career skills in the curriculum

35. Academic Services Annual Programme Monitoring APM Monitoring Form APM Form Sections 2 - 6 Section a) – Present Data Section b) – Reflect on Data – Identify Issues APM Form Section 10 Summarise Issues APM Form Section 11 Action Plan

36. Academic Services APM and PPR – the differences APM and PPR look at a number of similar issues, but their focus and outputs are different Difference from APM

37. Academic Services NTT Practice sharing National Training Team Aims of Final Session: • For existing NTT members to share their experience of implementing APM in their institutions • For new NTT members to get the benefit of members experience in approaching the implementation of APM • To build a community of practice between members of the NTT • To identify areas where further training and support might be valuable • To identify further themes for inclusion in the draft APR Handbook

38. Academic Services Annual Programme Monitoring Guided group work for practice sharing Activity 1: Reflect on NTT TOR – for those colleagues that have been implementing APR, are there any of the elements of the TOR which are unclear or would benefit from additional clarification?

39. Academic Services NTT Terms of Reference 1. Report to VCAA, be a member of IQAC and report to this and other governance bodies each semester 2. Support the design and delivery of strategic level presentations on APR by Chancellor and VCAAs 3. Design and deliver workshops on APR for appropriate staff in faculties and departments, according to agreed training plan 4. Alongside QA staff, support departments and faculties to implement APM 5. Provide training and workshops to departments and panels to implement PPR 6. Identify issues and challenges faced during implementation and report these to IQAC​ 7. Introduce APR policy and APM/PPR processes and forms to neighbouring institutions (public and private) 8. Support neighbouring institutions to draw up a realistic action plan for APR to be submitted to QAAD, MoHE​ 9. deliver workshops to staff at neighbouring institutions in line with training plans

40. Academic Services Annual Programme Monitoring Guided group work for practice sharing Activity 2: Institutions that have not yet attempted PPR– what are the challenges that you might experience in your institution in terms of the effective implementation of APM and PPR? Colleagues that have undertaken both APM and PPR– do you have any experience of these challenges, and how did you address them?

41. Academic Services Annual Programme Monitoring Guided group work for practice sharing Activity 3: a) Identify who are the main stakeholders in the PPR process? b) From your experience of implementing APM what different activities would be the most effective in training or supporting each group to undertake PPR? Sample training activities: Face to Face: Information sessions, Workshops, local interventions Resources: National templates/guides, local templates and questionnaires, Role definitions, local process documentation

42. Academic Services APR Handbook Proposed structure and contents Resource for VCAAs, NTT and IQAC members Covering: Quality Assurance cycle and individual processes Preparation (data and training) APM, PPR and Action Planning Glossary, Templates and Forms, supporting documents

43. Academic Services Annual Programme Monitoring Guided group work for practice sharing • Activity 4: • In groups, construct an Elevator Pitch to explain the purpose and value of the Quality Assurance Cycle • 90 seconds long • Designed for someone with no prior knowledge of QA processes

44. Academic Services Day 2: Introduction and Recap Covered: Introductions and reflection on experience to date Induction of new NTT members Reflection on Accreditation Framework, QA Policy and APM Distinction between APM and PPR Introduction of Quality Assurance Guide Further planned follow-up NTT TOR – clarification of working in partnership with private Universities Use the Handbook as a tool to clarify roles

45. Academic Services Day 2: Schedule and Aims Schedule: AM: Action Planning Workshop PM: PPR Process, and guided Review of PPR template with notes of guidance Aims of day 2: Discuss the role of effective action planning as a tool to drive quality assurance and enhancement Further develop action planning skills Engage with the purpose and process of PPR Explore the data, reflection and potential Panel considerations via the PPR template

46. Academic Services Action Planning Workshop Introduction Action Plans are the key output from several quality assurance processes: New Programme Approval (NPA) Annual Programme Monitoring (APM) Periodic Programme Review (PPR) Action Plans may contain short, medium or long term actions Action Plans will be annually monitored through the APM process, and specific actions may be monitored more closely via Quality Assurance or Curriculum Committee

47. Academic Services Action Planning Workshop Principles of action planning Effective Action Planning allows us to: Articulate an issue concisely Agree and record the specific steps that will be taken to address the issue Identify who is responsible for completing the action Agree a timescale for completing the action Identify how completion of the action will be monitored and measured HOLD COLLEAGUES TO ACCOUNT

48. Academic Services Action Planning Workshop 1. Clear, defined actions Be specific, not thematic Make focussed and manageable Break down large tasks into smaller individual actions with individual timescales Consider the desired impact of the change and how this might be measured

49. Academic Services Action Planning Workshop Example 1 Action: Improve student satisfaction scores for teaching quality in Year 1 Mathematics module Concentrating only on the wording of the action point, what are the limitations of this action as expressed? Is it specific? Is the scope of the action manageable? If not, are there clear steps for how it will be achieved? How would success be measured?

50. Academic Services Action Planning Workshop Alternative Action Suggestions Action 1: Hold focus groups with students to understand issues and areas for improvement Action 2: Peer to Peer review of module teaching materials Action 3: Appoint co-lead and mentor for year 1 Mathematics Module Leader for 2019/20 academic year