academic management

1. ACADEMIC AND
MANAGEMENT
BENCHMARKING
KAREN MAY H. MENDOZA

2. 4. Academic and Management
Benchmarking
4.1Accreditation Schemes
4.1.1 PAASCU
4.1.2 PACUCOA

5. to overcome
resistance to
change
provide a structure
for external
evaluation
create new
networks of
communication
between schools
Benchmarking

6. THE FOLLOWING ARE SOME OF THE POTENTIAL
AREAS OF BENCHMARKING IN EDUCATION:
knowledge management
• learning strategies
e-learning
learning technologies
training methods and strategies
teaching methodologies
learning resources

7. An academic benchmark may be set at the beginning of a course
for the set of concepts that students should know by the end of
the term. Benchmarks are used to assess progress towards year-
end goals.
Academic benchmarks refer to assessments that measure
students against institution standards and learning goals.
Benchmarking allows educators to identify students’ strengths
and weaknesses, which can then inform their future instruction.
ACADEMIC
BENCHMARKING

8. Benchmarking is a common practice and
sensible exercise to establish baselines,
define best practices, identify improvement
opportunities and create a competitive
environment within the organization.
Integrating benchmarking into your
organization will result in valuable data that
encourages discussion and sparks new ideas
and practices.
MANAGEMENT
BENCHMARKING

9. • Benchmarking can allow you to:
1.Gain an independent perspective about how well you
perform compared to other management.
2.Drill down into performance gaps to identify areas for
improvement
3.Develop a standardized set of processes and metrics
4.Enable a mindset and culture of continuous improvement
5.Set performance expectations
6.Monitor company performance and manage change
MANAGEMENT
BENCHMARKING

10. Accrediting associations undertake to
monitor the academic and administrative
quality of their members, which are
either entire institutions or components.
ACCREDITATION
SCHEMES

11. 1. Certifying that an institution or program has met established standards
2. Assisting prospective students in identifying acceptable institutions
3. Assisting institutions in determining the acceptability of transfer credits
4. Helping to identify institutions and programs for the investment of
public and private funds
5. Protecting an institution against harmful internal and external pressure
6. Creating goals for self-improvement of weaker programs and
stimulating a general raising of standards among educational institutions
7. Involving the faculty and staff comprehensively in situational evaluation
and planning
8. Establishing criteria for professional certification and licensure and for
upgrading federal assistance
FUNCTIONS OF
ACCREDITATION

12. • Being a member of PAASCU facilitates a clearer self-
image for a member institution that gives the school
community and its stakeholders a sense of direction. It
affords the member school a high reputation founded on
quality standards and also guides parents and students
in the choice of excellent schools and facilitates the
transfer of students.
BENEFITS OF ACCREDITATION AND MEMBERSHIP IN
PAASCU
(PHILIPPINE ACCREDITING ASSOCIATION OF
SCHOOLS, COLLEGES AND UNIVERSITIES

13. • The PAASCU accreditation process promotes principles
and practices which are found in excellent institutions. The
Survey Forms used in the accreditation process are based
on standards and good practice. The statements in the
Survey Forms are more qualitative rather than quantitative.
The PAASCU accreditation process does not have specific
formulas to apply or particular patterns to require the
institutions. The survey instruments and criteria for
evaluation are tools to help the institution measure
educational quality as they strive for excellence.
STANDARDS

14. The Philippine Association of Colleges and
Universities Commission on Accreditation
(PACUCOA) is a private accrediting agency which
gives formal recognition to an educational
institution by attesting that its academic program
maintains excellent standards in its educational
operations, in the context of its aims and
objectives.

15. Objectives :
1.To identify schools whose competence and performance in a
particular field warrant public and professional recognition.
2.To guide students in the choice of quality schools, colleges
and universities that will meet their individual needs.
3.To help institutions of learning achieve maximum educational
effectiveness through self-evaluation and self-discipline.
4.To enlist the cooperation of institutions of learning and
professional associations in the mission of advancing the
interest of education.

16. ACCREDITATIONCONSISTSOF EIGHT PHASES:
FIRST : THE ORIENTATION ON ACCREDITATION VISIT
SECOND : THE SELF-SURVEY ACTIVITIES
THIRD : THE PRELIMINARY VISIT (FOR CANDIDATE STATUS)
FOURTH : THE FORMAL VISIT (FOR LEVEL I ACCREDITED
STATUS)
FIFTH : THE RE-ACCREDITATION VISIT (FOR LEVEL II
REACCREDITED STATUS)
SIXTH: THE LEVEL III PHASE (FOR LEVEL III REACCREDITED
STATUS)
SEVENTH: THE LEVEL IV PHASE

17. LEVEL I/LEVEL II:ACCREDITEDSTATUS
Programs Which Have At Least Been Granted An Initial Accredited Status By
Any Of The Member Agencies Of The FAAP, And Whose Status Is Certified By
The Latter.
A. Full Administrative Deregulation,
B. Financial Deregulation In Terms Of Setting Of Tuition And Other Fees And
Charges
C. Authority To Revise The Curriculum Without Ched Approval
D. Priority In The Awards Of Grants/Subsidies Or Funding Assistance From
Ched/Dep Ed.

18. THANK YOU…