Establishment of IQAC and Self Assessment at Program Level

1. Professor Sanjoy Kumar Adhikary
Quality Assurance specialist
QA Unit, UGC
28 July, 2015
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2. It is not the strongest of the
species that survive
nor the most intelligent
but the one most responsive to
change
-Charles Darwin

3. QUALITY IN EDUCATION
(Woodhouse, 1999)
Fitness of the Purpose….
Attained Outcomes in terms of knowledge, skills
and attitudes with Relevance;
Ability to meet the needs of stakeholders
Fitness for the purpose…
Institutional Capacity & Process to
facilitate the attainment of intended learning
outcomes (ILOs)
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4. CAPACITY & PROCESS
Capacity includes:
 Quality of learners with commitment and interest
 Quality of Staffs in terms of commitment,
knowledge, skills and attitudes
 Content that is reflected in relevant curricula
 Physical Facilities
 Environments in terms of Governance, Health &
Safety
Processes includes:
 Teaching Learning and Assessment,
 Student Advising,
 Resource Management etc. 4

5. WHY WORRY ABOUT QUALITY ?
Expansion
Concerns of the Stakeholders
Competition
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6. NEEDS TO BE ENSURED
Effectiveness of the program for
the Attainment of ILOs
Accountability to the Stakeholders
Evidence of good practices
Transparency & Credibility
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7. ESTABLISHMENT OF QA MECHANISM
 Institutionalization of IQAC
 Formation of QAACB
 Development of Qualifications
Framework
Outcomes:
Establish Quality Culture
Maintain Global Quality Label
Internationalize HE 7

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THE RELATIONAL STRUCTURE OF THE IQAC,
SYNDICATE, QAC AND THE QAU
VC
QAU
UGC
Syndicate
QAC
IQAC
SAC SAC

9. 9
IQAC
Internal Quality Assurance Cell
Stage II
Policy Guidelines
Quality Assurance
Unit
Stage 1
Institution
Level
Program
Level
Recognition
Accreditation
Stage III
Stages to Introduce QA Mechanism

10. MAJOR OBJECTIVES OF THE IQAC
Promoting QA culture within the universities
Building image of the university to the
stakeholders with confidence, transparency,
and accountability
Ensuring good practices in all aspects of
management
Preparing the programs and university to
meet the external QA and accreditation
requirements. 10

11. MAJOR FUNCTIONS OF IQAC
Define mission and objectives of the
university
Develop standards and benchmarks
Develop a data base with open access to
all
Develop an Institutional QA Strategic Plan
Co‐ordinate/organize workshops,
seminars and appropriate training for
capacity building
Facilitate self-assessment at program
and institutional level
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12. SELF-ASSESSMENT
Self-Assessment (SA) is the process of
critically reviewing the performance of
Program and/or Institution
Our concern is program level SA

13. Program assessment is an on-going
process designed to monitor and
improve student learning.
Faculty:
 develop explicit statements of what
students should learn.
verify that the program is designed to
foster this learning.
collect empirical data that indicate student
attainment.
use these data to improve student
learning
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14. The objectives of SA exercise are to:
 review the existing procedures and processes
practiced in the entity for their improvement
 create a basis for external assessment and
validation
 provide guidelines or direction for strategic
planning
 maintain and continuously enhance academic
standards
 improve programs’ quality and enhance students
learning

15. Principles of Self-Assessment
Improvement
Sensitization and Participation
Reflection
Coverage
Facts driven
Acceptance
Continuity

16. OUTCOMES OF PROGRAM SA
Diagnosis of the current quality status
of teaching-learning
Creating scope for rectification of
deficiencies
Creating scope for redressing program
objectives and ILOs

17. Scheduling of PoE for SA by IQAC
Formation of SAC in the entity.
Approval of SAC by the VC
Preparation of the activity schedule
with time line
Team Building workshop (1st
workshop)
Preparing of survey tools following
set criteria and standards

18. Conducting survey and preparation
draft SA report.
Draft SA report workshop (2nd
workshop)
Preparing the final SAR
Submission of SAR for
endorsement
Selecting the external peer review
panel

19. External per review
Preparing the draft improvement
plan
Finalizing improvement plan (3rd
workshop)
Execution of improvement plan

20. Phase # 1
Defining standards
to be
measured
Phase # 2
meaningful,
manageable, and
sustainable
assessment
planning
Phase # 3
Collecting,
analyzing data
& preparing
SAR
Phase # 4
External review &
validation
Of SAR
Phase # 5
Improvement planning
and
execution
Continuous
Improvement

21. Guidelines for Preparing a Good SAR
The SAR should
clearly describes the purposes and scope
of Self-Assessment.
consists of an overview of the entity,
programs
provide information focusing on the
strengths, weaknesses, threats and
opportunities of the entity
be factually accurate, clear and
persuasive.

22. Guidelines for Preparing a Good SAR
 The report must provide information
needful for strategic planning.
The report should be as such so that a
reader can easily grasp the content.
 The report should contain practical
recommendations with priority for
improvement.

23. SA must be the part of academic culture
to improve academic quality and
enhance student learning
SA is the beginning of the process of
achieving ‘excellence in higher education’ &
accreditation.
Concluding Statements

24. Accreditation
Quality Assurance
Self-Assessment

25. QUESTIONS TO BE KEPT IN MIND
Five questions that should be continually kept
in mind for establishing quality culture are:
1. What are we trying to do?
2. How well are we doing it?
3. Using the answers to the first two questions,
how can we improve what we are doing?
4. What and how does a program contribute to
the development and growth of its students?
5. How can student learning be improved?

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