Change management final

DEPARTMENT OF EDUCATION
Manonmaniam Sundaranar University
Tirunelveli - 627012
Ms B. Viji
Research Scholar
Department of Education
Change in Management

Prof. K. Pitchumani
Hon’ble Vice Chancellor
Manonmaniam Sundaranar
University
Tirunelveli – 627 012
Patron

Organizing Secretary
Prof. B. William Dharma Raja
Dean, Faculty of Arts
Head, Department of Education
Tirunelveli – 627 012

Resource Person
Ms B. Viji
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12

01
02
03
04
05
Meaning,
Need for
Planned
Change
Cost of
Quality
Quality
Assurance
Agencies
Models of
Change
Quality
Control
05
Agenda

What is Change in Management?
• a structured approach through which individuals, teams, and
organizations move or shift from a current state to a desired future
state, to fulfill or implement a vision and strategy
• an organizational process aimed at empowering employees to
accept and embrace changes in their current environment
• a critical part of any project that leads, manages, and enables
people to accept new processes, technologies, systems, structures,
and values
• Change management has been defined as ‘the process of
continually renewing an organization’s direction, structure, and
capabilities to serve the ever-changing needs of external and
internal customers (Moran & Brightman 2001)

Different streams of thoughts..
defines and adopts corporate strategies, structures,
procedures, and technologies to deal with change
stemming from internal and external conditions
It is the set of activities that helps people transition
from their present way of working to the desired way
of working
It is the continuous process of aligning an organization
with its marketplace and doing more responsively and
effectively than competitors
Systematic
Process
Means of
Transitioning
People
Competitive
Tactic

What causes Change?
Change is prompted by a number of external (political, economic,
social or technological) or internal factors (policy, systems or
structure), creating a vision which clarifies the direction for the
change
Causes
External
factors
Internal
factors
Market situation or
market place
Government laws
and regulations
Economics
Corporate strategy
Workforce
Technology and
Equipment
Employee Attitudes

Types of Change
• I.mproving the performance of
schools and colleges
• Introducing new technologies
• Changes in administrative
system
Planned
• tricks of nature (floods, plagues,
or extreme cold or heat)
• the illness or departure of a key
member of staff
• employee’s demographics
Unplanned

Need for Planned Change
• Planning is a process of finding answers to future questions such as
what, why, when, how, where, by who, for how long and at what
cost and making decision ahead of time about any matter.
• Planned change is the process of preparing the entire organization,
or a significant part of it, for new goals or a new direction.
• This direction can refer to culture, internal structures, processes,
metrics and rewards, or any other related aspects.

Purposes of planned organizational change are to maintain …
• organizational integrity;
• ensure sustainability;
• growth and development
of the organization;
• increase efficiency and
productivity; and
• enhance motivation and
satisfaction levels
• preparation to change
and future;
• development of trust and
mutual support among
members of the group;
• provide solutions for
issues and arguments;
• improve communication,
ensure competency
based authority rather
than position based
authority and create
synergy effect
(Sabuncuoglu & Tuz 1998)

Models of Change Management
• In order to manage change and implement change strategies, it is
important to avoid implementing irrelevant or random methods
and try to focus on a suitable plan of action.
• an organization must first figure out why it needs the change and
how will the changes benefit it.

Kurt Lewin’s Three-Step Change Model
• one of the most popular, effective and cornerstone models
to understand organizational and structured change
• also called Lewin’s Change Management Model
• designed and created by Kurt Lewin, a physicist and social
scientist in the 1950s
• change in any individual or an organization is a complicated
journey which may not be very simple and mostly involves
several stages of transitions or misunderstandings before
attaining the stage of equilibrium or stability.
• used the analogy of how an ice block changes its shape to
transform into a cone of ice through the process of
unfreezing, changing and freezing

• Examine status quo
• Increase driving forces
of change
• Decrease resisting force
• Make change
permanent
• Establish new
ways of things
• Reward desired
outcomes
• Take actions
• Make changes
• Involve people
Unfreeze
Change
Refreeze

Unfreeze:
• first stage and one of the most critical stages
• important phase because most people around the world try to resist
change, and it is important to break this status quo
• key point to be explained to people - why the existing way needs to
be changed and how change can bring about profit
• This stage, involves in
• fostering the realization for moving from the existing comfort zone
to a transformed situation
• improving the readiness as well as the willingness of people to
change
• making people aware of the need for change
• and improving their motivation for accepting the new ways of
working for better results
• Effective communication plays a vital role

Change:
• Stage of Transition or the stage of actual implementation of change
where the real transition or change takes place
• takes time to happen
• involves the acceptance of the new ways of doing things
• people are unfrozen, and actual change is implemented
• During this stage –
•Good leadership and reassurance - lead to steer forward in the right
direction and make the process easier for staff
•careful planning
•effective communication and time
•encouraging the involvement of individuals for endorsing the
change
• this stage of transition is not that easy due to the uncertainties or
people are fearful of the consequences of adopting a change process

Refreeze:
• the ultimate stage - the company or organization begins to become
stable again, once change has been accepted, embraced and
implemented by people
• requires the help of the people to make sure changes are used all
the time and implemented
• During this stage, the people move from the stage of transition
(change) to a much more stable state
• with a sense of stability people get comfortable and confident
• people accept or internalize the new ways of working or change,
accept it as a part of their life and establish new relationships
• For strengthening and reinforcing the new behaviour, the
employees should be rewarded, recognized and provided positive
reinforcements, supporting policies or structures that can help in
reinforcing the transformed ways of working

According to Branch (2002), Lewin’s change management model can be
implemented in three ways:
•Changing the behaviour, attitudes, skills of the individuals working in
the organization
•Changing the existing organizational structures, systems and processes
•Changing the organizational climate, culture and interpersonal style
Several critics
• being too simple and mechanistic
• fails to take into consideration the radical or transformational change
• ignores the role of power & politics and conflicts
• ignores the importance of feelings and experiences of employees
• very plan or goal driven
• supports top-down approach to change management
• ignores the importance of bottom-up approach in the change management
process

The Japanese Model of Change: Poka Yoke, Just-in-Time
Meaning and Birth of Poka Yoke
• Poka Yoke (poh-kah yoh-keh) - coined in Japan in 1960s
• Shigeo Shingo, an industrial engineer at Toyota
• the initial term - baka-yoke- means - ‘fool-proofing’
• later changed because of the term’s dishonorable and offensive
connotation
• Poka Yoke means ‘mistake-proofing’ or more literally – avoiding
(yokeru) inadvertent errors (poka).
• ensure that the right conditions exist before a process step is
executed, and thus preventing defects from occurring in the first place
• Poka Yokes perform - detective function - eliminating defects in the
process as early as possible
• purpose - to eliminate product defects by preventing, correcting, or
drawing attention to human errors as they occur

Why is Poka Yoke important?
The value of using Poka Yokes is that
•they help people and processes work right the first time
•improve quality and reliability of products and processes by
eliminating defects
•fits perfectly the culture of continuous improvement
•one can eliminate both human and mechanical errors
•flexibility
•not costly

When and how to use it?
1. used whenever a mistake could occur or something could be done
wrong
2. successfully applied to any type of process in manufacturing or
services industry, preventing all kinds of errors:
• Processing error: Process operation missed or not performed
as per the standard operating procedure
• Setup error: Using the wrong tooling or setting machine
adjustments incorrectly
• Missing part: Not all parts included in the assembly, welding,
or other processes
• Improper part/item: Wrong part used in the process
• Operations error: Carrying out an operation incorrectly;
having the incorrect version of the specification
• Measurement error: Errors in machine adjustment, test
measurement or dimensions of a part coming in from a
supplier

Just-in-Time (JIT) Model
Background and History
• first developed and perfected within the Toyota manufacturing
plants by Taiichi Ohno as a means of meeting consumer demands
with minimum delays
• Taiichi Ohno - father of JIT
• applied in practice since the early 1970s in many Japanese
manufacturing organisations
• originally referred to the production of goods to meet customer
demand exactly, in time, quality and quantity
• Now mean producing with minimum waste in time and resources
as well as materials
• strengthens the organisation's competitiveness in the marketplace
substantially by reducing wastes and improving product quality and
efficiency of production

The Japanese work ethic involves the
following concepts
• Workers are highly motivated
• High standards are being met
• Focus on group effort - involves the combining of talents and sharing
knowledge, problem-solving skills, ideas and the achievement of a
common goal
• Work itself takes priority over leisure
• Employees tend to remain with one company throughout the course
of their career span
• Opportunity for them to hone their skills and abilities at a constant
rate
• Offers numerous benefits to the company
• These benefits are reflected in terms of employee loyalty, low
turnover costs and fulfilment of company goals

Elements of JIT
• Continuous improvement
• Attacking fundamental problems - anything that does not add value
to the product
• Devising systems to identify problems
• Striving for simplicity - simpler systems may be easier to understand,
easier to manage and less likely to go wrong
• A product oriented layout - produces less time spent moving of
materials and parts
• Quality control at source - each worker is responsible for the quality
of their own output
• Poka-yoke - `foolproof' tools, methods, jigs etc. prevent mistakes
• Preventative maintenance, Total productive maintenance - ensuring
machinery and equipment functions perfectly
• Eliminating waste
• Good housekeeping - workplace cleanliness and organisation

Cost of quality
• The cost of quality system in higher education should include all needed
information from accounting, operations, evaluation, marketing and
etc., for the main purpose to calculate useful and functional information
for the planning significant operational and strategic goals.
• Quality cost system can facilitate the identification and elimination of
organizational non-value-added activities which do not provide or
enhance quality from customers’ perspective.
• For the quality costs elements analysis, it is important to identify the
main processes of higher education institutions
• HE institution core processes:
i) learning and teaching processes; ii) research and graduate studies
processes
• Other HE institution processes:
• enabling processes (that support realization of core higher
education processes);
• planning processes; and
• governance processes

Yang (2008) offers a costs- quality split into six
categories:
• Prevention costs – the costs of actions designed to prevent defects and
discrepancies, and to minimize the failure costs and costs related to
inspection and testing.
• The appraisal costs – costs which incurred in evaluating products and
processes of the state to determine whether these requirements are met.
• Internal failure costs – costs of mistakes, which can arise inside of
organisation and don’t affect the customers.
• External failure costs – costs of the errors and defects that directly affect
customers.
• Extra resultant costs – indirect and extra losses caused by errors or defects of
operations, materials or systems. These costs can be quantified by collecting
all the wastes of the reworks, materials, inventories, compensations and re-
treatments indirectly caused by failures in the process.
• Estimated hidden costs – losses related to decrease of consumers loyalty and
considerations to use the same product or service again, losses due damage
to reputation.

Process elements Category of quality
costs
Items of quality costs
Improvement of teaching process
Prevention costs
Costs of
Costs of improvement of modules and
programmes
Appraisal costs • Costs of self-assessment
• Costs of analysis of student assessment
• Costs of analysis and handling of students
complaints
Internal failure costs Extra cost due to the poor communication
with students
External failure costs • Costs of students dissatisfaction
• Costs of research issues why students lose
the commitment to follow through courses
Estimated hidden costs The opportunity costs of lost students loyalty
Loss-of-reputation costs

Cost-benefit analysis
"A practical way of assessing the desirability of projects, where it is
important to take a long view (in the sense of looking at
repercussions in the further, as well as in the nearer, future) and a
wide view (in the sense of allowing for side-effects of many kinds
on many persons, industries, regions, etc.), i.e. it implies the
enumeration and evaluation of all the relevant costs end benefits"
(Press end Turvey, 1965).
• To determine the benefits from education is much more difficult
and involves philosophical issues relating to the purposes of
education and how to assess whether these are being achieved.

• The term ‘cost-benefit analysis’ implies a systematic comparison of the
magnitude of the costs and benefits of some form of investment, in
order to assess its economic profitability.
• All forms of investment involve a sacrifice of present consumption in
order to secure future benefits in the form of higher levels of output or
income.
• Cost-benefit analysis (or rate-of-retum analysis, which is the type of
cost-benefit analysis most frequently applied to education) provides a
means of appraising these future benefits in the light of the costs that
must be incurred in the present.
• The purpose of the analysis is to provide a measure of the expected
yield of the investment, as a guide to rational allocation of
resources.

Why Quality?
Why worry about quality?
• Some of the reasons are:
• Competition
• Customer satisfaction
• Maintaining standards
• Accountability
• Improve employee morale and motivation
• Credibility, prestige and status and
• Image and visibility
• Why concern about the quality of higher education?
• potentially powerful rate of tertiary education growth
• growing complaints by employers that graduates are poorly prepared
for the workplace (Oni & Adekola 2000), and
• increasing competition in the higher education market place as
numerous private providers enter the scene

Quality and Quality Assurance
• Quality is a multi-dimensional concept
• generally measures the level of realization of set standards or
targets.
• an essential intrinsic factor in institutional processes
• The related concept of quality assurance has also become globally
important in higher education discussions
• More attention is being paid today to the issue of quality assurance
in higher education than ever before.
• This is not surprising as stakeholders in higher education are now
aware of the fundamental and global importance of quality and
quality assurance in higher education.

Defining Quality
• The British Standard Institution (BSI) defines quality as “the totality of features
and characteristics of a product or service that bear on its ability to satisfy
stated or implied needs” (BSI, 1991).
• Technically quality refers to ― fitness for purpose
• “Meeting the commonly agreed precepts or standards fixed by law, an
institution, a coordinating body or a professional society”
• Quality in the context of higher education:
― fitness for purpose, meeting the generally accepted standards as
defined by an institution, quality assurance bodies and appropriate academic and
professional communities
• A broad range of factors influence quality in tertiary institutions:
• vision and goals
• talent and expertise of their teaching staff
• admission an assess standards,
• the teaching and fearing environment,
• the employability of its graduates (reference to the labour market)
• the quality of its library and laboratories
• management effectiveness, governance and leadership (Marjorie,2004)

Quality Council of India (QCI)
• Quality Council of India (QCI) was set up in 1997 jointly by the
Government of India and the Indian Industry
• represented by the three premier industry associations i.e.
Associated Chambers of Commerce and Industry of India
(ASSOCHAM), Confederation of Indian Industry (CII) and Federation
of Indian Chambers of Commerce and Industry (FICCI), to establish
and operate national accreditation structure and promote quality
through National Quality Campaign.
• Nodal ministry for QCI - The Department of Industrial Policy &
Promotion, Ministry of Commerce & Industry
• Apart from the accreditation structure, it also promotes the
adoption of quality standards
• To realize the objective of improving quality competitiveness of
Indian products and services, QCI provides strategic direction to the
quality movement in the country by establishing conformity
assessment system which is recognized at the international level

Performance indicators
Quality in education is a multidimensional issue with several
interwoven dimensions, such as:
• Quality in teaching, learning and the curriculum;
• Quality of the country’s education system;
• Quality in facilities, academic resources and support;
• Quality in the internal and external quality assurance framework;
• Quality in learning outcomes and graduates’ knowledge and
skills.
• To maintain high quality standards in all dimensions, HEIs have the
responsibility to adjust and develop strategies to respond rapidly to
the changes in student learning needs, emerging skills, legislation
and global economy, and mandates from stakeholders.
• As a result, HEIs are faced with the need to reform many of their
existing management practices and mindsets.

• Key performance indicators are a fundamental concept in measuring
performance and especially quality in multiple contexts teaching,
learning and the curriculum required for external regulatory
compliance purposes as well as for the internal administration of
resources.
• These performance indicators typically do not involve generating
the quantity of outcomes in the form of numerical data but measure
complex processes and results in terms of their quality and impact.
(Chalmers, 2008)

• Accreditation is a process of self-study and external quality review
used in higher education to scrutinize an institution and/or its
programmes for quality standards and need for quality
improvement.
• Audit is a process of review of an institution or programme to
determine if its curriculum, staff, and infrastructure meet its stated
aims and objectives.
• It is an evaluation of an institution or its programmes in relation to
its own mission, goals, and stated standards.
• evaluation can be self-managed or conducted by external body
• The audit focuses on accountability of institutions and programme
and usually involves a self-study, peer review and site visit.
• Licensing is a phased process for granting a new institution or
programme permission to launch its activities.
Three important terms…

• Quality assurance is a planned and systematic review process of an
institution or programme to determine whether or not acceptable
standards of education, scholarship, and infrastructure are being
met, maintained and enhanced.
(Hayward 2001)
• A tertiary institution is only as good as the quality of its teaching
staff—they are the heart of the institution that produces its
graduates, its research products, and its service to the institution,
community, and nation.
Quality assurance

External and Internal Quality Assurance
Stakeholders who are interested in quality assurance include:
• the students - the primary recipients of higher education
• the parents - who often pay for the studies of their wards
• the government - that demand accountability from their higher
education institutions
• the employer - who demands well trained graduates with
competences to effectively operate in the 21st century
• the institutions themselves - cognizant of the keen competitiveness
in the global higher educational system, and
• the society - that benefits or suffers the effect of good or poor
quality education
Therefore, quality issues have taken the centre stage in global higher
education

• External quality assurance (EQA) refers to the actions of an external
body, which may be quality assurance agency or another body
different from the institution, which assesses its operation or that of
its programme in order to determine whether it is meeting the
standard that have been agreed upon.
• review by an external agency (e.g. a national quality assurance
agency) or body (e.g. a professional body)
• mainly carried out through the instrumentality of accreditation
• Involves - a self-study, peer review and a reporting system
• Internal quality assurance refers to the internal policies and
mechanisms of a university or programme for ensuring that it is
fulfilling its purposes as well as the standards that apply to higher
education in general or to the profession or discipline, in particular
(IIEP, 2006).

Across the world quality assurance is done in the following ways:
• Self-evaluation;
• Peer review by a panel of experts
• one or more site visits;
• Analysis of statistical information and/or use of performance
indicators or the best practices
• Benchmarking;
• Surveys of students, graduates, employers, professional bodies;
• Testing the knowledge, skills and competencies of students
(Harman, 1998)

Self-evaluation/Self-study/Self-assessment
• Real quality sustainable is one that is assessed by self
• Self-evaluation is like looking at ourselves in a ‘mirror’.
• The self-study report - self-critical and reflective
(Frazer, 1992)
• Self-evaluation would be an
• indicator for continuous improvement and
• a first step for ensuring quality

Best Practices Benchmarking
• “A continuous systematic process for evaluating the products, services
and work processes of organizations that are recognized as
representing the best practices for the purpose of organizational
improvements” (Spendolini, 1992)
• Benchmarking as a process has four main activities:
• Comparing one thing with the other
• Creating and using criteria to evaluate differences between two
things and recognizing which is better
• Use the experience to identify the direction for change
• Implement the required change to improve
(Jackson and Lund, 2000)
• Benchmarking in education is a relatively new concept and can bring
huge benefits in terms of continuous improvement of quality.

External Quality Monitoring (EQM)
• mandatory in many countries, though it could be a voluntary
process.
• reassures external stakeholders such as employers, professional
bodies and the general public about the legitimate quality of a
higher education institution
• monitoring the universities regularly for funding purpose
• various internal bodies like the Academic Council, Planning Board,
Executive Council, Board of Studies, etc., within the system monitor
and undertake corrective measures

Unit of Assessment
• institutional quality assessment model is quite popular in India.
• in institutional accreditation, the strengths of good departments
and weaknesses of poorly performing units cannot be categorized
• these set of intellectuals favour department-level and
programme-wise accreditation
• assessment results - highly useful to the stakeholders
• practically difficult
• NAAC recognizes that institutional and department/ programme
level assessments are not alternatives - but are mutually
complementary to each other

Market-driven approach
• Universities around the world are being assessed and ranked by
media such as the Times Higher Education Supplement and US News.
• In India too media groups like the India Today rank colleges.
• rankings are helpful to the student community to choose the
institutions of their choice
• the process of arriving at the ranks is quite often criticized and
institutions accept the ranks as long as they are at the top.
• rankings depend on the ‘voices of the alumni’ and thus are
perception based
• The criteria and weight given to the criteria (if any) are never
transparent

National and International Assurance Agencies
• National accreditation is the accreditation of educational
institutions or programs by independent national accreditation
agencies.
• International accreditation is the accreditation of educational
institutions or programs by foreign independent accreditation
agencies.
• Any institution with the national accreditation, can apply for
international accreditation with one of the international accrediting
agencies.

NAAC Model
• NAAC is an autonomous body that came into vogue by the initiatives
taken by the University Grants Commission (UGC).
• NAAC’s journey of rating Indian colleges started in the year 1994.
• NAAC's main duty is to assess and accredit all higher education
institutions across the country.
• The Assessment and Accreditation (A&A) initiatives of the NAAC is
very unique.
• It adopts a unique review process with a combination of quality
evaluations, promotion and sustenance initiatives to offer grades to
institutes.

• Vision
• To make quality the defining element of higher education in India
through a combination of self and external quality evaluation,
promotion and sustenance initiatives
• Mission statements
• To arrange for periodic assessment and accreditation of institutions
of higher education or units thereof, or specific academic
programmes or projects;
• To stimulate the academic environment for promotion of quality in
teaching-learning and research in higher education institutions;
• To encourage self-evaluation, accountability, autonomy and
innovations in higher education;
• To undertake quality-related research studies, consultancy and
training programmes; and
• To collaborate with other stakeholders of higher education for
quality evaluation, promotion and sustenance

Objectives of NAAC
• The main objectives of NAAC as envisaged in the Memorandum of
Association (MoA) are to:
• grade institutions of higher education and their programmes;
• stimulate the academic environment and quality of teaching and
research in these institutions;
• help institutions realize their academic objectives;
• promote necessary changes, innovations and reforms in all
aspects of the institutions working for the above purpose; and
• encourage innovations, self-evaluation and accountability in
higher education.

Accreditation Framework of NAAC
• The accreditation framework of NAAC is based on five core values:
• Contributing to National Development
• Fostering Global Competencies among Students
• Inculcating a Value System among Students
• Promoting the Use of Technology
• Quest for Excellence

QUALITY INDICATOR FRAMEWORK (QIF)
• The criteria based assessment forms the backbone of A&A process
of NAAC.
• The seven criteria represent the core functions and activities of an
University

www.presentationgo.com
Seven Criteria of NAAC
01
0305
07
06 02
04
TEACHING - LEARNING
EVALUATION
INFRASTRUCTURE &
LEARNING RESOURCES
GOVERNANCE,
LEADERSHIP &
MANAGEMENT
STUDENT SUPPORT
AND PROGRESSION
CIRCULAR ASPECTS
INNOVATIONS &
BEST PRACTICES
RESEARCH,
CONSULTANCY AND
EXTENSION

NAAC Accreditation Process
• HEIs registration in the NAAC website
• Institutional Information for Quality Assessment (IIQA)
• SSR submission on acceptance of IIQA (On rejection, an institute has
2 attempts to RESUME the IIA form within 1 year)
• Proceed to Data Validation & Verification (DVV) process and Pre-
qualifier Score
• Preparation towards the Student Satisfaction Survey (SSS)
• Onsite Peer Visit by NAAC
• NAAC announces the Institutional Grading

Source: https://www.creatrixcampus.com/blog/naac-accreditation

NBA Model
• The All India Council for Technical Education (AICTE), India
constituted the National Board of Accreditation (NBA) in
September 1994, under section 10 (u) of the AICTE Act, 1987 “to
periodically conduct evaluation of technical institutions or
programmes on the basis of Guidelines, Norms and Standards
specified by it and to make recommendations to it, AICTE Council,
Commission or other bodies, regarding recognition or de-recognition
of the institution or programme”.
• Accreditation categorical: Accredited or Not Accredited
• Eight criteria - 1000-points scale for different levels of programs.
• Accreditation - ‘yes’ and ‘no’ type
• Duration of accreditation is of two types – for three years (650-750
score) and for five years (more than 750 score)
• Thus, in an institution, there could be a programme with 5 years
accreditation, another with 3 years accreditation and yet another
without accreditation (AICTE, 2004).

ICAR Model
• The Indian Council of Agricultural Research (ICAR) established an
Accreditation Board (AB) in 1996
• Accredits higher education institutions and programmes in different
branches of agriculture and allied sciences, including Agricultural
Engineering and Veterinary Sciences
• For the ICAR-AB, “accreditation is a process of assuring acceptable
quality and a tool for improving educational standards” (ICAR, 2002)
• Accreditation is a three-tier system at ICAR covering university, college
and individual programmes and departments
• The peer team recommendations and the outcomes of the
accreditation process are in the form of categorical information:
•full and unconditional accreditation;
•provisional accreditation with conditions and advice; and
•denial of accreditation

• Accreditation is criteria-based, no specific score is given
• Accreditation based on the peer team report, response of
the institution, and review by AB secretariat
• Re-accreditation is done after an interval of 5-10 years
• Initial accreditation is done only after completion of one
batch of students

DEC Model
• The Distance Education Council (DEC) was established in 1991 under Section
5 (2) of the IGNOU Act (1985), passed by the Parliament of India.
• It has the mandate to serve as an apex body of Open and Distance Learning
(ODL) in India to promote, coordinate and maintain its standards.
• In pursuance of the function mentioned at (xviii) of Clause 4 (a) of Statute 28
of IGNOU, an Open and Distance Education Assessment and Accreditation
Board (ODE-AAB) has been constituted to help students, parents, ODL
institutions, government agencies and employers to identify institutions that
meet the norms and standards prescribed by the DEC.
• The ODE-AAB develops norms, standards and formats for assessment and
accreditation; assesses programmes in-depth and recognizes institutions and
programmes as outcomes of assessment.
• It is mandatory for institutions offering programmes through ODL to seek for
DEC recognition and apply for assessment (IGNOU, n.d).
• As outcomes of the assessment process, either an institution is recognized or
not recognized.

Council for Higher Education Accreditation (CHEA)
• USA - External quality monitoring
• The Council for Higher Education Accreditation (CHEA) - agency to
carryout the recognition function (USDE, 2005)
• Regional, national and specialized accreditation agencies apply for
recognition to CHEA or the US Dept. of Education (USDE)
• The USDE recognition is required - to seek federal grants and student
aid funds
• accrediting organizations is valid for 10 years with five-year interim
report
• USDE recognition review takes place every five years

• Five key features of the accreditation process:
• Self-study
• Peer review
• Site visit
• Action by accrediting organization and
• Ongoing external review
• This takes place every few years to 10 years. (Eaton, 2000).
• The method of accreditation in the USA is similar to what is done in India by
NAAC with two differences:
•The accreditation to a programme or institution is either given or denied.
There is no grading/ranking/score attached.
•There are many accrediting bodies (regional, national and specialized
(subject specific/professional association)) for accreditation.
• But, these bodies should seek regular recognition from USDE or CHEA.
• Thereby a two-tier accreditation system is operational in the USA.

Quality Assurance Agency (QAA) - 1997
• Quality Assurance Agency (QAA) for Higher Education is the centralized
independent body funded by subscription from universities and
colleges of higher education in the United Kingdom
• provides public assurance that standards and quality within higher
education are being safeguarded and enhanced
• quality assurance is done primarily through institutional audit and
subject reviews
• The institutional audits ensure that higher education institutions are:
• providing awards and qualifications of an acceptable quality and an
appropriate academic standard; and
• exercising their legal powers to award degrees in a proper manner
(where relevant).
• Institutional review - a six-year cycle
• The audit team expresses its judgment as ‘broad confidence’, ‘limited
confidence’, or ‘no confidence’.
- (QAAHE, 2003)

• The code has 10 sections:
• postgraduate research programmes
• collaborative provision
• students with disabilities
• external examining
• academic appeals and student complaints on academic matters
• assessment of students
• programme approval, monitoring and review
• career education, information and guidance
• placement learning
• recruitment and admissions

Australian Universities Quality Agency (AUQA)
• Australian Universities Quality Agency (AUQA) - an independent, not-
for-profit national agency to promote, audit, and report on quality
assurance in Australian higher education
• Established by – the Ministerial Council on Education, Training and
Youth Affairs (MCETYA) in March 2000
• They typically have in place a system of formal, cyclical reviews
involving external assessors, for evaluation of programmes and
organizational units.
• The quality assurance process in Australian universities includes:
•Graduate destination surveys and student evaluation surveys;
•Accreditation/approvals from professional associations for courses
such as health, medicine, law, etc.; and
•Use of external examiners for higher degrees.

• The objectives of AUQA are to (AUQA, 2005):
•arrange and manage a system of periodic audits of quality
assurance relating to the activities of
•Australian Universities and State and territory higher education
accreditation bodies;
•monitor, review, analyze and provide public reports on quality
arrangements in higher education institutions in Australia;
•report on the criteria for the accreditation of new universities
and non-university higher education courses; and
•report on the relative standards of the Australian higher
education system.
• No specific criteria for quality assurance
• AUQA audits the internal quality assurance process of the auditee
institution
• Audit review report includes ‘commendable practices’ and ‘areas
for improvements
• No grade is given

International Assurance
Agencies

International Network for Quality Assurance
Agencies in Higher Education (INQAAHE)
• established in 1991 with only 8 members; today the total membership
exceeds 300 members
• to collect and disseminate information on current and developing theory
and practice on the assessment, improvement and maintenance of quality
in higher education
MISSION
• to promote and advance excellence in higher education through the
support of an active international community of quality assurance
agencies
• to achieve this goal, the network focuses on
• the development of the theory and practice of quality assurance,
• the exchange and understanding of the policies and actions of its
members, and
• the promotion of quality assurance for the benefit of higher education,
institutions, students and society at large

Objectives
• promote good practices in the maintenance and improvement of quality in
higher education;
• facilitate research into the practice of quality management in higher
education and its effectiveness;
• be able to provide advice and expertise to assist the development of new
quality assurance agencies;
• facilitate links between accrediting bodies as they operate across national
borders;
• assist members to determine the standards of institutions operating across
national borders;
• permit better-informed international recognition of qualifications;
• be able to assist in the development and use of credit transfer schemes to
enhance the mobility of students between institutions both within and
across national borders; and
• enable members to be alert to dubious accrediting practices and
organizations.

Values
Key values that support the policy and practice of quality assurance:
• Recognition of the value of the collective wisdom gathered from the
practices of a diverse set of members, and their ability to address
the challenges of the educational and social structures in which
they operate
• Belief in the primacy of academic freedom and institutional
integrity, and a commitment to the idea that quality and quality
assurance are primarily the responsibility of higher education
institutions themselves
• A fundamental understanding of the importance of working in
partnership – among members, with higher education institutions,
regional, international government and nongovernment
organizations as well as the business sector

Purposes
• To create, collect and disseminate information on current and developing theory
and practice in the assessment, improvement and maintenance of quality
• To undertake or commission research in areas relevant to quality in HE
• To express the collective views of its members on matters relevant to quality
• To promote the theory and practice of the improvement of quality
• To provide advice and expertise to assist existing and emerging quality assurance
agencies
• To facilitate links between quality assurance agencies and support networks of
quality assurance agencies
• To assist members to determine the standards of institutions operating across
national borders and facilitate better-informed international recognition of
qualifications
• To assist in the development and use of credit transfer and credit accumulation
schemes to enhance the mobility of students between institutions (within and
across national borders)
• To enable members to be alert to improper quality assurance practices and
organisations
• To organise, on request, reviews of the operation of members

Membership
• INQAAHE offers four categories of membership:
• GGP ALIGNED MEMBERS are organizations responsible for assuring the
quality of post-secondary provisions – institutions and programs, such as
accreditation, audit or other bodies responsible for the external evaluation
of institutions and/or programs, which have successfully undergone the
INQAAHE GGP Alignment procedure and whose alignment is current.
• FULL MEMBERS are organizations responsible for assuring the quality of
post-secondary provisions – institutions and programs, such as accreditation,
audit or other bodies responsible for the external evaluation of institutions
and/or programs.
• ASSOCIATE MEMBERS are tertiary education institutions or organizations
with a major interest in evaluation, accreditation and quality assurance in
higher education, but without the responsibility for assuring the quality of
institutions or education programs.
• AFFILIATE MEMBERS are individuals with a major interest in evaluation,
accreditation and quality assurance in higher education and a proven track
record of involvement in tertiary education quality assurance.

• In April 2005, the INQAAHE general assembly in Wellington, New
Zealand agreed on the “INQAAHE Guidelines of Good Practice”
which is the result of discussion and consultations involving
representatives from over 65 countries.
• While recognizing the cultural and historical context of external
quality assuring agencies in different countries, the Guidelines of
Good Practice is a document intended to ensure the quality of the
agencies (INQAAHE, 2005), and thus, can be considered as meta-
accreditation guidelines

THE GUIDELINES OF GOOD PRACTICE
• A primary purpose - to provide criteria for use in the self and
external - evaluation of external quality assurance agencies (EQAAs)
• Partners – QA Networks and UNESCO

Asia-Pacific Quality Network (APQN)
• The Asia-Pacific Quality Network (APQN)) is a network of quality
assurance agencies in the Asia-Pacific region established in Hong
Kong in January 2003 and was legally incorporated as an association
in Victoria State of Australia in December 2004.
• Its secretariat is housed at the AUQA office.
• The mission statement of APQN is “to enhance the quality of higher
education in Asia and the Pacific region through strengthening the
work of quality assurance agencies and extending the cooperation
between them”.
• With the development grant facility received from the World Bank,
the APQN intends to strengthen the institutional capacity of its
members.
• The capacity building measures of APQN have different approaches.

• The objectives of APQN are to:
•promote good practices in the maintenance and improvement of
quality in higher education in the Asia-Pacific region;
•facilitate research into the practice of quality management in
higher education and its effectiveness in improving the quality of
higher education in the region;
•provide advice and expertise to assist the development of new
quality assurance agencies in the region;
•facilitate links between quality assurance agencies and acceptance
of each others’ decisions and judgments;
•assist APQN members in determining standards of institutions
operating across national borders;
• In India, Indonesia and the Philippines – where quality assurance
agencies are already functioning – the goal is to introduce reforms
and new elements to their practices. This is being done through
staff exchanges, workshops and consultancy services (Stella, 2005).

European Association for Quality Assurance in
Higher Education (ENQA) - 2000
• In the European scenario, quality assurance in higher education uses eight
types of evaluation terminologies to reflect the practice (DEI, 2003). These
can be depicted in a 4X4 matrix (Table 17).
• These terms are defined as follows:
• Evaluation is an umbrella term and could cover evaluation of a subject
(e.g. Chemistry); evaluation of a programme (studies leading to a formal
degree); evaluation of an institution, and evaluationof a theme (e.g. ICT or
student support).
• Audit refers to evaluation of the strength and weaknesses of the quality
mechanisms established by an institution itself to continuously monitor
and improve the activities and services of a subject, a programme, the
whole institution or a theme
• Benchmarking is a comparison of results between subjects, programmes,
institution or themes leading to an exchange of experiences of the best
practices.
• Accreditation is a process of evaluation of a subject/ programme/
institution/ theme as to whether or not it meets the predetermined
standard/ criteria.

• The standards and guidelines for quality assurance (including
evaluation, accreditation and audit) recommends:
• a set of standards for internal and external quality assurance of
higher education institutions;
• standards for external quality assurance agencies; and
• a register of quality assurance agencies.
• ENQA believes in the principles of good practice in external quality
assurance in that:
• the institutional autonomy should be respected;
• the interest of students and other stakeholders such as labour
market representatives should be in the fore front of quality
assurance processes, and
• use should be made, as much as possible, of the results of
institutions’ own internal quality assurance activities (ENQA,
2005).

Washington Accord
• Signed in 1989, the Washington Accord is an agreement among the
engineering quality assurance organizations of several countries
including Australia, Canada, Ireland, Hong Kong, New Zealand,
South Africa, Malaysia, Japan, Germany, Korea, Singapore, Taiwan,
United Kingdom and the United States of America.
• The signatories to the Accord recognize that graduate accredited
programs in any of the signatory countries be recognized by other
countries having met the academic requirements for entry to the
practice of engineering.
• The accord enables the signatory to have comparable criteria,
policies and procedures for accrediting engineering programmes.

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