The document discusses self-assessment (SA) and quality assurance (QA) in higher education. It provides: 1. An overview of SA, noting that it is a systematic process to evaluate different quality assurance areas using surveys to examine current practices and quality. 2. A list of 9 criteria that can be used for SA, including governance, curriculum, facilities, teaching/learning, and research. 3. Recommendations for effective SA, including organizing groups to conduct a critical review and mobilizing stakeholders through workshops. 4. The significance of QA, emphasizing that education must align with community and graduate needs, both locally and globally.

1. SA, QA and Teaching and Learning
in Higher Education
Presented by
Professor,
Dept. of Computer Science and Engineering
Khulna University of Engineering & Technology (KUET)
Khulna 9203, Bangladesh

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2016

3. প্রক ৌশল শশক্ষা
National Education Policy, 2010
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2016
প্রক ৌশল শশক্ষার উকেশয ও লক্ষয শিম্নরূপ:-
• সমাকে বৈজ্ঞাশি দৃশিসম্পন্ন, ৈাস্তৈধমী, দক্ষ প্রক ৌশলী ও াশরগশর েিশশি গকে ত ালা যাক
ারা তদকশর উন্নয়কি, প্রা ৃ শ সম্পদ আহরকে, দাশরদ্র দূরী রকে এৈং সমাে ও অর্থনিশ
অৈস্থার উন্নয়কি াযথ র অৈদাি রাখক পাকরি।
• সৈথকক্ষকে র্যপ্রযুশির উপর তোর তদওয়া যাক র্যপ্রযুশি শির্থ র জ্ঞািশর্শি ৈাংলাকদশ গোয়
প্রক ৌশলীরা উকেখকযাগয অৈদার রাখক পাকরি।

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প্রক ৌশল শশক্ষার ত ৌশল
National Education Policy, 2010
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১০। তদকশর প্রচশল শৈশর্ন্ন স্তকর াশরগশর ও প্রক ৌশল শশক্ষার মূলযায়ি ও মাি
শিশি রকের লকক্ষয পৃশর্ৈীর অিযািয তদকশর মক া তপশাগ ও শৈকশষজ্ঞ সংস্থার
মূলযায়ি ও স্বী ৃ শ দাকির ৈযৈস্থা রা হকৈ।
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6. SA’s Main Recommendation
Education must be more closely
aligned to the need of the time for
our country, community & for THE
GLOBE AT LARGE
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7. Self-Assessment Criteria and Standard
In respect of current setting, following quality assurance areas may
be considered as the self-assessment criteria:
Criteria 1: Governance
Criteria 2: Curriculum Content Design & Review
Criteria 3: Student Admission, Progress and Achievements
Criteria 4: Physical Facilities
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8. Self-Assessment Criteria and Standard
Criteria 5: Teaching - Learning and Assessment
Criteria 6: Student Support Services
Criteria 7: Staff and Facilities
Criteria 8: Research and Extension
Criteria 9: Process Management & Continuous Improvement
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9. Organizing for Self-Assessment
• For an effective SA critical review of current state of practices in
respect of the set criteria and standards is very important.
• But the job is not a stand-alone exercise.
• SA should be coordinated by groups of people. It is to be done with
the spirit of team work.
• Strong commitment and institutional supports are also very important
to maximize the benefits of SA.
• Therefore, arrangement of workshop or discussion on SA and its
significance in quality assurance would be effective to mobilize the
internal stakeholders.
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10. Self Assessment Concept
• Self assessment is
– a systematic process
– evaluate the different aspects of institutional or academic programs
– wrt major quality assurance areas
– set by the national qualification frame work
• Introduction of SA does not mean quality education is not available
• It is a continuous process to meet the gradual internationalization and
change
• SA examines the state of practices and quality using survey
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11. Quality Assurance
• QA is the
– Fitness of the graduates to meet the needs of stakeholders
• knowledge, skill, attitude and performance
• QA depends on
– institutional capacity and process
– quality of learners with commitment and interest
– environment
– content
– governance and review process
– physical facilities
– teaching learning and assessment
• SA is the foundation of QA
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12. Significance of QA
• QA is a global practice now
• Higher education must be closely aligned
to the
– needs of the community
– needs of the graduates to explore life long learning
– prepare graduates with positive mindset to fit fine in
the society
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13. Quality of education:SA
• Quality of education can be measured by
– employability of the graduates
– capacity to launch startup business
– becoming successful entrepreneurs
– contribution to organization
– contribution to local and global communities
• In the changing world the requirement of quality education is
also changing
• It is important to look into the academic programs whether it
meet the challenges
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14. University Theme/Motto
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15. Vision of the
Department/Program
To become a “Center of Excellence” in the Computer
Science and Engineering discipline with a strong
research and teaching environment that adapts
swiftly to the challenges of the computer technology
evolutions.
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16. Mission of the Department
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M1. To provide qualitative education and generate new knowledge by engaging in
cutting-edge research, and by offering state-of-the-art undergraduate and postgraduate
programs, leading to careers as “Computer Science and Engineering” professionals in
the widely diversified domains of industry, government and academia.
M2. To promote a teaching and learning process that yields advancements in state-of-
the-art in computer science and engineering, and technology, resulting in integration of
research results and innovations into other engineering disciplines leading to new
technologies and products.
M3. To harness human capital for sustainable competitive edge and social relevance by
inculcating the philosophy of life-long learning and innovation in “Computer Science
and Engineering”.

17. Program Educational Objectives(1)
PEO-1: Engineering Ethos
o To bring the physical, analytical and computational approaches of CSE to bear on
the challenges they take on, abstracting essential structure, recognizing sources of
uncertainty, and applying appropriate models, technical tools, and evaluations to
develop their solutions.
PEO-2: Leadership
o To bring to their careers the self-assurance, integrity, and technical strengths that
drive innovation, and the communication and collaboration skills to inspire and
guide the groups they work with in bringing their ideas to fruition.
PEO-3: Versatility
o To develop abilities and talents leading to creativity and productivity in fields and
professions beyond the regular CSE curriculum.
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18. Program Educational Objectives(2)
PEO-4: Engagement
o To promote life-long self learning abilities to remain professionally effective to the
society at large.
PEO-5: Diversification
o To promote among student graduates the ability to gain multidisciplinary knowledge
through projects and industrial training, leading to a sustainable competitive edge in
R&D and meeting societal needs.
PEO-6: Projects
o To inculcate group work and team management skills with cross-cultural etiquettes,
promoting knowledge transfer leading to conceptualization and delivery of projects
with varied complexity .
PEO-7: Ethics and Attitudes
o To sensitize students towards issues of social relevance, openness to other
international cultures and to introduce them to professional ethics and practice.
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19. Stakeholders of the Program
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1. Current and Prospective Students
2. Parents
3. Employees including ex- faculty and staff
4. Alumni
5. Faculty
6. Employers
7. Management (UGC, MoE etc)

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21. Friday, September 30,
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22. What is pedagogy?
• “the science of teaching” (Oxford English Dictionary).
• teaching methods and pupil organisation within a
framework for educational practice (Alexander, 1992).
• conceptions of pedagogy held by academics have
become more complex over time
• knowledge more differentiated and more integrated
 developments in our understanding of cognition
and meta-cognition Watkins and
Mortimore (1999)
• Shulman’s model of pedagogical reasoning focuses
on the processes involved in teaching including the
transformation of knowledge so that it can be taught
(Shulman, 1987)

23. A framework for examining teaching and
learning
Pedagogica
l reasoning
Teachers’
knowledge,
beliefs and values
Teachers’
behaviours
•Planning, teaching, assessing, evaluating
•Transformation of knowledge
•Planning
•Teaching
•Pedagogical concepts are interpreted in a subject-
specific manner. (Bromme, 1995)
Teachers’ ideas, beliefs and values influence
practice (Fang, 1996, Moseley et al., 1999).

24. A framework for Teaching and Learning
Pedagogica
l reasoning
Teachers’
knowledge,
beliefs and values
Teachers’
behaviours
Affordances
what the environment offers the organism (Gibson, 1979)
what the learning environment offers the learner
Students’
knowledge,
beliefs and values
Students’
behaviours
Actions and activities
Intended Learning Outcomes

25. Thank you for your patient
hearing!
25
M.M.A. Hashem, PhD
mma.hashem@gmail.com
Friday, September 30,
2016