4. Introduction
• Presently, in-country Quality of HE is quite
questionable in global context and in terms of
knowledge imparted.
• Majority universities are incapable of meeting
international standards of HE.
• Crucial gaps in quality of HE call for focused
approach to assure and enhance standard
5. Quality Assurance
• Quality ?
• How we maintain/sustain the quality ?
▫ Assessment
▫ Check & balance
▫ Quality tools (six-sigma , kaizen, pareto,
fishbone….)
6. QUALITY
• In business, engineering and manufacturing,
quality has a pragmatic interpretation as the
non-inferiority or superiority of something; it is
also defined as fitness for purpose.
• Quality is a perceptual, conditional, and
somewhat subjective attribute and may be
understood differently by different people.
7. Objectives of QAA
▫ Improve the quality of output and efficiency of HE
learning (teaching) systems in a systematic way
▫ Help to introduce enabling learning environment
which is fostering element for building a
knowledge economy.
▫ Contribute substantially in the success of other
programs such as faculty, curriculum and
infrastructure development
▫ Assure the integration of important component of
Quality in all developing fields and policies of HE.
8. QUALITY FOR HEC
• Assurance of Quality in higher education is a
process of establishing stakeholder confidence
that provision (input, process and outcomes)
fulfils expectations or measures up to threshold
minimum requirements.
• How they Measures!
▫ Accreditation
▫ IPES
▫ Ph.D Review (Ph.D Program)
▫ Self Assessment Report (Academic Program)
9. SELF ASSESSMENT
• Who Knows more about you !
• What are your traits! (strengths &
weaknesses)
• Who knows more about the Subject !
10. Self Assessment
• For Psychologist
▫ self-assessment is the process of looking at
oneself in order to assess aspects that are
important to one's identity
Self-Evaluation
Self-Verification
Self-Enhancement
Analytical/
Self
Report
12. Self Assessment
• For Academicians
▫ Self-assessment is fundamental to reflective
practice that informs ongoing professional /
academic growth.
Academic Program (Efficiency) (Student’s
Learning)
Varsity (Effectiveness of program for the
Market)(meeting objectives & institutional goals)
Stake Holders (Intake)
13. SELF ASSESSMENT REPORT
Self assessment is an exercise conducted, with the purpose to
improve quality of programs and enhance students’
learning, by the institution / department itself to assess
whether its programs meet their educational objectives
and outcomes.
• Annual Submission to HEC
• Academic Assessment (gathering , review of qualitative and
quantitative information about the program to evaluate
▫ Academic & learning standards are met ?
▫ Improve students learning ?
14. OUTCOMES
• Academic Standards have been met and that standards will continue
to be met, and
• How well do learners achieve?
• What is the value of the outcomes for key stakeholders, including
learners?
• How well do programmes and activities match the needs of learners
and other stakeholders?
• How effective is the teaching?
• How well learners are guided and supported?
• How well does the organization support educational performance?
• How effectively are strategic opportunities identified, planned and
managed to ensure value for
• stakeholders, ongoing financial viability and long-term
sustainability?
16. SAR CRITERION & STANDARDS
• Criterion 1: Program Mission, Objectives &
Outcomes
• Criterion 2: Curriculum Design &
Organization
• Criterion 3: Laboratories and Computing
Facilities
• Criterion 4: Student Support and Advising
• Criterion 5: Process Control
• Criterion 6: Faculty
• Criterion 7: Institutional
Facilities
• Criterion 8: Institutional Support
17. Criterion 1: PROGRAM MISSION AND
OBJECTIVES
• 4 Standards
• Mission Statements (University, Dept, Program)
• Program Objectives
• Strategic Elements ( Outcomes, curriculum,
small scale projects, internship,
• Assessment of Objectives
18. Learning Outcome e.g
• For Marine Sciences:
▫ To develop an impact on global carbon cycling, endangered species, and
how to manage the harvesting of resources from the oceans.
• For Water Resource Engineering
▫ apply science and engineering fundamentals to solve current problems
and to anticipate, mitigate and prevent future problems in the area of
Water Resources management
▫ Learning Outcome.docx
19.
20. HOW TO DESIGN OBJECTIVES
• Cognitive (Knowledge), Psychomotor (Skills)
and Affective (Attitude)
• Knowledge (list)
• Comprehension (explain)
• Application (calculate, solve, determine)
• Analysis (classify, predict, model ,derived)
• Synthesis (design, improve)
• Evaluation (judge, select, critique)
21. Example of Program Objective
• To prepare students to become experts in professional fields related to
agriculture.
• To prepare students to become outstanding educators or practitioners in
agricultural disciplines.
• To prepare students to become outstanding leaders and team players in
collaborative and interdisciplinary application of their expertise to address
local, regional, national and/or global problems associated with agriculture.
• To provide students with an experiential-based research opportunity
designed to translate content provided in course work to reality.
• To provide students with a pathway for manifesting their career objectives.
23. STANDARD 1-2 ( Outcomes)
• Describe the means/ tools for assessing the extent to
which graduates are performing the stated program
outcomes / learning objectives:
1.Graduating Survey
2. Alumni Survey
3. Employer Survey
4. Q/A to seniors during project presentation
DONE BY THE QEC
24. OUTCOMES VS OBJECTIVES
Program
Objectives
Program Outcomes
Emerging Changes ,
Innovation ,
Critical Thinking
Skills/ basic or
applied Research
Enhance the visibility
& impact of
graduates
to become experts in
professional fields
related to
agriculture./marine
experiential-based
research
opportunity
manifesting their
career objectives
LEGENDS
Denotes substantial contribution to the objective
Denotes moderate contribution to the objective
Denotes no contribution to the objective
25. Standard 1-3 ( RESULT OF PROGRAM
ASSESSMENT)
• The results of program’s assessment and the extent to which they are used to
improve the program must be documented.
STRENGTHS OF THE PROGRAM
1.______________( Affordable , applied)
2.______________ ( Qualified Faculty)
3.______________( Sea Location, Natural Resources )
Weakness of the
program
Actions taken Improvement
Plan(Future Plan)
Lack of Opportunities
for Jobs/internship
in private Sector
All are state owned
26. STANDARD 1-4 ( PROGRAM ASSESSMENT VIA
QUANTIFIABLE MEASURES)
a) Present students enrolment (undergraduate and graduate)
b) Student & Faculty Course Evaluation
c) Performance measure of Research Publications
d) Performance measure of Community Services
TABLE: Students Enrollment at Undergraduate Level
Semester
No of
Students
Student
Faculty
Ratio
Average
CGPA per
Semester
Average
Time
required for
Degree
Completion
Drop out
27. STANDARD 1-4 ( PROGRAM ASSESSMENT VIA
QUANTIFIABLE MEASURES)
• Student Evaluation for all courses of respective program
Course
Title
Course
Code
Course
Strength/P
opulation
Course
Instructor
Average/
Median
1st Semester
2nd Semester
28. STANDARD 1-4 ( PROGRAM ASSESSMENT VIA
QUANTIFIABLE MEASURES)
• Performance measures for research activities.
• Performance measures for community services. (WWF)
Measures Details
Journal publications per year
Funded Projects
Conference Publications Per year
% of Faculty awarded excellence
award in research
Measures Details
Short Courses
Workshops
Seminars
29. Criterion 2: CURRICULUM DESIGN AND
ORGANIZATION
• A. Title of degree program. (e.g. BS Ariculture)
2(a) :Scheme of Courses for BS/MS/ (04 /02 years) Total Credit Hours: X
Prerequisite Core Courses Electives
Course
Code
Course
Title
Credit Hour Course
Code
Course Title Credit
Hour
Semester 1st Semester
4th
HS-111 English-I 2+0 TEL -221 Wave
Propagation and
Antenna
3+0
Total
30. Criterion 2: CURRICULUM DESIGN AND
ORGANIZATION
• Table 2(b): Content Breakdown in Credit Hours for BS/MS (4/2 years)
• In terms of Mathematics ,Basic Science , Major/Electives , Social Science &
other
Category Number of
courses
Credit hour Cumulative
Credit Hour
Core courses
Supportive
Courses
General
Courses
Electives
FYP
31. Criterion 2: CURRICULUM DESIGN AND
ORGANIZATION
• Standard 2-1 The curriculum must be consistent and supports the
program’s documented objectives.
• COURSE VS PROGRAM OUTCOMES
Semester Course
Title
Program Objectives
1 2 3 4
LEGENDS
Denotes substantial contribution to the objective
Denotes moderate contribution to the objective
Denotes no contribution to the objective
32. Criterion 2: CURRICULUM DESIGN AND
ORGANIZATION
• Standard 2-2: Theoretical background, problems analysis and
solution design must be stressed within the program’s core material.
• The curriculum must satisfy the core requirements for the program,
as specified by the respective accreditation body
Element Course Code Course Title
Theoretical
Background
Problem Analysis
Solution Design
33. Criterion 2: CURRICULUM DESIGN AND
ORGANIZATION
• Standard 2-6: Information technology component of the curriculum
must be integrated throughout the program.
• Standard 2-7: Oral and written communication skills of the student
must be developed and applied in the program.
Course Code Course Title IT Application
Computer Science Simulation of software
Course Code Course Title Application
Functional
English/Communication
Skills
To build strong
foundation
34. CRITERION 3: LABORATORIES AND
COMPUTING FACILITIES
• Lab Information
No of Labs Details
Laboratory Title
Objectives
Adequacy of Instructions
Software Available
Courses Taught
Major Apparatus & quantity
Safety Regulations
35. CRITERION 3: LABORATORIES AND
COMPUTING FACILITIES
• Standard 3-1: Laboratory manuals/documentation/instructions for
experiments must be available and readily accessible to faculty and
students.
• Standard 3-2: There must be adequate support personnel for instruction
and maintaining the laboratories.
• Standard 3-3: The University computing infrastructure and facilities must
be adequate to support program’s objectives : E.g :
Total No of Computer
Student Ratio
Printer Access
Overhead Projectors
Internet bandwidth
Online Access
36. CRITERION 4: STUDENT SUPPORT &
ADVISING
• Standard 4-1: Courses must be offered with sufficient frequency and
number for students to complete the program in a timely manner.
• Table 4(a): Department’s Strategy for Course Offerings
Type of
Course
Courses
offered
degree
Total o of
courses
Frequency
of Course
General
Courses
Basic Science
Foundation
Course
Specialization
37. CRITERION 4: STUDENT SUPPORT &
ADVISING
• Standard 4-2: Courses in the major area of study must be structured to ensure
effective interaction between students, faculty and teaching assistants.
• Standard 4-3: Guidance on how to complete the program must be available to all
students and access to academic advising must be available to make course
decisions and career choices.( particular to graduate students)
CRITERIA REFRENCE TOOL FOR SELF ASSESSMENT METHODOLOGY
▫ Describe how students are informed about program
requirements.(MKT/Admission Department )
▫ Describe the advising system and indicate how its effectiveness is
measured.(Career Counseling , Student Advisor )
▫ Describe the student counseling system and how students get professional
counseling when needed. (Career Counseling , Student Advisor )
▫ Indicate if students have access to professional counseling; when necessary.
▫ Describe opportunities available for students to interact with practitioners,
and to have membership in technical and professional societies. ( Chapters
of International Associations )
38. Criterion 5: PROCESS CONTROL
• The processes by which major functions are delivered must be in
place, controlled, periodically reviewed, evaluated and continuously
improved.
▫ Standard 5-1:
Admission Process & Procedures ( Qualitative & Quantitative)
Evaluation of Admission Criteria
Policies of Credit Transfer
▫ Standard 5-2:
Process of Students registration in the program
Monitoring of Academic Program
Evaluation of Program and its utilization
▫ Standard 5-3:
Procedure of Recruitment of qualified Faculty
How to retain Faculty
Evaluation of faculty (Teacher Evaluation)
39. Criterion 5: PROCESS CONTROL
• Standard 5-4:
▫ The process and procedures to ensure teaching &
delivery of course(Course Evaluation
Questionnaire)
▫ Frequency of evaluation
• Standard 5-5:
▫ Graduates outcomes
▫ Evaluation
40. CRITERION 6: FACULTY
• There must be enough faculty members to provide continuity and
stability, to cover the curriculum adequately and effectively, and to
allow for scholarly activities.
• Standard 6-1: Faculty Distribution by Program Area
Program Area of
Specialization
Courses in the
Area and
Average number
o Section per
year
Number of
Faculty member
in each area
Number of
Faculty with PhD
Degree
Area 1
(Agricultures)
10 & 8 15 4
Area 2 (Marine
Sciences)
15 & 10 20 5
Area 3 ( Water
Resource
Management)
10 & 10 14 6
41. CRITERION 6: FACULTY
▫ Standard 6.2:
Faculty members with current discipline ( As mentioned in Faculty resume)
Faculty have sufficient time for research & projects
Faculty Development programs at Departmental & university level
Evaluation of Faculty Programs
▫ Standard 6.3:
Programs & Process for faculty motivation
Effectiveness of these programs
Evaluation by faculty survey form ( Motivation , Job Satisfaction )
42. CRITERION 7: INSTITUTIONAL FACILITIES
• Institutional facilities, including library, classrooms and offices
must be adequate to support the objective of the program. To satisfy
this criterion a number of standards must be met.
• Standard 7-1: The institution must have the infrastructure to
support new trends in learning such as e-learning.
• Standard 7.2: The library must possess an up-to-date technical
collection relevant to the program and must be adequately staffed
with professional personnel.
• Standard 7.3: Class rooms must be adequately equipped and
offices must be adequate to enable the faculty to carry out their
responsibilities.
44. CRITERION 8: INSTITUTIONAL SUPPORT
• Standard 8.1: There must be sufficient support and financial resources to attract
and retain high quality faculty and provide the means for them to maintain
competence as teachers and scholars.
• Standard 8.2: There must be an adequate number of high quality graduate
students, research assistants and PhD students.
• Graduate Student Ratio for Last three Years
2014 2013 2012
No of Graduating Students
No of Research Assistants
No of PhD Students
List Total No of
Students
Total number of Full
time Faculty
Student to
Faculty Ratio
2014
2013
2012
45. EXERCISE NO.1
• GROUP 1: Write down mission statement of the
university/ institute
• GROUP 2: Write down mission statement of the
Department
• GROUP 3: write down mission statement of your
own program
46. LUAWMS MISSION
• MISSION
LUAWMS mission is to prepare its students as
successful and socially responsible professionals
with a global vision. We strive to provide
opportunities for students to discover their
unique talents and explore their capabilities in
an environment conducive for learning.
47. EXERCISE NO.2
• Write down three objectives of your own
program
• Group 1: Agriculture
• Group 2: Marine Sciences
• Group 3: Water Resource Management
• Group 4: Veterinary & Animal Sciences
Editor's Notes
For me quality means Perfection
Standard
Maintain
Document institution, department and program mission statements.
State program objectives ( objectives are statements that describe the accomplishments graduates must demonstrate upon completion of degree)
Describe how objectives are aligned with the program, departmental and institution mission statements.
Outline the main elements of the strategic plan (teaching strategies)to achieve the program mission and objectives.
Provide for each objective how it was measured, when it was measured and improvements identified and made.
