UNIVERSITI BRUNEI DARUSSALAM QUALITY ASSURANCE Self-assessment at Programme level Implementation Guidelines Hajah Sallimah Haji Mohd Salleh Head, Quality Assurance Section Strategic and Quality Assurance Management Unit (SQAMU)
UBD Missions • Will develop human resource through excellence in teaching, research and services in areas of importance to Brunei Darussalam. • Primary mission is to produce quality graduatessuitably equipped in terms of knowledge, skills, attitudes, moral and spiritual values, to support the development needs of the nation and consistent with the national policy. • Second mission is to promote and undertake research, particularly applied research, in areas where it has a comparative advantage and in accordance with national policy. • Third mission is to provide service to the community. University’s staff is highly skilled in a large and growing number of specialties. UBD will make this expertise available to the community.
Quality is context bound Main question: Do we offer our client what we promise to offer? A starting point for judging our quality will be our promises (= goals) and the verdict will be based on the promises.
Plan-stage Set up Implementation Committees at two levels: • University Implementation Committee on Quality Assurance (UICQA) – Deputy Deans of Faculties • Appoint Faculty Implementation Committee on Quality Assurance (FICQA)- Programme coordinators and Head of Department Set up a Structured Internal Quality Assurance system: • To monitor quality • To improve quality • To evaluate quality Use the Quality Model for an Internal Quality Assurance System
Monitoring Instruments To keep tract of performance and developments on • Student progress • Pass rates and dropout rates • Outcome of the structured feedback from employers • Outcome of the structured feedback from alumni
Evaluation Instruments • Student evaluation: a regular activity to find out about what students think about the programme, the staff, the form of lecturing • Course evaluation: besides the students, allow other stakeholders to evaluate the course • Curriculum evaluation: besides the reviewing committees, include other stakeholders to evaluate the curriculum
QA processes • Quality Assurance on Student assessment • Quality Assurance on Staff • Quality Assurance on Facilities • Quality Assurance on Student support
QA Instruments • Self Assessment/SWOT Analysis (strengths, weaknesses, opportunities and threats): are we doing the right things? Are we doing the right things in the right way? Are we achieving our goals? • Inter-collegial audits/external assessment/accreditation • Information management system • Quality Handbook
DO- Stage: Some Obstacles • Lack of quality innovations • Staff resistance • Resistance to a perceived threat • Not enough knowledge on QA • Time-consuming and money-consuming • Quality is difficult to define and QA indicators not always clear • The purpose and the added value not always clear
How to overcome the problems • Make Internal Quality Assurance system clear • Use available instruments • Requirements of IQA are set • Formulate strategy to introduce an IQA
Do- Stage: Implementation of UBD-QA Self-Assessment at Programme Level • Implement the AUN-QA Guidelines for quality assurance. • Use the instruments developed by AUN-QA for self-assessment
Function of Self-Assessment Self assessment serves as preparation for a site visit by external experts and the self-assessment report (SAR) provides the external experts with basic information. Self-assessment has specific value for the institution itself as it provides an opportunity for discovering quality
Principles of effective self- assessment • Primarily, the management of the faculty must support the self-assessment completely. • The professional staff members should be made responsible for the quality : Everybody has to be involved for self-assessment
Principles of effective self- assessment • A coordinator has to be appointed to take charge of the self-assessment process • Install a working group in charge of the self-assessment – structure the group to involve everyone in the section assured. The working group is in charge of the self-assessment, gathering data, analysing materials and drawing conclusions.
Principles of effective self- assessment • The working group organise a workshop or seminar to discuss the draft SAR so that everyone is acquainted and accountable with the contents of the SAR. • Not everyone has to agree with SAR. There may be disagreements on the weaknesses and strengths. Any disagreements should be reported in the SAR
Goals of Self-Assessment • To analyze the core activities of teaching and learning. • To know the quality of the curriculum implemented as well as the quality of the degrees offered. • To assist the faculty with the critical self-assessment • To provide a framework in which the quality will be reviewed.
The purposes of the assessment at the programme levels • To get recognition and acceptance of progammes that have demonstrated their competence and quality according to standards set by the field or profession. • To deliver confidence to stakeholders. • To provide evidence of quality to the public and show the standards agreed upon by AUN-QA. • To provide continuous quality improvement in the sustainability and development of the programmes, and buffers against pressures to lower quality standards.
Quality Model for teaching/learning: A useful tool in Self-Assessment The IQA Model (refer to the UBD-QA Self-assessment at programme level implementation guidelines) may be used for a critical self-assessment. The model formulates the questions to the following aspects: • Quality of Input • Quality of the process • Quality of the output
INTERNAL QUALITY ASSURANCE Self-assessment at programme level Implementation Guidelines
Assessment Scale The assessment of the quality of a program will be done at a 7 point-level scale: • 1= nothing (no documents, no plans, no evidence) is present • 2= this subject of the IQA-system is in a planning stage • 3= documents available, but there is no clear evidence that they are used • 4= documents available and there is evidence that they are used • 5= clear evidence about well functioning of the aspect • 6= example of good practice • 7= excellent Looking at the quality and improvement activities, the 7-point scale can also be read as follows: • 1= absolute inadequate; direct action for improvement has to be take. • 2= inadequate, action for improvement are necessary • 3= inadequate, but with small actions it will be adequate • 4= adequate as may expected • 5= more than adequate • 6= example of good practice • 7= excellent;
Checklist on the quality of a programme Refer to Appendix 5: Checklist on the quality of a programme
Check- Stage • Analysis of strengths/weaknesses: SWOT analysis • Writing the report • Evidence by Supporting document
SWOT Analysis • At the end of the self-assessment, it is time to make a strength-weakness analysis. In the same time it is a check to see how far one is in compliance with the AUN-QA criteria. • The best way to do so is to use Table 10 and the checklist (appendix 5). There are 17 specific aspects for assessment, and in total 68 sub-criteria.
Summary of Strong Points • Make a summary of the points the department considers strengths and mark the points you are proud of. • Summary of Weak Points • Indicate which points the department considers weak and need improvement. Also indicate what you are going to do about it.
Act- Stage What comes after the self-assessment? The SAR will lead to many follow-up activities • If connected with an external assessment for accreditation, the assessment might lead to recommendations for improvement; • If not connected with any accreditation, the faculty may decide to carry out an inter-collegial assessment from another university • The outcome of the self-assessment must be translated into a quality plan that shows what activities the faculty will undertake in the near future.