HEP Quality Audit Manual (draft v1). © 2007 Martin Carroll, Salim Razvi, Tess Goodliffe Training Module 21 v1 Oman Accreditation Council. Module Objectives. Participants will: Have a detailed knowledge of the HEP Quality Audit Manual draft v1;
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
© 2007 Martin Carroll, Salim Razvi, Tess Goodliffe
Training Module 21 v1
Oman Accreditation Council
Part A: Quality Audit Overview
9.00am – 9.30am Presentation, Q&A
Part B: The Self Study
9.30am – 9.40am Presentation
Part C: The External Review
9.40am – 10.00am Presentation
10.00am – 10.20am Short Break
10.20am – 10.40am Working Groups
10.40am – 11.00am Group Feedback
Part D: Methods Of Analysis
11.00am – 11.20am Presentation
11.20am – 11.40am Working Groups
11.40am – 12.00pm Group Feedback
Part E: Appendices
1-2 years on
STAGE 1: QUALITY AUDIT
STAGE 2: STANDARDS ASSESSMENT
In the Sultanate of Oman, a Quality Audit is a public and systematic determination of whether:
In the Sultanate of Oman, a Quality Audit is a public and systematic determination of whether:
ADRI Cycle of Quality Assurance
Quality Audit ‘Double Loop’ Process
Internal Review of the System (results in a Portfolio section with Strengths & OFI)
External Review of the System (results in Audit Report section with Coms, Affs, Recs)
ADRI is a model of quality assurance used by agencies in many countries around the world (e.g. AUQA in Australia)
It can be applied to any topic – in this case, the analysis of a HEP’s graduate destinations
National Agencies for Accreditation & Quality Assurance in Europe, 2005
Rolf Heusser, Chairman of European Consortium for Accreditation (2006) Mutual Recognition of Accreditation Decisions, INQAAE Workshop, Den Haag, Nederlands.
Overview of [name of HEP]
The Self Study Method
1. Governance and Management
2. Student Coursework
3. Student Research
4. Staff Research and Consultancy
5. Community Engagement
6. Academic Support Services
7. Students and Student Support Services
8. Staff and Staff Support Services
9. General Support Services and Facilities
Supporting Material Index
Available Supporting Material Index
(Although not every issue will necessarily conclude with a strength or OFI)
Area of Strength #1
Hogwarts College has an effective system for annual course review conducted by the Academic Board that incorporates student evaluations, teacher reflections, industry input and a review of scholarship in the field and that leads to course improvements.
Area of Strength #2
Hogwarts College provides excellent pathways for graduates into foreign universities through the establishment of eight active student exchange and articulation agreements.
Opportunity for Improvement #1
Hogwarts College needs to implement a systematic approach to analysing and acting upon the feedback it receives from its student surveys.
Opportunity for Improvement #2
Hogwarts College needs to redesign its research funding scheme in order to achieve desired results.
Terminator / Link
Heads of Department
Library & IT
Callback interviews(if required)
Panel deliberationsand report drafting
Interview 4 (lunch)
Interview 10 (lunch)
Interview 6 (on site)
Interview 12 (on site)
Verbal Feedbackto HEP
Example of a typical 2+1 Audit Visit program. Precise details will vary for each Audit.
(see section 16.2.4 of the Quality Audit Manual)
(see section 15 of the Quality Audit Manual)
(see section 16.2.8 of the Quality Audit Manual)
The Oman Accreditation Council commends Hogwarts College for developing a framework for performance indicators that is demonstrably aiding the management and planning processes.
The Oman Accreditation Council commends Hogwarts College for successfully implementing a peer mentoring for academic staff system that has resulted in improved student satisfaction.
The Oman Accreditation Council affirms that Hogwarts College has accurately identified, and is responding to, the need for a comprehensive risk management system.
The Oman Accreditation Council affirms that Hogwarts College has accurately identified, and is responding to, the need to redesign its research funding scheme in order to achieve desired results.
The Oman Accreditation Council recommends that Hogwarts College implement a systematic approach to analysing and acting upon the feedback it receives from its student surveys.
The Oman Accreditation Council recommends that the Hogwarts College Council develop strategies to ensure it is able to inform and balance its fiduciary governance responsibilities with its academic governance responsibilities.
- factual inaccuracies;
- unbalanced emphases or perspectives;
- significant omissions; and
- deviations from the agreed audit process.
A more detailed time line is provided in the Quality Audit Manual section 3.3
Similar methods of analysis, with the following differences:
To be followed by Group Workshops
- number of reviewers
- amount of time
- access to HEP
Interviewers will use a range of questioning techniques in order to:
“The University aims to provide outstanding quality teaching and learning. Teaching and course evaluation questionnaires (TEVALs – see SM018) are administered for all subjects in all semesters, and the results are favourable. In each of the nine semesters in 2001 to 2003, teacher effectiveness was rated at 6 or 7 on a 7-point Likert-type scale by 60% of students (see 2006 Semester 2 Report: SM019). TEVALs are administered early for visiting staff, so they get feedback from the students while there is time to adjust their course, if necessary.”
(b) Is this comprehensive in relation to the objective?
“The University aims to provide the same or comparable services to its distance education and its on-campus students. For example, telephone counselling is available to external students, and secure video conferencing for counselling is available from the Tartan campus. Another example is that learning assistance staff offer comment on assignments and assistance by phone, e-mail or post. Recent student satisfaction survey data indicates that over 50% of students rated the quality of student services as ‘high’ or ‘very high’, 4 or 5 on a 5-point scale.”
“The Library aims to provide a standard of excellence in meeting the information needs of clients. The Library has an informative Website that provides a gateway into its resources and services www.xxx.edu.om/library/. A library guide is mailed to all external students to inform them of the services provided. The Library has several methods for seeking feedback from students and staff. In order to maximize the relevance of the library collection, the Library works in close consultation with academic staff. Feedback from clients, informal and formal, indicates a high level of satisfaction with the Library’s service provision. The national benchmarking survey identified the Library’s highest performing areas and noted a major challenge in the size of the Library collection and resources.”
“To provide contemporary IT facilities that are stable and supportive of teaching and learning activities, and to provide an effective IT working environment and support for staff in their day-to-day activities, IT has implemented a strong policy framework. This includes a number of key policies developed to support service provision and covering areas such as conditions of use, network security, email, web hosting and publishing and associated guidelines and standards. There is an IT and telecommunications services catalogue, which describes the services and facilities provided. The University’s Helpdesk system escalates, alerts and tracks all requests, and is also used for quality monitoring and improvement. The external Hunter Review found widespread support for the services provided, and a high level of regard by clients generally. A University-wide survey of students was conducted in 2002 and demonstrated that on average, 60% of students rated IT services at 4 or 5 on a 5-point scale.”
“The college aims to qualify graduates to be highly employable in their chosen professional areas. The academic departments across the college are engaged in innovative efforts aimed at increasing rigor and enriching the curriculum to ensure a comprehensive undergraduate experience and effective transition into either a post graduate program or into the workplace. To that end, the college has included excellent training and graduation projects in the study plans in all programs. In addition to enhancing the quality of students’ academic endeavors, this process promotes confidence and set up habits of reflection that will permit increasingly sophisticated career exploration over time.”
“The college aims to ensure that its community service is of high quality, reflects and enhances the distinctive role of the college in the higher education. Most of the faculty members contribute to society service through their participation in training seminars in multiple fields. The college shows a great interest in the academic research carried out by the staff members and published in specialized specific magazines. In addition, staff members are engaged in supervising and assessing academic researches for parties outside the college. The college also provides the local society with scientific books authored by the staff members. Furthermore, the college publishes a great number of educational articles in the cultural local or international magazines.”
“The university aims to develop a whole-of-enterprise approach to staff development and communication. As one example, TechNet (see TechNet ToR; SM035) is an initiative of the technical staff of the university run by a volunteer committee. The network provides a means of communication for the technical community, facilitates resource sharing and seeks to improve the profile and development of technical staff within the university. The TechNet website is a focal point for all technical staff in the university. Chemicals, equipment and resources no longer needed are redistributed via the Technet email forum, saving $34k in 2006 on additional purchases (see TechNet Financial Benefits Report: SM036).”
Thank you and congratulationson completing this training module.