PPT Institutional Quality Assurance Cell (IQAC)

Professor Sanjoy Kumar Adhikary Quality Assurance specialist

QA Unit, UGC 28 July, 2015

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It is not the strongest of the species that survive

nor the most intelligent

but the one most responsive to change

-Charles Darwin

QUALITY IN EDUCATION

(Woodhouse, 1999)

Fitness of the Purpose

^….

Attained Outcomes in terms of knowledge, skills and attitudes with Relevance;

Ability to meet the needs of stakeholders

Fitness for the purpose

^…

Institutional

Capacity & Process

^to

facilitate the attainment of intended learning

outcomes (ILOs

)

³

CAPACITY & PROCESS

Capacity includes:

 Quality of learners with commitment and interest

 Quality of Staffs in terms of commitment, knowledge, skills and attitudes

 Content that is reflected in relevant curricula

 Physical Facilities

 Environments in terms of Governance, Health &

Safety

Processes includes:

 Teaching Learning and Assessment,

 Student Advising,

 Resource Management etc. ⁴

WHY WORRY ABOUT QUALITY ?

Expansion

Concerns of the Stakeholders

Competition

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NEEDS TO BE ENSURED

Effectiveness of the program for the Attainment of ILOs

Accountability to the Stakeholders

Evidence of good practices

Transparency & Credibility

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ESTABLISHMENT OF QA MECHANISM

 Institutionalization of IQAC

 Formation of QAACB

 Development of Qualifications Framework

Outcomes:

Establish Quality Culture

Maintain Global Quality Label

Internationalize HE ⁷

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THE RELATIONAL STRUCTURE OF THE IQAC, SYNDICATE, QAC AND THE QAU

VC

QAU

UGC Syndicat

e

QAC

IQAC

SAC SAC

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IQAC

Internal Quality Assurance Cell Stage II

Policy Guidelines Quality Assurance

Unit Stage 1

Institution Level Program

Level

Recognition Accreditation

Stage III

Stages to Introduce QA Mechanism

MAJOR OBJECTIVES OF THE IQAC

Promoting QA culture within the universities

Building image of the university to the

stakeholders with confidence, transparency, and accountability

Ensuring good practices in all aspects of management

Preparing the programs and university to meet the external QA and accreditation

requirements. ₁₀

MAJOR FUNCTIONS OF IQ

AC

Define mission and objectives of the university

Develop standards and benchmarks

Develop a data base with open access to all

Develop an Institutional QA Strategic Plan

Co‐ordinate/organize workshops, seminars and appropriate training for capacity building

Facilitate self-assessment at

program and institutional level ¹¹

SELF-ASSESSMENT

Self-Assessment (SA) is the process of critically reviewing the performance of Program and/or Institution

Our concern is program level SA

Program assessment is an on-going process designed to monitor and

improve student learning.

Faculty:

 develop explicit statements of what students should learn.

verify that the program is designed to foster this learning.

collect empirical data that indicate student attainment.

use these data to improve student learning

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The objectives of SA exercise are to:

 review the existing procedures and processes practiced in the entity for their improvement

 create a basis for external assessment and validation

 provide guidelines or direction for strategic planning

 maintain and continuously enhance academic standards

 improve programs’ quality and enhance students learning

Principles of Self- Assessment

Improvement

Sensitization and Participation

Reflection

Coverage

Facts driven

Acceptance

Continuity

OUTCOMES OF PROGRAM SA

Diagnosis of the current quality status of teaching-learning

Creating scope for rectification of deficiencies

Creating scope for redressing program objectives and ILOs

Scheduling of PoE for SA by IQAC

Formation of SAC in the entity.

Approval of SAC by the VC

Preparation of the activity schedule with time line

Team Building workshop (1^st workshop)

Preparing of survey tools following set criteria and standards

Conducting survey and preparation draft SA report.

Draft SA report workshop (2^nd workshop)

Preparing the final SAR

Submission of SAR for endorsement

Selecting the external peer review panel

External per review

Preparing the draft improvement plan

Finalizing improvement plan (3^rd workshop)

Execution of improvement plan

Phase # 1 Phase # 1

Defining standards Defining standards

to be to be measured measured

Phase # 2 Phase # 2 meaningful, manageable, and

sustainable assessment

planning Phase # 3

Phase # 3 Collecting,

analyzing data &

preparing SAR

Phase # 4 Phase # 4

External review &

validation Of SAR Phase # 5 Phase # 5

Improvement planning Improvement planning

andand execution execution

Continuous Improvemen

t

Guidelines for Preparing a Good SAR

The SAR should

clearly describes the purposes and scope of Self-Assessment.

consists of an overview of the entity, programs

provide information focusing on the strengths, weaknesses, threats and opportunities of the entity

be factually accurate, clear and persuasive.

Guidelines for Preparing a Good SAR

 The report must provide information needful for strategic planning.

The report should be as such so that a reader can easily grasp the content.

 The report should contain practical recommendations with priority for improvement.

SA must be the part of academic culture to improve academic quality and

enhance student learning

SA is the beginning of the process of

achieving ‘excellence in higher education’ &

accreditation.

Concluding Statements

QUESTIONS TO BE KEPT IN MIND

Five questions that should be continually kept in mind for establishing quality culture are:

1. What are we trying to do?

2. How well are we doing it?

3. Using the answers to the first two questions, how can we improve what we are doing?

4. What and how does a program contribute to the development and growth of its students?

5. How can student learning be improved?

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