Handbook for Quality Assurance in Higher Education The ... - TCU

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Opinion-Labour market - Do structured contacts exist with employers and the labour market for getting feedback on graduates? - How do employers appreciate the graduates? Are there any specific complaints? Do the employers appreciate specific strengths? - How do we cope with complaints from the labour market? 2.2 The self-assessment report (SAR) After completing the self-assessment, the outcomes of the assessment will be written down in a Self Assessment Report (SAR). The SAR is an important document. On one hand, it contains the basic information for the external expert team that will come and assess the quality of the program. On the other hand, it is the basic document for the faculty/department for the formulation of an action plan or quality plan for the coming years. The content of the SAR follows the lines of the cells, discussed during the self-assessment process. For each cell one should: • Describe clearly the state-of-the art. An outsider must understand the situation. • Analyse the situation. What is your opinion about it? Satisfied or not? If not, why not? One should indicate whether: • The formulated criteria have been met and evidence provided. • Describe the weakness and strengths concerning the cell. Some remarks about writing the SAR • The SAR is not a questionnaire that has to be completed. This means that the questions under the heading “looking for evidence” should not be answered by “Yes”, “no” or “I do not know”. • The leading questions do not need to be treated separately. You can write a coherent text covering the hints. • Do not repeat the text of these Guidelines in the SAR. The heading of the cell is sufficient. See the example of a SAR report on the CD-Rom. Content of the self-assessment report Table 8 defines the content of the self-assessment report. Be sure to discuss the report within the faculty and ensure that everybody owns the process. Guidelines for Self Assessment 34 IUCEA/ CHE/ NCHE/ TCU/ DAAD
Table 8: Content of a self-assessment report at program level Introduction • How was the self-assessment carried out? • Short description of the university and the department responsible for the curriculum • Short description of the program ( in such a way that an outsider has a good idea about the content of the program) Chapter 1: Requirements of stakeholders and expected learning outcomes Chapter 2: The process 2.1 Program specification 2.2 Program content 2.3 Program organisation 2.4 Didactic concept 2.5 Student assessment Chapter 3: The input 3.1 Quality of the academic staff 3.2 Quality of the support staff 3.3 The students 3.4 Student advice/support 3.5 Facilities and infrastructure Chapter 4: Quality assurance 4.1 Student evaluation 4.2 Curriculum design 4.3 Staff development activities 4.4 Benchmarking Chapter 5: Achievements and graduates 5.1 Achieved outcomes (graduates)/graduate profile 5.2 Pass rate and dropout rate 5.3 Average time to degree 5.4 Employability Chapter 6: Stakeholder satisfaction 6.1 Opinion - Students 6.2 Opinion - Alumni (graduates) 6.3 Opinion - Labour market 6..4 Opinion - Society Chapter 7: Strengths-weaknesses analysis 7.1 Summary of strengths 7.2 Summary of weaknesses 7.3 Quality plan for the coming years Guidelines for Self Assessment 35 IUCEA/ CHE/ NCHE/ TCU/ DAAD
Page 1 and 2: Supported by BMZ in the framework o
Page 3 and 4: Guidelines for Self Assessment The
Page 5 and 6: FOREWORD Higher Education is consid
Page 7 and 8: STATEMENT FROM DAAD The German Acad
Page 9 and 10: Introduction This volume is part of
Page 11 and 12: SECTION 1: Quality in Higher Educat
Page 13 and 14: Requirements of Requirements Stakeh
Page 15 and 16: For assessing our quality, we need
Page 17 and 18: In many cases, a self-assessment se
Page 19 and 20: Table 2: The process of organising
Page 21 and 22: influencing quality. With regard to
Page 23 and 24: How to use the model 1. The criteri
Page 25 and 26: Looking for evidence • Does the o
Page 27 and 28: Explanation The content of a progra
Page 29 and 30: • How are students coached? • H
Page 31 and 32: 8. Quality of the academic staff
Page 33 and 34: - What future developments are ther
Page 35 and 36: - Does the future student get a goo
Page 37 and 38: Looking for evidence - Does the uni
Page 39 and 40: Benchmarking is a process that enab
Page 41: Average time to graduation Indicate
Page 45 and 46: pects and to judge the weighting of
Page 47 and 48: 6. Didactic concept/teaching/learni
Page 49 and 50: 14. Curriculum design & evaluation
Page 51 and 52: Appendix 3: Glossary This is an int
Page 53 and 54: standing and abilities. ASSESSMENT
Page 55 and 56: CREDIT ACCUMULATION: Credit accumul
Page 57 and 58: EXTERNAL QUALITY MONITORING (EQM):
Page 59 and 60: INSTITUTION FOR HIGHER EDUCATION: S
Page 61 and 62: ONE-LEVEL DEGREE STRUCTURE: One-lev
Page 63 and 64: 1. (n) the embodiment of the essent
Page 65 and 66: another. TRANSNATIONAL EDUCATION: T

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