Published by:Quality Management & Enhancement Centre (QMEC)

Universiti Malaya© 2016

Template for Programme Self-Assessment

Report (PSAR-03)

List of Contents

Part A: General Information of Programme

Part B: Programme Standards

Area 1: PROGRAMME DEVELOPMENT AND DELIVERY1.1 Statement of Educational Objectives of Academic Programme and

Learning Outcomes1.2 Programme Development: Process, Content, Structure and

Teaching-Learning Methods1.3 Programme DeliveryArea 2: ASSESSMENT OF STUDENT LEARNING2.1 Assessment Methods2.2 Relationship between Assessment and Learning Outcomes2.3 Management of Student AssessmentArea 3: STUDENT SELECTION AND SUPPORT SERVICES3.1 Student Selection3.2 Assessment Methods3.3 Student Support Services3.4 Student Representation and Participation3.5 AlumniArea 4: ACADEMIC STAFF4.1 Recruitment and Management4.2 Service and DevelopmentArea 5: EDUCATIONAL RESOURCES5.1 Physical Facilities5.2 Research and Development5.3 Expertise in Education5.4 Financial ResourcesArea 6:PROGRAMME MANAGEMENT6.1 Programme Management6.2 Programme Leadership6.3 Administrative Staff6.4 Academic RecordArea 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY

IMPROVEMENT7.1 Mechanism for Programme Monitoring, Review and Continuous

Quality ImprovementPart C: Programme Self evaluation

List of Appendix

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Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Abbreviations

HEP Higher Education Provider

COPPA Code of Practice for Programme Accreditation

MoHE Ministry of Higher Education

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

MQR Malaysian Qualifications Register

PoA Panel of Assessors

PSAR Programme Self Assessment Report

UM University of Malaya

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Part A: General Information of Programme

1. Name of Academy/Faculty/Institution/Centre:

2. Name of department (if relevant):

3. Name of programme:

4. Name of award:

5. List of programmes offered by Academy/Faculty/Institution/Centre:

No. Name of Department/Institution/Faculty Name. of Programmes Offered

6. Date of last Curriculum Review:

Date of ApprovalSenateMinistry of Higher Education

7. Expected type of graduate employment.

8. Sample of scroll awarded.

9. Provide organizational chart (programme owner)

10. Programme Coordinator:

Name: Designation: Tel.: Fax: Email:

Data provided accurate as of : ___/____/______(date/month/year)

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Part B: Programme Standards

Area 1: PROGRAMME DEVELOPMENT AND DELIVERY

Section 1.1: Statement of Educational Objectives of Academic Programme and Learning Outcomes

1.1.1 The programme must be consistent with and supportive of the vision and mission of the HEP.

1.1.1Show how the programme is in line with and supportive of, the institution.State the programme aim and objectives (PEO)Alignment of programme aim, programme objectives with vision and mission of UM

1.1.2 The programme must be considered only after a need assessment has indicated that there is a need for the programme to be offered.(This standard must be read together with standards 6.1.5 Area 6)

1.1.2Show evidence that the department have considered market and societal demand for the programme.[in line with 1.2.3, 6.1.5 and 7.1.3]

1.1.5 Considering the stated learning outcomes, the programme must specify the career and further studies options available to the students on completion of the programme.

1.1.5Describe how the learning outcomes and competencies relate to the career and further studies options of the student on completion of the programme

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Section 1.2 : Programme Development: Process, Content, Structure and Teaching-Learning Methods

1.2.1 The department must have sufficient autonomy to design the curriculum and to utilise the allocated resources necessary for its implementation.(Where applicable, the above provision must also cover collaborative programmes and programmes franchised to, or from, other HEPs in accordance with national policies.)

1.2.1Describe the provisions and practices that ensure the autonomy of the department in the design of the curriculum, and its utilisation of the allocated resources.

- Describe the decision making process at department with reference to Appendix 2.- Describe the decision making process at faculty with reference to Appendix 2.

1.2.2 The department must have an appropriate process to develop the curriculum.

1.2.2Describe the processes to develop the curriculum.

1.2.3 The department must consult the relevant stakeholders in the development of the curriculum.

1.2.3State the stakeholders and explain how the relevant stakeholders are consulted in the development of the curriculum

1.2.4 The curriculum must fulfil the requirements of the discipline of study, taking into account the appropriate programme standards, disciplinary requirements and good practices in the field.

1.2.4Describe how the curriculum fulfils the requirements of the discipline of the study, including programme standards, disciplinary requirements and good practices in the field.

Table 1 : Components of the programmes and its valueCourse Classification Credit Value Percentage

1. Compulsory courses/modules

2. Core/Major/Concentration:- Courses- Projects/ Thesis/ Dissertation

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4. Elective courses

5. Minor courses

6. Industrial training/ Practicum

7. Others (specify)

Total Credit Value 100%

1.2.5 There must be co-curricular activities to enrich student experience, and to foster personal development and responsibility.

1.2.5(a) List the co-curricular activities made available to the students of this programme

(b) Describe how these activities enrich student learning experience, and foster personal development and responsibility

1.2.6 The department must establish mechanisms – for example, through the use of latest technology and through global networking -- to access to current information and to identify up-to-date topics of importance for inclusion in the curriculum and its delivery.

1.2.6Show evidence that the department has the mechanism in place to keep abreast with the latest development in the field of study.

Section 1.3 : Programme delivery1.3.1 The department must take responsibility to ensure the effective delivery of the programme.

1.3.1Provide evidence on how the department ensures the effectiveness of the programme delivery.Emphasize write up using PDCA cycle.

1.3.2 Students must be provided with the most current documented information about the objectives, structure, outline, schedule, credit value learning outcomes, and methods of assessment of the

1.3.2(a) State how students are provided with the most current documented information about the programme

(b) Provide sample of the Student Study Guide, Student Handbook and Student Project Handbook, where applicable.

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programme.1.3.3 The programme must have an appropriate full-time coordinator and a team of academic staff (e.g., a programme committee) with adequate authority responsible for the effective delivery of the programme.(This standard must be read together with related Programme Standards and Guidelines to Good Practices, and with standards 6.1.2 and 6.2.2 in Area 6)

1.3.3(a) Provide details of the coordinator of the programme and members of the team responsible for the programme.

(b) State the manner in which the academic team manages the programme- What are their authority and responsibility?- What are the established procedures that guide the planning, implementation, evaluation and improvement of the programme?

1.3.4 The programme team must have access to adequate resources to implement teaching and learning activities, and conduct programme evaluation for quality improvement.

1.3.4Describe briefly the resources available to the programme team and how programme evaluation is conducted.

1.3.5 The department must provide students with a conducive learning environment.

1.3.5Provide brief description of the learning environment.(This standard must be read together with standards 5.1.1 in Area 5)

1.3.6 The department must encourage innovations in teaching, learning and assessment.

1.3.6Describe the department’s initiatives to encourage innovations in teaching, learning and assessment.

1.3.7 The programme team must obtain feedback from all relevant sources to improve the delivery of the programme

1.3.7State how the programme team obtains feedback to improve the delivery of the programme.

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Area 2: ASSESSMENT OF STUDENT LEARNING

Section 2.1: Assessment methods

2.1.1 The frequency, methods, and criteria of student assessment -- including the grading criteria and appeal policies -- must be documented and communicated to students on the commencement of the programme.

2.1.1

(a) Describe the student assessment methods in term of its duration, diversity, weight, criteria, and coverage and appeal policies. Explain how are these documented and communicated to the students.

(b)Explain how the department provides feedback to the students on their academic performance to ensure that they have sufficient time to undertake remedial measures.

(c) Explain how records are made available to the students for purposes of feedback on performance, review and corrective measures.(d) Specify whether students have the right to appeal.

Provide information on the appeal policy and processes.

How are appeals dealt with?

2.1.2 There must be a variety of methods and tools appropriate to assess learning outcomes and competencies.

2.1.2

- List and describe the various methods (both summative and formative assessment) to show the variety in assessing learning outcomes and competencies.

2.1.3 There must be mechanisms to ensure, and to periodically review, the validity, reliability, consistency, currency and fairness of the assessment

2.1.3

(a) Explain how the department ensures the validity, reliability, consistency, currency and fairness of student assessment over time and across sites.

(b) Indicate the authority and processes for verification and moderation of summative assessments

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methods. (c) Describe how the review of the assessment methods in the programme is conducted periodically.

2.1.4 Changes to student assessment methods must follow established procedures and regulations and be communicated to the student prior to their implementation.

2.1.4

Explain how these changes are made known to the students.

Section 2.2: Relationship between assessment & learning outcome

2.2.1 Assessment principles, methods and practices must be aligned to the achievement of learning outcomes of the programme.

2.2.2 Assessment must be consistent with the levels defined in the MQF, the domains of learning outcomes and the programme standards.

2.2.1 and 2.2.2

Explain how assessment principles, methods and practices are aligned to the achievement of learning outcomes of the programme and consistent with the levels defined in the MQF.

Table 2: Alignment of courses and methods of assessment to programme learning outcomes. (List only core and university courses)

Programme Learning Outcomes

CoursesMethods of Assessment

PLO1PLO2PLO3PL04PLO5PLO6PLO7PLO8

2.2.3 The alignment between assessment and the achievement of learning outcomes in the programme must be systematically and regularly reviewed to ensure

2.2.3

Describe how the alignment between assessment and learning outcomes are periodically reviewed to ensure its effectiveness.

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its effectiveness.Section 2.3: Management of student assessment

2.3.1 The department and its academic staff must have adequate level of autonomy in the management of student assessment.

2.3.1

How autonomous is the department and its academic staff in the management of student assessment?

2.3.2 There must be mechanisms to ensure the security of assessment documents and records.

2.3.2

Describe how the confidentiality and security of student assessment processes and documents as well as academic records are ensured

2.3.3 Student assessment results must be communicated to the student within reasonable time.

2.3.3

Explain how the assessment results are made available to students

2.3.4 The department must have an appropriate guidelines and mechanism to address cases of academic plagiarism among students.

2.3.4

Describe the guidelines and mechanisms to address cases of academic plagiarism among students

2.3.5 The department must periodically review the management of student assessment and act on the findings of the review.

2.3.5

Explain how the department periodically review the management of student assessment and measures it take to address the issues highlighted by the review.

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Area 3: STUDENT SELECTION AND SUPPORT SERVICES

Section 3.1: Student selection3.1.1 The programme must have a clear criteria and processes for student selection, including that of transfer students.

3.1.1 (a) (c)

State the academic criteria for student selection (including transfer student, and students with special needs)

Explain the mechanism of student selection (including students with other equivalent qualifications)

(b) provide evidence that the students fulfil admission policies

(c) provide admission mechanism and criteria for students with other equivalent qualifications

3.1.2 The criteria of student selection must be consistent with national requirements and accessible to the public. The processes of student selection must be transparent and objective.

3.1.2 (a&c)

Describe how selection criteria are consistent with national requirements and accessible to the public – with evidence that policies and mechanisms are free from discrimination and bias –

3.1.2 (b)

Describe the selection process utilizing interviews (where applicable)

3.1.3 Student enrolment must be related to the capacity of the department to effectively deliver the programme.

3.1.3 (a&b)

(a) Provide the size of student intake for each session

Table 3: Size of student intake for each session- to be provided by programme owner

Applicant Intake Enrolment2011/20122012/20132013/20142014/2015

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2015/2016Total

(b) Provide the forecast for student intake:

Table 4: Student intake forecast - to be provided by programme owner

16/17 17/18 18/19 19/20 20/21Numbers

(c) Describe the mechanism to determine the size of the intake in relation to capacity of the department and how adjustments can be made [taking into account admission of visiting, exchange and transfer students]

3.1.4 There must be a clear policy on, and appropriate mechanisms for, appeal on student selection.

3.1.4

State the policies, mechanism and practices for appeal on student selection

3.1.5 The department must offer appropriate developmental or remedial support to assist students who need such support

3.1.5

Provide information about special programmes provided for those who are selected but need additional development and remedial assistance.

Section 3.2: Articulation and transfer

3.2.1 The department must have in place policies and mechanisms that facilitate student mobility that may include student movement between institutions, within the country and cross-border, articulation arrangements, joint degrees, exchange semesters, advanced standing

3.2.1 and 3.2.2

Describe how the department facilitates student mobility, exchanges and transfers, nationally and internationally

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arrangements, and the like

3.2.2 The department must have well-defined and effectively disseminated policies, regulations and processes concerning articulation practice such as credit transfer and credit exemption.3.2.3 The department must ensure that the incoming transfer student must have the capacity to successfully follow the programme.

3.2.3

Indicate how transfer students demonstrate comparable achievements in previous programme of study and describe appropriate pre-requisites or remedial mechanisms where necessary

Section 3.3: Student support services

3.3.1 Students must have access to appropriate and adequate support services, such as physical, social, financial, recreational and online facilities, academic and non-academic counselling and health services.

3.3.1

List support services made available to students.

List any other additional support programmes provided by other organisations that are accessible to student

3.3.2 There must be a designated administrative unit, with a prominent organisational status in the HEP, responsible for planning and implementing student support services staffed by individuals who have

3.3.2(a) Describe the roles and responsibilities of those responsible for student support services.

3.3.2(b) Describe the management of the student support services activities and maintenance of student records.

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appropriate experience consistent with their assignments.

3.3.3 An effective induction to the programme must be made available to new students with special attention given to out of state and international students as well as students with special needs.

3.3.3Describe how students are orientated into the programme

3.3.4 Academic, non-academic and career counselling must be provided by adequate and qualified staff.

3.3.4 (a)

Describe the accessibility, effectiveness and confidentiality of the academic, non-academic and career counselling services available to students.3.3.4 (b)

Explain how is the effectiveness of the counselling services measured, and the progress of those who seek its services monitored.

What plans are there to improve the services, including that of enhancing the skills and professionalism of the counsellors?3.3.5 There must be mechanisms that actively identify and assist students who are in need of academic, spiritual, psychological and social support.

3.3.5

Describe the mechanisms that exist to identify and assist students who are in need of academic, spiritual, psychological and social support.

3.3.6 The HEP must have clearly defined and documented processes and procedures in handling student disciplinary cases.

3.3.6

Describe the processes and procedures in handling disciplinary cases involving the students.

3.3.7 There must be a mechanism for students to air

3.3.7

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grievances and for issues to be resolved on academic and non-academic matters.

Describe the mechanism available for students to complain and to appeal on issues relating to academic and non-academic

3.3.8 Student support services must be evaluated regularly to ensure their adequacy, effectiveness and safety.

3.3.8

Describe how the adequacy, effectiveness and safety of these services are evaluated and ensured

Section 3.4: Student representation and participation

3.4.1 There must be a policy and processes for active student engagement especially in areas that affect their interest and welfare.

3.4.2 Student rights and responsibilities must be acknowledged, clearly documented, and made known to the students.

3.4.3 There must be adequate student representation and organisation at the institutional and departmental levels.

3.4.1

Describe policies and processes in place for active student engagement especially in areas that affect their interest and welfare

3.4.2

Describe how student rights and responsibilities are acknowledged and made known

3.4.3 Detail student representation and organization at the institutional and departmental level.

3.4.4 Student must be facilitated to develop linkages with external stakeholders and to participate in activities to gain managerial, entrepreneurial and leadership skills in preparation

3.4.4(a) Describe how the department facilitates students to gain managerial, entrepreneurial and leadership skills in preparation for the workplace

(b) Explain what the department do to facilitate students to develop linkages with external stakeholders

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for the workplace.3.4.5 Student activities and organisations must be facilitated to participate in activities that encourage character building, inculcate a sense of belonging and responsibility, and promote active citizenship.

3.4.5

Explain how the HEP facilitates student activities and organisations that encourage character building, inculcate a sense of belonging and responsibility, and promote active citizenship.

Section 3.5: Alumni

3.5.1 The department must encourage the alumni to play a role in the development, review and continuous improvement of the programme and in preparing the students for their professional future through linkages with industry and the professions.

3.5.1

(a) Describe the role of the alumni in development, review and continuous improvement of the programme.

(b) Describe how the department encourage the alumni to assist the students in preparing their professional future and in providing linkages with industry and the professions?

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Area 4: ACADEMIC STAFF

Section 4.1: Recruitment and management

4.1.1 The department must have a clearly defined plan for its academic manpower needs consistent with institutional policies and programme requirements.

4.1.6 The recruitment policy for a particular programme must seek diversity among the academic staff in terms of experience, approaches, and backgrounds.

4.1.1Describe the mechanism used to identify the manpower needs of the programme.

4.1.6 Describe the recruitment policy to seek diversity among staff (senior-junior; academic-non academic staff; between academic staff with different approaches to the subject; and academic staff with multi-disciplinary backgrounds and experiences.

4.1.2 The HEP must have a clear and documented academic staff recruitment policy where the criteria for selection are based primarily on academic merit.

4.1.2

a) State the policy, procedures, and the terms and conditions of service for the recruitment of academic staff.(b) State other requirements which would be the basis for the decision in the appointment of an academic staff for the programme.

4.1.3 The staff–student ratio for the programme must be appropriate to the teaching-learning methods and comply with the programme standards for the discipline.

4.1.4 The department must have adequate full time academic

4.1.3

Provide data to show that the staffing profile matches the range and balance of teaching skills, specialisations and qualifications required to deliver the programme.4.1.4 (a) Provide a summary on every academic staff involved in conducting the programme:

Provide information as in Appendix 3

4.1.4

(b) Provide CV of each academic staff teaching the programme

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staff responsible for implementing the programme.

4.1.4 (c)

Table 5: Staff student ratio

Table 6: Student projection and academic staff acquisition

4.1.5 The policy of the department must reflect an equitable distribution of responsibilities among the academic staff equitable distribution of duties and responsibilities among the academic staff.

4.15

Describe how the department ensure equitable distribution of duties and responsibilities among the academic staff.

4.1.7 Recognition and reward through promotion, salary increment or other remuneration must be based on clear and transparent policies and procedures

4.1.7

State the mechanism and procedures for monitoring and appraising academic staff performance

4.1.8 The department must be guided by considerations which are in line with national policy and international good practices in academic appointment and promotion exercise, for example, that of professors and

4.1.8

Describe policies, criteria and processes in appointment of and promotion to academic positions, such as professorship and associate professorship

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16/17 17/18 18/19 19/20 20/21Student no projectionNew Academic staff acquisition plan

Current Staff :student ratio (15/16) Required Staff :student ratio

associate professors.

4.1.9The department must have national and international linkages to provide for the involvement of renowned academics, professionals and practitioners in order to enhance teaching and learning of the programme.

(This standard applies particularly to universities)

4.1.9

Describe the nature and extent of the national and international linkages to enhance teaching and learning of the programme

Section 4.2: Service and development

4.2.1 The department must have policies addressing matters related to service, development and appraisal of the academic staff.

4.2.1

State the departmental policy on service, development and appraisal of academic staff

4.2.2 The academic staff must be given sufficient autonomy to focus on their respective areas of expertise

4.2.2

Describe how much autonomy is given to the academic staff in order to focus on areas of expertise such as curriculum development, curriculum delivery, supervision of student, research and writing, scholarly and consultancy activities, community engagement and academically-related administrative duties.

4.2.3 The HEP must have clear policies and procedures in handling disciplinary cases involving the academic staff, and on conflict of interest, particularly in the area of professional conduct, private

4.2.3

State the departmental policies and practices in handling disciplinary cases involving academic staff

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practice, multiple employment, and consultancy services.

4.2.4The HEP must have mechanisms and processes for periodic student evaluation of the academic staff for purposes of quality improvement.

4.2.4

Describe the mechanism and processes for periodic student evaluation of academic staff and explain how this evaluation contributes to quality improvement. Indicate the frequency of this exercise.

4.2.5 The department must have a development programme for new academic staff (including mentoring and formative guidance) and continuous professional enhancement for existing staff.

4.2.6 The HEP must provide opportunities for academic staff to participate in professional, academic and other relevant activities, national and international and, where relevant for them to obtain professional qualifications to enhance teaching-learning experience.

4.2.5 and 4.2.6

State the mechanism and procedures for academic staff professional development and career advancement

4.2.7 The department must encourage and facilitate its academic staff to play an active role in community engagement activities.

4.2.7

Describe how the department encourage and facilitate staff engagement in community activities

Evaluate the extent to which the activities are rewarded

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Area 5: EDUCATIONAL RESOURCES

Section 5.1: Physical facilities

5.1.1 The programme must have sufficient and appropriate physical facilities and educational resources to ensure its effective delivery including facilities for practical-based programmes and for those with special needs

5.1.1

List all physical facilities related to the programme. (a – d and f)

Provide list of physical facilities form as in Appendix 4.

5.1.1

(e) Provide information on the arrangement for practical and industrial training

5.1.2 The physical facilities must comply with the relevant laws and regulations.

5.1.2

State the relevant laws and regulations (including licensing & intellectual property rights) to which the physical facilities comply

5.1.3 The library or resource centre must have adequate and up-to-date reference materials and qualified staff that meet the needs of the programme and research amongst academic staff and students. This would include provisions for appropriate computer and information and communication technology-mediated reference materials.

5.1.3 (a-e)

(a) state the database system used in the Library

(b) state the number of staff at the Library and their qualifications

(c) Describe resource sharing and access mechanism available at the Library. Provide data on extend of use of these resources by academic staff and students. Comment if the library support for the programme is adequate.

(d) List the reference materials supporting the programme

Provide information as in Appendix 5

(e) Describe how the Library obtains feedback on the Library policy, services and procedures

5.1.4 The educational resources, services and facilities must be periodically reviewed and

5.1.4

(a) Describe how the department improves the adequacy, currency and quality of its educational resources

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improved upon to maintain their quality and appropriateness for current education and training.

5.1.4

(b) Provide evidence of improvement of physical learning spaces through renovations, refurbishments, building of new facilities, and acquisition of latest and appropriate equipment to keep up with development in educational practices.

Section 5.2 : Research & Development

5.2.1 The department must have a research policy with adequate facilities and resources to sustain them.

5.2.2 The interaction between research and learning must be reflected in the curriculum, influence current teaching, and encourage and prepare students for engagement in research, scholarship and development.

5.2.4 The university must show a link between research, development and commercialisation within a reasonable time after its establishment.

5.2.1 , 5.2.2 and 5.2.4

Table 7: Academic staff research information

5.2.3 The department must periodically review its research resources and facilities and take continuous appropriate action to enhance its research capabilities and to promote a conducive research environment.

5.2.3 Describe steps taken to review research resources and facilities to enhance research capability

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Staff Name (PI)

Research Area

Research Funding

Available facilities(if any)

Interaction between research and learning

Commercialisation of product (if any)

Section 5.3: Expertise in Education

5.3.1 The department must utilise educational experts (especially those with expertise in pedagogy and assessment methods) in the planning of its programmes and in the development of new teaching and assessment methods.

(This standard must be read together with Standards 1.3.6 – page 13 )

5.3.1

Describe the policy and practice on the utilization of appropriate experts in the field of education, in the planning of the programme and in the development of new teaching and assessment methods

Section 5.4: Financial Resources

5.4.1 The HEP must have a clear line of responsibility and authority for budgeting and resource allocation that takes into account the specific needs of the department.

5.4.1

(a) Indicate the line of authority for budget and resource allocation in the HEP with respect to specific needs of the department

5.4.2 The department must have clear procedures to ensure that its financial resources are sufficient and that it is capable of utilising them efficiently and responsibly

5.4.1 and 5.4.2

(b) Provide the financial planning for the programme in the next five years. Describe procedures to ensure that its financial resources are sufficient.

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Area 6: PROGRAMME MANAGEMENT

Section 6.1: Programme Management

6.1.1 The department must clarify its structure and function, and the relationships between them, and these must be communicated to all parties involved based on the principles of responsibility, accountability and transparency

6.1.1 (a & b)

Provide information as in Appendix 6 : Governance structure and functions

6.1.2 The department must have policies, procedures and mechanisms for regular reviewing and updating of its structures, functions, strategies and core activities to ensure continuous quality improvement

6.1.2

Describe the mechanism for regular reviewing and updating the department’s structure, functions, strategies and core activities to ensure continual quality improvement.

State those responsible for continual quality improvement within the department

6.1.4 Mechanisms to ensure functional integration and comparability of educational quality must be established for programmes conducted in campuses or partner institutions that are geographically separated.

6.1.4

Describe the arrangements agreed upon by the HEP and its campuses or partner institutions – for example, franchise programmes, joint awards, collaborative research, student exchange arrangements -- to assure functional integration and comparability of educational quality

6.1.5 The department must have a formal committee system responsible for internal and external consultation, feedback, market needs analysis and employability projections of the programme.

6.1.5

State the Committee responsible for consultation and feedback, market needs analysis and employability projections of the programme

[refer to 1.1.1 and 1.2.2 Area 1]

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(This standard must be read together with Standards 1.1.1 and 1.2.2 Area 1- page 2 & 6)

6.1.6 The governance of the department must involve the participation of, and the consultation with, academic staff, students and external stakeholders

6.1.6

Describe the participation of, and consultation with the academic staff, students and external stakeholders in the governance process

Section 6.2: Programme Leadership

6.2.1 The criteria for the appointment and the responsibilities of the programme leader must be clearly stated.

6.2.2 The leadership of the programme must be held by those with appropriate qualifications and experience, and with sufficient authority for curriculum design, delivery and review.

6.2.3 There must be mechanisms and processes to allow for communication between the programme and the HEP leadership on matters such as staff recruitment and training, student admission, allocation of resources and decision making processes

6.2.2

Describe the management structure of the programme. Detail the qualifications, experiences, tenureship and responsibilities of the programme leadership.

6.2.1 & 6.2.3

Describe the selection process and provide the job description of the Programme Coordinator (Leader) including the role in recruitment and training, student admission, allocation of resources and decision-making process.

Section 6.3: Administrative staff

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6.3.1 The administrative staff of the department must be appropriately qualified, technically competent and sufficient in number to support the implementation of the programme and related activities

6.3.1Provide details on Administrative staff structure (a), (c)

Table 8: Administrative staff details

No. Job Category

Numbers required

Current numbers

Minimum qualifications

(a) Describe the recruitment process and procedures. State the terms and conditions of service.

6.3.2 The department must conduct regular performance review of the administrative staff of the programme

6.3.2State the mechanism and procedures for monitoring and appraising the performance of the administrative staff of the programme

6.3.3 The department must have an appropriate training scheme for the advancement of the administrative staff as well as to fulfil the specific needs of the programme, for example, risk management, technology management, maintenance of specialised equipment, and advance technical skills.

6.3.3 Describe the training scheme for the advancement of the administrative staff. How does this scheme fulfil the specific advanced and future needs of the programme

Section 6.4: Academic records

6.4.1 The department must have 6.4.1 & 6.4.2 & 6.4.327

appropriate policies and practices concerning the nature, content and security of student and academic staff records

6.4.2 The department must implement policies on the rights of individual privacy and the confidentiality of records

6.4.3 The department must continuously review policies on security of records including increased use of electronic technologies and safety systems.

Describe how the department ensures the rights of individual privacy and confidentiality of student and staff records

Area 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT

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Section 7.1: Mechanism for programme monitoring, review and Continuous improvement

7.1.1 The department must have clear policies and appropriate mechanisms for regular monitoring and review of the programme

7.1.1Describe the policies and mechanism for regular monitoring and review of the programme

7.1.2 The department must have a dedicated Quality Assurance (QA) unit or personnel responsible for internal quality assurance of the department to work hand-in-hand with the QA unit of the HEP

7.1.2Describe role and the effectiveness of the unit/personnel responsible for internal quality assurance

7.1.3 The department must have an internal monitoring and review committee with a designated head responsible for continuous review of the programme to ensure its currency and relevancy.

7.1.3

Describe the structure of the internal program monitoring and review committee.

State the frequency of the review undertaken.

State the mechanism and procedure for internal program monitoring and review.

Describe how the feedback from internal program monitoring and review is used to improve the programme.

7.1.4 A programme review must involve the relevant stakeholders whose views are taken into consideration.

(For MQF level 6 and above, the review must involve external examiners at periodic intervals)

7.1.5 The department must make the programme review report

7.1.4 & 7.1.10

State which relevant stakeholders are involved in programme review, how their views are taken into consideration and how the department informs stakeholders of the result of the programme review.

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accessible to relevant stakeholders in order to seek their views.

7.1.6 Various aspects of student performance, progression and attrition must be analysed for the purpose of continual quality improvement.

7.1.6

Describe how student performance, progression and attrition are analysed for CQI

7.1.7 In collaborative arrangements, the partners involved must share the responsibilities of programme monitoring and review.

7.1.7

Describe how parties in the collaborative share the responsibilities of programme monitoring and review

7.1.8 The findings of a programme review must be presented to the HEP for its attention and further action.

7.1.8

State how the findings of a programme review is presented to the HEP for its attention and further action

7.1.10 The department’s review system must constructively engage relevant stakeholders including the alumni and employers as well as the external expertise (nationally and internationally) to identify areas of concerns and demonstrate ways to improve the programme

Refer to 7.1.4

7.1.11 The department must embrace the spirit of continual quality improvement based on

Describe steps taken to build a culture of quality

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prospective studies and analyses, that leads to the revision of its current policies and practices, taking into consideration past experiences, present conditions, and future possibilities

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PART C: PROGRAMME SELF EVALUATION

The department needs to prepare a Programme self-evaluation which includes the following:

Strengths of the programme in meeting its goals; Areas of concern that need to be addressed; Strategies for maintaining and enhancing the strengths of the programme; Steps that have been taken to address the problem areas; and Conclusions and recommendations for improvement.

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