Self Assesssment Manual
Self-Assessment Manual
Ministry of Education
University Grants Commission of Bangladesh
Higher Education Quality Enhancement Project (HEQEP)
Quality Assurance Unit (QAU)
December 2014
Self-Assessment Manual
Published by
Higher Education Quality Enhancement Project (HEQEP)
Dhaka Trade Centre (8th Floor), 99 KaziNazrul Islam Avenue
Karwan Bazar, Dhaka-12015, Bangladesh
Phone: 8189020-24, Fax: 8189021, E-mail: pd.heqep1@gmail.com
Web: www.heqep-ugc.gov.bd
Quality Assurance Unit (QAU)
University Grants Commission of Bangladesh (UGC)
UGC Bhaban, Agargaon, Dhaka-1207, Bangladesh
Phone: 8112629, 9122011, Fax: 8122948, 9114707
E-mail: chairmanugc@yahoo.com, Web: www.ugc.gov.bd
Copyright reserved by the University Grants Commission of Bangladesh. No part of the publication may
be reproduced, stored in retrieval system or transmitted into any form or by any means, i.e.,electronic,
mechanical, photocopying, recording, or otherwise, without prior permission of the copyright authority in
writing form.
Printed by
Natundhara Printing Press
277/3 Elephant Road (Kataban Dhal), Dhaka
Cell: 01711019691, 01911294855
Email: natundhara2014@gmail.com
ii
TABLE OF CONTENTS
Contents
Page No.
Abbreviations & Acronyms
v
Glossary
vi
Preface
xi
Introduction
xii
Chapter 1: Self-Assessment in Practice
1.1
Self-Assessment Concept
1
1.2
Global Perspective on Self-Assessment
1
1.3
Significance of Self-Assessment in Quality Assurance
2
1.4
Objectives Self-Assessment Exercise
3
1.5
Principles of Self-Assessment
4
1.6
Program Self-Assessment
4
1.7
Institutional Self-Assessment
5
Chapter 2: Self-Assessment Criteria and Standard
2.1
Criteria 1: Governance
6
2.2
Criteria 2: Curriculum Content Design & Review
8
2.3
Criteria-3: Student Admission, Progress and Achievements
8
2.4
Criteria 4: Physical Facilities
10
2.5
Criteria 5: Teaching - Learning and Assessment
11
2.6
Criteria 6: Student Support Services
13
2.7
Criteria 7: Staff and Facilities
14
2.8
Criteria 8: Research and Extension
16
2.9
Criteria 9: Process Management & Continuous Improvement
16
Chapter 3: Self-Assessment Process
3.1
Self-Assessment Mechanism
18
3.2
Responsibilities for Self-Assessment
18
3.3
Self-Assessment Process at Program Level
21
iii
Chapter 4: Self-Assessment Report & External Peer Review
4.1
Self-Assessment Report
25
4.2
General Guidelines for Preparing Good Self-Assessment Report
25
4.3
External Peer Review and Validation of Self-Assessment
25
4.4
External Peer Review Process
26
4.5
Guidelines for Peer Reviewer
27
4.6
Guidelines for Preparing External Peer Review Report
28
Annexes
Annex 1
Program Self-Assessment Survey Questionnaire for Employer
31
Annex 2
Program Self-Assessment Survey Questionnaire for Alumni
35
Annex 3
Program Self-Assessment Survey Questionnaire for the Students
41
Annex 4
Program Self-Assessment Survey Questionnaire for Non-Academic
46
Staffs
Annex 5
Program Self-Assessment Survey Questionnaire for Academic Staffs
49
Annex 6
Program Self-Assessment Report Format
56
Annex 7
Guidelines for Peer Reviewers
58
Annex 8
Guidelines for External Peer Reviewers
60
Annex 9
External Peer Review Report Format
61
Annex 10
Judgments
62
Annex 11
Rating Scale
63
Annex 12
Skill Mapping Format
64
Annex 13
Checklist for External Peer Review
65
iv
Abbreviations and Acronyms
CLO Course Learning Outcomes
CV Curriculum Vitae
EPRT External Peer Review Team
GoB Government of Bangladesh
HEI Higher Education Institution
HEQEP Higher Education Quality Enhancement Project
ILO Intended Learning Outcome
IQAC Institutional Quality Assurance Cell
KPI Key Performance Indicators
MoE Ministry of Education
NEP National Education Policy
PSAC Program Self-Assessment Committee
QA Quality Assurance
QAC Quality Assurance Committee
QAACB Quality Assurance & Accreditation Council, Bangladesh
QAU Quality Assurance Unit in the UGC
QF Qualifications Framework
RPI Research Performance Indicators
SA Self-Assessment
SAC Self-Assessment Committee
SAR Self-Assessment Report
TPI Teaching Performance Indicators
UGC University Grants Commission of Bangladesh
UIC University Industry Collaboration
VC Vice Chancellor
WB The World Bank
v
Glossary
Academic Program Academic program refers any combination of courses for educational
attainment, which fulfils the requirements of any degree or certificate
etc. It may also called Study Program. Please see below the entry at
Study Program
Accreditation The process by which a government or private agency evaluates the
quality of a higher education institution as a whole or a specific study
program in order to formally recognize it as having met certain pre-
determined minimal criteria or standards.
Assessment The process of systematic gathering, quantifying, and using of
information in view of judging the instructional effectiveness and the
curricular adequacy of a higher education institution as a whole or
academic program. Assessment is necessary in order to validate a
formal accreditation decision, but it does not necessarily lead to an
accreditation outcome. It also means a technically designed process
for evaluating student learning outcomes and for improving student
learning and development as well as teaching effectiveness.
Audit A fair and transparent assessment or evaluation of a faculty or
department, system, process or service either internally or externally.
The purpose of which is for improvement.
Best Practices A method or an innovative process involving a range of safe and
reasonable practices resulting in the improved performance of a
higher education institution or an academic program, usually
recognized as ‘best” by other peer institutions. A best practice does
not necessarily represent an absolute, ultimate example or pattern, its
application assures the improved performance of a higher education
institution or program; rather it identifies the best approach to a
specific situation, as institutions and programs vary greatly in
compositions and scope.
Benchmark The Benchmark is a standard, a reference point, or a criterion against
which the quality of something can be measured, judged, and
evaluated. It is a measure of best practice performance.
Benchmarking Benchmarking is a standardized process of collecting and reporting
critical operational data that enables comparison of inputs, processes
or outputs between institutions (or parts of institutions) or within a
single institution over time with a view of establishing good
practices, diagnosing problems in performance, and identifying areas
of strength. It is important for a university to compare its functioning
with equivalent institutions in the country, the region and
internationally.
vi
Department Department means an academic unit in a university that offers
academic and research programs. It may also refer to a non-academic
unit IT Center and Department of Student Affairs.
Documented Procedures that are represented in a written form.
Procedure
Faculty An academic entity which includes departments, centers, institutes,
academies and other such academic bodies, such as School of
Pharmacy or Center for Business Management Studies. Faculty may
also offer academic and research programs.
HEI Higher Education Institution
Intended Learning Statements of what students are expected to learn as a result of
Outcomes (ILO) engaging in the learning process during studying a
lecture/course/program. It represents achievement attained by
students.
National Generally, a NQF is designed to provide nationally recognized and
Qualifications homogeneous standards and qualifications, as well as recognition for
Framework (NQF) all learning of knowledge and competencies and a basis for further
review, articulation and development of existing and impending
qualifications. Also, among other purposes, it should facilitate
curricular change and allow for the improvement of access and social
inclusion, as well as the integration of changing societal needs. A
NQF is primarily developed by the National Quality Assurance and
Accreditation Council through a medium-term process of policy
development and public consultation.
Outcomes Anticipated or achieved results of programs or the accomplishment of
institutional objectives, as demonstrated by a wide range of
indicators, such as, student knowledge, cognitive skills and attitudes.
Outcomes are direct results of the instructional program, planned in
terms of learner growth in all areas.
Key Performance A range of parameters representing a measure of the extent to which a
Indicators higher education institution or a study program or a staff member is
performing in a certain quality dimension. They allow HEIs to
benchmark their own performances or allow comparison among
HEIs.
Procedure Procedure is a sequential arrangement of actions or steps established
and accepted as way of doing a particular task and to achieve set
target with accuracy and efficiency in a logical manner. Procedures
Includes policies, regulations, processes, systems and rules that fall
within the purview of a QA body such as student regulations,
registration process and publication of results.
vii
Program Offering Program Offering Entity means an academic unit in a university that
Entity offers academic and research programs. It may be a department,
faculty, institute or discipline.
QA Culture QA culture represents a set of shared and recognized values, attitude
and behavioral pattern supporting quality education, which will be
extended to the incoming members of the university or institution.
QA culture guides the way of thinking and discharging
responsibilities of members of the university or institution in all
aspects of operations. The fundamental aspect of QA culture is strong
commitment for continuous improvement with a holistic approach
and harmony recognizing the contribution of all involved in the
process.
Quality Assurance A system that supports and guide performance according to the
established criteria or standards.
Quality Assurance The committee set up by the university authority for institutional
Committee (QAC) oversight of IQAC.
Qualification Any higher education award, i.e., degree, diploma or other type of
formal certification, issued by a competent authority attesting to the
successful completion of a course program. It covers a wide variety
of higher education awards at different levels and across countries,
e.g., Bachelor’s and Master’s Degree, the Doctorate, Baccalaureate
etc. A qualification is important in terms of what it signifies:
competencies and range of knowledge and skills.
Qualifications A comprehensive policy framework defining all nationally
Framework recognized qualifications in higher education in terms of work load,
level, quality, learning outcomes and profiles. It should be designed
to be comprehensible through the use of specific descriptions for each
qualification covering both its breadth (competencies associated with
learning outcomes) and its depth (level). It is structured horizontally
in order to cover all qualifications awarded in a system, and,
vertically, by level. Its purpose is to facilitate: (i) curriculum
development and design of study programs; (ii) student and graduate
mobility; and (iii) recognition of periods of study and credentials.
Rubric A set of scoring criteria used to determine the value of a student's
performance on assigned tasks. The criteria are written so that
students are able to learn what must be done to improve their
performance in the future.
Self-Assessment Self-Assessment is a systematic process of evaluating the various
aspects of institution or academic programs whether quality standards
are being met. For the purpose of further improvement SA collects
information and evidences from the stakeholders, reviews those and
identify the weaknesses and areas need further improvement to
enhance quality of teaching learning and education.
viii
Stakeholders A person or a group of persons that has an interest or concern in the
activities of the university.
Standards Statements regarding an expected level of requirements and
conditions against which quality is assessed or that must be attained
by higher education institutions and their programs in order for them
to be accredited or certified. The term standard means both a fixed
criteria against which an outcome can be matched, and a level of
attainment.
Strategic Plan A plan that puts in place the targeted achievements of objectives
within a marked timeline. It is a road map which contains broadly
defined goals and objectives that are represented in a sequence of
steps for achieving the desired objective.
Study Program A core modular component of higher education including all the
activities, i.e., design, organization, management, as well as the
process of teaching, learning and research, carried out in a certain
field and leading to an academic qualification. Study programs are
established by higher education institutions and may differ by level of
academic qualification, e.g., Diploma, Bachelor, Master, Doctorate,
Baccalaureate, etc., study mode, e.g., full-time, part-time, distance
learning, etc., and field of knowledge specialization, in accordance
with academic and professional division of labor. A study program is
accomplished through; (i) a curriculum, including all disciplines
leading to an academic qualification, distributed by year of study,
their weight being expressed in type of study credits; (ii) syllabuses
or course programs, containing a description of the teaching and
learning themes and practices associated with teaching, learning and
evaluation; (iii) the organizational chart of students and teaching staff
covering the period of implementation of study program; (iv) the
system of academic quality assurance for all activities necessary for
the completion of the study program.
ix
x
Preface
Recently, higher education in Bangladesh has experienced a phenomenal growth at least in
quantity, doubling in number of tertiary level students from 1.12 million to 2.61 million in last
four years. But the quality of education and research could not match the horizontal increase.
There is a popular saying that quantity without quality is a sure prescription for disaster, while
quality without quantity can act like seeds and at least something to build on. So quality is very
important in higher education. The present government headed by the Hon’ble Prime Minister
Sheikh Hasina is committed to change the landscape of higher education through enhancement
of quality of higher education and research in the country. Her dream has been transformed into
reality by her capable education minister Mr. Nurul Islam Nahid through establishment of
universities, formation of accreditation council, opening up of channels of cross border higher
education and upgrading the University Grants Commission into Higher Education Commission.
For achieving the target of quality education the GOB and the World Bank has generously
funded the project which is known as Higher Education Quality Enhancement Project (HEQEP).
The project is being meticulously implemented by the University Grants Commission, with help
of the project officials and that of by the World Bank.
In order to enhance and ensure quality in higher education, educational institutions are required
to be more responsive to the changing needs of the stakeholders. In that case it is very important
for the educational institutions to know how well they are doing and how can they do even better
to meet the needs of the stakeholders. The self-assessment exercise is an effective approach to
gain a clear understanding of current situation by an informative SWOT analysis. Thus, self-
assessment becomes one of the core activities of credible quality assurance system.
Establishment of Institutional Quality Assurance Cell (IQAC) in each of the universities has
been already in place. The IQACs at the universities would create an enabling framework to
conduct meaningful self-assessment of academic programs offered by the universities in
Bangladesh.
This Self-Assessment Manual offers a set of criteria, standards and the process in detail to
conduct the self-assessment at program level. This manual also includes a few useful SA survey
tools and guidelines. These tools and guidelines would help to conduct the self-assessment of
programs. I, believe, the IQACs of the universities will take necessary actions immediately for
self-assessment of academic programs, which would help to judge the overall effectiveness of
academic programs and educational processes and provide direction for further improvement.
This will benefit the universities, teachers, students and other stakeholders such as the employers
and the society at large. It is expected that sincere cooperation from the university authorities and
academics to utilize the opportunity will be forthcoming.
I thank the GoB and World Bank for this initiative to publish this manual for self-assessment and
quality assurance in higher education.
(Prof. Dr. A. K. Azad Chowdhury)
Chairman (State Minister)
University Grants Commission of Bangladesh.
xi
Introduction
Bangladesh is a developing country and its economy is in transition from agriculture to industry,
manufacturing and service sectors. Bangladesh intends to avail the opportunities offered by
globalization to build a knowledge society. Improving the quality of its tertiary education is
vitally necessary to spur the country to a higher growth trajectory for attaining the middle
income status by 2020. The tertiary education in Bangladesh, currently, has been facing many
deeply rooted and intertwined challenges. These include, inadequate enabling environment for
improving the quality of education and research, weak governance and accountability, poor
planning and monitoring capacities, and insufficient funding. All these drawbacks can only be
mitigated by developing a quality culture and ensuring good practices in higher education
institutions (HEIs).
The Bangladesh government (GoB) recognizes that the country is at risk of being marginalized
in a highly competitive global economy because its tertiary education systems are not adequately
prepared to capitalize on the creation and application of knowledge. It also realizes that the state
has the responsibility to put in place an enabling framework that would encourage tertiary
education institutions to be more innovative and responsive to the demanding needs for rapid
economic growth, and to empower the graduates with right skills for successfully competing in
the global knowledge economy.
In Bangladesh, University Grants Commission (UGC) acts as the intermediary between the
Government and the universities for regulating the affairs of all the universities. But currently,
there is no recognized quality assurance (QA) mechanism for public and private universities in
Bangladesh. The deficiency was recognized in the UGC’s Strategic Plan for Higher Education
2006-2026, and in GoB's National Education Policy (NEP) 2010. The Strategic Plan, inter alia,
recommended the establishment of an independent Accreditation Council for both public and
private universities in Bangladesh. Following the recommendations made in the Strategic Plan
the Ministry of Education prepared and launched in mid-2009 the Higher Education Quality
Enhancement Project (HEQEP) with the financial support of the World Bank.
The experience and lessons learned from the 25 Self-Assessment subprojects implemented in 15
universities under HEQEP generated heightened awareness among the faculty members and
management regarding the need for initiating QA in higher education. It also prepared the
ground and readiness on the part of the institutions to follow up the recommendations made in
SA reports and expand the SA exercise to include all HEIs in phases. Against this backdrop the
Ministry of Education, the UGC and the HEIs feel that it is high time to establish institutional
QA cell in every public and private university to develop a mechanism for the systematic review
of study programs, to ensure quality teaching-learning, research, knowledge generation and
support services standards at an acceptable level.
Based on the above developments, a Quality Assurance Unit (QAU) within the organizational
structure of University Grants Commission (UGC) of Bangladesh was created under HEQEP to
establish the QA mechanism in Bangladesh’s HEIs. As a first step in this endeavor the HEQEP
would also support the establishment of Institutional Quality Assurance Cells (IQACs) in
universities and the QAU would provide guidance and technical assistance to the IQACs in order
to make them functional. The QAU will function as a temporary council until the formation of
the national Quality Assurance and Accreditation Council, Bangladesh (QAACB) in 2016.
xii
This Self-Assessment Manual explains the concept, objectives, significance and process of
conducting self-assessment of study programs for further academic improvement. This self-
assessment manual includes useful guidelines and the templates required for conducting the
surveys for data collection which are inalienable part of the self-assessment process, SA report
preparation and external peer review. These QA tools have been developed in accordance with
the international practices and standards and are quite flexible to accommodate the requirements
of the universities and academic programs in Bangladesh context. This Manual will be open to
modifications and revisions periodically based on the feedback obtained from the practitioners
from time to time and to accommodate the changed circumstances in coming years. It will also
be open for further improvement by the experience of international good practices on QA.
The QAU would like to record its sincere gratitude to Professor A K Azad Chowdhury, Hon’ble
State Minister and Chairman, UGC for his pioneering role in establishing the quality assurance
mechanism in Bangladesh and for the support provided to the QAU in making it functional
within a short time. We also gratefully acknowledge the support provided to UGC and QAU by
the World Bank for institutionalizing the QA mechanism and for the drafting of various QA
guidelines, operations manual including this one. We sincerely thank the Project Director of
HEQEP and its concerned officials who provided the logistics and facilities to QAU for setting
up its office and working environment. Lastly, we gratefully acknowledge the contribution of the
Ministry of Education (MoE), especially the Hon’ble Minister and secretary for their overall
guidance and leadership for enhancing the quality and relevance of higher education in
Bangladesh, particularly the Ministry’s patronage of HEQEP that made it possible for the QAU
to start the onerous journey for establishing quality assurance mechanism in the country’s higher
education institutions.
We sincerely hope that with the establishment of QA mechanism in Bangladesh of which the
self-assessment of study programs is the first step would lift the higher education institutions to a
new level and prepare the ground for enhancing the quality of higher education to the
international standard. With this vision we invite the faculty and university management to
engage themselves actively in this great endeavor.
Professor Mesbahuddin Ahmed
Head, Quality Assurance Unit
Professor Sanjoy Kumar Adhikary
Quality Assurance Specialist
Professor S. M. Kabir
Quality Assurance Specialist
xiii
Chapter 1
Self-Assessment in Practice
1.1 Self-Assessment Concept
1.1.1 The quality of education refers to the fitness of the university graduates to meet the
needs of stakeholders in terms of knowledge, skills, attitudes and performance. Quality
of education depends on the institutional fitness for the purposes in terms of capacity &
process to attain intended learning outcomes (ILOs). The institutional capacity &
process includes quality of learners with commitment and interest, environments,
content that is reflected in relevant curricula and processes to facilitate attainment of
learning outcomes. Governance, curriculum design and review process, physical
facilities, quality of students, progress and achievement, teaching-learning and
assessment etc. have immense impact on the capacity of the educational institutions and
process to provide quality education.
1.1.2 Self-Assessment is a systematic process of evaluating the various aspects of institution
or academic programs including the major QA areas in respect of national
qualifications framework and criteria whether quality standards are being met. For the
purpose of further improvement SA collects information and evidences from the
stakeholders, reviews those and identify the weaknesses and areas need further
improvement to enhance quality of teaching learning and education. Self-Assessment
does not mean that evidences of quality education are not available. It provides
direction to continuous improvement through gradual internalization of the standards
and good practices. Self-Assessment examines the state of practices and quality using a
well-structured survey framework. Self- Assessment serves as a preparation for external
peer review and validation for approval and accreditation. It explores the following
issues(IUCEA, 2010):
1.1.2.1 What does the university do to provide education ?
1.1.2.2 Whether the university does the right things to provide education ?
1.1.2.3 Whether the university is doing the right thing in the right way ?
1.1.2.4 Has the university clearly defined goals to achieve ?
1.1.2.5 Whether the process guiding the university is adequate to achieve the goals ?
1.2 Global Perspective on Self-Assessment
1.2.1 Under the impact of ICT and globalization jobs, business and careers for young
graduates have become highly competitive all over the world than ever before. The
revolutionary developments in technology are changing the socio-economic systems,
thinking, and nature of work and increased the opportunities available to university
graduates. In the face of all these complex, competitive and changing environment,
success mostly depends on what people know, what they are capable of doing, what
skills they have acquired, and how fast they are able to adjust to changes around.
Education must be more closely aligned to the needs of the community and society and
the graduates need to develop their potential in terms of employability and lifelong
learning. Industries are increasingly complaining about the skill shortage and skill
Self-Assessment Manual
mismatch of the graduates. Academic institutions need to focus on new sets of skills
driven by higher order of learning to make the graduate globally competitive.
1.2.2 In order to enhance and ensure quality in higher education, educational institutions are
required to be more responsive to the changing needs of the stakeholders and the
nation. In that case it is very important for the educational institutions to know how
well they are doing and how can they do even better to meet the needs of the
stakeholders and the country. Self-assessment underpins many quality and performance
improvement initiatives and can be used to improve understanding of the entity under
assessment and to identify opportunities for continuous improvement (McGiffen,
1998). Self-assessment is the approach that helps to get the answer to these questions
based on facts and evidence in a systematic manner. It also provides the basis of
strategic planning for continuous improvement of education.
1.2.3 The assessment of quality in higher education is now on the agenda of many countries
(Gandhi, 2013). Netherlands, in recent times, has made a significant effort to assess the
higher education in Dutch Universities. The rise of private higher education in Portugal
has made the Portuguese Council of Rectors (CRP) introduce a quality assessment
mechanism. Among all the three Scandinavian countries, namely Sweden, Norway and
Denmark have introduced the quality assessment system. The quality movement in the
East, the Far-East and the Asian countries is encouraging. Japan, Australia, China,
Hong Kong, Philippines are in the business of quality assurance and accreditation using
the approach of self-assessment. It is also recognized in the USA that self-assessment is
the foundation for quality assurance and accreditation.
1.3 Significance of Self-assessment in Quality Assurance
1.3.1 Quality assurance in higher education is a global practice now. With the changes in
higher education landscape and emerging needs of the stakeholders there is an urgency
to look into the effectiveness of the academic programs. Higher education must be
more closely aligned to the needs of the community, needs of the graduates to explore
their potential in terms of employability and lifelong learning. Universities should focus
on preparing graduates with positive mindset, skills and competence, which would help
them to find a good fit into the social system. In order to drive the QA system towards
the right direction following questions are very critical:
1.3.1.1 Understanding the current state of quality of education the institution is providing;
1.3.1.2 Identifying the areas and issues that need to be addressed and improved to enhance and
maintain quality in education
1.3.1.3 Integrating the concerns of major stakeholders into the educational system to provide
better experience
1.3.2 The self-assessment exercise is an effective approach to gain a clear understanding of
current situation by an informative SWOT analysis. The self-assessment exercise helps
to judge the overall effectiveness of academic program and educational processes. It
provides an opportunity to attain a deeper understanding of the areas that may need
improvement. Thus, self-assessment becomes one of the core activities of the quality
assurance process. It has gained increasing importance to address the critical issues for
credible quality assurance system.
2
Self-Assessment Manual
1.3.3 The quality of education can be measured by the employability of the graduates and
their capacity to launch startup business and becoming successful entrepreneurs. The
quality of education can also be judged by the extent of its contribution to organizations
and national development as well as to local and global communities. In an ever
changing environmental setting the definition of quality education and requirements for
quality education are also changing continuously. With the changes in the definition of
quality education there is an urgency to look into the effectiveness of the existing
academic programs and appropriateness of institutional capacity to maintain quality in
education. Self-assessment uses observable performances as the basis or evidences for
judgment that underpins program or institution to become responsive (Loacker, 2004
a
).
1.3.4 Self-assessment becomes a very important exercise to the academic institutions for
continuous improvement and quality assurance in education. It refers to a
comprehensive and systematic process of collecting and analyzing information from
major stakeholders on the QA areas and related aspects of the educational institution.
The SA process allows the organization to identify the strengths and areas in which
improvements are required for quality education. It also provides information to
participants, allowing them to evaluate and understand the overall quality of academic
programs. Self-assessment provides a direction and guidelines to prepare
comprehensive improvement plan addressing the issues critical to quality assurance.
The understanding and practice of self-assessment promotes developmental process. It
is never exhaustive in its ability to grow. It enables the participants of the program
and/or institution to observe the situation precisely and to identify the deficiencies
between expectations and actual performances (Loacker, 2004
b
).
1.4 Objectives of Self-Assessment Exercise
The general objective of the Self-Assessment is to improve the quality of education
addressing the needs of the major stakeholders and national relevance. The specific
objectives of self-assessment exercise are to:
1.4.1 Identify learning needs: Employability of the graduates and ability to contribute to
organizations and national development are very critical to ensure quality in education.
Education is all about gaining a set of skills to match with the requirements for
employment, career development, lifelong learning and socioeconomic development as
well. As such, it is very important to understand what the students need to learn to
develop the required skills.
1.4.2 Assess the teaching learning capacity of the institution: Teaching learning is the core of
all academic institutions. It is very important to assess the capacity of teaching learning
to attain the learning objectives.
1.4.3 Review the existing procedures: To provide quality education in respect of changing
needs of the society, it is important to measure the effectiveness of existing procedures
and provisions in practice in the university.
1.4.4 Identify the areas need to be improved: Quality in education is the outcome of a
comprehensive process composed of several distinctive but interrelated elements. All
the elements or component of the process must be up to the mark to meet the quality
standard. Self-assessment is to identify the areas of the process or individual
practitioners, which need reinforcement and further improvement to enhance the
3
Self-Assessment Manual
capacity of the institutions or individuals to make the total system effective to provide
and maintain quality in education.
1.4.5 Create a basis for external assessment and validation.
1.4.6 Provide guidelines or direction to the program offering entity or to the University for
strategic planning.
1.5 Principles of Self-Assessment
1.5.1 Improvement: Self-assessment is a process not to prove anything but to improve.
1.5.2 Participation: Self-assessment should be done under a collaborative effort. For effective
self-assessment it is required to have the participation of all the members or
representatives of all the major stakeholders of the entity.
1.5.3 Reflection: It is required to consider the concerns and opinion of all the major
stakeholders of the program and university under assessment.
1.5.4 Coverage: Self-assessment need to cover the multidimensional aspects of the entity and
QA areas.
1.5.5 Facts driven: It is necessary to create a broad and logical basis of the self-assessment.
All the findings of the SA exercise should be based on facts and information.
1.5.6 Sensitization: It is very important to share the SA findings at least with the internal
stakeholders, faculty members, students and officials(IUCEA, 2010
a
).
1.5.7 Acceptance: SA findings need to be accepted by the academics, officers, and students.
1.5.8 Endorsement: The self-assessment report is required to be endorsed by the head of the
entity under assessment.
1.5.9 Continuity: The environment, standard and requirements for quality education are
changing continuously. Self-assessment for improvement is not one time assignment.
Self-assessment should be done in a permanent and cyclical process of quality
assurance.
1.6 Program Self-Assessment
1.6.1 University is basically made of the core academic activities of teaching learning and
research. The most important aspects of quality education generally refers the quality of
teaching learning and research. Generally, all these academic activities are taking place
at the program level. Program level self-assessment measures the success and
effectiveness of the program against the set goals and objectives. Self-assessment of
program is very critical for improving its quality of teaching learning and research. It is
also a requirement for program accreditation. A program review is a cyclical process
for evaluating and continuously enhancing the quality and effectiveness of the
programs under assessment.
1.6.2 Program self-assessment is the systematic collection, review, and use of information
about educational programs undertaken for the purpose of improving student learning.
It involves the thorough examination of all aspects and components of the program in
respect of stakeholders‟ opinion. It is a process of identifying the strengths and
weaknesses of the program in terms of capacity of effective teaching learning, student
performance assessment, program management, ability to provide students
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supports services and adequate physical facilities. Program self-assessment helps the
program offering entity to:
1.6.2.1 better understand the ongoing programs under assessment;
1.6.2.2 revisit the program objectives and goals;
1.6.2.3 redress the intended learning outcomes of the program, if necessary;
1.6.2.4 identify the areas of strengths, weaknesses, opportunities, threats (SWOT) and
emerging changes to make the program updated and need based;
1.6.2.5 assess the adequacy of student support services for effective teaching learning;
1.6.2.6 assess the progress of improvement desired; and
1.6.2.7 develop strategic plan with commitment and priorities for further improvement
1.7 Institutional Self-Assessment
1.7.1 Quality comes out of a well-structured process or system. This system refers
institutional arrangements including infrastructure, functional statutory bodies,
organizational set up, evidence of good practices, and guiding principles for education.
It is the ultimate responsibility of the universities or institutions to ensure quality in
education. It needs the enabling framework of well-functioning internal quality
assurance system, policies and procedures in place with adequate resources and
commitment. Institutional self-assessment is an on-going process designed to assess the
extent to which the institutional arrangement of the university supports the attainment
of student learning outcomes. It covers all the elements of institutional arrangements of
the university to provide education.
1.7.2 The outcome of institutional self-assessment is a holistic and comprehensive analysis of
its compliance to eligibility requirements and to meet the standards. The institutional
accreditation process starts with an institutional self-assessment against the
requirements to be an accredited institution and in terms of its stated mission and
objectives (WASC, 2012). Generally, the institutional self-assessment serves following
purposes:
1.7.2.1 provides feedback regarding the strengths and weaknesses of the process of providing
education;
1.7.2.2 identifies the problems to ensure healthy, safe, protective and gender-sensitive
environment for quality education;
1.7.2.3 periodic review of these policy and procedures for effectiveness;
1.7.2.4 ensure transparency and accountability;
1.7.2.5 prompt, appropriate, and sensitive managerial action to redress problems, supported by
adequate information;
1.7.2.6 benchmarking and preparation of comprehensive strategic plan for further
improvement;
1.7.2.7 facilitate external quality assurance and institutional accreditation; and
1.7.2.8 promote a culture of continuous improvement.
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Chapter 2
Self-Assessment Criteria and Standard
2. Developing QA culture requires special attention to the QA areas. In respect of current
setting following quality assurance areas may be considered as the self-assessment
criteria:
2.1 Criteria 1: Governance
In the face of dramatic changes over recent decades in higher education landscape
governance has become a crucial issue in quality assurance in higher education.
Governance at university encompasses the organizational structures, legislative
framework and processes through which, policies and programs are developed,
managed and delivered. Governance facilitates the achievement of the stated mission
and objectives of the university. The central administration and statutory bodies like the
Vice Chancellor, Board of Trustees, Syndicate, and Academic Council are the powerful
actors in university‟s governance system. The players involved in ensuring the
governance at the university includes all the administrative layers from top
management to the program level management. Some of the areas of governance at the
university include the following but not limited to:
2.1.1 Mission and objectives: Mission and objectives of an institution or program offering
entity describe the purposes and stakeholders of the institution and program offering
entity
Standard 1-1: Mission and objectives are defined in respect of national relevance
incompliance with the legal requirements, QA requirements and external reference
standards.
Standard 1-2: The intended learning outcomes (ILOs) need to be defined specifying
skills, results and behavior in the students that must be observable, measurable in a
given condition.
Standard 1-3: There should be a well-defined graduate profile which will clearly and
succinctly describe the competencies in the graduate that the academic program aims to
produce.
Standard 1-4: Intended learning outcomes must satisfy the mission and objectives of
the program and institution.
2.1.2 Management: Good governance and quality assurance depends on the integrated
approach of management by the statutory bodies and individual units of the university.
It needs commitment, sense of responsibility, team work, collaboration and
coordination among the top management, academic, administrative and support units of
the university.
Standard 1-5: The University must have an organizational structure and organizational
units with defined responsibilities in compliance with the legal framework under which
the university is established.
Standard 1-6: The institution/program offering entity must review and ratify the
policies and procedures periodically with an objective of further improvement.
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Standard 1-7: Code of conduct for the students and code of conduct for staff members
and disciplinary rules and regulations are well defined and well communicated.
2.1.3 Accountability & Transparency: Accountability and transparency are very critical to
develop stakeholder's confidence and trust. It needs proper documentation and access to
information relating to all aspects of management of academic programs and the
university.
Standard 1-8: The University must have a well-designed website, which will contain
all sorts of information of the university and programs with easy access to the
stakeholders.
Standard 1-9: A student handbook containing mission, objectives, graduate profile,
academic calendar, rules, regulations and program related information in details.
Standard 1-10: Documentation at all levels of university administration from central to
individual faculty members.
2.1.4 Academic leadership and autonomy: At this age of globalization and knowledge
economy higher education institutions are going through many changes. To manage
these changes favorably, increasing emphasis is being placed on good governance
strengthening institutional leadership and greater administrative autonomy. Leadership,
institutional autonomy and proper exercise of academic freedom have immense effect
on the achievement of organizational mission and objectives.
Standard 1-11: In order to be responsive to the emerging changes and needs
universities and the academic units of the university must have effective institutional
leadership and sufficient autonomy.
Standard 1-12: The academic leaders and the faculty members must be judicious and
guided by the values of quality assurance
2.1.5 Stakeholder's Feedback: Active role of major stakeholders, particularly employers
and students, in higher education process is highly recognized for quality assurance. In
terms of designing curriculum, teaching learning methods and assessment procedure
stakeholders should have the opportunity to place their opinion on the issues what the
student should want to learn, and how they should learn. More especially, stakeholders
must be offered the opportunity to provide the feedback regarding the effectiveness of
academic programs, teaching learning practices and overall performance of the
institution. Such provision will make the employers aware about the outcomes of
university industry collaboration and their strategic roles to human capital development
for mutual benefits. At the same time students will be more aware of career
requirements, what they are doing and why they are doing it in terms of academic
preparation. It can be an effective way of motivating students to learning and
attainment of learning objectives and making students accountable as well. Systematic
feedback process could help to maintain sound academic environment. Stakeholder‟s
opinion survey under self-assessment exercise explores many useful comments and
suggestions, which are very critical to quality assurance in education. Systematic
approach to collect and due response to their ideas, evaluation and comments would
help the university and program offering entities to make the QA practices more
acceptable, affordable and logical.
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Standard 1-13: Management of stakeholder‟s feedback to get useful insights for the
purpose of improvement in all aspects of teaching learning and research.
2.2 Criteria 2: Curriculum Content Design & Review
Curriculum refers to a well-defined and prescribed course of studies, lessons and
activities, which students must complete to fulfill the requirements for acquiring the
degree. Self-Assessment will facilitate the integration of the procedure in redesigning,
modernizing and updating the curricula to accommodate the job market requirements.
The curriculum plays a crucial role in achieving the mission and objectives of the
university including the intended learning outcomes and overall effectiveness of the
programs. Curriculum design & review process include:
2.2.1 Involvement of stakeholders;
2.2.2 Need assessment: Regulatory requirements, qualifications framework, existing &
emerging industry needs, general societal factors, community needs, professional &
career requirements etc.;
2.2.3 Content& Structure: Selecting courses for foundation, general development, major,
minor, categorization of courses, audit course & capstone;
2.2.4 Defining Course Learning Outcomes (CLO): Observable, specific and measurable
learning outcomes in terms of knowledge, skills and attitude;
2.2.5 Skill development mechanism or strategy;
2.2.6 Evaluation & Review: Review process and involvement of major stakeholders with
special attention to achievement of CLOs, employability of the graduates, course
evaluation by the students and respective course teachers, identifying gaps and lapses in
existing curriculum through curriculum alignment, initiative to close the gap. To cope
with the globalization, ongoing developments and changes across the environmental
setting there is a strong need to integrate the concerns of major stakeholders in the
curriculum. The curriculum needs to be reviewed to ensure relevance to industry and
society. For the purpose of review concerns of major stake holders like students
graduates and employers should be considered with due importance.
Standard 2-1: University must have a well-defined procedure to design and review the
curriculum of academic programs periodically.
Standard 2-2: There must be a program specific body or committee with
representation from the major stakeholders to take care of design and redesign of
curriculum.
Standard 2-3: Designed curriculum with valid basis and all changes in the curriculum
with specific reasons must be properly documented.
Standard 2-4: Curriculum must the aligned with program objectives, intended learning
outcomes through proper skill mapping.
Standard 2-5: Designed curriculum must satisfy the mission and defined graduate
profile.
2.3 Criteria 3: Student Admission, Progress and Achievements
2.3.1 Entry qualification: It is a fact that choice of program and institution matters for
career of the graduates. At the same time, it is very important to have the eligibility of
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the students interested in higher education under a particular program. Prior educational
attainment remains the best single indicator to complete an academic program
successfully. Quality of learners in terms of commitment and prerequisite qualifications
are very important to afford the study load, understand the subject matter and comply
with the program requirements. The eligibility requirements may vary from one
program to another and university to university. As such, each university may set the
general and discipline specific entry requirements and select the eligible for a particular
program. Entry requirements are the minimum qualifications, knowledge, skills and/or
experience that an applicant must have in favor of his candidature for a particular
academic program.
Standard 3-1: Entry requirements must be well defined, measurable and
communicable to the potential candidates for admission.
Standard 3-2: Entry requirements must reflect the level of qualifications required to
afford the academic load of a particular program and match with the nature of the
discipline.
2.3.2 Admission Procedure: In Bangladesh, increasing number of students are coming for
higher education from many streams of secondary education. Many of these students
may have the entry qualifications to get admission into an academic program and
university they are interested to study. But, it is a reality that opportunities for higher
education in the preferred universities are always limited. Universities are required to
select the candidates from a pool of diverse applicants who collectively will form the
best possible group of students. Selection of the eligible candidates for the particular
academic program is important to maintain quality in education.
Standard 3-3: The admission process ensures fair treatment to all applicants with
transparent and good practices and do not discriminate applicants in any way.
Standard 3-4: Everyone has confidence in the integrity of the admissions process.
Standard 3-5: The admission process is competent enough to differentiate between
apparently equally qualified and non-qualified candidates for courses with competitive
entry.
Standard 3-6: The admissions procedure enables the institution to select students who
have potentials and are able to complete the academic program successfully.
2.3.3 Progress & Achievement: Achievement is the extent to which a student has
demonstrated knowledge, skills, values and attitudes as the result of the teaching-
learning process. It is measured by assessing how well students performed in relation to
stated standards. On the other hand, progress is measured by how much achievements
students make over a specific period of time (i.e., year-to-year, semester-to-semester,
etc.). Progress and achievement present a complete picture of student learning. Program
offering entities have to identify and keep records of the student achievements. It will
determine the progress students are making toward the attainment of learning goals
against the set standard. Tracking and recording of students‟ progress and
achievements help to decide on the pre-requisite qualifications of the students for the
next step of learning in the process. Overall of achievements, at the end, will fulfill the
degree requirements and form the basis of qualification. Students who achieve well and
showing satisfactory progress are more likely to be successful at the next stage of their
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education and in their lives beyond university. It is crucial that schools
1
gather, collate,
analyze and use valid and reliable information about students, such as their
achievement, progress and attitudes to learning. This information is used to make
decisions at a school-wide, cohort, classroom, group and individual level. Effective use
of data is linked to improved decision making in the governing, leading and managing,
and effective teaching dimensions. Self-assessment is a key mechanism through which
schools and teachers can gather and analyze information on the effectiveness of what
they do, and their progress towards their goals and targets. It involves investigating
evidence about student engagement, achievement and progress, and current ways of
doing things to find out where improvement is needed. Schools and teachers use the
results to inform their decisions about priorities for improving engagement, progress
and achievement.
Standard 3-7: The quality assurance system of universities should be in place to assure
that levels of students‟ achievements and progress are monitored and recorded duly for
the use of reference points, evaluation of achievement and meaningful academic
guidance and counseling.
Standard 3-8: The quality assurance system of the university maintains a record of the
total number of years, semester, and credits, for each student, to be eligible for
certification and other credentials.
Standard 3-9: Student progress and achievement monitoring system is comprehensive
enough to identify the students who are showing poor progress, who are not achieving
and who are at risk.
2.4 Criteria 4: Physical Facilities
The universities are to provide education and it does not take place in a vacuum.
Quality physical facilities are integral part of the quality learning opportunities at the
university Physical facilities create favorable learning condition and facilitate the
attainment of earning objectives. Physical facilities that are very important for
strengthening effective teaching learning and provide quality education include:
2.4.1 Classroom facilities must be adequate and well equipped with modern teaching aids,
e.g., multimedia projectors, public address system, DVD player etc.;
2.4.2 Library facilities with quality text books, reference books, journals, documents,
literature and access to digital library facilities and e-learning materials;
2.4.3 Information Technology resources with Internet connectivity;
2.4.4 Laboratory and field laboratories must be adequate, well equipped, accessible and
useful;
2.4.5 Medical facilities must be adequate, well equipped, accessible and useful to provide
emergency healthcare services ensuring health and hygiene within the campus;
2.4.6 Other facilities like clean, spatially adequate and separate leisure rooms for male and
female students, cafeteria facilities with nutritious and safe food, reading rooms,
theater, auditorium for staging cultural programs etc. Clean and hygienic toilets and
washrooms for male and female students. Playing field, gymnasium, lawn tennis,
1
School here means the academic unit of a university, e.g., department, faculty, institute etc. that form the core of
program delivery entity of the institution.
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badminton and table-tennis courts, cycling track and swimming pool etc. also constitute
good facilities for overall development of students.
2.4.7 In addition, some discipline specific facilities, very critical for proper learning, need to
be ensured. For example, clinic & hospital and farmland facilities for disciplines like
Dentistry, Veterinary Science, Medicine and agriculture etc.
Standard 4-1: For the purpose of quality assurance in higher education it is to be
ensured that the physical facilities as required for a particular academic program are
appropriate, adequate, comfortable, safe, aesthetically pleasing and well managed.
Standard 4-2: The higher education institution provides and ensures access to the
necessary information technology resources, computers, Internet, and other
communication equipment for the teachers and students.
2.5 Criteria 5: Teaching - Learning and Assessment
2.5.1 Teaching Learning: Teaching learning constitute the core of education. It is the
responsibility of the educational institutions to ensure effective teaching learning for
quality in education. For the purpose of effective teaching learning following factors
are very critical:
2.5.1.1 Quality Staff: It is to be ensured that the staffs of all categories including academic,
support, technical and administrative are adequate and skilled to meet the requirements
of academic standards and strategies of teaching learning.
2.5.1.2 Appropriate teaching learning methods: Teaching learning method, in fact, sets the
stage for everything in terms of learning outcomes. Efforts in this area pay great
dividends in terms of attainment of learning goals and quality of education as well.
Attainment of learning goals depends on the role and involvement of students and
teachers in the process. Teachers need to be diligent in transferring new knowledge to
the students effectively so that the goal of teaching learning succeeds. The teachers
should use innovative teaching techniques to make the students keen, focused and
interested to learn the subjects taught, and are able to maintain a scholarly approach for
engaging students in academic activities.
2.5.1.3 Use of Lesson plan: Use of lesson plan is a growing practice in teaching learning
internationally. It specifies the subject matter to be taught, learning objectives and
assessment of that learning for each and every class. As a result, at the beginning of a
session students become very clear regarding what will be taught, how will it be taught,
how will the attainment of learning be assessed and subjects they are supposed to learn.
Documentation of lesson plans will enable one to determine the level of students‟
learning in any particular course and help the students to plan for learning of a course at
the next level of academic life.
2.5.1.4 Technology integration: At this age of information technology work has become
increasingly IT centric. As such, IT integration in teaching is very critical for quality in
education. IT integration in teaching learning will make it a lot easier, attractive and
more effective to communicate ideas and complex subjects meaningfully in class
rooms. In addition, use of IT in teaching will encourage students to use e-contents to
improve learning, access e-resources for studying and research, use information
technology for academic preparation and problem solving.
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2.5.1.5 Focus: Teaching learning in higher education must address the higher order of learning
in educational domain, i.e., application to creation. At the tertiary level of education
heightened cognitive skills are very important. Efforts should be made to develop the
skills of original thinking and creative faculty.
2.5.1.6 Skill Development Mechanism: It is required to keep in mind that education is all
about to gain a set of skills. Such skills will make the graduates competent to face the
reality of life, to develop the attitude of lifelong learning and to contribute to the
socioeconomic development of the country. As such, teaching learning should not be
confined within the class room only. Classroom learning is not enough to develop the
desired skills. Universities must have a comprehensive skill development plan
incorporating the curricular, co-curricular and extra-curricular activities.
Standard 5-1: Teaching learning practice is interactive, motivating, promoting sense of
responsibility and commitment.
Standard 5-2: Teaching learning practice involves practical evidence, initiates critical
thinking, and inspires students to apply acquired knowledge in the real life situations
focusing on higher order of learning.
Standard 5-3: Teaching learning practice integrates the use of technology and also
should provide students with opportunities to use these skills in academic preparation,
both within and outside of the classroom
Standard 5-4: Teaching learning practices provide enough scope to integrate co-
curricular and extra-curricular activities for intended skill development.
Standard 5-5:The teaching learning methods and opportunities must ensure that the
identified skills are transferred to students.
Standard 5-6:Use of lesson plan should be formalized in teaching learning practice
with proper documentation and access.
2.5.2 Assessment of Student Performance: The purpose of higher education is to make the
students capable of using knowledge and understanding to identify, clarify and provide
best possible solutions to issues and emerging problems relating to individual,
workplace, society and the country. Students are required to gain the multiple skills to
make them capable of serving the purposes of higher education. Students gain these
multiple skills through the achievement of intended learning outcomes of study
programs. Assessment of student performance is a systematic process of collecting,
analyzing and interpreting information to determine the extent to which intended
learning outcomes have been achieved. Assessment creates a basis for judgment on the
performance of student. Effective and appropriate performance assessment procedure is
very important to judge the level of attainment of learning outcomes and skill
development.
Standard 5-7: Students are well informed about the criteria, processes, techniques,
tools and rubrics that will be used to assess performance.
Standard 5-8: In line with teaching learning student performance assessment approach
must be focused on higher order learning.
Standard 5-9: Assessment procedure should be comprised of a set of multiple
activities to measure the attainment of learning outcomes and skills.
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Standard 5-10:Assessment procedure must be designed to test abilities and skills of
student for integration and application of knowledge and analytical approaches.
2.6 Criteria 6: Student Support Services
Student support services are to meet the personal and academic needs of the students. The
support system is „an educational necessity‟ and both students and staff benefit from it
(Lea & Farbus, 2000). It contributes to the social and academic development of the
students, enhance quality learning experience and educational achievement of the students
by meeting their diverse needs. It also promotes the intellectual development. Student
support services facilitate to build a student-level community that creates a sense of
belongingness, friendly and congenial academic environment through socialization,
collaborative efforts and student involvement. Generally, the provision of student support
services includes the following:
2.6.1 Academic guidance and counseling: Academic environment at the tertiary education
is significantly different from that of secondary level. It is very critical to guide the
students so that they can cope with the challenges and opportunities of university life.
Sufficient and proper academic guidance and counseling beyond regular class-room
lecture time is very effective in making the students serious regarding studies and
motivate them to explore the ever expanding frontier of knowledge.
Standard 6-1: Academic guidance and counseling should be formalized with proper
documentation.
2.6.2 Co-curricular & Extra-curricular Activities: Co-curricular and extra-curricular
activities are the integral part of the skill development mechanism. University must
have some departments or centers like Department of Physical Education, Teacher
Student Cultural Centre (TSCC) and facilities to stage drama, hold debates, musical
soiree, publish journals and exhibit fine arts. In addition, at the department or program
level students association or society, like debating club, environment club, culture club
etc. should be allowed. These organizations shall be developed with specific
responsibilities or terms of reference to organize sports, entertainment programs and
cultural activities on a regular basis involving students.
Standard 6-2: Organization and Participation in co-curricular and extra-curricular
activities should be recognized as an integral part of skill development mechanism and
quality education.
Standard 6-3: Co-curricular and Extra-curricular activities should be encouraged with
reasonable time to participate.
2.6.3 Career & Placement: Quality of graduates is mostly measured by the employability
and their capacity to launch startups and the extent of contribution they make to the
organizations, community and national development. All types of jobs are not
necessarily suitable for all graduates. Career counseling and placement arrangement can
playa very critical role to get the right job opportunities and select suitable career.
Standard 6-4: Career counseling and activities relating to placement of graduates need
to be done on a regular basis under the management of a permanent administrative
setup.
2.6.4 Alumni Services: Well organized alumni association is very effective to get in touch
with the industry and working life. It would also help the university to develop
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institutional network and university industry collaboration (UIC) for promoting
research and placement of the graduates.
Standard 6-5: The university and program offering entities should have well organized
and meaningful alumni association to support the quality education efforts.
Standard 6-6: The university and program offering entities should have a formal
system to collect alumni feedback on the effectiveness of academic programs, emerging
changes in the industry and working life.
Standard 6-7: The university and program offering entities should organize programs
relating to career guidance and university industry collaboration (UIC) with the active
participation of alumni association.
2.6.5 Community Services: The quality assurance system needs to ensure that the university
makes a significant contribution to the community, society and country. Community
involvement is an effective way of understanding the social issues and working with
people. Community involvement will provide students with opportunity to synthesize
academic learning with real life situation and contribute to the community
development. When students are in a real life situation that pushing them to make the
effective decisions they tend to think critically to resolve the problems. It aims to
enhance students‟ knowledge, skills and confidence. It also makes an important
contribution towards promoting lifelong learning, social inclusion and active
citizenship.
Standard 6-8: Students have the opportunity to involve themselves in community
services under the management of the program offering entity in an organized manner
on a regular basis.
2.7 Criteria 7: Staff and Facilities
At any university or program offering entity the academic and non-academic staffs are
the major players in teaching learning and research along with the students. Efficiency
and commitment of these staffs are the key success factors to all academic activities
and quality assurance system. Teaching staffs are creating knowledge through research
and transfer the same to the students through teaching learning practices. On the other
hand, non-academic staffs must have active role with the necessary depth and breadth
of technical knowledge and experience to support the academic activities of the entity.
To have an effective team composed of academic and non-academic staffs following
areas are very critical:
2.7.1 Recruitment: Sufficient number of academic staffs is very important to provide
continuity and stability, cover the curriculum adequately and effectively, allow for
scholarly activities in teaching learning and research. Universities are also required to
maintain reasonable teacher student ratio and affordable suitable for particular
discipline.
Standard 7-1: In order to select the right person for the right job university must have
a transparent, fair, appropriate and properly documented recruitment policy specifying
the entry qualifications and outlining the key stages for both academic and non-
academic staffs.
Standard 7-2: Salary and incentives should be reasonable to attractive and retain the
talented and experienced staff members.
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Standard 7-3: Qualifications of all faculty must be sufficient to teach courses in their
area of interest, modify and update courses and curricula.
Standard 7-4:Academic staff are working as a team with highest level commitment
and sincerity.
Standard 7-5: Faculty are very serious and keen to enhance professional knowledge
and skills through research and higher study leading to Ph.D degree.
2.7.2 Staff Development: Quality assurance recognizes the importance of training and
development. Training is very important to enhance the professional skills of the staff
and to keep them up-to-date with best practices in quality assurance.
Standard 7-6: University must have a well-organized and functioning staff
development center.
Standard 7-7: All academic staff must have training or orientation for effective
academic guidance and counseling.
2.7.3 Peer Observation: Peer observation is an effective approach to get useful insights to
improve teaching capacity and quality. In some cases it is very difficult to identify
ones‟ own mistakes and limitations. In that case, peer observation provides an
opportunity to learn from each other and to improve. Peer observation also helps
experienced staffs to share the good practices with the new and relatively less
experienced staff members. Such provision of mentoring is very effective to develop
the professional skills of young and newly recruited staff. Peer observation means a
process in which a colleague or other nominated individual is invited to observe one‟s
class or way of doing a particular job and give feedback. Peer observation is a powerful
tool for developing a culture of good practice. Such good practice may be used for the
students also under the oversight of the faculty members.
Standard 7-7: Formal and documented peer observation is in practice in the entity.
2.7.4 Career Development:
All employees are expected to participate in some form of career development every
year. Career development encourages continuous self-improvement and a commitment
to lifelong learning. It results in increased job satisfaction, enhanced capabilities and
higher performance. Thus, Career development provides staffs with opportunities to
build productive and satisfying careers while contributing to the achievement of the
university‟s mission.
Standard 7-8: University must have comprehensive rules encouraging and supporting
to the staff for career development.
Standard 7-9: University must have provisions and enough facilities to allow and
motivate academic staff for further training & development, higher study and advanced
research.
Standard 7-10: University should have provisions for holding seminars and workshops
to share new knowledge among the faculty and explore innovations.
Standard 7-11: Promotion or appointment to any higher position or assigning any
responsibility in the university must be on the basis of well-defined key performance
indicators (KPI).
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2.7.5 Key Performance Indicators (KPI): Well-defined KPIs may act as a source of
motivation and means to ensure accountability of staff. University may use Teaching
Performance Indicators (TPIs) and Research Performance Indicators (RPIs) of the
teachers as key performance indicators. Performance of an academic institution should
not be confined to producing graduates in terms of quantity only. It is important to have
specific performance and success indicators that contribute to graduates‟ skills
development, teaching learning, research and extension services, national and
international recognition and contribution to socioeconomic development. Similarly,
faculty members should not limit their activities within self-development by research
and publications only. Rather, teaching performance should be measured based on
student evaluation and peer observation, contribution to skill development of the
students, quality teaching-learning. Research with national relevance and extension
services, national and international recognition and socioeconomic development need
to be considered as key performance indicators.
Standard 7-12: University must have well-defined, documented and properly
communicated key performance indicators (KPIs).
Standard 7-13: Performance of academic and non-academic staff is assessed in respect
of these KPIs on a regular basis in a formalized manner.
Standard 7-14: University maintains balance between Teaching performance
indicators (TPI) and research performance indicators (RPI) with due importance.
Standard 7-15: Evidenced and documented involvement of academic staff members in
community services is considered as an integral part of the KPIs.
Standard 7-16: Documented teaching performance evaluation by the students is
considered as an integral part of the KPIs.
2.8 Criteria 8: Research and Extension
The prime objective of higher education is to contribute to the sustainable development
and improvement of society as a whole. It is undeniable fact that research forms the
basis of creativity and innovation, which are very critical for sustainable socioeconomic
growth and development. Research also makes teaching learning effective and practice
oriented. More specially, universities generally have mandates, resources and
opportunities for research.
Standard 8-1: University must develop capacity with appropriate facilities and
provisions to undertake research with national relevance and give due motivation and
recognition to researchers.
Standard 8-2: University should have institutional approach to explore the possibility
of corporate funding through university industry research collaboration.
Standard 8-3: University should have a system and policy to disseminate and transfer
the research findings to the industry and community through extension services.
Standard 8-4: Initiative to have patent of innovations need to be encouraged and
supported by the university authority.
2.9 Criteria 9: Process Management & Continuous Improvement
Quality assurance system refers to a set of administrative and procedural activities with
systematic assessment in respect of standard, feedback, remedial measures and
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monitoring. The total system is focused on process output, which refers to quality in
education and achievement of objectives. Several interventions are needed to assure
internal quality and continuous improvement, which includes faculty development,
external evaluation, linking program with corporate world, adopting good practices and
developing quality culture in all walks of academic management. The processes by
which QA activities will be executed and quality in education will be assured must be
in place, properly managed, periodically reviewed, evaluated and updated for
continuous improvement. Top management of the university should have commitment
for developing quality culture which recognizes the importance quality assurance in
practice.
Standard 9-1: University or the entity must have internal quality assurance system
with set policies and procedures for quality assurance.
Standard 9-2: The University or the entity conducts self-assessment following a cycle,
develops strategic plan, identifies the limitations to implement the plan and adopts
corrective measures for attainment of desired quality.
Standard 9-3: The University or the entity continually and systematically review the
effectiveness of the procedures to meet the objectives.
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Chapter 3
Self-Assessment Process
3.1 Self-Assessment Mechanism
3.1.1 Organizing for Self-Assessment: Self-assessment may be considered as the
groundwork for effective decisions and work plan relating to quality assurance and
further improvement. For an effective self-assessment critical review of current state of
practices in respect of the set criteria and standards is very important. But the job is not
a stand-alone exercise. Instead, the self-assessment should be the culmination and
coordinated efforts by several group of people in the university or program offering
entity. It should be done as a permanent and cyclical process. In order to be effective in
organizing self-assessment major stakeholders must have a clear understanding of the
self-assessment process, its scope and limitations. In many cases, self-assessment is
undertaken because the leaders of an institution, or an external agency, demand
it(Lemaitre, 2007). But if it is not considered useful and worthwhile for the academic
improvement, it will not be effective. It is necessary to have significant internal
motivation to go for self-assessment. Self-assessment is to be done with the spirit of
team work and involvement of all the parties of the entity or institution. Strong
commitment and institutional supports are also very important to maximize the benefits
of self-assessment. Therefore, arrangement of workshop or discussion on the self-
assessment process and its significance in quality assurance would be effective to
mobilize the internal stakeholders of the entity for self-assessment. IQAC has to take
the lead role in this regard.
3.1.2 Self-Assessment Committee (SAC): There shall be a three member Self-Assessment
Committee in each program offering entity of the university. The Dean/Chairman/
Head of the program offering entity will form the Program SA Committee (PSAC) for
the entity. The Head and two members of SAC shall be filled up by the interested,
experienced appropriately qualified senior faculty of the entity under assessment. The
SAC will be formed and function for one year. During this one year period the SAC
will conduct the self-assessment and facilitate the external peer review and prepare the
improvement plan for further academic development. In addition, the SAC will oversee
the QA related activities within the program offering entity and will make sure that all
the QA activities undertaken by the IQAC and applicable for the entity are being
implemented properly. The SAC in cooperation with IQAC will work to develop the
QA culture within the entity.
3.2 Responsibilities for Self-Assessment
As it is the responsibility of the university to ensure quality in education, ultimately, the
responsibility of self-assessment goes to the university authority. In order to promote
the quality culture within the university, on behalf of the university, the IQAC of the
university will take the prime responsibility to carry out the self-assessment exercise.
However, as integral parts of the university system all the units of university have its
specific responsibility relating to self-assessment. The specific responsibilities of self-
assessment are as follows:
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3.2.1 Responsibilities of the IQAC
3.2.1.1 Initiative to conduct self-assessment with the concurrence of QAC and the Vice
Chancellor of the University.
3.2.1.2 Placing all the Self-assessment Committees for approval of the Vice- Chancellor.
3.2.1.3 Provide administrative and support to carry out the self-assessment exercise including
external peer review of the SAR.IQAC is also responsible to provide adequate funds to
meet the costs associated with the SA process activities as per the SA budget.
3.2.1.4 Appointment of the individual consultants for the purpose of external peer review of
program self-assessment following the provisions stated in the SA Manual in
consultation with the respective program offering entity and approval of the Vice
Chancellor.
3.2.1.5 Appointment of the Individual consultants or recognized agency for the purpose of
external peer review of the institutional self-assessment following the provisions stated
in the SA Manual and with the approval of the Vice Chancellor.
3.2.1.6 Preparing the schedule for external peer review of institutional self-assessment, inviting
the external peer reviewers, making necessary arrangements and providing supports to
the external peer review activities, so that they can carry out the review activities
properly.
3.2.1.7 IQAC will preserve the SAR and External Peer Review report for the preparation of
Annual Quality Assurance Report and take necessary steps to forward the same to the
QAU, UGC.
3.2.1.8 IQAC will arrange the workshop inviting the representation from major stakeholders to
share the findings of the institutional self-assessment in presence of the QAC.
3.2.1.9 Develop the strategic plan for the university based on the institutional self-assessment
and improvement plans of the program offering entities.
3.2.2 Responsibilities of the Dean of the Faculty
3.2.2.1 Oversee the self-assessment of program offering entities under the faculty.
3.2.2.2 Keeping records of program self-assessment and external peer review reports.
3.2.2.3 Facilitate the preparation of improvement plan for the program offering entities under
the faculty.
3.2.2.4 Use the findings of self-assessment and external peer review of the program offering
entities under the faculty for external correspondence and program accreditation.
3.2.3 Responsibilities of the Head of the Program Offering Entity
3.2.3.1 Formation of Self-assessment Committee (SAC) in response to the directives of the
IQAC.
3.2.3.2 Arrangement of workshops relating to the self-assessment inventing all the faculty
members of the entity.
3.2.3.3 Provide administrative and logistics supports (like meeting room, computers and
photocopier facilities, office supplies such as paper, file folders etc.) to conduct the
self-assessment and oversee the self-assessment of the entity.
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3.2.3.4 Organizing meeting inviting all the faculty members of the entity to share the findings
of the self-assessment report (SAR).
3.2.3.5 Endorsement of the self-assessment report for external peer review and further
academic development.
3.2.3.6 Providing supports and facilitating the external peer review of the SAR.
3.2.3.7 Keeping records of self-assessment and external peer review reports.
3.2.3.8 Facilitate the preparation of improvement plan for the entity and forward the same to
the IQAC for further necessary actions.
3.2.3.9 Use the findings of self-assessment and external peer review for external
correspondence and program accreditation.
3.2.4 Responsibilities of the SA Committee
3.2.4.1 Designing the self-assessment activity schedule.
3.2.4.2 Organizing awareness building workshop on Self-assessment and Quality Assurance in
Higher Education to ensure the cooperation and participation of all staff members of the
entity under assessment.
3.2.4.3 Preparing the survey tools (questionnaire) for major stakeholders i.e. students, alumni
members, employers, academic staffs, non-academic staffs etc. and conducting the
opinion survey to collect data and feedback from major stakeholders using separate
questionnaire.
3.2.4.4 Data entry, analysis and preparing the self-assessment report (SAR).
3.2.4.5 Program Self-Assessment Committee (PSAC) will organize workshop to share the
program self-assessment results with the faculty members and the representatives of
major stakeholders in presence of the QAC.
3.2.4.6 PSAC will submit the final Program SA Report to the Head of the program offering
entity and to the QAC for approval and endorsement.
3.2.4.7 Proposing the panel for external peer review to the IQAC. PSAC will prepare the
external peer review schedule in consultation with the IQAC and Head of the Entity.
SAC will make all the arrangements, providing necessary supports for external per
review and arranging meeting with the major stakeholders separately as per schedule so
that reviewers can conduct the review process smoothly within the stipulated time. At
least two weeks prior to the visit, the Head of the SAC should provide the reviewers
with an advance copy of the Self-assessment Report, review schedule, peer review
checklist and university handbook containing university mission and objectives and
program details. On arrival, the Head of the SAC should provide following documents
and facilities for effective external peer review:
i) A copy of the peer review schedule specifying the names and designation of the high
officials of the university to whom the reviewers will be speaking.
ii) A copy of class routine
iii) Peer review checklist and guidelines
iv) University handbook containing mission, objectives and program details including
curricula.
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v) Academic calendar for the program(s)
vi) A private office room with computer, printer and necessary papers for use.
vii)Access to the class room for teaching observation, course files, project papers,
assignments, exam papers (question papers & answer scripts) etc.
3.2.4.8 Arranging workshop and preparing the draft improvement plan in respect of the SA
Report findings and the recommendations of the external peer review panel. PSAC will
submit the improvement plan to the Head of the Program offering entity and to the
IQAC for further necessary actions.
3.2.5 Responsibilities of the Vice Chancellor
3.2.5.1 Approval the Self-assessment Committees.
3.2.5.2 Approval the selection of external peer reviewer.
3.2.5.3 Directives to the Heads of the various offices of the university administration to provide
information to the PSACs for the purpose of self-assessment.
3.2.5.4 Meeting with the external peer review panel
3.2.5.5 Endorsement of the institutional self-assessment report for external peer review and
further academic development.
3.2.6 Responsibilities of QAC
3.2.6.1 Critically review the proposed improvement plan and strategic plan of the university
and particular program(s) and recommend for approval.
3.2.6.1 Critically review the proposals submitted by the IQAC and recommend for approval.
3.3 Self- Assessment Process at Program Level
Academic program(s) shall undergo a self- assessment (SA) exercise once in every
four-year assessment cycle. The total process, starting from organizing for self-
assessment to approval of the improvement plan including preparation of SA Report
and external peer review, need to be completed within one year. The steps of the self-
assessment process are as follows:
3.3.1 Scheduling for self-assessment: Self-assessment is a permanent and cyclical process
of quality culture. As such, the IQAC will prepare a schedule for self-assessment of
different program offering entities of the university and the institution as well.
According to the schedule the Director IQAC will forward a written directive to the
program offering entities to form the Self-assessment Committee (SAC).
3.3.2 Formation of SAC: Upon receiving the written directives from the Director of the
IQAC, the Head of the program offering entity will arrange a meeting inviting the
faculty members of the entity to constitute a program self-assessment committee. In the
meeting, the entity will constitute the program self-assessment committee (PSAC) by
interested, experienced and qualified faculty as per the provisions stated in IQAC
Operations Manual (section 4.7). The Head of the program offering entity will send the
PSAC to the Director, IQAC in writing for further necessary actions.
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3.3.3 Approval of PSAC: The Director of the IQAC will place the PSACs received from the
program offering entities for approval of the Vice Chancellor and inform the Head of
the respective entity about the approval.
3.3.4 Planning: Upon approval the PSAC will design an activity schedule to complete the
self-assessment exercise smoothly in an organized and planned manner.
3.3.5 Team Building: According to the activity plan, the Head of the PSAC, in consultation
with the Head of the program offering entity, will organize an awareness building
workshop on Self-assessment and Quality Assurance in Higher Education. This
workshop isfor clear understanding about the SA process and team building. It is very
important to ensure the cooperation and participation with enough commitment of all
faculty of the entity under assessment.
3.3.6 Preparing for survey: The PSAC will prepare the survey tools (questionnaire) for
major stakeholders i.e., students, alumni, employers, academic staffs, non-academic
staffs etc. following the self-assessment criteria and standard. The PSAC will select the
respondents using appropriate methods for the purpose of opinion survey.
3.3.7 Conducting survey and review: In cooperation of the faculty members the PSAC will
conduct the opinion survey to collect data and feedback from major stakeholders using
separate questionnaire. In addition, PSAC shall make a critical review of documents
related to teaching-learning and research like curriculum, laboratory facilities, student
performance assessment tools, students‟ progress and achievement etc. PSAC shall
make the arrangements for data entry and analysis of information and feedback
collected by stakeholder survey. On the basis of collected information, feedback and
critical review observations the PSAC will prepare the draft self-assessment report
(SAR) following the SA report format given in the SA Manual.
3.3.8 Sharing the survey results: Program Self-Assessment Committee (PSAC) will
organize workshop to share the program self-assessment results with the faculty
members. If needed, the concerned PSAC may arrange an open hearing and discussion
over the second draft with all faculty members, officials and student representatives.
3.3.9 Preparing the final SAR: After all these formalities the concerned PSAC will prepare
the final SA Report incorporating the valid suggestions and observations of the
workshop and discussion. It is expected that the concerned PSAC will carry out the SA
work activities sincerely to submit the final SA Report within next 6 (six) months after
approval of the PSAC.
3.3.10 Submission of SAR for endorsement: PSAC will submit the final Program SA Report
to the Head of the program offering entity and for endorsement. The Director IQAC
will take necessary initiative to complete the external peer review and submission of
peer review report within next 03 (three) months after submission of the final SAR.
3.3.11 Selecting the external peer review panel: PSAC will propose the panel for external
peer review to the IQAC. IQAC Director will make the necessary arrangements for
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selection and hiring of the peer reviewer and signing of contract with him/her.
Concerned Head of the PSAC will invite the external peer reviewers for the purpose of
review and validation of the self-assessment report.
2
3.3.12 Facilitating external per review: PSAC will prepare the external peer review schedule
in consultation with the IQAC and Head of the program offering entity. Concerned
PSAC will make all the arrangements including meeting with the major stakeholders
separately, ensuring necessary supports for external peer review so that the reviewers
can conduct the review process smoothly within the stipulated time. At least two weeks
prior to the visit, the Head of the PSAC should provide the reviewers with an advance
copy of the Self-assessment Report, review schedule, peer review checklist and
university handbook containing university mission and objectives and program details.
On arrival, the Head of the PSAC should provide necessary documents and facilities for
effective external peer review as stated in the section 3.2.4.7 of the SA manual.
3.3.13 Preparing the draft improvement plan: After completion of external per review the
PSAC will prepare a draft improvement plan with benchmarking in respect of the SA
Report findings and the recommendations of the external peer review panel. Program
Self-Assessment Committee (PSAC) will organize workshop to share the draft
improvement plan with the faculty members to set priority and time line.
3.3.14 Submission: Finally, the PSAC will submit the improvement plan to the Head of the
program offering entity for further necessary actions. The PSAC shall prepare and
submit the improvement plan within next 03 (three) weeks after the completion of
external peer review report.
2
Please see IQACFOM for following the procedure on hiring of external peer reviewer.
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Self-Assessment Process (Five Year Cycle)
Self-Assessment Process Flow
Initiative and Scheduling by the IQAC for Self-Assessment
(1 Week)
Formation of SAC by the Head of the Program Offering
Entity (Within next 2 weeks)
Approval of the VC
(Within Next 1 week)
Preparing the Activity Plan by
SAC (Within Next 2 weeks)
Workshop 1: for Team Building
(Within Next 2 weeks)
Conducting SA Survey: Data Entry & Analysis
(Within Next 14 Weeks)
Workshop 2: Sharing the Survey Results
(Next 2 weeks)
Preparing and Submission of the Final SAR
(Next 4 weeks)
Endorsement by the Head of the
Entity (Next 2 weeks)
Appointment of External Peer Review Team
(Next 4 weeks)
Planning, Scheduling &External Peer Review of the SAR
(Next 2 weeks)
Submission of the External Peer Review
Report (Within Next 3 weeks)
Workshop 3: Preparing & Submission of Improvement
Plan (Within Next 2 weeks)
Submission & Approval of Improvement Plan
(Within Next 8 weeks)
Implementation of Improvement Plan
(Next 4 Years)
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Self-Assessment Manual
Chapter 4
Self-Assessment Report & External Peer Review
4.1 Self-Assessment Report
Self-Assessment reporting is an integral part of the QA mechanism and internal quality
assurance system of any university or program offering entity. It helps to manage and
achieve the objectives in a more organized and disciplined manner. It is a self-reflective
and critical evaluation of current state of QA practices. Self-Assessment report will be
used as the core document for the purpose of external peer review and strategic
planning for further improvement. Once the survey and data analysis is done, a decision
must be taken regarding the design of the self-assessment report. The universities and
the program offering entities are free to adopt any organization for the report as long as
the information and the analyses regarding the different criteria and standards are
explicitly present. In all cases the self-assessment report should reflect to what extent
each quality standard is met.SAC will prepare the self-assessment report of concerned
program offering entity.
4.2 General Guidelines for Preparing a Good Self-Assessment Report
4.2.1 The SA report should clearly describe the purposes and scope of self-assessment.
4.2.2 The self-assessment report should provide QA related comprehensive information
focusing on the strengths, weaknesses, threats and opportunities of the entity under
assessment. But the volume of information and the report should be just and enough.
4.2.3 It is important that the SA report be accurate, clear and persuasive, and supported by
facts and solid empirical evidences.
4.2.4 The report must be able to meet the needs and information requirements for strategic
planning and resources allocation.
4.2.5 A report should contain sound arguments, be readable and formatted in such a way as
to help readers to understand the contents with ease (e.g. meaningful headings/titles,
written in clear and concise language with abbreviations and glossary).
4.2.6 The report should contain commendations, affirmations and recommendations for
improvement. Recommendations should be practical in nature limited to the more
important issues so as to focus on priority.
4.3 External Peer Review and Validation of Self-Assessment
External review is one of the internationally accepted critical component of quality
assurance. A panel of expert or internationally credible QA agency (for institutional
self-assessment) taking part in the process of reviewing the self-assessment of any
institution or program is generally known as external peer review team (EPRT). In case
of external peer review the host university invites the peer reviewers beyond the
university to review the academic process as reflected in the self-assessment report. In
response, the peer review team will share internationally accepted standard and good
practices, their experiences and observations as the outcomes of an onsite visit and
critical review. The visit by the review team gives the institution or program offering
entity an opportunity to discuss and find ways of consolidating and improving the
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Self-Assessment Manual
academic environment (IIEP-UNESCO, 2011).Key features of the external peer review
process include:
4.3.1 critical analysis of the Self-Assessment Report (SAR);
4.3.2 peer observation of the key aspects of the self-assessment exercise;
4.3.3 gathering information on activities relating to quality assurance in higher education
through discussions with major stakeholders, i.e., students, faculty members, staff
members, alumni, university administration and management(academic and non-
academic) and employers;
4.3.4 identifying the strengths and weaknesses of the program offering entity or the
university;
4.3.5 identifying the areas that need further improvement for quality enhancement of higher
education; and
4.3.6 providing guidelines for effective quality assurance in education.
4.4 External Peer Review Process
There shall be a three member external peer review team with at least one as subject
expert (for program review) and at least one recognized QA expert. In case of
institutional self-assessment among the peer reviewers at least one must be a
professional expert for specialized universities like engineering, agriculture, medical
etc. The peer review panel members must visit the concerned university and facilities as
stated in the SA report. It will be a three-day visit under a well-structured schedule. The
university/program offering entity under self-assessment will make the arrangement for
peer review. External peer review will be based on the SA Report prepared by
concerned program offering entity or university and other documents made available
during the external peer review. Subsequently, the review panel will prepare and submit
the peer review and validation report collectively to the Head of the program offering
entity (in case of program self-assessment) and to the Director IQAC (in case of
institutional self-assessment). The Director IQAC will place the reports in the QAC
meeting and forward one copy of the report to the QAU. The sequential activities
related to the external peer review process are as follows:
4.4.1 The Director IQAC will request PSAC to submit three sets of CVs, each set consists of
three experts, to construct the external peer review team (EPRT) consisting panel
members as categorized in the section 4.4. The IQAC in consultation with the
concerned SAC, will select and appoint three experts, one from each set, following the
World Bank guidelines for procuring services of consultants.. In case of institutional
self-assessment, IQAC will take the responsibility to propose and hire the external peer
review team by following relevant procurement of services guidelines of the World
Bank. The concerned SAC will send the SAR to the external peers at least 15 (fifteen)
days before the scheduled visit so that they can go through the SAR and plan their
activities earlier.
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Self-Assessment Manual
4.4.2 The concerned SAC shall plan and schedule the EPRT visit in consultation with the
Director IQAC. The EPRT using the given checklist (Annex 14) will go through the
physical facilities, observe the class room teaching, review the documents made
available to them during the visit, and meet the representatives of major stakeholders
separately.
4.4.3 At the end of the peer review visit the external reviewers will present their critical
observations in an exit meeting that shall be attended by the concerned SAC, faculty
members of the entity, Dean and IQAC personnel. In case of institutional self-
assessment Deans, top management of the university and IQAC personnel will attend
the exit meeting.
4.4.4 The EPRT will submit their peer review report, both soft and hard copy, to the
concerned Head of the SAC and copy to Director IQAC with specific recommendations
within next 03 (three) weeks of their visit.
4.5 Guidelines for Peer Reviewer
The QA Unit, of the UGC expects that the peer-review process makes a full
contribution to its quality assurance and accreditation process. In this context the role of
the peer-reviewers is multifaceted and demanding. The reviewers, bringing new
insights in the process, can help the universities to develop their quality assurance
systems and for continual improvement of their standards. This note offers guidance to
the reviewers and other participants in the peer-review process on the standards of
conduct expected.
4.5.1 Code of Conduct
It is expected that the reviewer would:
4.5.1.1 Take all reasonable steps to know and understand the published quality assurance and
accreditation process and in particular the methods of developmental engagements and
accreditation.
4.5.1.2 Ensure that they remain up to date with any developments in the published method,
including attending conferences and workshops arranged for peer-reviewers by the
Unit.
4.5.1.3 Conduct their roles and activities in reviews in a way that fully respects the published
method and protocols, including reaching justifiable evidence- based judgments.
4.5.1.4 Undertake their part in review in a way that respects the mission of the entity they are
visiting and avoids bringing to the process any prejudices.
4.5.1.5 Show courtesy to all colleagues with whom they work in the review team and in the
institution, including respect for their views and opinion.
4.5.1.6 Complete the assignment on time and to a high professional standard, drawing upon the
hand book and the guidance provided in the review.
4.5.1.7 Respect the confidences shared in the course of the review, so that they do not divulge
any information on the self-evaluation, the findings of the review team or the conduct
of the review to any other university, any member of the public or the media.
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Self-Assessment Manual
4.5.1.8 Contribute to the evaluation of the process by offering constructive comments of their
experiences as a reviewer.
4.5.1.9 It is expected that peer reviewers will provide the entity with judgments basing on the
review observations for all the QA areas.
4.6 Guidelines in Preparing the External Peer Review Report
At the end of the external peer review of the self-assessment report the peer-reviewers
have to submit a report basing on the observations, critical review of the SAR and other
documents during the visit. This external peer review and validation report will guide
the entity under assessment to prepare the improvement plan. It is to be noted that this
external peer review and validation report has immense importance in the process of
accreditation. As such, it is highly expected that the external peer review team (EPRT)
in preparing the report will consider the following with due importance:
4.6.1 The external peer review and validation report should include all critical observations
and comments in relation to all the QA areas, self-assessment criteria and set standard
specifying the strengths, weaknesses, opportunities and threats.
4.6.2 Any information or interpretation of the SAR, where the peer-reviewers disagreed
should be included in the report with corresponding reason(s).
4.6.3 Reports should be balanced and constructive, conveying all the findings positive or
otherwise and be encouraging to support continuous improvement. Positive
observations will enhance the confidence of the internal stakeholders and criticisms will
motivate the university and program offering entity to take corrective measures rightly.
4.6.4 The external review report is expected to provide an outsider view in respect of
international practices and also validation of the facts described in the SA Report.
4.6.5 The report must have very specific and effective suggestions for further improvement
specifying the improvement possibilities with advice and best practices for each of the
area where improvements are suggested.
4.6.6 The review reports should be written in a clear, direct style, using short sentences.
Statements should be unambiguous and any suggestions for the improvement should be
written so as to enable the entity to understand how they might be implemented.
4.6.7 The review team is requested to make every effort to ensure that all statements in the
report are factually accurate and supported by evidence(s) and with example wherever
possible.
4.6.8 It is expected that the review team will make the professional judgment for each SA
criteria using the format and scale given (Please see the annex 10 & 11).
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Self-Assessment Manual
References
Diane McGiffen, (1998) Assess Yourself using self-assessment for performance
improvement, Management Studies Unit, Accounts Commission for Scotland,
Edinburgh, 1998, P.1
Gandhi M.M. (2013), International Initiatives in Assessment of Quality and Accreditation in
Higher Education, International Journal of Educational Planning & Administration,
Research India Publications ISSN 2249-3093 Volume 3, Number 2, Pp.125-126.
IIEP-UNESCO, (2011), External quality assurance: options for higher education mangers,
Module 2, International Institute of Educational Planning, P.10.
IUCEA, (2010
a
) A Road Map to Quality, Guidelines for Self-assessment, Volume-1, The
Inter-University Council for East Africa/DAAD, P.9
Lea, S.J. & Farbus, L. (2000) Student support: Educational necessity or mawkish
indulgence? Psychology Teaching Review, 9 (1) pp. 16-25.
Lemaitre and Others (2007), Guidelines on Self-Assessment and Strategic Planning for
Palestinian Tertiary Education Institutions, International Institute for Quality, P.24
Loacker, Georgine, (2004
a
)Taking Self-Assessment Seriously. Essays on Teaching Excellence
Toward the Best in the Academy. Vol. 15, No. 2
Loacker, Georgine, (2004
b
)Taking Self-Assessment Seriously. Essays on Teaching Excellence
Toward the Best in the Academy. Vol. 15, No. 2
WASC, (2012), Manual for Institutional Self Evaluation, Western Association of Schools and
Colleges, Navato, California, P.4
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Self-Assessment Manual
Documents Consulted
In preparing this Self-Assessment Operations Manual a number of books, reports, articles and
QA manual have been consulted. The QAU gratefully acknowledges the contribution of these
documents in preparing this SA Operations Manual. Concepts and ideas borrowed from the
documents mentioned helped to make the Manual in accordance with the internationally
accepted SA practices.
1. Clark Atlanta University, (2012), Academic Program Review: Assessment Guidelines
and Procedures.
2. David Woodhouse, Global Trends in Quality Assurance, Quality Approaches in Higher
Education (ISSN 2161-265X), ASQ.
3. GIHE, A Guide to Peer and Self-Assessment Approaches and Practice Strategies for
Academics, Griffith Institute of Higher Education, Griffith University
4. IIQ, (2007), Guidelines for Self-Assessment and Strategic Planning for Palestinian
Tertiary Education Institutions, International Institute for Quality.
5. Institutional Research Office, (2009), Academic Program Review Handbook, Charles
Drew University of Medicine and Science, Charles Drew University.
6. International Institute for Educational Planning, Accreditation and Global Higher
Education Market, web site: www.unesco.org.iiep
7. Malaysian Qualifications Agency. (2009). Code of Practice for Programme
Accreditation, athttp://www.mqa.gov.my.
8. New Leadership Alliance for Student Learning and Accountability, (2012), Assuring
Quality: An Institutional Self-Assessment Tool for Excellent Practice in Student
Learning Outcomes Assessment, Washington, DC 20006.
9. Raouf, Abdul (2006), Self-Assessment Manual, Higher Education Commission,
Pakistan
10. UNICEF, (2000), Defining Quality in Education, A paper presented by at the meeting
of The International Working Group on Education Florence, Italy, June ,
11. University Pittsburgh, (2002), Guidelines for Conducting Evaluations of Academic
Programs, Pennsylvania 15260.
12. University of Central Florida, (2008), Program Assessment Handbook.
30
Self-Assessment Manual
SAOM Annex 1
Annexes
A few templates, guidelines and concept notes included here have been developed in
accordance with the international QA practices. The templates and guidelines are essential for
carrying out the self-assessment exercise in Bangladesh‟s universities. However, it has to be
borne in mind that these are samples. Universities and program offering entities may customize
these templates depending on their individual and specific requirements and context.
Annex 1
Program Self-Assessment
SURVEY QUESTIONNAIRE FOR EMPLOYER
The purpose of this survey is to obtain employers‟ input on the quality of education of
_________________________ program of ____________________University. The survey is
with regard to _____________________graduates ______________________University
employed at your organization. Your sincere cooperation would enable us to improve the quality
of our graduates as per your requirements.
Name of the Institute/Organization:_______________________________________________
Corporate Office Address_______________________________________________________
Email:___________________________________________ Web:________________________
Nature: Θ Academic Θ Research Θ Business Enterprise
Θ Others____________________
Establishment Year:
1.Ways of Sourcing for Entry Level Employee
Sourcing Ways
Previously
Currently
%
%
Online Application(Ad/Without Ad)
Direct Hard Copy Application with Ad
Internship
Campus Recruitment
Networking with Reputed Universities
Other
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Self-Assessment Manual
2. Experience Requirement for Entry Level Employees:
Θ Highly Experienced Θ Experience for few years Θ Fresh Θ Can not be generalized
3. Please rate the following dimensions of quality of graduates according to importance in
recruitment using the following rating scale:
(5: Extremely important 4: very important 3: Important 2: Less important 1: Not important
at all)
No.
Dimensions of Quality
Rating
A. Knowledge
3.1 Job knowledge (knowledge on subject matter)
3.2 IT Knowledge
3.3 Knowledge in designing a system component or process
B. Communication Skills
3.4 Oral communication
3.5 Report writing
3.6 Presentation skills
C. Interpersonal Skills
3.7 Ability to work in teams
3.8 Leadership
4.9 Independent thinking/ Self Confidence
3.10 Self-Motivation/ Commitment to job
3.11 Reliability
3.12 Appreciation of ethical values
3.13 Adaptability
D. Work Skills
3.14 Time management skills
3.15 Judgment
3.16 Problem formulation, solving and decision making skills
3.17 Collecting and analyzing appropriate data
3.18 Ability to link theory to Practice
3.19 Discipline
3.20 Sense of Responsibility
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Self-Assessment Manual
4. Please evaluate the following dimensions of competence of graduates …… program, …
University based on their performance at your organization using the following scale:
5 – Excellent4 – Very Good
3 – Good
2 – Fair
1 – Poor
No.
Dimensions of Quality
E. Knowledge
4.1 Job knowledge (knowledge on subject matter)
4.2 IT Knowledge
4.3 Knowledge in designing a system component or process
F. Communication Skills
4.4 Oral communication
4.5 Report writing
4.6 Presentation skills
G. Interpersonal Skills
4.7 Ability to work in teams
4.8 Leadership
4.9 Independent thinking/ Self Confidence
4.10 Self-Motivation/ Commitment to job
4.11 Reliability
4.12 Appreciation of ethical values
4.13 Adaptability
H. Work Skills
4.14 Time management skills
4.15 Judgment
4.16 Problem formulation, solving and decision making skills
4.17 Collecting and analyzing appropriate data
4.18 Ability to link theory to Practice
4.19 Discipline
4.20 Sense of Responsibility
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Self-Assessment Manual
5.
Major weaknesses you have observed in the Graduates of …. Program ….. University
working at your organization
6. Do you provide any training right after recruitment before assigning any responsibility:
Yes/No
If Yes, Please specify….
7. General Comments
Please make additional comments or suggestions, which you think would help to strengthen
our programs for the preparation of graduates.
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Self-Assessment Manual
SAOM Annex 2
Annex 2
Program Self-Assessment
SURVEY QUESTIONNAIRE FOR ALUMNI
(To be filled by the Graduates)
This form includes statements for self-assessment at program level. You as a graduate are
requested to give your sincere comment against each of the statements by putting a tick (√) mark.
Your sincere evaluation will be helpful for correct assessment of the program so that next
improvement plan may be undertaken. Be honest!!
Name of the program: _____________ Department/Discipline:____________________
Faculty/School:_________________________ University: _____________________________
Degree and service Information:
1. Current status:
a) Searching Job b) Employed in an organization c) Engaged with own business
If the answer is b or c
Name of present organization ________________________________________________
Designation: ______________________________________________________________
Address: _________________________________________________________________
2. Year of Passing/graduation:
3. Date of your first employment:
4. Time taken to get the first employment opportunity:
Year
Month
5. Training or any other courses or program attended to get job after graduation from „X‟
University Θ Yes Θ No If yes, please specify_____________
6. Recruitment process you faced to get involved with your present organization
Direct Offer
Direct Oral Interview
Written & Oral Interview
Other (Pls. Specify)
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Self-Assessment Manual
7. Way of submitting application/CV for current employment
Ways
Online Application (against Ad/Personal contact)
Direct Hard Copy Application (against Ad/Personal
contact)
Internship
Campus Recruitment
Other
8. Evaluate the following aspects of the program in terms capacity to provide quality
education by marking “√” in the box of corresponding column according to the scale given:
5–Strongly agree; 4–Agree;
3–Neutral;
2–Disagree;
1–Strongly disagree;
A. Governance
Area of Evaluation
5
4
3
2
1
1.
Department provided written information in advance about the aims,
objectives, learning outcomes, and methods of assessment of the program
to the students.
2.
The department provided its student a conducive learning environment in
which scholarly and creative achievements were nurtured
3.
Fairness and transparency of academic decisions at all levels were
maintained
4.
Academic calendar was maintained properly
5.
Results at all levels were published according to the stipulated time
mentioned in the ordinance
6.
Teachers were friendly and cooperative to the students and which made a
positive impact over the teaching-learning environment
7.
Students‟ opinion regarding academic and extra-academic matters were
treated properly
8.
Formal process using structured questionnaire to collect student feedback
was in practice.
9.
Website was informative and students could use that in various purposes
36
Self-Assessment Manual
B. Curriculum
Area of Evaluation
5
4
3
2
1
1.
Curriculum addresses the program objectives and program learning
outcomes
2.
Curriculum in the program was too heavy and induces huge pressure
3.
Courses in the curriculum were structured and arranged properly
4.
Teaching strategies stated in curriculum were appropriate for achieving
learning outcomes
5.
Assessment strategies were suitable and match to the learning outcomes
6.
The curriculum was effective in enhancing team-working abilities.
7.
The curriculum was effective in developing analytical and problem
solving skills.
8.
The curriculum was effective in developing ICT & communication
skills.
C. Teaching-learning
Item
5
4
3
2
1
1. The department created such a teaching-learning environment that
inspired students to become life-long learner
2. The teachers provided additional practical ideas from real life situation
apart from the textbook
3. The teachers remained available during the specified office hours and
after class for consultations
4. Teaching-learning approach was interactive and supportive for the
achievement of the program learning outcomes
5. Class size was optimum so that students could interact with the teachers
and took the opportunity to participate and feedback for better teaching
learning
6. Technological devices were used as regular practice to improve
teaching-learning process
7. Teaching and learning strategies inspired students for their own learning
and to achieve learning outcomes
8. Diverse teaching-learning methods were used to achieve intended
learning outcomes (ILOs)
9. Lesson plans were designed addressing aims and objectives of each
course that guides effective teaching-learning
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Self-Assessment Manual
D. Assessment
Item
5
4
3
2
1
1.
The frequency, methods and criteria of assessment, including the grading
criteria were clearly communicated to students on the commencement of
the term/semester
2.
Diverse methods and tools were used appropriately to assess the learning
outcomes and competencies.
3.
The students were provided feedback on each assessment before the next
one.
4.
Students‟ learning assessment procedures were maintained fairly.
5.
The content of examinations was representative of the course material
E. Institutional structures and facilities
Item
5
4
3
2
1
1.
Classrooms were good in number, well-spaced, well equipped and well
maintained to ensure effective delivery
2.
Laboratories were good in number, well-spaced with relevant well off
equipment, competent manpower and properly maintained for conducive
teaching and learning
3.
The library had adequate and up-to-date reference materials that meet the
academic& research needs
4.
The library provided appropriate ICT-mediated reference materials
5.
Internet facilities with sufficient bandwidth capacity were available
6.
Adequate office room facilities along with relevant equipment and
competent manpower were available to support the students‟ need
7.
Adequate indoor and outdoor healthcare facilities were available
38
Self-Assessment Manual
F. Student Support
Item
5
4
3
2
1
1.
There was an arrangement to provide guidance and counseling for
academic improvement and to take special care of the weak students
2.
There were scholarships/ grants available to students in case of hardship.
3.
The students were encouraged to involve in co- curricular and extra-
curricular activities.
4.
There was placement and career planning office in the university and/or
department for maintaining communication with alumni and employers
5.
The placement and career planning office provided effective services to
the graduating students
6.
Alumni support is available in internship and academic preparation
7.
There were opportunities and students were encouraged to get involve
with community services
G. Research and Extension
Item
5
4
3
2
1
1.
The faculty/department has a policy and a program on research and
development
2.
Adequate funds and facilities were provided to sustain undertaken
policy and program
3.
Teachers were always eager to hunt research fund for smooth running of
the research.
4.
Teachers encouraged and prepared students for engagement in research,
scholarship and development.
5.
Research outputs were regularly published in reputed impact factor
journal
6.
Research findings in the form of theses, monographs and publications
were properly used in current teaching-learning.
7.
Research findings were patented and used for commercial purposes.
8.
The faculty/department was involved in community services with the
developed technologies
39
Self-Assessment Manual
H. Staff
Item
5
4
3
2
1
1.
The teachers in the department were well qualified
2.
Number of teachers was adequate to run the programs smoothly
3.
Supporting staffs in the laboratories and fields were adequate, efficient
and supportive
4.
Academics had enough opportunity to take part in different training
program for skill development
5.
Nonacademic staffs had enough opportunity to take part in different
training program for skill development
6.
The faculty/department provided mentoring and formative guidance for
new academic staff as part of its staff development program.
9. What are the best aspects of your program?
10. What aspects of your program could be improved?
40
Self-Assessment Manual
SAOM Annex 3
Annex 3
Program Self-Assessment
SURVEY QUESTIONNAIRE FOR STUDENTS
(To be filled by the Existing Students)
This form includes statements for self-assessment at program level. You as a graduating student
are requested to give your sincere comment against each of the statements by putting a tick (√)
mark. Your sincere evaluation will be helpful for correct assessment of the program so that next
improvement plan may be undertaken. Be honest!!
Name of the program:____________________
Department/Discipline:_______________________
Faculty/School:___________________________
University: __________________________________
1. GPA/CGPA Earned
SSC
HSC
1
st
year
2
nd
year
3
rd
year
4
th
year
5
th
year
CGPA
Lev
Lev
Lev
Lev
Lev
Lev
Lev
Lev
Lev
Lev
I
II
I
II
I
II
I
II
I
II
YGPA
2. Number of classes held to complete the course
Number of Courses Completed by
Number of Classes held to
Number of
the responding student
complete the course
courses
Less than 15
16 to 20 Classes
21 to 25 Classes
26 to 30 Classes
31 to 35 Classes
36 and above
3.Classes are mostly:Lecture based
Interactive Both
4. Evaluate the following aspects of the program in terms capacity to provide quality
education by marking “√” in the box of corresponding column according to the scale given:
5–Strongly agree; 4–Agree; 3–Neutral; 2–Disagree; 1–Strongly disagree;
41
Self-Assessment Manual
A. Governance
Area of Evaluation
5
4
3
2
1
1.
Department provides written information in advance about the aims,
objectives, learning outcomes, and methods of assessment of the program
to the students.
2.
The department provides its student a conducive learning environment in
which scholarly and creative achievements are nurtured
3.
Fairness and transparency of academic decisions at all levels are
maintained
4.
Academic calendar is maintained properly
5.
Results at all levels are published according to the stipulated time
mentioned in the ordinance
6.
Teachers are friendly and cooperative to the students and which made a
positive impact over the teaching-learning environment
7.
Students‟ opinion regarding academic and extra-academic matters are
treated properly
8.
Formal process using structured questionnaire to collect student feedback
is in practice.
9.
Website is informative and students can use that in various purposes
B. Curriculum
Area of Evaluation
5
4
3
2
1
1.
Curriculum addresses the program objectives and program learning
outcomes
2.
Curriculum in the program is too heavy and induces huge pressure
3.
Courses in the curriculum are structured and arranged properly
4.
Teaching strategies stated in curriculum are appropriate for achieving
learning outcomes
5.
Assessment strategies are suitable and match to the learning outcomes
6.
The curriculum is effective in enhancing team-working abilities.
7.
The curriculum is effective in developing analytical and problem
solving skills.
8.
The curriculum is effective in developing ICT & communication skills.
42
Self-Assessment Manual
C. Teaching-learning
Item
5 4 3 2 1
1. The department creates such a teaching-learning environment that
inspired students to become life-long learner
2. The teachers provides additional practical ideas from real life situation
apart from the textbook
3. The teachers remain available during the specified office hours and after
class for consultations
4. Teaching-learning approach is interactive and supportive for the
achievement of the program learning outcomes
5. Class size is optimum so that students could interact with the teachers
and took the opportunity to participate and feedback for better teaching
learning
6. Technological devices are used as regular practice to improve teaching-
learning process
7. Teaching and learning strategies inspires students for their own learning
and to achieve learning outcomes
8. Diverse teaching-learning methods are used to achieve intended learning
outcomes (ILOs)
9. Lesson plans are designed addressing aims and objectives of each
course that guides effective teaching-learning
D. Assessment
Item
5
4
3
2
1
1.
The frequency, methods and criteria of assessment, including the grading
criteria are clearly communicated to students on the commencement of
the term/semester
2.
Diverse methods and tools are used appropriately to assess the learning
outcomes and competencies.
3.
The students are provided feedback on each assessment before the next
one.
4.
Students‟ learning assessment procedures are maintained fairly.
5.
The content of examinations is representative of the course material
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Self-Assessment Manual
E. Institutional structures and facilities
Item
5
4
3
2
1
1.
Classrooms are good in number, well-spaced, well equipped and well
maintained to ensure effective delivery
2.
Laboratories are good in number, well-spaced with relevant well off
equipment, competent manpower and properly maintained for conducive
teaching and learning
3.
The library has adequate and up-to-date reference materials that meet the
academic research needs
4.
The library provides appropriate ICT-mediated reference materials
5.
Internet facilities with sufficient bandwidth capacity are available
6.
Adequate office room facilities along with relevant equipment and
competent manpower are available to support the students‟ need
7.
Adequate indoor and outdoor healthcare facilities were available
F. Student Support
Item
5
4
3
2
1
1.
There is an arrangement to provide guidance and counseling for
academic improvement and to take special care of the weak students
2.
There are scholarships/ grants available to students in case of hardship.
3.
The students are encouraged to involve in co- and extra-curricular
activities.
4.
There is placement and career planning office in the university and/or
department for maintaining communication with alumni and employers
5.
The placement and career planning office provides effective services to
the graduating students
6.
Alumni support in internship and academic preparation
7.
There are opportunities and students are encouraged to get involve with
community services
44
Self-Assessment Manual
G. Research and Extension
Item
5
4
3
2
1
1.
The faculty/department has a policy and a program on research and
development
2.
Adequate funds and facilities are provided to sustain undertaken policy
and program
3.
Teachers are always eager to hunt research fund for smooth running of
the research.
4.
Teachers encourage and prepare students for engagement in research,
scholarship and development.
5.
Research outputs are regularly published in reputed impact factor
journal
6.
Research findings in the form of theses, monographs and publications are
properly used in current teaching-learning.
7.
Research findings are patented and used for commercial purposes.
8.
The faculty/department is involved in community services with the
developed technologies
H. Staff
Item
5
4
3
2
1
1.
The teachers in the department are well qualified
2.
Number of teachers is adequate to run the programs smoothly
3.
Supporting staffs in the laboratories and fields are adequate, efficient and
supportive
4.
Academics have enough opportunity to take part in different training
program for skill development
5.
Nonacademic staffs have enough opportunity to take part in different
training program for skill development
6.
The faculty/department provides mentoring and formative guidance for
new academic staff as part of its staff development program.
7. What are the best aspects of your program?
8. What aspects of your program could be improved?
45
Self-Assessment Manual
SAOM Annex 4
Annex 4
Program Self-Assessment
SURVEY QUESTIONNAIRE FOR NON-ACADEMIC STAFFS
(To be filled by the non-academic staffs)
This form includes statements for self-assessment at program level. You as a non-academic staff are
requested to give your sincere comment against each of the statements by putting a tick (√) mark on
appropriate grade-column. Your sincere evaluation will be helpful for correct assessment of the program
so that next improvement plan may be undertaken. Be honest!!
Name of the entity(Faculty/Department/Discipline: __________________________________
University: __________________________________
I. Evaluate the following aspects of the program in terms capacity to provide quality education by
marking “√” in the box of corresponding column according to the scale given:
5–Strongly agree; 4–Agree; 3–Neutral; 2–Disagree; 1–Strongly disagree;
A. Governance:
Aspect of Evaluation
5 4 3 2 1
1. Vision, mission and objectives of IIUC are clearly stated
2. Academic decisions are taken by IIUC with fairness and transparency
3. The intended learning outcomes(ILO) satisfy the stated mission and objectives
of IIUC.
4. IIUC has adequate infrastructures to satisfy its mission and ojectives
5. Academic calendars are maintained strictly by IIUC
6. Results are published timely in compliance with the ordinance
7. IIUC reviews its policy and procedures periodically for further
8. Code of conduct for students and employees are well communicated
9. Disciplinary rules and regulations are explicitly defined and well circulated
10. Website is updated properly
11. IIUC provides comprehensive guidelines to the students in advance by means
of a brochure/handbook
Self-Assessment Manual
B. Staff and Facilities: Recruitment and staff development
Aspect of Evaluation
5
4
3
2
1
1.
Classrooms are good in number, well-spaced, well equipped and well
maintained to ensure effective delivery
2.
Laboratories are good in number, well-spaced with relevant well off
equipment and properly maintained for conducive teaching and learning
3.
Internet facilities with sufficient bandwidth capacity are available
4.
Adequate office room facilities along with relevant equipment and
competent manpower are available
C. Staff: Recruitment and development
Item
5
4
3
2
1
1.
Nonacademic staffs are competent and responsive
2.
Nonacademic staffs have enough opportunity to take part in different
training program for skill development
3.
The Faculty/Department has policy to complement non-academic staffs related
to service, development and appraisal.
4.
The faculty/department provides mentoring and formative guidance for new
non-academic staff as part of its staff development program.
5.
The recruitment and up-gradation policy is good enough and inspiring
6. Competence, experience and sincerity are the only criteria for promotion
and up-gradation
D. Students support
Areas of Evaluation
5 4 3 2 1
1. The faculty/department maintains students‟ progress documents and
offer appropriate developmental or remedial support to assist students
who need such support
2. The faculty/department maintains active linkages with its alumni and
employers.
3. Students have access to appropriate and adequate support services, such as
physical, social, financial and recreational facilities, and counseling and health
services.
4. Students and staffs maintain a good relationship that makes teaching-learning
environment healthy
47
Self-Assessment Manual
E. What are the major weaknesses you have observed in the department
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
F. Your suggestion to improve the teaching learning environment:
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Self-Assessment Manual
SAOM Annex 5
Annex 5
Program Self-Assessment
SURVEY QUESTIONNAIRE FOR ACADEMIC STAFF
(To be filled by the faculty members)
This form includes statements for self-assessment at program level. You as a teacher are
requested to give your sincere comment against each of the statements by putting a tick (√) mark
on appropriate grade-column. Your sincere evaluation will be helpful for meaningful assessment
of the program so that next improvement plan may be undertaken. Be honest!!
Name:_________________________________ Years of experience: ____________________
Department/Discipline:______________________Faculty/School:______________________
University: __________________________________
1. Evaluate the following aspects of the program in terms capacity to provide quality education by
marking “√” in the box of corresponding column according to the scale given:
5–Strongly agree; 4–Agree; 3–Neutral; 2–Disagree; 1–Strongly disagree;
A. Governance
Areas of Evaluation
5
4
3
2
1
1.
Program aims, objectives and Learning outcomes are clear enough
2.
The program objectives and learning outcomes are periodically reviewed in
consultation with stakeholders (students, alumni, employers, civil society
organizations and international peers etc.)
3.
Peer observation, mentoring and feedback is in practice
4.
Department provides student handbook containing the program aims,
objectives, learning outcomes, and methods of assessment of the students.
5.
Fairness and transparency of academic decisions at all levels are
maintained
6.
Decision making procedure in the discipline/department is participatory
7.
The department provides student a conducive learning environment in which
scholarly and creative achievements are nurtured.
8.
Academic calendar is maintained properly
9.
Results at all levels are published in compliance with the ordinance
10.
Documentations (decisions of committees, class attendance registers,
questions, continuous assessment answer scripts, marks, examination
results, students‟ progress etc) are maintained properly
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Self-Assessment Manual
11. Definition of accountability lines for academic staff and non-academic
staff is clear
12. KPIs are well defined and well communicated
13. Perfect evaluating system for teaching staffs‟ performance is
prevailing.
14. Students‟ opinion regarding academic and extra-academic matters are
treated properly
15. Teachers are friendly and cooperative to each other and which make a
positive impact over the teaching-learning environment
16. Internal quality assurance unit is working
B. Curriculum Design and Review
Areas of Evaluation
5
4
3
2
1
1.
Curriculum addresses the program objectives and program learning
outcomes
2.
Inputs from the relevant stakeholders are taken into consideration in
designing curriculum
3.
Curriculum consists course learning outcomes, content, teaching
strategy and assessment strategy
4.
Curriculum evaluation is done regularly following appropriate
procedures with the involvement of students, teachers and other
stakeholders.
5.
Volume of curriculum in terms of study load is optimum for achieving
learning outcomes.
6.
Stated teaching strategies are appropriate for achieving learning outcomes
7.
Assessment strategies are suitable and match to the learning outcomes
8.
Current curriculum is reviewed and updated regularly in consultation with
the stakeholders (students, alumni, employers, civil society organizations and
international peers etc.)
9.
Current curriculum is enough to develop students‟ creativity, positive
attitude with ethical standard.
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Self-Assessment Manual
C. Teaching Learning
Areas of Evaluation
5
4
3
2
1
1.
Size of the class is good for better teaching learning
2.
Technological devices are available for use in teaching
3.
Students are sincere and committed to learning
4.
Teaching and learning strategies inspires students for their own learning
5.
Diverse teaching-learning methods are used to achieve intended learning
outcomes (ILOs)
6.
Multiple techniques are used to develop communication skills
7.
Interactive teaching-learning approach supports the achievement of the
program learning outcomes
8.
Co-curricular activities which enrich students‟ experiences, and foster
personal development and responsibility are encompassed in teaching-
learning process
9.
Lesson plans are designed addressing aims and objectives of each course
that guides effective teaching-learning
D. Learning Assessment
1.
Both summative and formative assessment strategies are followed
5
4
3
2
1
2.
The frequency, methods and criteria of assessment, including the grading
criteria are clearly communicated to students on the commencement of the
term/semester
3.
Diverse methods and tools are used appropriately to assess the learning
outcomes and competencies.
4.
The students are provided feedback on each assessment before the next
one.
5.
The learning assessment methods ensure the validity, reliability, consistency
6.
The assessment system is reviewed at appropriate scheduled intervals.
7.
The review of the assessment system is done in consultation with external
experts
51
Self-Assessment Manual
E. Structure and Facilities
Areas of Evaluation
5
4
3
2
1
1.
Classrooms are good in number, well-spaced, well equipped and well
maintained to ensure effective delivery
2.
Laboratories are good in number, well-spaced with relevant well off
equipment and properly maintained for conducive teaching and learning
3.
The library has adequate and up-to-date reference materials that meet the
academic research needs
4.
The library provides appropriate ICT-mediated reference materials
5.
Internet facilities with sufficient bandwidth capacity are available
6.
Adequate office room facilities along with relevant equipment and
competent manpower are available
F. Research & Extension Services
Areas of Evaluation
5 4 3 2 1
1. The faculty/department has a policy and a program on research and
development
2. Adequate funds and facilities are provided to sustain undertaken policy
and program
3. Teachers are always eager to hunt research fund for smooth running of
the research.
4. Teachers encourage and prepare students for engagement in research,
scholarship and development.
5. Research outputs are regularly published in reputed impact factor
journal
6. Research findings in the form of theses, monographs and publications are
properly used in current teaching-learning.
7. Research findings are patented and used for commercial purposes.
8. The faculty/department is involved in community services with the
developed technologies
52
Self-Assessment Manual
G. Students Supports
Areas of Evaluation
5
4
3
2
1
1.
The faculty/department maintains students‟ progress documents and
offer appropriate developmental or remedial support to assist students
who need such support
2.
The faculty/department maintains active linkages with its alumni and
employers.
3.
The faculty/department encourages the alumni to play a role in
preparing the students for their professional future, and to provide
linkages with industry and the professions.
4.
The faculty/department encourages the alumni to play a role in the
development of the program.
5.
The faculty/department facilitates students‟ activities and student
organization to gain basic managerial and leadership experience, to
encourage character building, to inculcate a sense of belonging and
responsibility, and to promote active citizenship.
6.
The faculty/department encourages students and provides adequate
facilities to be involved in publication activities
7.
The faculty/department has a policy and programs for active student
participation in areas that affect their welfare, for example, peer counseling,
co-curricular activities, and community engagement.
8.
Students have access to appropriate and adequate support services, such as
physical, social, financial and recreational facilities, and counseling and health
services.
9.
There has a mechanism for students to minimize grievances and make appeals
relating to student support services.
10.
Student support services are evaluated regularly to ensure their adequacy,
effectiveness and safety.
11.
The faculty/department provides academic and career counseling to the
students by qualified staff and issues with confidentialities
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H. Staff
Areas of Evaluation
5 4 3 2 1
1. Teachers work load in teaching and research is justified
2. Academics have enough opportunity to take part in different training
program for skill development
3. Nonacademic staffs are competent and responsive
4. Nonacademic staffs have enough opportunity to take part in different
training program for skill development
5. Teacher student ratio is justified
6. The Faculty/Department has policy to complement academic staffs related to
service, development and appraisal.
7. The faculty/department provides mentoring and formative guidance for new
academic staff as part of its staff development program.
8. The faculty/department provides necessary training, tools and technology for
self-learning, access to information and for communication to the academic
staffs
I. Process Control Internal (Quality Assurance and Continuous quality Improvement)
Areas of Evaluation
5 4 3 2 1
1. The faculty/department supports the University policies, procedures and
mechanisms for regular reviewing and updating of its structures, functions,
strategies and core activities to ensure continuous quality improvement.
2. The faculty/department develops a system to review its programs from time to
time.
3. The faculty/department has already initiated a review of the program,
implement its recommendations, and record the achievements accomplished in
the quality improvement of the program.
4. The Dean or Head of the faculty/department plays a prominent role in the
policy processes of the faculty/department.
5. The faculty/department embraces the spirit of continual quality improvement
taking into consideration past experiences, present conditions, and future
possibilities.
6. The faculty/department ensures that courses are taken by the teachers
uniformly throughout the term
7. The faculty/department always tries to maintain academic calendar
8. The faculty/department ensures the culture as a usual practice for
evaluation of the teachers by the students and its documentation
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2. Major weaknesses you have observed in the quality of your graduates
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Your suggestion to improve the quality of graduates:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Self-Assessment Manual
SAOM Annex 6
Annex 6
Program Self-Assessment
REPORT FORMAT
Chapter 1: Introduction
1.1 Significance of program Self-Assessment
1.2 Process of Assessment
1.3 Overview of the university
1.4 Mission and objectives of the university
1.5 Overview of the program offering entity
1.6 Intended Learning Outcomes of the program
1.7 Graduate Profile
1.8 Brief Description of the program(s) under review
Chapter 2: Governance
2.1 Program Management
2.2. Academic Documentation
2.3 Peer Observation & Feedback Process
2.4 Internal Quality Assurance Process
2.5 Key Performance Indicators (KPIs)
Chapter 3: Curriculum Design & Review
3.1 Need Assessment
3.2 Curriculum Design
3.3 Curriculum Review Process
3.4 Curriculum Alignment /Skill Mapping
3.5 Gaps in Curriculum : Adequacy to Meet the Needs
Chapter 4: Student
4.1 Entry Qualifications
4.2 Admission
4.2 Progress and Achievement
Chapter 5: Teaching Learning and Assessment
5.1 Teaching Methods
5.2 Use of lesson Plan
5.3 Technology integration
5.4 Skill development Mechanism
Chapter 6: Staff
6.1 Entry Qualifications
6.2 Recruitment
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6.3 Staff Development
6.4 Key Performance Indicators
Chapter 7: Physical Facilities
7.1 Classroom
7.2 Library facilities
7.3 Laboratory and field laboratories
7.4 Medical facilities
7.5Other facilities
Chapter 8: Student Support Services
8.1 Co-curricular and Extra-curricular Activities
8.2 Academic Guidance and Counseling
8.3 Career & Placement
8.4 Alumni Services
8.5 Community Services
Chapter 9: Research and Extension
9.1 Policy and program
9.2 Fund and facilities
9.3 Fund hunting
9.4 Dissemination of research findings
Chapter 10: Process Management and Continuous Improvement
10.1 Self-assessment
10.2 Improvement plan
10.3 Stakeholders feedback
10.4 Use of peer observation results
10.5 Use of all feedback
Chapter 11: SWOT Analysis
11.1 Strengths
11.2 Weaknesses
11.3 Opportunities
11.4 Threats
Chapter 12: Conclusion and Improvement Plan
12.1 Strategic plan for further improvement of the institution
12.2 Conclusion
Appendix
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SAOM Annex 7
Annex 7
SURVEY FORM FOR PhD PROGRAMS OFFERING ENTITY
The following information is required for Departments in which a PhD program is offered.
1.
General Information:
1.1
Name of the Department
1.2
Name of the Faculty
1.3
Date of initiation of PhD program
1.4
Total number of academic journals subscribed in area relevant to PhD
program.
1.5
Number of Computers available per PhD student
1.6
Total Internet Bandwidth available to all the students in the Department.
2.
Faculty Resources:
2.1
Number of faculty members holding PhD degree in the department.
2.2
Number of approved PhD Advisors in the department.
3.
Research Output:
3.1
Total number of articles published last year in International Academic
Journals that are authored by faculty members and students in the
department.
3.2
Total number of articles published last year in Asian Academic Journals
that are authored by faculty members and students in the department.
3.3
Total number of ongoing research projects in the department funded by
different organizations
3.4
Total Research Funds available to the Department from all sources.
3.5
Number of active international linkages involving exchange of
researchers/students/faculty etc. (Attach Details)
4.
Student Information:
4.1
Number of PhD degrees conferred to date to students from the Department
during the past three academic years.
4.2
Number of PhD students currently enrolled in the department.
4.3
Ratio of number of students accepted to total number of applicants for PhD
Program.
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5.
Program Information
5.1
Entrance requirements into PhD Program (M.Sc. / MPhil) Indicate subjects
or M.Sc. / MPhil
5.2
Is your PhD program based on research only? (Y/N)
5.3
Maximum number of years in which a PhD degree has to be completed
after initial date of enrollment in PhD program.
5.4
Total number of post M.Sc. (16 year equivalent) courses required for PhD
5.5
Total number of MPhil level courses taught on average in a Term /
Semester.
5.6
Total number of PhD level courses taught on average in a Term / Semester.
5.7
Do your students have to take/write:
a.
PhD Qualifying examination (Y/N)
b.
Comprehensive examination (Y/N)
c. Research paper in UGC approved Journal
d. Any other examination (Y/N)
5.8
Total number of International examiners to which the PhD dissertation is
sent.
5.9
How is the selection of an examiner from technologically advanced
countries carried out?
5.10
Is there a minimum residency requirement (on campus) for award of PhD
degree?
6.
Additional Information
6.1
Any other information that you would like to provide.
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Self-Assessment Manual
SAOM Annex 8
Annex 8
GUIDELINES FOR EXTERNAL PEER-REVIEWERS
Introduction
1. The UGC through its QA Unit wishes to ensure that the peer-review process makes a full
contribution to its quality assurance and accreditation process. In this context the role of the
peer-reviewers is multifaceted and demanding. The reviewers can assist the universities to
develop their quality assurance systems and for continual improvement of their standards.
2. This note offers guidance to the reviewers and other participants in the peer-review process
on the standards of conduct expected.
3. The QA Unit will monitor and evaluate the effectiveness of the review process.
Code of Conduct
4. The reviewer is expected to:
Take all reasonable steps to know and understand the published quality assurance and
accreditation process and in particular the methods of developmental engagements and
accreditation.
Ensure that they remain up to date with any developments in the published method,
including attending conferences and workshops arranged for peer-reviewers by the
Unit.
Conduct their roles and activities in reviews in a way that fully respects the published
method and protocols, including reaching justifiable evidence- based judgments.
Undertake their part in review in a way that respects the mission of the entity they are
visiting and avoids bringing to the process any prejudices.
Show courtesy to all colleagues with whom they work in the review team and in the
institution, including respect for their views and opinion.
Complete the assignment on time and to a high professional standard, drawing upon the
hand book and the guidance provided in the review.
Respect the confidences shared in the course of the review, so that they do not divulge
any information on the self-evaluation, the findings of the review team or the conduct
of the review to any other university, any member of the public or the media.
Contribute a requested by the QA Unit, to the evaluation of the process by offering
constructive comment of their experiences as a reviewer.
It is expected that peer reviewers will provide the entity with judgments basing on the
review observations for all the QA areas and overall.
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SAOM Annex 9
Annex 9
External Peer Review Report Format
Chapter 1
This chapter outlines the main principles of program review, lists the aspects under review and
describes the peer review process.
Chapter 2
In case of institutional review, provide a brief history of the University with vision & mission,
Faculty/School/Institute and Department/Discipline and programs in offer.
For program review report, provide a brief history of the University, Faculty/School/Institute
and Department/Discipline and describe the program(s) offering entity and the program(s) in
details being reviewed.
Chapter 3
Aims, Learning Outcomes of the program(s) provided by the department in its Self-
Assessment Report.
Chapter 4
This is the main body of the report that summarizes the findings as the outcomes of the
external peer review in each of the aspects of self-assessment.
This chapter should:
Clearly highlight the strengths and good practices found by the reviewers in each aspect;
Clearly describe any weaknesses identified by the team; and
Identify the possibilities and scope of further improvements.
Chapter 5
In this chapter the review team will provide the concluding remarks and specific
recommendations for further improvement and overcome the limitations of the program
offering entity. The review team will also provide judgments on overall performance of the
entity specifying the judgments for of each aspect of self-assessment following the sample
format and rating scale given in the annexes 10 & 11 respectively.
In addition, the review report must be signed by the review team members with
acknowledgement and affirmation.
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SAOM Annex 10
Annex –10
JUDGEMENTS
Based on the observations during the peer review visit by the Review Team following aspects
were judged using the given rating scale:
Judgment
Numerical
Aspects Reviewed
Given
Weight
Governance
Curriculum Design and Review
Physical Facilities
Student: Admission Progress and Achievements
Teaching and Learning
Assessment of Student Performance
Student Support Services
Staff and Facilities
Research and Extension
Process Management for Continual Improvement
Total
Final Score
Overall Judgment
0 – 15
Unsatisfactory
16-25
Poor
26-35
Good
36-45
Very Good
46-50
Excellent
Considering the judgments given for the different QA aspects, the Review team is able to give an
overall judgment of ………………. for Department of………………….., University of ………..
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SAOM Annex 11
Annex 11
Rating Scale
Rating
Description
5
(Excellent)
There are clear and documented policies, procedures and strategies,
which are consistently followed across the program offering entity or
institution. Conformance to these policies, procedures or strategies is
being monitored and action taken for improvement.
4
(Very Good)
There are clear and documented policies, procedures and strategies,
which are mostly followed. Conformance to these policies, procedures
or strategies is being monitored and action taken for improvement.
3
(Good)
Some form of process takes place, but policies/procedures/strategies are
not clearly stated or documented. Adherence and monitoring takes
place but are not consistent.
2
(Poor)
Process takes place in isolation. There is no clear policies/
procedures/strategies guiding the implementation of the process.
Monitoring is not consistent.
1
(Unsatisfactory)
No evidence of any policy/procedure/strategies. Process or action takes
place on ad-hoc basis when necessary.
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SAOM Annex 12
Annex – 12
Format for Skill Mapping
(List the courses and tick against relevant outcomes/objectives)
Intended Learning Objectives/Outcomes
Courses
1
2
3
4
5
6
7
8
9
Please add additional Colum or row as required.
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Self-Assessment Manual
SAOM Annex 13
Annex – 13
Checklist for Program Review
Governance
Students are being informed in advance about the aims, objectives, learning outcomes of
the program.
Students are being informed in advance about methods of assessment in each course.
Entity provides environment and nurtures for scholarly and creative achievements.
Compliance to the academic calendar.
Stakeholders opinions are considered with due importance for academic development.
Processes like, timely publishing of results, regular updating of website work properly
Curriculum Design, Content and Review
Curriculum is need based.
Courses are designed according to curriculum objectives and learning outcomes.
Curriculum provides adequate opportunity to achieve intellectual and transferable skills.
Facilitates the progress to further study and research.
Facilitates involvements in extra and co-curricular activities
Curriculum is reviewed periodically in compliance to the ordinance of the university.
Views of different stakeholders – alumni, students, employers and external experts are
accommodated duly.
Reasons for addition, deletion of courses and any changes in content are based on
emerging demand of situation and duly documented.
Student: Admission, Progress and Achievements
Recruitment process of the students to the program.
Nexus (connections) between student and program in terms of student entry qualifications
and program requirements
Student attitude to the programs.
Documentation of (work and statistics) of achievement of ILOs by the students.
Extent of transfer of students to other programs.
Relation between expectation and achievement of ILOs.
External examiners observations on level of student achievements considered duly.
Student satisfaction with regard to their achievement.
Physical Facilities
Space, environment and equipment in the classroom.
Sufficient number of books and journals including recent ones, internet access to e-books
and e-journals, automation, reading environment and other facilities in the library.
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Sufficient spaced laboratories, required equipment, supply of consumable items, competent
staff well maintenance in the laboratory and field laboratories.
Available, adequate, indoor and outdoor healthcare facilities
Sports and game facilities
Other facilities
Teaching-learning and Assessment
Teachers‟ and students‟ quality for achieving ILOs.
Clearness of ILOs to the students and teachers.
Effectiveness of teaching-learning for achieving ILOs.
Teaching- learning environment.
Technological devise used in teaching.
Use of lesson plan
Pedagogical strategy follows in the classroom.
Clearness of assessment methods to the students and teachers.
Fairness of assessment strategies.
Effectiveness of assessment methods for testing attainment of learning objectives
Student support services
Guidance and counseling for academic improvement.
Encouragement in co- & extra-curricular activities.
Office facilities for placement and career planning.
Alumni association for alumni services.
Involvement community services.
Extent and use of student Feedback
Effective methods used for collecting student feedback
Student body or association plays positive role in quality education.
Evidence that action is taken on students feedback obtained.
Evidence that student views on quality learning are sought
Satisfaction of the students.
Postgraduate studies
Research student numbers and completion rate.
Availability of funding and facilities for research students
Adequacy of qualified and competent staff
Availability of supervisors and time given to the students
Adequate support and guidance to the students
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Peer Observation
Whether satisfactory procedures are used in observing teaching
Monitoring the quality of teaching
External examiners‟ suggestions in practical examinations are considered duly.
Research and Extension
Existence of policy and program on research and development
Process of policy and program planning on research and development
Funds and facilities are provision to sustain undertaken policy and program
Frequent hunting of research funds for smooth running of the research by the teachers.
Engagement of students in research, scholarship and development
Regular publication of research outputs in reputed impact factor journal
Proper use of research findings in current teaching-learning
Patenting and commercial use of research findings
Involvement of teachers and students in community services with developed technologies
Academic Guidance and Counseling
Academic guidance and counseling is in practice
Time for academic guidance and counseling is enough
Faculty members are have reasonable training or orientation for effective academic
guidance and counseling
Students level of satisfaction about academic guidance and counseling
Continuous Improvement
Self-assessment is periodically done.
Improvement plans are designed according to the recommendations of the peer reviewer
and executed duly.
Stakeholders (students, alumni and employers) feedback is regularly taken and considered
duly.
Whether the formal outcomes of peer observation used for improvement
Use of peer observation results in performance appraisals for both academic and
nonacademic staffs.
Teaching performance evaluation by the students on a regular basis are in practice
Skills Development: Subject skills and personal skills
Generic skills have been identified and included in the curriculum
Definition of intended learning outcomes, graduate profile and desired skills are consistent
A comprehensive skill development mechanism is in place
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