Transcript Introducing the (Malaysian) Code of Practice for Programme

SESSION 1
Introducing the Code of Practice for
Programme Acceditation
(COPPA)
SESSION 1
Introducing the Code of Practice for
Programme Acceditation
(COPPA)
Introducing the (Malaysian) Code of
Practice for Programme Acceditation
(COPPA)
Assoc. Prof. Dr. Ahmad Hj Mohamad
Director, Quality Centre
Universiti Sains Malaysia, Penang
Tel: +604 653 2451 E-mail: [email protected]
Outline of the Session
•
•
•
•
•
•
What is Quality Assurance?
What is COPPA?
The 9 Quality Domains/Areas
A Process Based View of COPPA
Distribution of the standards
The Standards - explanation, illustrations and issues
•
•
•
•
•
•
•
•
•
Area 1: Vision, Mission, Educational Goals and Learning Outcomes
Area 2: Curriculum Design and Delivery
Area 3: Assessment of Students
Area 4: Student Selection And Support Services
Area 5: Academic Staff
Area 6: Educational Resources
Area 7: Programme Monitoring And Review
Area 8: Leadership, Governance And Administration
Area 9: Continual Quality Improvement
4
QUALITY ASSURANCE
Quality assurance (QA) refers to the systematic activities
implemented in a quality system so that quality requirements for a
product or service will be fulfilled. It is the systematic measurement,
comparison with a standard, monitoring of processes and an associated
feedback loop that confers error prevention. Two principles included in
QA are: "Fit for the Purpose", and "Right the First Time.”
[WIKIPEDIA]
Quality assurance comprises planned and systematic actions
(policies, strategies, attitudes, procedures and activities) to provide
adequate demonstration that quality is being achieved, maintained and
enhanced, and meets the specified standards of teaching, scholarship
and research as well as student learning experience.
[COPPA]
5
INTERNAL QUALITY ASSURANCE (IQA)
Group of Experts, Faculty Board, Board of Studies, Senate, Industy
Advisory Panel, Market Survey Consultants
EXTERNAL QUALITY ASSURANCE (EQA)
MQA; professional accreditation bodies such as Malaysian Medical
Council, Board of Engineers, Board of Architects Malaysia, Malaysian
Institute of Accountants, etc. [Dr., Ir., Ar., Sr.]
REGIONAL QUALITY ASSURANCE NETWORK
Collaborating in enhancing the commonality in quality assurance
framework e.g. ASEAN Quality Assurance Network (AQAN) ..
6
What is COPPA?
•
It is a code that explains the rationale, the quality domains and
the standards within it, the audit process and the outcomes.
•
The 9 quality domains and the standards are instrumental to
quality assurance of academic programmes. The nine domains of
evaluation assist universities/programme providers to attain at least
the benchmarked standards for:
» Provisional Accreditation
» Full Accreditation
» Continual improvement programmes
7
About COPPA Standards

Standards that must be met and its compliance described in
the portfolio and demonstrated during programme accreditation
exercise. BM standards expressed as a ‘must’ in COPPA

Standards that should be met as the institution strives to
improve itself and is expressed as a ‘should’ in COPPA
8
9
Distribution of Benchmarked &
Enhanced Standards
No.
Domain/Areas of Evaluation
Benchmarked
Standards
Enhanced
Standards
Area 1
Vision, Mission, Educational Goals and
Learning Outcomes
7
4
Area 2
Curriculum Design and
Delivery
19
11
Area 3
Assessment of Students
11
5
Area 4
Student Selection & Support Services
21
13
Area 5
Academic Staff
11
4
Area 6
Educational Resources
12
10
Area 7
Programme Monitoring and Review
5
4
Area 8
Leadership, Governance and Administration
11
6
Area 9
Continual Quality Improvement
3
2
100
59
Total
10
Approach & Attitude in Accreditation Process
• COPPA addresses all of higher education - private and public colleges and universities
of all shapes and sizes
• Understand the purpose and principle underpinning a “must” as much the explicit
requirement
• Be open and flexible about practices - there are many ways to meet the requirements.
Do not be dogmatic
• Documentation vs. practice, espoused vs. actual, planned vs. enacted – keep a keen
eye on the actual
• Designed (managers), enacted (staff) & experienced system (students, parents,
employers)
• Most importantly, the process is not about trying to fail someone. It is a partnership
whereby one party is trying to help the other achieve an acceptable level of competence
in conducting an academic programme.
11
VISION, MISSION, EDUCATIONAL GOALS & LEARNING OUTCOMES [1.1]
• State aims, objectives & programme learning
outcome
• Reflect national and global elements in HE.
• Principal stakeholders involved in setting aims,
objectives and LO
• Consistent with HEP’s vision and mission.
• Aims, objectives and outcome should be stretched
– social consciousness, scholarly endeavour, ethics
and values and value creation.
• Consult outside stakeholders – employers, alumni,
professional bodies etc.
• Periodic review involving outside stakeholders
12
VISION, MISSION, EDU. GOALS & LEARNING OUTCOMES [1.2]
• Define the competencies – knowledge, skills,
attitudes based on the Malaysian Qualification
Framework – eight learning outcome domains.
• Map the courses outcomes to the programme
outcomes (Note: MoHE has templates and requirements for
mapping LOs to POs and PEOs)
• Show how assessments indicate attainment of
course/programme outcomes.
• State the link between programme outcomes and
programme educational objectives – 1.2.2 (Note: this
is a requirement for public universities).
13
CURRICULUM DESIGN AND DELIVERY[2.1]
• Departments have adequate autonomy to design
programmes and allocate resources to achieve LO.
• The autonomy to design and allocate resources
must extend to programmes franchised to other or
from others(HEPs have no control over franchised
programmes)
• Staff have autonomy to focus on their areas of
expertise – teaching, supervision, research,
publication, management, community engagement
etc.
• Policy on conflict of interest – private practice and
“moonlighting” (Note: Item in the wrong place. Should be in
Area 5 and/or Area 8)
14
CURRICULUM DESIGN AND DELIVERY[2.1]
• Documented curriculum development and review
process
• Process must encompass academic and nonacademic staff
• Programme development only after needs
assessment
• Programme developed only after identifying
resources required
• Programme must be internally consistent –
content, approach, teaching method, assessment
consistent with outcomes
• Variety of TL methods appropriate to the
outcomes
15
CURRICULUM DESIGN AND DELIVERY[2.2]
• Encourage multi-disciplinary curriculum –
electives, minor or different pathways
• Needs analysis should involve feedback from
multiple parties and rigorous
• Should provide for co-curricular activities (Note: it is
mandatory in public universities)
16
CURRICULUM DESIGN AND DELIVERY[2.3]
• Programme content (spread & width issue) and
must be adequate to support the outcomes
• Programme must meet professional, disciplinary
and international standards, norms and good
practices
• Programme content reviewed to ensure currency
• Department has mechanisms (means formalised) to
identify and incorporate new developments in the
programme
17
CURRICULUM DESIGN AND DELIVERY[2.4]
• Provide programme information to students
• There is person/team to plan, implement, evaluate
and improve the programme
• Programme team has authority to plan and
monitor
• Must have resources (includes authority) to deliver
programme including quality improvement
• Regular reviews to improve quality including the
use of external examiners for bachelors
• Must create challenging environment
18
CURRICULUM DESIGN AND DELIVERY[2.4]
• Innovations to improve TLA is supported
• Innovation should involve internal and external
stakeholders
• Review of programme should include stakeholders
and experts
19
CURRICULUM DESIGN AND DELIVERY[2.5]
• Department must have linkages with stakeholders
for planning, implementation and review
• Department should get feedback from employers
and used for improvement
• Students encouraged to develop links with
stakeholders
20
ASSESSMENT OF STUDENTS [3.1, 3.2]
• Alignment between assessment and programme
outcomes
• Assessment consistent with MQF levels
• Review the alignment periodically
• Inform students of the method, criteria and
frequency of assessment
• Summative and formative assessment a must
• Variety of assessment tools reflecting learning
outcomes and competencies
• Have mechanisms to ensure validity, reliability,
currency & fairness of assessment
• Assessment system reviewed periodically
21
ASSESSMENT OF STUDENTS [3.2, 3.3]
• Assessment methods comparable to international
best practices
• Review of assessment system in consultation with
experts
•
•
•
•
Timely communication of assessments
Controlled changes to assessment methods
Security and safety of assessment documents
All policies and procedures on assessment, grading
& appeal must be publicised
• Staff and dept have autonomy to manage
assessment
• External review of assessment system
22
STUDENTS SELECTION & SUPPORT SERVICES [4.1]
• Criteria and process of student admission including
transfers
• The above documents and published
• Prerequisite KSA must be stated
• Interview (if applicable) systematic
• Free from discrimination & bias
• Policy and processes for appeal
• Remedial support for weak students
• Student intake and capacity to delivery effectively
• Admissions policy reviewed periodically
• Admission policy & processes review with
stakeholders
• Relationship between admission, programme and
LOs.
23
STUDENTS SELECTION & SUPPORT SERVICES [4.2, 4.3]
• Have defined and publicised policies and
procedures on articulation, transfer & exemptions
• Aware of latest thinking in transfers, articulation,
exemptions.
• Clear policies & procedures on internal transfers
• Inbound transfer students must have comparable
achievement
• Policies that facilitate mobility between
programmes, institutions and countries thru’
exchange, joint programmes & advanced standing
24
STUDENTS SELECTION & SUPPORT SERVICES [4.4]
•
•
•
•
•
•
•
•
•
Student have ACCESS to adequate financial, social, physical,
recreational & counselling facilities.
SSS must be regularly EVALUATED – audits
Provisions for APPEALS in SSS
Designated unit for SSS with qualified staff
Academic & career counseling by QUALIFIED STAFF and
confidentiality maintained
INDUCTION programme special attention to non-locals
SSS must have PROMINENT status in HEP
Counselling services must be EVALUATED and improved
Planned training to enhance professionalism of academic
and non-academic counsellors -CPD
25
STUDENTS SELECTION & SUPPORT SERVICES [4.5, 4.6]
•
•
•
•
•
•
•
Depts must adhere to policies on student representation
and participation (no autonomy)
Policy and programmes for active participation of students
in non-curricular activities
Dept to facilitate leadership, personal and citizenship
development
Should provide policy on publications – digital and nondigital media
Provide facilities to enable student publications
Foster links with alumni
Encourage alumni to contribute in professional
development of students and assist in programme
development
26
ACADEMIC STAFF [5.1]
•
•
•
•
•
•
•
•
HEP must have documented merit-based selection policy
Staff-student ratio meet programme standards and
appropriate to teaching method
Dept must determine and have adequate full time core staff
to run programmes
Staff roles must be clarified
Reward and recognition is transparent and based merit
Appointments & promotion to academic ranks must follow
local and international norms
Healthy mix of academic staff
Have links with local and international academics to
enhance TL
27
EDUCATIONAL RESOURCES [6.1]
•
•
•
•
•
•
•
•
•
Must have sufficient facilities for programme delivery
Meet all requirements for facilities
Adequate library resources including ICT support for
students and staff
Sufficient equipment for equipment intensive programmes
(including research equipment)
Policy on ICT use in the programme
Learning environment refreshed in line with latest ideas and
developments
Assess the quality of facilities in a programme
Students have opportunity access information using
different media
Disable friendly facilities
28
EDUCATIONAL RESOURCES [6.2, 6.3,6.4]
•
•
•
•
•
•
•
•
•
Policy and programme on research
Research must be reflected in programmes, teaching and in
graduate attributes
Connection between research, development and
commercialisation
Periodic review to improve research capabilities
Have a policy on the use of edu. experts in TLA and
curriculum development
The edu. expertise should be used in staff development and
edu. research
Dept must comply with exchange policies of HEP
Dept should develop collaboration with others and plan for
exchanges
Provide support incl. financial, to staff and students on
exchanges
29
EDUCATIONAL RESOURCES [6.5]
•
•
HEP provide clear lines of responsibility and authority for
budgeting
Dept must have budgetary and procurement procedures
to plan and spend resources to maintain programme
standards
•
Dept should have autonomy to allocate resources
30
PROGRAMME MONITORING & REVIEW[7.1]
•
•
•
•
•
Student performance & progression analysed against
programme objectives & outcomes
Periodic programme evaluation involving benchmarking,
TL method & technologies administration, SSS &
stakeholders
Must have a programme review committee
PMR is shared responsibility in collaborative programmes
Dept self review must identify concerns and show
improvements
31
PROGRAMME MONITORING & REVIEW [7.2]
•
Programme evaluation must involve relevant
stakeholders
•
Stakeholders must have review reports and their views
considered.
Feedback from alumni and employers included in the
review
Professional programmes should involve professional
bodies in review
•
•
32
LEADERSHIP, GOVERNANCE & ADMINISTRATION [8.1]
•
•
•
•
•
•
The policies and practices consistent with HEP’s purpose
Must have organisational chart with responsibilities,
authorities and interactions stated clearly and must be
made known to all
Academic decision making body in the Dept.
If multi-site university, must have mechanism to ensure
comparable quality
Governance should involve staff, students & stakeholders
Formalised and interconnected system of committees to
ensure among other received feedback from all
stakeholders
33
LEADERSHIP, GOVERNANCE & ADMINISTRATION[8.2]
•
•
•
•
•
Criteria for appointment and responsibilities of academic
leaders must be stated.
Academic leadership must be qualified and have authority
in programme management
Communication between HEP and Dept on hiring &
training staff, student admission and allocation of
resources.
Academic leaders evaluated at suitable intervals
Academic leadership to foster innovation, creativity
34
LEADERSHIP, GOVERNANCE & ADMINISTRATION[8.3, 8.4]
•
•
•
Adequate SS to ensure effective programme management
Must have regular review of performance of SS
Advanced training for SS
•
Dept must have policies on student and staff records
consistent with HEP requirements.
Dept must implement HEP’s policies on confidentiality
and privacy
Dept should review security of records policies in view of
technological changes
•
•
35
CONTINUAL QUALITY IMPROVEMENT[9.1]
•
•
•
•
•
Dept must observe all CQI policies of the HEP
Dept must have a system of review of the programme –
e.g. programme review committee
Must review programmes and take actions on the
weaknesses
Quality unit should have a role in policy making process
Embrace CQI spirit based on analyses and studies
36
Evaluating MQA-02
As you go through the MQA-02 document that describes the HEP/Department’s approach,
system and process in meeting a standard/requirement pay attention to the following;
•
•
•
•
•
Language of ownership – attitude
Describes a process or system rather than a practice
Has all elements that are make for effective system
Has features stated in the enhanced standards
Possible candidate for good system/practice
37
Question about practice
Response to question
Is the described practice a process -input – actions – output
Y
N
Does the process have all the features /characteristics
associated with this practice?
Y
N
Is the process founded on stable knowledge base?
Y
N
Does the practice amount to a good system – process with
feedback?
Y
N
Is there evidence/data on the practice/process/system in
the MQA-02?
Y
N
If Y to all above questions – evidence of strength
If N to all the above questions – evidence of weakness/concern
If it is mixture of Y/N, then benchmark practice is probably present. Nether a strength nor a weakness.
38
End of Session 1