Transcript ROLE OF TECHNICAL INPUT IN THE TOTAL DEVELOPMENT OF …

Outcomes & impact of the
Project and remaining
challenges: Durban
University of Technology
Bella Sattar, Director: CQPA
&
Lesley Cooke, Specialist: CQPA
Overview
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Context: Our merger
The model for mutual support
Proposed phases for the project
Phase 1: Diagnostic analysis
Phase 2: Project implementation plan
Phase 3: Implementation
Remaining challenges
• Acknowledgements
The Merger in the melting pot of higher
education
• First Higher Education Merger
MLS + TN = DIT
DUT
• A collision of cultures
• Sertec
HEQC
• A trajectory for change: moving to a unified
approach to quality systems
Model for mutual support
Core activities:
Teaching & Learning
Research
Community Service
Technology Transfer
Support &
administrative
activities for staff
and students
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A
D
Impact tracking
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Strategic planning, governance and
resourcing
Adapted from the Model for Mutual
Re-enforcement (Scott & Hawke, 2003)
Proposed phases for the project
ACTIVITIES
TIME FRAMES
Phase 1: Diagnostic analysis and review
Conducted by researcher who will be appointed and paid by the
HEQC
October/November 2005
to April 2006
Phase 2: Development of detailed project implementation plan
April 2006 to June 2006
Phase 3: Implementation of plan
Will overlap with HEQC audit which is scheduled for August 2007.
Amendments to the project implementation plan may be
necessary after the audit
July 2006 to November
2008
Phase 1: Diagnostic Analysis
• March – April 2006
• Dr Michael Smout
• Analysis of existing quality management
systems
• Informed development of detailed project
implementation plan
Implementation
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Plan further amended in light of pending
Institutional Audit (August 2007)
Four key areas:
1. A quality management system for experiential
learning
2. An electronic profiling system for monitoring the
quality of academic programmes
3. A system for management of academic
programmes
4. Enhanced and improved quality literacy
Quality management: experiential learning
Focus
group
interviews
WIL
database
QM
for EL
Minimum
standards
Literature
search &
review
System for quality management of academic
programmes
Conceptual framework:
programme management
Database: subject
descriptors
Template: subject
descriptors
Minimum standards
& Database
QM of academic
programmes
Programme
review &
evaluation
User
surveys
QM: Foundation
provision
Collaboration
with UKZN
Audit: programme
legal status
Faculty
workshops
Enhanced & improved staff quality
literacy
Improved
quality literacy
of staff
Workshops with
academic
departments and
support services
Capacity
development
for CQPA
staff
Visits by
international
experts
Outcomes & impact
Issues emerging from the diagnostic analysis
Outcomes/impact
Integration of quality assurance, planning and resource
allocation
Linked to implementation of the Strategic Plan
Review and streamline committee structures for QA and
planning
A streamlined committee structure has been developed
Establish posts for five Quality Promotion Officers to operate at
a Faculty level
Five posts established. Four staff were appointed to these posts
in 2007
Review of the content and format of existing DUT policies
Policies were reviewed, standardised format was implemented
Benchmarking the quality of academic programmes
Minimum standards developed, piloted in one programme,
process for implementation is work-in-progress
Enhancing MI systems for the purposes of tracking quality
PeTALS
Confirm and document the mandates of support departments
Ongoing audit of support departments
Building the capacity of the Heads of Department for programme
management and academic leadership
Capacity building workshops
Maintaining momentum with regard to planning and establishing
a positive culture for planning
Strategic Plan finalised and approved by Strategic Planning
Committee. Operational Plan work-in-progress
Promoting community engagement
Linked to Strategic Plan
Benchmarking support departments
Ongoing capacity development of support departments
Management of academic programme structure
Capacity building workshops & PeTALS
Remaining challenges & sustaining the
outcomes of the project
• Conceptual framework for, & QA of, WIL
• Conceptual framework for programme
management
• Quality assurance for quality enhancement: a
shifting paradigm
• Quality literacy for quality enhancement
• Student quality literacy
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• Presentation of Report to the DUT on Monday
27th October, 2008
Acknowledgements
• The DUT acknowledges the support provided
by the :
o Finnish Government
o HEQC
• In addition, Bella & Lesley acknowledge the
support from:
o Reshma & Anusha [CQPA]
o Executive Management & staff from the DUT
o Focus group participants from the DUT, UJ, CPUT,
TUT, & NMMU