Transcript Quality Control Tools - University of the Punjab

QUALITY ENHANCEMENT CELL
University of the Punjab
Current Location:
Institute of Quality & Technology Management
BRIEF BACKGROUND
2002
 PU Established QMD at ICET
Objectives of QMD
 Offer Postgraduate Courses: MS, PGD etc
 Implement QA System in Punjab University

We are Leader in this field
BRIEF BACKGROUND
2003
 Proposal was sent to Ministry of S & T to
include QMD in NQP
2004
 First draft of NQP includes QMD with Rs.45
Million in the budget
2005
 Proposal to HEC for Establishment of QEC &
approved
2006
 March 17, 2006 Cell formally approved.
ESTABLISHMENT OF OFFICE
 IQTM
located in ICET
 Shifting to new building in Jan, 2007.
STEPS TAKEN

Approval of Steering Committee in which all Deans are member.
“Task: policy making, resource provisions”

Request made to Faculties for nomination of Program Teams from the
departments

Self-assessment Manual prepared by Patron of the Institute and sent
to all faculties for implementation.



Peer-review sent to faculties for departmental / review program
Proper plan prepared and submitted to authorities for approval
Designed a Quality Policy of QEC.
QUALITY POLICY OF QEC
“We are committed to maintain and enhance academic
standards to the level of the best in the world.
We shall ensure that steps are taken at all levels of the
University Quality Assurance.
In order to achieve our goal we in coordination with the
academia shall enhance student learning, establish
verification & monitoring of our programs provide
feedback, we shall endeavor to satisfy the needs of our
student and upgrade the knowledge imparted to them to
the international standards”



QA in Universities
QA can be of the University, department
as well as for the program
QA in University can be divided into
teaching and non teaching side
QA System of the program (teaching) is
based on four distinct processes.
Definition of Quality






Value of money (Donor’s view)
Customer satisfaction
Enhance knowledge and learning of the
students (Teachers’ view)
Levels of Quality: Customer is Satisfied, happy,
glad & unsatisfied, angry, quarrel.
Degree of excellence
BSI (British Standard Institution): “The totality of
features/characteristics of product/services
which satisfy the customer requirements”.
QUALITY

A product or service free of deficiencies.
(ASQ)
Implementation of a QA Program
VISION
Top Management
Mission Statement
Quality Policy
Objectives
Program Design
& its Approval
Implementation
Requirement
Monitoring / Teaching
& Learning Process
Control
Review &
Evaluation
Models of Excellence
There are applicable to Manufacturing
as well as Service Industries.
 TQM
Philosophy
 ISO 9001:2000
 MBNQA
 Self assessment Manual
For improvement of
 our Internal Processes
 Customer Satisfaction
 To bring academic excellence
TQM Philosophy
Social
System
Technical
System
TQM
Management
System
TQM Philosophy
( Contd.)
Social System
It includes the
 The “human side of the enterprise”
 Relationship between people and groups
 The politics
 Reward Structure
 The power structure
 The shaping of the norms and values
TQM Philosophy
( Contd.)
 Technical
System
 It includes all the work steps performed,
whether by equipment, computers, or
people; whether manual labor or decision
making; or whether factory worker or office
worker.
TQM Philosophy
( Contd.)
Management System
 Strategy
Management
 Process Management
 Individual Activity Management
Our Customers
 Students
 Parents
 Employer
 Community
ISO-9001:2000

Top Management Responsibilities


Teaching & Learning Process





Vision, Mission, Policy, Planning, Management
Review, Resource Provision
Program Design & Approval
Students Related Process
Hiring of Teacher / Staff
Process of Teaching
Evaluation, Analysis & Improvement



Internal Audit
Evaluation & Monitoring of Students
Evaluation & monitoring of processes.
(P)
V.C. / Dean / Director Responsibilities
Management Commitment (7, 8, 14).
Vision / Mission
Quality Policy.
Planning (1)
Quality Objectives (SMART) (11)
QA System Planning.
Organogram (Responsibility, Authority and Communication)
Management Representative.
External / Internal Communication. (8)
Management Review (Annual / Bi-Annual)
Customers:Students
Potential Employers
Community
Parents
Input
KEY:
Information Flow
Value-adding activities
Customers:-
Evaluation, Analysis and Improvement:
Human Resources, Financial Resources.
General.
Awareness and Training. (6)
Infrastructure.
Work Environment. (8, 9)
Tools & Techniques (10)
Teaching & Learning Process:
(A)
(D)
Student Related Processes.
Determination of Requirements Related to the Teaching Material.
Review of Teaching Material.
Communication with Students and Potential Employers.
Program Design & Approval
Lesson Planning
Planning.
Input.
Outputs.
Review.
Verification.
Validation.
Control of Design and Development Changes.
(Hiring of Teachers / Staff).
Purchasing and Acquisition Process (4).
Purchasing Information Criteria of Hiring & Advertisement.
Verification of Purchased Product and Acquired Services Teachers’Evaluation.
Process of Teaching.
Control of Process of Teaching (2).
Identification and Tracea bility of students.
Assessment Methodology (Exam / Evaluation) (3)
Appraisal of Teachers & Employees. (12)
Improvement of Processes (5)
Evaluation and Monitoring.
Satisfaction of Students and Potential
Employers.
Internal Audit.
Evaluation and Monitoring of Processes. (9)
Evaluation and Monitoring of Students.
Control of Non-Conformance of Education and
Training. (13)
Analysis of Data.
Improvement.
Continual Improvement of System (5)
Corrective Action.
Preventive Action.
(C)
Product
Students
Potential Employers
Community
Parents
S a t i s f a c t i o n
R e q u i r e m e n t s
Provision of Resources:
Continual Improvement of
Quality Management System (5)
Output
PROCESS BASED QUALITY MANAGEMENT SYSTEM IN EDUCATION
Baldrige Criteria for Performance
Excellence
 Leadership
 Strategic Planning
 Customer and Market Focus
 Measurement analysis & knowledge management
 Human Resource Focus
 Process Management
 Business Results
Self Assessment Manual
Self-Assessment Process
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

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Program Teams
Self Assessment Report
Self Assessment Teams (Internal Audit)
Report to Competent Authority
External Audit (Quality Assurance Agency)
Self Assessment
 Self assessment is an assessment conducted
by the institution to assess whether programs
meet their educational objectives and outcomes
with the purpose to improve program’s quality
and enhancing students learning.
Objectives of Self Assessment

Improve and maintain academic
standards

Enhance students’ learning.

Verify that the existing programs meet their
objectives and institutional goals.

Provide feedback for quality assurance of
academic programs.
Components of The Self
Assessment Process
 Criteria
: Eight Criteria for Self assessment.
 Procedure: Specifies the process of initiating,
conducting, and implementing the assessment.
Criteria

Each criterion has an intent: A
statement of requirements to be met.
 Each
criterion has several
standards: They describe how the intents are
minimally met
Criteria and Standards
1. Program Mission, Objectives and
Outcomes ( 3 standards).
2. Curriculum Design and Organization(7).
3. Laboratories and Computing Facilities (2).
4. Student Support and Guidance (3)
Criteria and Standards
5. Process Control ( 5 )
6. Faculty ( 2)
7. Institutional Facilities ( 2 )
8. Institutional Support ( 3)
Criterion 1: Program Mission, Objectives
and Outcomes

Intent : Each program must have a mission,
quantifiable measurable objectives and expected
outcomes for graduates. Outcomes include
competency and tasks graduates are expected
to perform after completing the program. A
strategic plan must be in place to achieve the
program objectives. The extent to which these
objectives are achieved through continuous
assessment and improvements must be
demonstrated.
Vision
 IQTM will be a dynamic contributor of the
professionals, to the local, regional,
national, and international manufacturing
and services sector in the field of industrial
Engineering and Quality Management.
Mission
The IQTM has a 3 fold educational mission.
The teaching mission is to provide high quality
undergraduate and postgraduate programs in the
industrial engineering and Quality Management.
The Research mission is to advance knowledge of
Industrial Engineering & Quality Management to
Strengthen and support manufacturing & service sector.
The service mission is to participate in the faculty
governance, in the broader community of the
engineering profession, and in the mission of university.
CORE VALUES
Team Spirit
Transparency
Honesty
Trust
Integrity
Accountability
Fairness
Respect
Commitment
Criterion 1: Standards

Standard 1-1: The program must have
documented measurable objectives (SMART)
that support departmental and institution mission
statements
Meeting Standard 1-1





Document institution, departmental and program
mission statements.
State program objectives.
Describe how each objective is aligned with
program, departmental and institution mission
statements.
Outline the main elements of the strategic plan to
achieve the program mission and objectives.
Provide for each objective how it was measured,
when it was measured and improvements identified
and made
Criterion 1: Standards
 Standard
1-2 : The program must have
documented outcomes for graduating students.
It must be demonstrated that the outcomes
support the program objectives and that
graduating students are capable of performing
these outcomes.
Meeting Standard 1-2

Describe the means for assessing the extent
to which graduates are performing the stated
program outcomes/learning objectives.
1. Conducting a survey of graduating seniors every
semester.
2.
Conduct a survey of alumni every two years.
3.
Conduct a survey of employers every two years.
Meeting Standard 1-2
4.
Carefully designed questions asked
during projects presentations.
5.
Outcome assessment examination
Criterion 1 Standards
 Standard
1-3: The results of program’s
assessment and the extent to which they are
used to improve the program must be
documented.
Meeting Standard 1-3
 Describe
the actions taken based on the
results of periodic assessments.
 Describe
major future program
improvements plans based on recent
assessments.
Criterion 2: Curriculum Design
and Organization
 Intent: The curriculum must be designed and
organized to achieve the program’s objectives and
outcomes. Also course objectives must be in line
with program outcomes. The breakdown of the
curriculum must satisfy the standards specified in
this section. Curriculum standards are specified in
terms of credit hours of study. A semester credit
hour equals one class hour or two to three
laboratory hours per week. The semester is
approximately sixteen weeks.
Criterion 2: Standards

Standard 2-1: The curriculum must be
consistent and support the program’s
documented objectives.
Meeting Standard 2-1

Describe how the program content
(courses) meets the program objectives
 Complete
the matrix shown in Table 4.4
linking courses to program outcomes. List
the courses and tick against relevant
outcomes.
Meeting Standard 1-2
Courses or Groups of
Courses
Outcomes
1
2
1
2
3
Courses Vs. Program Outcomes
3
4
Criterion 2 Standards

Standard 2-2: Theoretical background,
problems analysis and solution design must be
stressed within the program’s core material.
Meeting Standard 2-2

Indicate which courses contain a significant portion (more than 30%)
of the elements in standard 2-2 in the following table.
Elements
Courses
Theoretical Background
Problem Analysis
Solution Design
Standard 2-2 Requirement
Criterion 2 Standards

Standard 2-3: The curriculum must satisfy the
mathematics and basic sciences requirements for
the program, as specified by the respective
accreditation body.

Standard 2-4: The curriculum must satisfy the
major requirements for the program as specified by
the respective accreditation body.
Criterion 2 Standards

Standard 2-5: The curriculum must satisfy
humanities, social sciences, arts, ethical,
professional and other discipline requirements for
the program, as specified by the respective
accreditation body.

Standard 2-6 : Information technology component
of the curriculum must be integrated throughout the
program.

Standard 2-7: Oral and written communication
skills of the student must be developed and applied
in the program.
Meeting Standards 2-6 and
2-7

Indicate the courses within the program that will
satisfy the standard.

Describe how they are applied and integrated
through out the program.

Indicate the courses within the program that will
satisfy the standard.

Describe how they are applied.
Criterion 3: Laboratories and
Computing Facilities

Intent: Laboratories and computing facilities
must be adequately available and accessible to
faculty members and students to support
teaching and research activities. To meet this
criterion the standards in this section must be
satisfied. In addition departments may
benchmark with similar departments in reputable
institutions to identify their shortcomings if any.
Criterion 3 Standards

Standard 3-1: Lab manuals / documentation /
instructions for experiments must be available and
readily accessible to faculty and students.

Standard 3-2: There must be adequate support
personnel for instruction and maintaining the
laboratories.

Standard 3-3: The University computing
infrastructure and facilities must be adequate to
support program’s objectives.
Resources for Implementation
Infrastructure
Required Equipment + Manual
Required Books
Journals
Modern Information
System
Financial
Resources
Class Room
Offices
Labs
Library
Computing
Conducive
Spacious
Multimedia
Projectors
Board + Markers
A.C
Computer Internet in Class Room
Implementation
Requirement
Salaries
Recurring expenditure
Stationary
Human
Resource
Relevant Qualified Teachers
Librarians
Technicians
Technical Supporting Staff
Attendant
Stenographers
Clerks
CRITERION 4: STUDENT SUPPORT
AND ADVISING

Student must have adequate support to complete the program in
a timely manner and must have ample opportunity to interact with
their instructors and receive timely advice about program
requirements and career alternatives. To meet this criterion the
standards in this section must be satisfied.
Standard 4-1:
Courses must be offered with sufficient frequency and
number for students to complete the program in a
timely manner.

Provide the department’s strategy for course offerings.

Explain how often required courses are offered.

Explain how often elective courses are offered.

Explain how required courses outside the department are managed
to be offered in sufficient number and frequency.
Standard 4-2:
Courses in the major must be structured to ensure
effective interaction between students, faculty and
teaching assistants.

Describe how you achieve effective student / faculty interaction in
courses taught by more than one person such as two faculty
members, a faculty member and a teaching assistant or a lecturer.
Standard 4-3:
Guidance on how to complete the program must be
available to all students and access to qualified
advising must be available to make course decisions
and career choices.

Describe how students are informed about program requirements.

Describe the advising system and indicate how its effectiveness is
measured.

Describe the student counseling system and how students get
professional counseling when needed.

Indicate if students have access to professional counseling; when
necessary.

Describe opportunities available for students to interact with
practitioners, and to have membership in technical and professional
societies.
Process Control of
Teaching and Learning
STUDENTS
ADMISSION
DEPARTMENT
RESPONSIBILITY
EXTRA CURRICULAR
ACTIVITIES
FACULTY
Teaching & Learning
Process Control
COMMUNICATION
SYSTEM
EXAM /
EVALUATION
STUDENTS
SUPPORT &
ADVISING
Teaching & Learning Process
Control
For Admission
 Announcement / Advertising
 Entry requirement
 No. of seats according to students /
teacher ratio (30:1)
Teaching & Learning Process
Control
For Faculty
 Faculty office
 Internet & computer
 (T & D)
 Module files
 Appraisal
 Teacher evaluation
 Faculty Satisfaction
Teaching & Learning Process
Control
For Faculty
 Lesson Plan
 Books detail
 Teaching methodology
 Grades methodology
 Question papers
 Rules & regulations
 Awareness
 Teachers award
 E-learning facility
Teaching & Learning Process
Control
For Students Support & Advising
 Orientation Program
 Attendance rules 80%
 Daily method of attendance
 Students counseling
 Students support
 Student assessment method
 Internet facilities
Teaching & Learning Process
Control
For Students Support & Advising
 Discipline rules
 Semester rules
 Time tabling
 Availability of rules
Teaching & Learning Process
Control
For Exam / Evaluation
 Papers making by team
 Moderator
 Verifier
 Team development
 Question paper / assignment development
 Assessment of all the contents
 Review by H.O.D
Teaching & Learning Process
Control
For Communication System
 Students, teachers & departmental
For Extra Curricular Activities
 Sports, debates
 Seminars
 w/s
 Industrial visits
Teaching & Learning Process
Control
For Department Responsibility
 Internet facility
 Facilities for teachers & students
 Display of attendance
 Duration of the program
 Result declaration
 Timely completion of the program
 No class missing
Criterion 5: Process Control
 The processes by which major functions are
delivered must be in place, controlled,
periodically reviewed, evaluated and
continuously improved. To meet this criterion a
set of standards must be satisfied.
Criterion 5 Standards

Standard 5-1: The process by which
students are admitted to the program must be
based on quantitative and qualitative criteria
and clearly documented. This process must be
periodically evaluated to ensure that it is
meeting its objectives.
Criterion 5 Standards

Standard 5-2: The process by which
students are registered in the program and
monitoring of students progress to ensure timely
completion of the program must be documented
This process must be periodically evaluated to
ensure that it is meeting its objectives.
Criterion 5 Standards

Standard 5-3: The process of recruiting and
retaining highly qualified faculty members must
be in place and clearly documented. Also
processes and procedures for faculty evaluation,
promotion must be consistent with institution
mission statement. These processes must be
periodically evaluated to ensure that it is
meeting its objectives.
Criterion 5 Standards

Standard 5-4 : The process and procedures
used to ensure that teaching and delivery of
course material to the students emphasizes
active learning and that course learning
outcomes are met . The process must be
periodically evaluated to ensure that it is
meeting its objectives.
Criterion 5 Standards

Standard 5-5: The process that ensures that
graduates have completed the requirements of
the program must be based on standards,
effective procedures and clearly documented.
This process must be periodically evaluated to
ensure that it is meeting its objectives.
Criterion 6: Faculty

Intent: Faculty members must be current and
active in their discipline and have the necessary
technical depth and breadth to support the
program. There must be enough faculty
members to provide continuity and stability, to
cover the curriculum adequately and effectively,
and to allow for scholarly activities. To meet this
criterion the standards in this section must be
satisfied
Standard 6-1

There must be enough full time faculty who are
committed to the program to provide adequate
coverage of the program areas/courses, continuity
and stability. The interests and qualifications of all
faculty members must be sufficient to teach all
courses, plan, modify and update courses and
curricula. All faculty members must have a level of
competence that would normally be obtained
through graduate work in the discipline. The
majority of the faculty must hold a Ph.D. in the
discipline.
Program areas
Area 1
Area 2
Area 3
Area 4
Total
Courses in the area
and average
number of sections
per year
Number of
faculty
members in
each area
Number of
faculty with
Ph.D
Standard 6-2
 All faculty members must remain current in the
discipline and sufficient time must be provided
for scholarly activities and professional
development. Also, effective programs for faculty
development must be in place.
Meeting Standard 6-2
 State criteria for faculty to be deemed current in
the discipline and, based on theses criteria and
information in the faculty member’s resumes, what
percentage of the faculty members are current.
The criteria should be developed by the
department.

Describe the means for ensuring that full time
faculty members have sufficient time for scholarly
and professional development.
Meeting Standard 6-2

Describe existing faculty development programs
at the departmental and university level.
Demonstrate their effectiveness in achieving
faculty development.

Indicate how frequently faculty programs are
evaluated and if the evaluation results are used
for improvement.
Criterion 7: Institutional
Facilities

Institutional facilities, including library,
computing facilities, classrooms and
offices must be adequate to support the
objective of the program. To satisfy this
criterion a number of standards must be
met.
Criterion 7 Standards

Standard 7-1 : The institution must
have the infrastructure to support new
trends in learning such as e-learning.
 Standard
7-2: The library must
possess an up-to-date technical
collection relevant to the program and
must be adequately staffed with
professional personnel.
Criterion 7 Standards

Standard 7-3: Class-rooms must be
adequately equipped and offices must be
adequate to enable faculty to carry out their
responsibilities.
Criterion 8: Institutional Support

Intent: The institution’s support and the
financial resources for the program must be
sufficient to provide an environment in which the
program can achieve its objectives and retain its
strength.
Criterion 8 Standards

Standard 8-1: There must be sufficient support
and financial resources to attract and retain high
quality faculty and provide the means for them to
maintain competence as teachers and scholars.

Standard 8-2: There must be an adequate
number of high quality graduate students, research
assistants and Ph.D. students.
Criterion 8 Standards

Standard 8-3: Financial resources must be
provided to acquire and maintain Library
holdings, laboratories and computing facilities.
INTERNAL ASSESSMENT PROCEDURE
QEC initiates Assessment one semester prior to
the assessment through the dean.
Department forms Performance Team that will be
responsible for preparing Self Evaluation.
QEC reviews the Documentation within one
month
No
Is Self Assessment
Report Complete
Yes
VC/Dean QEC forms Assessment Team in consultation with the
dean based on the recommendation of QEC
QEC plans and fixes Assessment Team visit
Assessment Team conducts assessment and presents its findings to
QEC, Dean, Performance Team and Dept. Faculty
QEC submits an executive summary to V.C.
Department prepares implementation plan summary
Follow- up of the implementation plan by QEC
Assessment Results Implementation Plan Summary
AT Finding
Corrective
Action
Implementation Responsible
Date
Body
1
2
3
4
5
6
7
8
Chairman and Dean’s comments with name and signature:
QEC comments with name and signature:
Resources
Needed
Survey of Graduating Students
The survey seeks graduating students' input on the quality of education they
received in their program and the level of preparation they had at PU. The
purpose of this survey is to assess the quality of the academic programs. We
seek your help in completing this survey.
A : Strongly agree
B: agree
C: disagree
D: Strongly disagree
1. The work in the program is too heavy and induces a lot of pressure.
A
B
C
D
2. The program is effective in enhancing team- working abilities.
A
B
C
D
3. The program administration is effective in supporting learning.
A
B
C
D
4. The program is effective in developing analytic and problem solving
skills.
A
B
C
D
5. The program is effective in developing independent thinking.
A
B
C
D
6. The program is effective in developing written communication skills.
A
B
C
D
7. The program is effective in developing planning abilities.
A
B
C
D
8. The mathematical content of the program is adequate for pursuing
the advanced courses in the program.
A
B
C
D
Answer question 9 if applicable.
9. The internship experience is effective in enhancing:
a.
Ability to work in teams
(A)
(B)
(C)
(D)
(E)
b.
Independent thinking
(A)
(B)
(C)
(D)
(E)
c.
Appreciation of ethical values
(A)
(B)
(C)
(D)
(E)
d.
Professional development
(A)
(B)
(C)
(D)
(E)
e.
Time management skills
(A)
(B)
(C)
(D)
(E)
f
Judgment
(A)
(B)
(C)
(D)
(E)
g.
Discipline
(A)
(B)
(C)
(D)
(E)
h.
The link between theory and practice
(A)
(B)
(C)
(D)
(E)
10
What are the best aspects of your program?
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11
What aspects of your program could be improved?
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
2. Conduct a survey of alumni every two years.
Alumni Survey
The purpose of this survey is to obtain alumni input on the quality of
education they received and the level of preparation they had at UMT. The
purpose of this survey is to assess the quality of the academic program. We
seek your help in completing this survey.
A : Excellent
B: Very good
C: Good
D: Fair
E: Poor
I Knowledge
1. Math, Science and
Engineering Skills
(A)
(B)
(C)
(D)
(E)
2. Problem formulation and
(A)
(B)
(C)
(D)
(E)
(A)
(B)
(C)
(D)
(E)
4. Ability to link theory to practice
(A)
(B)
(C)
(D)
(E)
5. Ability to design a system component or process
(A)
(B)
(C)
(D)
(E
6. Computer knowledge
(A)
(B)
(C)
(D)
(E)
solving skills
3. Collecting and analyzing
appropriate data
II Communication Skills
1.
Oral communication
(A)
(B)
(C)
(D)
(E)
2.
Report writing
(A)
(B)
(C)
(D)
(E)
3.
Presentation skills
(A)
(B)
(C)
(D)
(E)
III Interpersonal Skills
1. Ability to work in teams
(A)
(B)
(C)
(D)
(E)
2. Independent thinking
(A)
(B)
(C)
(D)
(E)
3. Appreciation of ethical values
(A)
(B)
(C)
(D)
(E)
4. Professional development
(A)
(B)
(C)
(D)
(E)
1. Time management skills
(A)
(B)
(C)
(D)
(E)
2. Judgment
(A)
(B)
(C)
(D)
(E)
3. Discipline
(A)
(B)
(C)
(D)
(E)
IV Work Skills
V
General Comments
Please make any additional comments or suggestions, which you think would help
strengthen our programs. (New courses that you would recommend and courses that
you did not gain much from)
VI
Alumni Information
Name (Optional) -----------------------------------------------
Name of organization—---------------------------------------Position in organization:--------------------------------------Year of graduation:---------------------------------------------

3. Conduct a survey of employers every two years.
Employer Survey

The purpose of this survey is to obtain employers' input on the quality of
education UMT is providing and to assess the quality of the academic
program. The survey is with regard to UMT graduates employed at your
organization. We seek your help in completing this survey.

A : Excellent
B: Very good
C: Good
D: Fair
E: Poor
I
Knowledge
1.
Math, Science and
Engineering Skills
(A)
(B)
(C)
(D)
(E)
2.
Problem formulation and
solving skills
(A)
(B)
(C)
(D)
(E)
3.
Collecting and analyzing
appropriate data
(A)
(B)
(C)
(D)
(E)
4.
Ability to link theory to
Practice
(A)
(B)
(C)
(D)
(E)
5.
Ability to design a system
component or process
(A)
(B)
(C)
(D)
(E)
Computer knowledge
(A)
(B)
(C)
(D)
(E)
6.
II.
Communication Skills
1.
Oral communication
(A)
(B)
(C)
(D)
(E)
2.
Report writing
(A)
(B)
(C)
(D)
(E)
3.
Presentation skills
(A)
(B)
(C)
(D)
(E)
III
IV
Interpersonal Skills
1.
Ability to work in teams
(A)
(B)
(C)
(D)
(E)
2.
Leadership
(A)
(B)
(C)
(D)
(E)
3.
Independent thinking
(A)
(B)
(C)
(D)
(E)
4.
Motivation
(A)
(B)
(C)
(D)
(E)
5.
Reliability
(A)
(B)
(C)
(D)
(E)
6.
Appreciation of ethical
values
(A)
(B)
(C)
(D)
(E)
Work Skills
1.
Time management skills
(A)
(B)
(C)
(D)
(E)
2.
Judgment
(A)
(B)
(C)
(D)
(E)
3.
Discipline
(A)
(B)
(C)
(D)
(E)
IV General Comments
Please make any additional comments or suggestions, which you
think would help strengthen our programs for
the preparation of graduates who will enter your field. Did you
know as to what to expect from graduates?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI
Information About Organization
1.Organization Name
2.Type of Business
3.Number of Graduates (specify the program) in your Organization:
Concluding Remarks

Establishing measurable objectives and evaluating
their outcomes are sophisticated activities that are
essential to assess if programs’ meet their
educational objectives.

Conducting self assessment is expected to
enhance learning.
Concluding Remarks
 Self assessment will provide feedback from
employers and Alumni and will enable Universities
to improve quality and respond effectively to
market needs.

Assessment will require dedication from faculty
members and commitment from University
Administration.
Concluding Remarks

The Dean QEC should take the lead in making
faculty members and Administration aware of the
big role assessment plays in Education.
Conclusion
Achieving Quality
and Enhancing it
by
Continuous Improvement
Through
Self Assessment Which Forms The
Basic for External Assessment.
Thank you
Any
questions/Comments