Establishment of IQAC and Self-Assessment at Program Level

1. Establishment of IQAC and Self-Assessment at Program Level Professor Sanjoy Kumar Adhikary Quality Assurance specialist QA Unit, UGC 28 July, 2015

2. It is not the strongest of the species that survive nor the most intelligent but the one most responsive to change -Charles Darwin

3. Qualityin Education (Woodhouse, 1999) Fitness of the Purpose…. AttainedOutcomesin terms of knowledge, skills and attitudes with Relevance; Ability to meet the needs of stakeholders Fitness for the purpose… Institutional Capacity & Process to facilitate the attainment of intended learning outcomes (ILOs)

4. Capacity & Process Capacity includes: • Quality of learnerswith commitmentandinterest • Quality of Staffsin terms of commitment, knowledge, skills and attitudes • Contentthat is reflected in relevant curricula • Physical Facilities • Environments in terms of Governance, Health & Safety Processes includes: • Teaching Learning and Assessment, • Student Advising, • Resource Management etc.

5. Why Worry About Quality ? • Expansion • Concerns of the Stakeholders • Competition

6. Needs To Be Ensured • Effectiveness of the program for the Attainment of ILOs • Accountability to the Stakeholders • Evidence of good practices • Transparency & Credibility

7. Establishment of QA Mechanism • Institutionalization of IQAC • Formation of QAACB • Development of Qualifications Framework Outcomes: Establish Quality Culture Maintain Global Quality Label Internationalize HE

8. The Relational Structure of the IQAC, Syndicate, QAC and the QAU QAU UGC VC Syndicate IQAC QAC SAC SAC

9. Stages to Introduce QA Mechanism Recognition Accreditation Stage III IQAC Internal Quality Assurance Cell Stage II Program Level Institution Level Policy Guidelines Quality Assurance Unit Stage 1

10. Major Objectives of the IQAC • Promoting QA culture within the universities • Building image of the university to the stakeholders with confidence, transparency, and accountability • Ensuring goodpractices in all aspects of management • Preparing the programs and university to meet the external QA and accreditation requirements.

11. Major Functions of IQAC • Define mission and objectives of the university • Develop standards and benchmarks • Develop a data base with open access to all • Develop an Institutional QA Strategic Plan • Co‐ordinate/organize workshops, seminars and appropriate training for capacity building • Facilitate self-assessment at program and institutional level

12. Self-Assessment • Self-Assessment (SA) is the process of critically reviewing the performance of Program and/or Institution • Our concern is program level SA

13. Program assessment is an on-going process designed to monitor and improve student learning. Faculty: • develop explicit statements of what students should learn. • verify that the program is designed to foster this learning. • collect empirical data that indicate student attainment. • use these data to improve student learning

14. Objectives of SA Exercise The objectives of SA exercise are to: • review the existing procedures and processes practiced in the entity for their improvement • create a basis for external assessment and validation • provide guidelines or direction for strategic planning • maintain and continuously enhance academic standards • improve programs’ quality and enhance students learning

15. Principles of Self-Assessment • Improvement • Sensitization and Participation • Reflection • Coverage • Facts driven • Acceptance • Continuity

16. Outcomes of Program SA • Diagnosis of the current quality status of teaching-learning • Creating scope for rectification of deficiencies • Creating scope for redressing program objectives and ILOs

17. Steps in SA Process • Scheduling of PoE for SA by IQAC • Formation of SAC in the entity. • Approval of SAC by the VC • Preparation of the activity schedule with time line • Team Building workshop (1st workshop) • Preparing of survey tools following set criteria and standards

18. Steps in SA Process • Conducting survey and preparation draft SA report. • Draft SA report workshop (2nd workshop) • Preparing the final SAR • Submission of SAR for endorsement • Selecting the external peer review panel

19. Steps in SA Process • External per review • Preparing the draft improvement plan • Finalizing improvement plan (3rd workshop) • Execution of improvement plan

20. Phases of SA Process Phase # 1 Defining standards to be measured Phase # 5 Improvement planning and execution Phase # 2 meaningful, manageable, and sustainable assessment planning Continuous Improvement Phase # 3 Collecting, analyzing data & preparing SAR Phase # 4 External review & validation Of SAR Once in Five-Year

21. Guidelines for Preparing a Good SAR The SAR should • clearly describes the purposes and scopeof Self-Assessment. • consists of an overview of the entity, programs • provide information focusing on the strengths, weaknesses, threats and opportunities of the entity • be factually accurate, clear and persuasive.

22. Guidelines for Preparing a Good SAR • The report must provide information needful for strategic planning. • The report should be as such so that a reader can easily grasp the content. • The report should contain practical recommendations with priority for improvement.

23. Concluding Statements • SA must be the part of academic culture to improve academic quality and enhance student learning • SA is the beginning of the process of achieving ‘excellence in higher education’ & accreditation.

25. Questions To Be Kept In Mind Five questions that should be continually kept in mind for establishing quality culture are: • What are we trying to do? • How well are we doing it? • Using the answers to the first two questions, how can we improve what we are doing? • What and how does a program contribute to the development and growth of its students? • How can student learning be improved?