Outcomes & impact of the Project and remaining challenges: Durban University of Technology Bella Sattar, Director: CQPA & Lesley Cooke, Specialist: CQPA

Overview 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

Core activities: Teaching & Learning Research Community Service Technology Transfer Support & administrative activities for staff and students Strategic planning, governance and resourcing Impact tracking A B D C Adapted from the Model for Mutual Re-enforcement (Scott & Hawke, 2003) Model for mutual support

Proposed phases for the project ACTIVITIESTIME 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 planApril 2006 to June 2006 Phase 3: Implementation of plan Will overlap with HEQC audit which is scheduled for August 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 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 QM for EL Focus group interviews Literature search & review Minimum standards WIL database

System for quality management of academic programmes QM of academic programmes Conceptual framework: programme management Collaboration with UKZN TemplateTemplate: subject descriptors Database: Database: subject descriptors Faculty workshops workshops Audit: programme legal status Programme Programme review & evaluation Minimum standards & Databasestandards QM: Foundation provision User surveys

Enhanced & improved staff quality literacy Improved quality literacy of staff Workshops with academic departments and support services Workshops with academic departments and support services Capacity development for CQPA staff Visits by international experts international experts international experts

Outcomes & impact Issues emerging from the diagnostic analysisOutcomes/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 policiesPolicies were reviewed, standardised format was implemented Benchmarking the quality of academic programmesMinimum standards developed, piloted in one programme, process for implementation is work-in-progress Enhancing MI systems for the purposes of tracking qualityPeTALS Confirm and document the mandates of support departmentsOngoing 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 engagementLinked to Strategic Plan Benchmarking support departmentsOngoing capacity development of support departments Management of academic programme structureCapacity 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 … Presentation of Report to the DUT on Monday 27 th October, 2008

Acknowledgements The DUT acknowledges the support provided by the : oFinnish Government oHEQC In addition, Bella & Lesley acknowledge the support from: oReshma & Anusha [CQPA] oExecutive Management & staff from the DUT oFocus group participants from the DUT, UJ, CPUT, TUT, & NMMU