1. Self-Assessment Exercise
Dr. Md. Mozahar Ali
AIF Management Specialist
HEQEP, UGC-Bangladesh
mail:
Cell No.:

2. Accreditation Council (Auto) QAA / Dept. (Govt./NGovt.)
Ministry of Education
Accreditation Council (Auto)
U G C
QAA / Dept. (Govt./NGovt.)
University
QA Cell
Academic Units (Program/Degree)
Self-Assessment

3. Self-Assessment & Accreditation
Quality
Self-Assessment

4. Accreditation
Accreditation is the process by which a government or private body evaluates the quality of a higher education institution as a whole or a specific educational program in order to formally recognize it as having met certain predetermined minimal criteria or standards.
The result of this process is usually the awarding of a status (a yes/no decision) of recognition, and sometimes of a license to operate within a time- limited validity.

5. Objectives of Accreditation
Accreditation is a process of external quality review
Assure that graduates of an accredited program are adequately prepared
Stimulate the improvement of the program
Encourage new and innovative approaches to education and its assessment
Identify accredited programs to the public

6. How is accreditation conducted?
Five Major Steps:
The Institution Self-Survey
The Pre-survey Visit
The Formal Survey Visit
Initial Accreditation
Full Accreditation, or
Periodic Resurvey (Optional)

7. Accreditation….. Three steps with specific activities:
A self-evaluation process conducted by the faculty, the administrators, and the staff of the institution or academic program, resulting in a report that takes as its reference the set of standards and criteria of the accrediting body.
A study visit conducted by a team of peers selected by the accrediting organization,
Examination by the commission of the evidence and recommendation on the basis of the given set of criteria

8. Why accreditation? ….. Gives prestige to the university
Provides easy access to internationally recognized and reputed universities and organizations through membership and other partnership/ twinning/ consortia arrangement
Helps making Internationalization of education
Brings global acceptance to a particular program or institutions
Strengthens the trust and confidence of the stakeholders
Earns the respect and admiration of the academic community
Ensures sustainable growth and development of the university
Creates a sense of competition and self development spirit in the HEIs

9. Users of Accreditation
Government
Students
Parents
Employers
Funding organizations
Higher Education Institutions

10. Main Features of Accreditation Council
(a) Composition and different committees
General council- Chairperson and 32 members appointed by the president of the country.
Executive Council- Chairman and 8 members
Executive Committee- Supported by the full- time /regular paid up officials.
Program committee- Chairperson and 6-8 members (one for each broad discipline).
Peer review team-
Convener and 5 members for institutional accreditation
Convener and 3 members for program accreditation

11. (b) Main functions of the accreditation council
Program Accreditation
Institutional Accreditation
Note:
Accreditation is voluntary for both institutions and programs.

12. Accreditation Process
The salient features of accreditation process are:
Self Study Report
Peer Review
Site Visit
Action by Accrediting Organization
Ongoing External Review

13. ACCREDITATION PARAMETERS & THEIR WEIGHTAGES
Mission, goals are well defined and targeted to achieve the desired objective (100)
Financial & physical resources are available at institution
and program level and appropriately utilized (100)
3. Human resources: faculty & staff are adequate in number and of quality required for the purpose (300)
4. Human resources: Students have adequate background and quality to achieve the objective of the program (300)
5. Teaching-learning processes is effective (450)
6. Supplementary processes (100)
7. Industry-institution interaction (70)
8. Research and development (30) Total Marks: 1450

14. ACCREDITATION PARAMETERS & THEIR WEIGHTAGES
Mission, goals & organization (6.9%)
Financial,physical resources,util. (6.9%)
Human Resource: Faculty & Staff (20.7%)
Human Resource: Students (20.7%)
Teaching-learning process (31%)
Supplementary process (6.9%)
Industry-Institution interaction (4.8%)
Research & Development (2.1%)

16. How to improve the QUALITY?
Improvement
Plan
Self-
Assessment
QUALITY is improved
How to improve the QUALITY?
Implementation
Data Processing
Data
Collection
Data
Analysis
Writing the
SAR
Training Workshop for Self Assessment - Prof. Colin N. Peiris

17. Objectives of Self-Assessment
Maintain and continuously enhance academic standards+
Enhance students’ learning
Verify that the existing programs meet their objectives and institutional goals
Provide feedback for quality assurance of academic programs
Prepare the academic program for review by discipline councils

18. SELF–ASSESSMENT Purpose of SA is Not to Prove, but to Improve
Should involve all the Stakeholders
Should consider both the Strengths & Weaknesses of Programs.
Training Workshop for Self Assessment - Prof. Colin N. Peiris

19. Impact of Self-Assessment
Quality 
SA + Teamwork + External Support
Expected Condition
SA + Teamwork
With SA + Own Capacity
Present condition
Without SA
Time 
Training Workshop for Self Assessment - Prof. Colin N. Peiris

20. Components/Criteria of program level SA
1. Curriculum Design, Content and Review
2. Teaching, Learning and Assessment Methods
3. Quality of Students including Student Progress and Achievements
4. The Extent and Use of Student Feedback
5. Postgraduate Studies; (workplace environment)
6. Peer Observation
7. Skills Development
8. Academic Guidance & Counseling, (Welfare)

21. SA Process Schedule: Phases
Preparation Phase
Implementation Phase
External Validation Phase
Final SA Report
Orientations for Change Management

22. Self-Assessment Process Schedule
A. Preparation Phase
A1. Establishment of an Institutional SA Unit
A2. Appointment of the Self-Assessment Committee
A3. Training and preparation of the SA Committee
A4. Resources necessary for SA implementation
Human resources. Definition of time allocation for academic and non-academic staff participating in the SA Committee
Support staff. Secretarial, data retrieval and processing, surveyors
Material resources. Meeting rooms, computers, , photocopying, communications

23. SA Process Schedule ............ A. Preparation Phase
A5. Preparation of the SA process
Limits of the self-assessment
Objectives
Areas of intervention
Quality criteria and performance indicators
Selection of the population and/or sample
Preparation of information gathering instruments
Steps and chronogram
Expected difficulties and consequences; remedial actions

24. SA Process Schedule ................ A. Preparation Phase
A6. Selection and designation of external peer visitors
Potential external peer visitors should be prospected and contacted at the beginning of the SA process.
Accidental “last minute” peers should be avoided.
A7. Information and motivation phase
Meetings with all relevant stakeholders that relate to the program
The SA plan should be explained clearly and completely
Meetings for university officials, academics, undergraduate and post-graduate students, non academic staff and workers
The SA plan should be communicated through written & electronic means and a specific Internet web page be designed and provided.

25. SA Process Schedule ................ B. Implementation Phase
B1. Information gathering
Crucial in SA, but requires a lot of work and time.
Sub-committees will gather information
B2. External peer visit planning
Contact sufficient time ahead
B3. Organization and tabulation of the information
Organization of quantitative data
Results from structured discussions
B4. Analysis of results
Usually SWOT analysis is recommended;
Validation, analysis of results and exploration of recommendations are sought from the participating academic community.

26. SA Process Schedule ................ B. Implementation Phase
B5. Preparation of the Internal SA Report
  The SA Committee will prepare the Internal SA Report
B6. Presentation of the Internal SA Report to the authorities 
B7. Socialization of SA results
  The SA Report should be shared and discussed with the university and academic community;
B8. Delivery of the Internal SA Report to the external peers
The Internal SA Report should be sent to the institutional SA Unit and external peers at least one month before their site visit.

27. SA Process Schedule ................ C. External Validation Phase
C1. Planning of the external peer site visit
Preparation of the agenda and site visit by SA Unit
Discussion of the agenda with the external peers
C2. External peer visit
  Minimum of three working days visit
C3. External SA Validation Report

28. SA Process Schedule ................ D. Final Self-Assessment Report
SA Committee should prepare Final SA Report
Final Report will integrate External Validation Report with Internal SA Report
E. Orientations for Change Management
SA ends with the Final SA Report
SA report is considered as a Preliminary Improvement Plan.

29. SA needs codes of practice

30. SA Report – Layout Introduction
Aims, Learning Outcomes and Program Details
Students, Staff and Facilities
Curriculum Design, Content and Review
Teaching, Learning and Assessment Methods
Quality of Students including Student Progress and Achievements
The Extent and Use of Student Feedback, Qualitative & Quantitative
Postgraduate Studies
Peer Observation
Skills Development
Academic Guidance and Counseling
Appendices (if any) [~ 40 pages]
Training Workshop for Self Assessment - Prof. Colin N. Peiris

31. About University, Faculty, Dept Vision & Mission of the Dept/Program
1. INTRODUCTION (~ 1 page)
About University, Faculty, Dept
Vision & Mission of the Dept/Program
Any other relevant information
Training Workshop for Self Assessment - Prof. Colin N. Peiris

32. 2. AIMS, LEARNING OUTCOMES & PROGRAM DETAILS (~ 3 pages)
What the Dept aims to achieve by delivering the Program(s)
Learning Outcomes
Level of achievement expected from students
Brief Summary of Programs to be reviewed
Training Workshop for Self Assessment - Prof. Colin N. Peiris

33. STUDENTS, STAFF & FACILITIES (~ 3 pages)
Brief Summaries about
- Students (Numbers, Profile on Gender,
Geographical Distribution, Z-score etc.)
- Staff (Designation, Qualifications,
Year Appointed, Responsibilities etc.)
- Facilities to support teaching & learning process
(Lecture theatres, Lab facilities, Library provision,
IT facilities, Office Space etc.)
Training Workshop for Self Assessment - Prof. Colin N. Peiris

34. CURRICULUM DESIGN, CONTENT AND REVIEW
Effectiveness of Curriculum in achieving the
Learning Outcomes
Programs are at a Suitable Academic Level
Curriculum facilitates Progress to Employment and/or Further Study
Training Workshop for Self Assessment - Prof. Colin N. Peiris

35. CURRICULUM DESIGN, CONTENT AND REVIEW
How often the Curriculum is Reviewed by the
Dept.?
How Student Feedback, Comments from
Examiners and Employer Views are taken into
account in Reviewing Curriculum?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

36. TEACHING, LEARNING AND ASSESSMENT METHODS
Teaching, Learning & Assessment Strategy
Does it enable Students to Achieve Intended
Learning Outcomes?
Are Learning Outcomes & Assessment
Requirements Clear to Students and Staff?
Is Student Workload Balanced and Reasonable?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

37. 6. QUALITY OF STUDENTS INCLUDING STUDENT PROGRESS AND ACHIEVEMENT
Recruitment & Admission Procedure
Progress and Completion
Student Achievements
Do Statistics show that Aims &
Learning Outcomes for the Programs under
Review are being achieved?
Do Students' First Destinations reflect an
Appropriate Level of Achievement?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

38. 7. THE EXTENT AND USE OF STUDENT FEEDBACK, QUALITATIVE & QUANTITATIVE
How Student Feedback is obtained and at what Intervals?
Is there Evidence that action is taken in Response to Issues raised by Students?
How do Students know that action is taken in Response to the Feedback they provide?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

39. 8. POSTGRADUATE STUDIES What are the Supervisory Arrangements for PG
Students?
Are Staff Numbers and their Experience sufficient to support them?
What Research Facilities exist in the Dept?
What are the Funding Arrangements for PG
Training Workshop for Self Assessment - Prof. Colin N. Peiris

40. 9. PEER OBSERVATION Do Staff perceive the Peer Observation Process
to be helpful in enhancing Teaching Quality?
Does the Dept has a Procedure for Observing
Teaching? Does this apply to All Staff, including Temporary and Visiting Staff?
Any Informal Ways and Means?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

41. 10. SKILLS DEVELOPMENT
What are the Skills the Dept intends Students to
acquire? Are these clearly expressed in Student
Learning Outcomes?
Does the Dept has a Strategy for Skills Development as Part of the Curriculum? If not, are there Special Modules dedicated to Student Skills Development?
Is there Evidence that the Dept. takes account of
Employer Feedback in this area?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

42. 11. ACADEMIC GUIDANCE & COUNSELING
What is the Dept's Strategy for providing Effective Academic Guidance and Counseling to Students?
Is there Evidence that Students' Progress &
Achievement is enhanced by the Academic
Guidance they receive?
Are there good Links between the Dept and any
Other Student Support Services available in the
University?
Training Workshop for Self Assessment - Prof. Colin N. Peiris

43. 12. Few more Sections of SA Report
Recommendations, including those who should assume responsibility and date of completion for all recommended activities. Included must be a statement on how the same will be monitored.
Comments on the usefulness and efficacy of the SA exercise, and in the light of the experience, suggestions on how it might be undertaken in future.
Date and period of next SA exercise.

44. Immediate Issues of Today’s Workshop
Objectives
SWOT analysis
Activity Plan
Budget rationalization
Foreign training
Local training
Tools ?
Peer review