1. Management in relation to learning processes Proposal Sources: ANECA, CHEA, DETC

2. ANECA Program Organisation Human Res Physical Res Formation Process Results Management (mission) Planning Communication Organisation Improvements Actions Review of the Formation Programme

3. CHEA Organisation –Institutional mission –Institutional organizational structure –Institutional resources Program –Curriculum and instruction –Faculty support –Student support Student learning outcomes.

4. Organisation Mission and Objectives Qualification of Board, Admin, Instructors/Faculty and Staff Admission Practices and Enrolment Processes Adverstishment, promotional literature and recruitment Financial Responsability Tuition Policies, Collection Procedures and Refunds Plant, Equipment and Record Protection Research and Self-Improvement Program Educational Program Objectives, Curricula and Material Education and Student Services Results: Student Achievement and Satisfaction DETC

5. CHEA Challenges (Distance Education) –Alternative design of instruction –Alternative and new Providers –Expanded focus of training Discrete training activities, long-term

6. CHEA Key Areas (CHEA) –Institutional mission Does offering DL make sense in this institution? –Institutional organizational structure Is the institution suitably structured to offer quality DL? –Institutional resources Does the institution sustain adequate financing to offer quality DL? –Curriculum and instruction Does the institution have appropriate curricula and design of instruction to offer quality DL? “The curriculum of the distance learning program must be consistent with the mission and educational objectives of the institution.” “The curriculum of the distance learning program must be consistent with the mission and educational objectives of the institution.” “Any distance learning programs offered by an institution must be appropriately integrated into the institution’s administrative structures, as well as its planning and oversight mechanisms..” “Distance learning programs must be consistent with the institution’s mission and limited to those subject areas for which the institution has expertise.” The institution’s budgets and policy statements must reflect its commitment to the students for whom the electronically offered programs are designed. The institution must assure adequacy of technical and physical plant facilities, including appropriate staffing and technical assistance, to support its electronically delivered programs.

7. CHEA Key Areas (CHEA) –Faculty support Are faculty competent engaged in offering DL and do they have adequate resources, facilities, and equipment? –Student support Do students have needed counseling, advising, equipment, facilities, and instructional materials to pursue DL? –Student learning outcomes. Does the institution routinely evaluate the quality of DL based on evidence of student achievement? “Institutional evaluation of electronically offered programs must take place in the context of the institution’s regular evaluation of all academic programs.” “Institutions must assess student achievement in the distance learning programs using such measures as student retention rates, student satisfaction, faculty satisfaction, measures of student competence in both general skills (communication, comprehension, analysis, etc.) and skills specific to the field of study. Students completing distance learning courses must have sufficient opportunity to acquire comparable levels of knowledge and competencies as in similar programs or courses offered in more traditional ways.” “Institutional evaluation of electronically offered programs must take place in the context of the institution’s regular evaluation of all academic programs.” “Institutions must assess student achievement in the distance learning programs using such measures as student retention rates, student satisfaction, faculty satisfaction, measures of student competence in both general skills (communication, comprehension, analysis, etc.) and skills specific to the field of study. Students completing distance learning courses must have sufficient opportunity to acquire comparable levels of knowledge and competencies as in similar programs or courses offered in more traditional ways.” “Instructors who teach at a distance must be appropriately oriented and trained in the effective use of technology to ensure a high level of student motivation and quality of instruction.” “Any distance learning programs offered by an institution must provide students with reasonable technical support and full disclosure of all program requirements, including any that cannot be completed via DL.” “Institutions must assess whether students have the skills and competencies to succeed in a DL environment. Proper training and support must be provided. The technology chosen must support and enhance the program’s goals and objectives.”

8. ANECA-Organisation Organisation of the Education (ANECA) –Organisation Direction Planning Communication Organisation Improvements Actions Review of the Formation Programme –Human Resources –Physical Resources

9. Organisation Direction –Organisational Structure of the formation plan and the management team –Principles and Strategies for the management –Action to reach these objectives and implication of management team –Politics for the dissemination of these principles and actions, communication channels

10. Organisation Planning –Planning in the formation process –Improvement plans Viable Coherent Fundamental Realistic Creative Priorised

11. Organisation Communication –Effectiveness of the internal communication Communication channels Indicators –Effectiveness of the external communication Communication channels Indicators

12. Organisation –Efficiency in the management of organisation processes: Enrolment, evaluation, schedule, practices and practises in companies, mobility programme, complementary activities, etc. –Information sources to take decisions –Horizontal and vertical coordination –Efficiency in the management of human, economic and physical resources –Suitability between organisation and formation programme

13. Organisation Organisation (information) –Procedures manuals, processes maps, organisation chart, etc. –Communication channels between managers and formation staff –Objectives of the formation programme –Curriculum, Alumna profile for enrolment –Budget –Indicators: m 2 per classroom, computer per alumna, internet bandwidth per computer, etc.

14. Organisation Improvement Actions –Existence of mechanisms and instruments to evaluate the results of the formation programme –Information Structure of the information systems Control panels and indicators Proposed improvement actions Evaluation reports

15. Analysis Organisation of the Education –Organisation –Human Resources (suitability for the formation process) Academic Staff Administrative Staff –Physical Resources

16. Human Resources Academic Staff –Suitable for the formation programme Structure of the academic staff Politics for academic staff mobility (degree of mobility: indicator) Collaborators Participation of academic staff in management activities CV

17. Human Resources Academic Staff –Formation Participation in programmes regarding assistance, pedagogical,methodologies General formation Formation Programmes for collaboratos Information –CVs –Academics and collaborators Formation programmes –Formation Evaluation (indicator) –Programmes for innovation in pedagogical methodologies

18. Human Resources Academic Staff –Implication in R&D, assistance, art (when applicable), etc. Information: –CV –Publications (indicator) –Recognised research activities (indicator)

19. Human Resources Administrative and Services Staff –Suitable for the formation process –Information Administrative staff organisation chart Activities of the administrative and services staff

20. Analysis Organisation of the Education –Organisation –Human Resources (suitability for the formation process) –Physical Resources