QUALITY

ASSURANCE

Air Cdre (R) Muhammad Ismail

Director Quality Assurance (NUST)
07 March, 2008 1
 PRESENTATION PLAN
• Introduction

• Quality Assurance:
Definition, Need & Improvement

• QEC Functions and Organization

• Self-Assessment
Definitions, Elements, Desired Outcomes, Requirement,
Current practice, Objectives, Model, Components

• Concluding Remarks
2
 INTRODUCTION

– Presently, in-country Quality of HE is quite

questionable in global context and in terms of
knowledge imparted.

– Majority universities are incapable of meeting

international standards of HE.

– Crucial gaps in quality of HE call for focused

approach to assure and enhance standard.

3
CHALLENGE AND RESPONSE

– QA in HE is a rising (global) challenge

– International compatibility and competitiveness

demand enhancing Quality of HE on viable and
sustainable basis

– QAA established under HEC ordinance 2002

– QECs established at 10 (+20) Public sector

Universities
4
 OBJECTIVES : QAA

– Improve the quality of output and efficiency of HE learning

(teaching) systems in a systematic way

– Help to introduce enabling learning environment which is

fostering element for building a knowledge economy.

– Contribute substantially in the success of other programs

such as faculty, curriculum and infrastructure development

– Assure the integration of important component of Quality in

all developing fields and coming policies of HE.

5
 QUALITY ENHANCEMENT
CELLS (QECs)
 QECs are the Quality Assurance Units developed at
universities to put a focused attention on QA aspect of
HE

 Required to develop & implement the measures of QA

with promise of Quality Enhancement to meet
international standards of HE

 Operated by the universities for execution of QA policies

designed by QAA with uniformity of pace and standards

 QEC is to be headed by a Dean reporting directly to VC /

Rector. He is to be the correspondent with outside
bodies 6
 QUALITY ASSURANCE
IN HIGHER EDUCATION

7
 QUALITY ASSURANCE
Definition
Assurance of Quality in higher education is a
process of establishing stakeholder confidence that
provision (input, process and outcomes) fulfils
expectations or measures up to threshold minimum
requirements.

QA is all-embracing term covering all the policies,

processes, and actions through which quality of HE
is maintained and developed / enhanced
8
QUALITY ASSURANCE NEED

QUALITY ASSURANCE DOES NOT HAPPEN

BY ACCIDENT:

IT HAS TO BE PLANNED

CONTINUING
IMPROVEMENT

QUALITY IS NOT ANY SINGLE

THING BUT AN AURA, AN ATMOSPHERE,
AN OVERPOWERING FEELING THAT
THE INSTITUTION IS DOING
EVERYTHING WITH EXCELLENCE
9
 IMPROVEMENT OF QUALITY
Grouping of Organizations

Upper 10th Percentile BULK Lower 10th Percentile

Running Hard to Remain Running Harder to Join Running Hardest to

in the Group Those Who are Ahead Survive (& Excel)

Being in a particular group means running to be stationary

10
 IMPROVEMENT THROUGH
QUALITY MANAGEMENT
Models of Excellence
Accreditation

 ABET, PEC, Education QA Agencies (e.g. QAA, UK)

Performance Excellence Criteria

 National Quality Award Criteria for Educational excellence (e.g. BALDRIGE)
 Excellence Model to Improve Performance (e.g. European Foundation for
Quality Management - EFQM)

Standards

 ISO QMS (With Education Guidelines)

Basis for all these systems is Self Assessment
11
OUTPUT OF QUALITY ASSURANCE

University
(College) Ensuring
COMPLIANCE

QUALITY
ASSURANCE
Ensuring
REGULAR
IMPROVEMENT

12
QUALITY ASSURANCE MODEL
Priorities
External Academic,
Benchmarks Social &
National
Needs
Internal Quality SWOT
Benchmarks
Vision & Goals
Academic Framework
I Awards, degrees, legalities, Pre- E
N requisites X
T T
Curricula
E E
R Support Processes R
N Admissions, Hostel, Transportation, etc N
A A
Infra-structure
L L
Human, Capital, Information, Physical

Q Management Q
Stores, HRM, QM, Purchases, etc 13
A A
 QA MECHANISM OF
EVALUATION

• Self Assessment (yearly)

• University Internal Review (after every 02 years)

• External Review (after every 04 years)

14
 QEC FUNCTIONS

 Salient functions of QEC:

 Promoting public confidence that the quality and standards of the

award of degrees are enhanced and safeguarded.

 Review of quality standards and the quality of teaching and learning

in each subject area.

 Review of academic affiliations with other institutions in terms of

effective management of standards and quality of programs.

 Defining clear and explicit standards as points of reference to the

reviews to be carried out. It should also help the employer to know
as to what they could expect from candidates.

 Developing qualifications framework by setting out the attributes and

abilities that can be expected from the holder of a qualification
15

Cont’d…
 QEC FUNCTIONS

 Developing program specifications (standard set of

information clarifying what knowledge, understanding, skills
and other attributes a student will have developed through a
specific program)

 Developing quality assurance processes and methods of

evaluation to affirm that the quality of provision and the
standard of awards are being maintained and to foster
curriculum, subject and staff development, together with
research and other scholarly activities

 Ensuring that the university’s quality assurance procedures

are designed to fit in with the arrangements in place
nationally for maintaining and improving the quality of Higher
Education.
16

Cont’d…
 QEC FUNCTIONS
• QEC is responsible to develop procedures for the following:

– Approval of new programs

– Annual monitoring and evaluation including program
monitoring, faculty monitoring, and student’s perception
– Departmental review
– Feedback (Student, Faculty, Alumni, Employer)
– Quality assurance of Master’s, M Phil and Ph D programs
– Subject review
– Institutional assessment
– Program specifications
– Qualification framework
17
QEC ORGANIZATIONS : A MODEL
V.C / Rector

QEC HEC

PROGRAM TEACHING AND EXTERNAL

ASSESSMENT LEARNING AFFAIRS
CENTER CETNER CENTER

 Promote Culture of  Fostering an  Promoting Public

Assessment Environment of Confidence
Continuous
 Improve and Academic  Affiliations
maintain highest Development
Academic Standards
 Assisting Faculty  Entrance Exams.
 Enhance Student Members to Attain
Learning Highest Standards in  Organizing Workshops
Teaching & on Test Construction
 Provide Feedback Research Techniques
for Quality Assurance
 Assisting New  Studying Student’s
 Program Faculty in learning Pre-University
Accreditation by techniques for Performance and
Councils teaching 18
Performance in Specific
University Subjects.
ASSESSMENT OF A PROGRAM

Assessment is a systematic process of gathering,

reviewing and using important quantitative and qualitative
data and information from multiple and diverse sources
about educational programs, for the purpose of improving
student learning, and evaluating whether academic and
learning standards are being met.

19
 ELEMENTS OF ASSESSMENT

• Purpose identification
• Outcomes identification
• Measurements and evaluation design
• Data collection
• Analysis and evaluation
• Decision-making regarding actions to be taken.

20
 ASSESSMENT MODEL
Inputs Output
Students

Curriculum

Faculty
Graduates that
Processing Perform Outcomes
Laboratories,
Computing & Library & that Achieve
Facilities Delivery Educational
Objectives
Processes

Institutional Facilities

21
Institutional Support Assessment / Feedback
SELF-ASSESSMENT OF PROGRAMS

Self-assessment is an assessment conducted by the

institution / department to assess whether programs
meet their educational objectives and outcomes with
the purpose to improve program’s quality and
enhancing students learning

22
DESIRED OUTCOMES OF
SELF ASSESSMENT
• To be proactive than reactive

• Systematize the process of assessment

• To be current and take a leadership role in the country

• Assist in preparing good professionals of tomorrow

• Initiate improvements to achieve academic excellence

23
 ACCREDITATION BODIES
REQUIRING SELF ASSESSMENT

• Accreditation Board of Engineering & Technology (ABET)

• Association to Advance Collegiate Schools of Business

(ACCSB)

• Computer Science Accreditation Board (CSAB)

The core requirement of all these bodies is Self-Assessment

of Programs by Institutions

• PEC & PMDC for Accrediting Engineering and Medical

Education in Pakistan (PEC Form AC-1)
24
 OBJECTIVES OF
SELF ASSESSMENT
 Verify that the existing programs meet their
objectives and institutional goals.

 Provide feedback for quality assurance of

academic programs.

 Improve and maintain academic standards

 
 Enhance students’ learning.

25
COMPONENTS OF THE
SELF-ASSESSMENT PROCESS

• CRITERIA: EIGHT CRITERIA FOR SELF

ASSESSMENT.

• PROCEDURE: SPECIFIES THE PROCESS OF

INITIATING, CONDUCTING, AND
IMPLEMENTING THE ASSESSMENT.

26
 CRITERIA

EACH CRITERION HAS:

AN INTENT: A STATEMENT OF REQUIREMENTS

TO BE MET.

SEVERAL STANDARDS: THEY DESCRIBE HOW

THE INTENTS ARE MINIMALLY MET

27
 CRITERIA AND STANDARDS
Crit Description No. of
No. Stds
PROGRAM MISSION, OBJECTIVES AND
1 OUTCOMES 4
2 CURRICULUM DESIGN AND ORGANIZATION 7
LABORATORIES AND COMPUTING
3 FACILITIES 3
4 STUDENT SUPPORT AND GUIDANCE 3
5 PROCESS CONTROL 5
6 FACULTY 3
7  INSTITUTIONAL FACILITIES 3
8 INSTITUTIONAL SUPPORT 3
28
SELF-ASSESSMENT PROCEDURE

The QEC is responsible for planning,

coordinating and following up on the
self-assessment (SA) activities.

Following procedure is suggested:

29

Cont’d…
SELF- ASSESSMENT PROCEDURE
QEC initiates SA through the office
of dean / HoI, one semester prior to
the assessment

Department forms the PT that will

be responsible for preparing SAR

QEC reviews the Documentation

within one month

SAR Complete
NO

YES

Head of the Institution forms the AT

in consultation with the concerned
dean based on the recommendation
of the QEC 30

Cont’d…
 SELF- ASSESSMENT PROCEDURE
QEC plans and fixes AT visit

AT conducts assessment and

presents its findings to QEC, Dean,
PT and dept. faculty

The QEC submits an executive

summary to the Head of Institution
and Rector / VC

Department prepares
implementation plan

Follow up of the implementation

plan by QEC and submission of
Progress Report to Head of
Legend: Institution and Rector / VC

SA: Self Assessment SAR: Self Assessment Report

31
PT: Program Team AT: Assessment Team
 CRITERION 1
PROGRAM MISSION, OBJECTIVES AND
OUTCOMES
• EACH PROGRAM MUST HAVE A MISSION, 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.
32
Standard 1-1
The program must have documented measurable
objectives that support college / institution mission
statements:
MEETING STANDARD 1-1
• Document institution, departmental and program mission statements.

• State program objectives ( objectives are statements that describe the expected
accomplishments of graduates following graduation from the program)

• 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.
33
PROGRAM OBJECTIVES ASSESSMENT
Improvements
When Identified (Based on Improveme
Objectives How Measured
Measured the Outcomes nts Made
examination)

1 Students’ Survey

2 Alumni Survey

Employers’
3
survey

4 ?

5 ?

Table 4.1 Program Objectives Assessment 34

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

In Table 4.2, show the outcomes that are aligned

with each objective.

35
OUTCOMES VERSES OBJECTIVES
Expected Program Objective
Learning
Outcomes
1 2 3 4

3
36
Table 4.2: Outcomes versus objectives
 FILLING MATRIX RELATING
OUTCOMES TO OBJECTIVES

Knowledge, understanding, skills and other attributes a

student is required to have developed on completing the
program be included under Program Learning Outcomes.

Program objectives as achieved by the students on

completing the program are to be shown by marking ‘x’.

37
 SAMPLE OF MATRIX RELATING
OUTCOMES TO OBJECTIVES
Program Objectives
Enable
Skills in critical
Initiate Understand organizations
Program thinking, Employ
and professional to make
Learning problem solving IS.
manage ethics and optimal
and Technology
Outcomes change responsibility decision
communication
making
x x x
x x
Use up to
date tools
x x
Life long
learning x x x
Professional
ethics and x x
responsibility
38
 EXERCISE 1
Given your University’s mission:
Develop Program Mission

Given Program Mission:

Develop two Program Objectives which
address needs of one of your two
constituencies:
(a)
(b)
39
 EXERCISE 2

Given the Program Objectives developed by youS, develop a set

of measurable outcomes for each Objective:

 Objective 1:
 Measurable Outcomes:

 Objective 2:
 Measurable Outcomes:

40
 EXERCISE 3
Choose a course you are teaching currently or would like to
teach:

Write 2-3 general objectives for the course:

a)
b)
c)

Develop measurable outcomes aligned with one of the

above goals:

a)
b)
41
c)
 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 students every semester

2.     Conduct a survey of alumni every two years

3.    Conduct a survey of employers every two years

4. Student Course Evaluation Questionnaire

5. Research Student Progress Review Form

6. Survey of Department Offering Ph D Programs

7. Teacher Evaluation Form

8. Carefully designed questions asked during design projects presentations

9. Outcome assessment examination

42
Note: Data obtained from above sources should be analyzed and presented in SAR
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.

• List strengths and weaknesses of the program.

• List significant future development plans for the program. 43

 ASSESSMENT RESULTS
IMPLEMENTATION PLAN SUMMARY
AT Corrective Implementation Responsible Resources
Findings Action Date Body Needed

Chairman's Comments Name & Signature

Dean’s Comments Name & Signature

QEC Comments Name & Signature

Table A.2 Assessment Results Implementation Plan

Summary
44
 Standard 1- 4
The Department Must Assess Its Overall Performance
Periodically Using Quantifiable Measures.
• Present students enrolment (undergraduate and graduate) during the last
three years indicating percentages of honor students, student faculty ratio,
average graduating grade point average per semester, average time for
completing the undergraduate program and attrition (drop-out) rate.

• Indicate percentage of employers that are strongly satisfied with the

performance of the department’s graduates (Use employer’s survey).

• Indicate the median/average student evaluation for all courses and the % of
faculty awarded excellence in research award.

• Present performance measures for research activities. These include journal

publications, funded projects, and conference publications per faculty per
year and indicate the % of faculty awarded excellence in research award.

• Present performance measures for community services. This may include

number of short courses per year, workshops and seminars organized.

• Indicate faculty and students satisfaction regarding the administrative

services offered by the department (Use faculty and students surveys) 45
 CRITERION 2
CURRICULUM DESIGN & ORGANIZATION

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.

Provide the following information about the program’s

curriculum:

(A) Title of degree program

(B) Definition of credit hour
46

Cont’d…
 CRITERION 2
C. Degree plan: attach a flow-chart showing the prerequisites, core, and elective
courses.

LIST OF COURSES
Core Courses
Total
Course / Credit Laboratory
S.N Title Credit Pre-Requisites
Code No. hours Hours
Hours

Elective Courses
Total
Course / Credit Laboratory
S.N Title Credit Pre-Requisites
Code No. hours Hours
Hours

2
3
47

Cont’d…
 CRITERION 2
D. Complete Table 4.3 showing curriculum breakdown in terms of mathematics
and basic sciences, major requirements, social sciences and other
requirements.

Category (Credit Hours)

Course Maths & Basic

Semester Sciences Humanities
Number Core Technical
& Social
Courses Electives
Sciences
Maths Basic Sci

             
             
             
             
Total            
Minimum
Requirements            
48
Table 4.3: Curriculum course requirements
Cont’d…
 BS ENGINEERING PROGRAM
No. of No. of
Domain Knowledge Area Courses
% Overall
Crd hrs
Non- Humanities (Eng, Culture, Social Scs) 8 19-21
Engg Management Sciences (Engg Mgt) 2 6
Natural Sciences (Maths, Physics, 33.8- 34.6
6 19-20
Elective)
Sub Total 16 44-47
Engg Computing (Fundl, Prog, Design) 3 9
Engineering Foundation 8 29
Major Based Core (Breadth) 5 19-20
Major Based Core (Depth) 5 17-18
Inter-Disciplinary Engineering Breadth 2 6-7 66.2- 65.4
(Electives)
Senior Design Project 2 6
Industrial Training (Summer)    
Sub Total 25 86-89
Total 41 130-136 100
49
 CRITERION 2
E. For each course in the program that can be counted for credit
specify the following:
• Course title
• Course objectives and outcomes
• Catalog description (Course No.)
• Text book (s) and references
• Syllabus breakdown in lectures
• Computer usage
• Laboratory
• Content breakdown in credit hours (if applicable) as basic
science, math, engineering science, and design for engg
discipline. General education requirements, business
requirements and major requirements for the Business Studies
and others. 50
Standard 2-1:

The curriculum must be consistent and supports 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
mark against relevant outcomes. A sample of such a
matrix is shown in Appendix D.

51
 PROGRAM OUTCOMES

Program Outcomes
Courses or
Group of
Courses
1 2 3 4

1
       

2
       

3
       
Table 4.4: Courses versus program outcomes 52
 PROGRAM OUTCOMES - SAMPLE
Courses or Group of courses Program Outcomes
1 2 3 4 5 6 7
COE 200, COE 205, COE 305, COE 360 + + + + + + +
COE 400, COE 485 + + + + + + +
COE 399, COE 350, 351, 352 + + + + +
COE 390
COE 308 +
COE 342 + +
COE 442 + +
ICS Courses + + + +
Stat & Mathematics, Physics & Chemistry Courses + +
English Courses +
IAS Courses +
EE Courses + + + +
Technical Electives + + +
COE Electives + +
Courses Vs Program Outcomes
53
Standard 2-2

Theoretical background, problems analysis and

solution design must be stressed within the program’s
core material:

• Indicate which courses contain a significant portion (more

than 30%) of the elements in this standard.

Elements Courses

Theoretical Background
Problem Analysis
Solution Design

Table 4.5: Standard 2-2 requirement 54

 MEETING STANDARD 2-2

Example:

Element Courses

All Courses with the exception of ENGL, IAS and

Theoretical Background
PE (COE 350, 351, 352), and COE 390

All courses with the exception of ENGL, IAS and

Problem Analysis
PE and COE 390.

COE 200, 205, 305, 360, 400, 485, ICS 202, 399,
Solution Design
(COE 350, 351, 351)

Theory, Problem Analysis and Solution Design 55

Standard 2-3

The curriculum must satisfy the core requirements for the

program, as specified by the respective accreditation body.
Examples of such requirements are given in Table A.1a.

Standard 2-4

The curriculum must satisfy the major requirements for the

program as specified by the respective accreditation body.
Examples of such requirements are given in Table A.1a.

Standard 2-5

The curriculum must satisfy general education, arts, and

professional and other discipline requirements for the program,
as specified by the respective accreditation body. Examples of
such requirements are given in Table A.1a. 56
 Maths. & Engineering General
Programs Basic Topics Education Others
Sciences

Table A.1a Minimum Requirements for Each Program (Program

Semester Credit Hours)

• HEC Requirements / Accreditation Council Requirements

• Program Requirements
• Deviations
• Justification for Deviations

Note: For engineering programs HEC has given revised curriculum

design criteria which should be referred to.

57
Standards 2-6
• Information technology component of the curriculum must
be integrated throughout the program:

◘ Indicate the courses within the program that will satisfy the
standard.

◘ Describe how they are applied and integrated through out the
program.

Standards 2-7
• Oral and written communication skills of the student must
be developed and applied in the program:

◘ Indicate the courses within the program that will satisfy the
standard.

◘ Describe how they are applied. 58

 CRITERION 3
LABORATORIES AND COMPUTING FACILITIES
 Laboratories and computing facilities must be adequately
available and accessible to faculty members and students to
support teaching and research activities.

 Provide the following information about the laboratories and

computing facilities that are available for use in the program
under assessment.

o Laboratory Title
o Location and area
o Objectives
o Adequacy for Instructions
o Courses taught
o Manuals for experiments
o Software Available (if applicable)
o Major Apparatus
o Major Equipment
o Safety Regulations
59
 CRITERION 3
Standard 3-1
Laboratory 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

60
 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.

61
 CRITERION 4
Standard 4-1

Courses must be offered with sufficient frequency and

number for students to complete the program in a timely
manner

Standard 4-2

Courses in the major must be structured to ensure effective

interaction between students, faculty and teaching assistants

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
62
 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.

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:

63

Cont’d…
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
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 with its objectives:

64

Cont’d…
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:

Standard 5-5
The process that ensures that graduates have
completed the requirements of the program must be
based on standards, effective and clearly documented
procedures. This process must be periodically
evaluated to ensure that it is meeting its objectives:65
 CRITERION 6
FACULTY
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.

66
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 with 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.

 Each faculty member should complete a Resume,

prepared in given format

 Complete the following table (No. 4.6) indicating program

areas and number of faculty in each area. 67

Cont’d…
 FACULTY DISTRIBUTION BY
PROGRAM AREAS
Number of
Courses in the area Number of
Program’s area of faculty
and average number faculty with
specialization members in
of sections per year Ph.D. degree
each area

Area 1
Area 2

Area 3
Area 4
Total
Table 4.6: Faculty distribution by program areas.

68
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

Standard 6-3
All faculty members should be motivated and have job
satisfaction to excel in their profession:

Obtain faculty input using Faculty Survey on programs for

faculty motivation and job satisfaction.

Obtain Faculty Course Review Report from each teacher at the

time of Course Completion
69
 CRITERION 7
INSTITUTIONAL FACILITIES

Institutional facilities, including library,

classrooms and offices must be adequate to
support the objective of the program. To satisfy this
criterion a number of standards must be met.

70
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
Standard 7-3

Class-rooms must be adequately equipped and offices

must be adequate to enable faculty to carry out their
responsibilities 71
 CRITERION 8
INSTITUTIONAL SUPPORT
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.

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

Standard 8-3
Financial resources must be provided to acquire and maintain Library
72
holdings, laboratories and computing facilities
 CONCLUDING REMARKS
• Self assessment will:

• provide feedback from employers and Alumni and will

enable Universities to improve quality and respond
effectively to market needs.

• require dedication from faculty members and commitment

from University Administration.

• establish measurable objectives and evaluate their

outcomes to assess if programs meet the educational
objectives.

• facilitate to enhance learning.

73
CONCLUDING REMARKS
Quality Assurance is the responsibility of HEI itself

Overnight results not possible. So be patient but

consistent in pursuing the agenda

Full support of the administration and cooperation

of faculty essential to achieve the positive results

74
QA SYSTEM MATURITY LOGIC
An S-Curve

Improvement
S
Y Embryonic
S

Maturity
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THANK YOU
Questions / Comments ?

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 MISSION STATEMENTS
Mission Statement of University / Institute)
To develop human resources by inculcating professional knowledge, skills
and ethical values, to bring-in prosperity and technological advancement
based on high-tech research in the individual’s life and society at large

Mission Statement of Department

The Department is committed to providing highest quality education,

conducting high quality basic and applied research addressing the
evolving needs of industry and society, and supporting the development of
more competitive and new industry in the country.

Mission Statement of Program (BS Engg)

To build concrete concepts of the subject through high quality class
teaching, laboratory work and small-scale research work, to help individuals
become change agents on the canvas of technology advancement and
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 PROGRAM OBJECTIVES

• To enable the graduate to apply knowledge gained in the

degree program effectively and efficiently.
• To successfully bring innovation in related technology with
cost-effectiveness.
• To step into Research and Development (R&D) effectively.
• To pursue higher studies in any international University of
high repute.
• To breakaway from maintenance-based job and step into
designing and manufacturing.
• Describe how each objective is aligned with program,
college and institution mission statements.
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 SPECIFIC OBJECTIVES
Objective 1 (Foundation):
To provide students with a strong foundation in engineering sciences and design
methodologies that emphasizes the application of the fundamental mathematical, scientific
and engineering principles in the areas of engineering.

Objectives 2 (Skills and Tools):

To provide students with skills to enter the workplace well-prepared in the core
competencies listed below:
• Design and modeling experience
• Open-ended problem solving ability
• Experimental and data analysis techniques
• Teamwork experience
• Oral written and multimedia communication skills
• Experience with contemporary computing systems and methodology

Objectives 3 (Awareness & Professional Ethics):

To provide students with knowledge relevant to engineering practice, including ethical,
professional, social and global awareness, the impact of engineering on society, the
importance of continuing education and lifelong learning in both technical and non-technical
areas.
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ELEMENTS OF THE STRATEGIC PLAN
(Example: Main elements of the strategic plan to achieve program
mission and objectives)

• Curriculum design: Core subjects, Elective subjects. A wide variety of

elective subjects are offered which brings diversity in the program. It also
includes provision of areas of specialization.

• Concept building through extensive laboratory work, applying theoretical

knowledge.

• Small-scale practical projects compatible with contemporary technological

advancements throughout the degree program, and one practical Project in
the final semester; which may become basis for winning a good job.

• Compulsory summer internships to give hands-on experience to students.

Internships are arranged by the University.

• Co-curricular activities like academic clubs, participating in national and

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international competitions and exhibitions.
PROGRAM LEARNING OUTCOMES
(Example for an Engineering Program)
The broad educational objectives of the undergraduate program are to
provide a solid foundation of mathematical, scientific and engineering
knowledge and to develop the basic skills that will serve the students
throughout their careers.

Degree of skills and capabilities that will reflect on their performance as

engineers is their ability to:

 apply knowledge of mathematics science and fundamental engineering to

mechanical engineering problems.

 identify, formulate and solve practical engineering problems.

 design components, processes and systems to meet desired needs.

 conduct engineering experiments to study different engineering systems,

including various modes of operation, performance evaluation, properties
of materials and manufacturing techniques, as well as to use laboratory
instruments and computers to analyze and interpret data.
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Cont’d…
PROGRAM LEARNING OUTCOMES
(Example for an Engineering Program)
 use modern tools, techniques, and skills necessary for practicing
mechanical engineering including computational tools, statistical techniques,
and instrumentation.

 work in a professional engineering environment, and to understand the

associated economical considerations.

 work effectively in teams including multidisciplinary teams to solve

engineering problems relevant to their field.

 communicate effectively in written, oral, and graphical forms, including the

use of professional quality visual aids.

 understand the professional and ethical responsibilities of engineers.

 understand the impact of engineering on the society and the environment.

 recognize the need and an ability to engage in lifelong learning of

mechanical engineering
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 ACTION PLAN
ACTVITY DATE
LQEC to initiate Self Assessment (SA) for all the dept By the end of 1st week of
through the office of HoI (with info to HQ NUST) semester.

Dept to form the Program Team (PT) for each program By the end of 2nd week of
offered by the dept (with info to HQ NUST) semester.

Each PT to prepare a Self Assessment Report (SAR) By the end of 10th week of
about the relevant program and submit to LQEC in semester
two months

LQEC to review the Documentation within one month By the end of 14th week of
(and send final copy of SAR to HQ NUST ) semester.

Head of the Institution (HoI) to form the program By the end of 14th week of
Assessment Team (AT) for each program (with info to semester
HQ NUST thro’ LQEC)
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 ACTION PLAN
ACTVITY DATE

LQEC to plan and schedule AT visit (with info to HQ By the end of 14th week
NUST) after semester

AT to conduct assessment and present its findings to By the end of 4th week
LQEC, Dean, PT and dept. faculty after the visit

LQEC to submit an executive summary to the HoI By the end of 6th week
(with a copy to HQ NUST) after the visit

Dept to prepare and submit implementation plan (as By the end of 6th week
per Table A.2) to LQEC (with a copy to HQ NUST) after the visit

LQEC to follow the application of implementation

plan

LQEC to review the implementation plan once a By the end of semester

semester to assess the progress and submit Progress
Report to HoI (with a copy to HQ NUST)
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 COGNITIVE LEARNING
(Bloom’s Taxonomy 1956)
Evaluation
Level
Synthesis Difficult
Level
Analysis
Level
Application
Level

Comprehension
Level

Knowledge
Level

Simple
I II III IV V VI
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CAPACITY BUILDING

 Awareness campaigns, and

 Training component whenever and

wherever required

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 QUALITY CONTROL
Definition
Quality Control is the mechanism for
ensuring that an out (product or service)
conforms to a predetermined specification.

QC usually involves a process of testing

outputs.

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