INTERNAL AUDIT TRAINING ON: Vision, Mision

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INTERNAL AUDIT TRAINING ONVision, Mision
Educational GoalsProgramme Aims and Learning
Outcomes, Curriculum Design and Delivery

• presented by
• Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman
• Director CEO, UKM Perunding Kejuruteraan
  Arkitek Sdn. Bhd.
• Associate Director
• Engineering Accreditation Unit (EAU)
• Board of Engineers Malaysia
• Chairman, Working Group
• Version 3
• EAC Engineering Programme Accreditation Manual
• Equatorial Hotel, Bangi
• 22 May 2008

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TOR for Quality Audit Task Force

• Collect and review data on the Higher Education
  Provider (HEP) and its educational programmes.
• Analyse the data to identify the HEPs and
  programmes strengths, weaknesses, areas of
  concern and opportunities.
• Develop strategies to ensure that the strengths
  are maintained and areas for improvement are
  addressed.
• Make specific recommendations for further quality
  enhancement.

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The Self-Review Portfolio

• Include a summary which highlights the
• Strengths of the institution in meeting its goals
• Areas of concern that need to be addressed
• Strategies for maintaining and enhancing the
  strengths
• Steps that have been taken to address the problem
  areas
• Recommendations for change

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Programme Self-Review

• Specific self-questioning might be structured as
  follows around each area
• What actions are we taking in relation to this
  area?
• Why were these actions chosen?
• How do we check their effectiveness what
  performance indicators do we have?
• Are the indicators effective?
• What do we do as a result of the review?
• Can we measure the degree of achievements what
  are the actual outcomes?
• Can we improve on the existing actions, even
  those that are already effective?

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9 AREAS/ASPECTS OF STANDARDS FOR QUALITY ASSURANCE
Programme Aims and Learning Outcomes,
Curriculum Design and Delivery
Programme Leadership and Administration
Institutional Vision, Mission Educational Goals

• Academic Staff

Assessment of Students
Student Selection Support Services

• Programme Monitoring Review

Continual Programme Quality Improvement
Educational Resources
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AREAS / ASPECTS OF STANDARDS
Institutional Vision, mission educational goals
Programme leadership administration
STAKEHOLDERS NEEDS
Programme Aims and Learning Outcomes, Curriculum
Design and Delivery
Assessment of students
OUTPUT (GRADUATES)
STAKEHOLDERS SATISFACTION
Student selection and support services
Academic staff
STAKEHOLDERS FEEDBACK
Educational resources
Programme monitoring and review
Continual programme quality improvement
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Vision Mission of the Institution/Faculty
Educational Goals
Learning Outcomes
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Hierarchy of Learning Outcomes
Programme Aims or Programme Educational
Objectives (PEO)
Few years after Graduation 4 to 5 years
Programme Outcomes (PO)
Upon graduation
Course/subject Outcomes (CLO)
Upon subject completion
Weekly / Topic Outcomes
Upon weekly/topic completion
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• AREA 1 Vision, Mission Education Goals

1.1 Statements of vision, mission and educational
goals 1.2 Governance 1.3 Participation in the
formulation of vision, mission and learning
outcomes 1.4 Academic autonomy
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1.1 Statements of the vision, mission and
educational goals
Benchmarked (Basic) Standard

• Vision, mission and educational goals
• have been defined.
• made known to internal and external stakeholders.
•  
• The mission statements and educational goals
• must reflect the crucial elements of the
  processes and outcomes of higher education that
  are in line with national and global
  developments.
•  

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1.1 Statements of the vision, mission and
educational goals
Benchmarked (Basic) Standard

• Educational goals must be consistent with HEPs
  vision and mission.
•  
• The vision, mission, and educational goals must
  be approved by the governing board or other
  appropriate body.
•  
• Appropriate publications must accurately cite the
  current vision and mission statements.

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1.1 Statements of the vision, mission and
educational goals
Enhanced (Quality) Standard

• The mission and goals should encompass leadership
  qualities in the areas of social responsibility,
  research and scholarly attainment, community
  involvement, ethical values, professionalism, and
  knowledge creation.
•  
• The HEP should demonstrate that its planning and
  evaluation processes, educational programmes,
  educational support services, financial and
  physical resources, and administrative processes
  are adequate and appropriate to fulfil its stated
  purpose of mission and goals.

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1.2 Governance
Benchmarked (Basic) Standard

• The official posture and practice of the HEP
  must be consistent with its purpose statements.
• Governance structures and functions of the HEP
  and their relationships within the HEP must be
  defined and translated to the various levels of
  management based on transparency, equality,
  objectivity, authority and accountability.
• The governing board or the equivalent authority
  must not be controlled by a minority of board
  members or by organisations or interests separate
  from the board.
• Evidence must be provided that the board is an
  active policy-making body for the HEP.

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1.2 Governance
Enhanced (Quality) Standard

• Governance principles should set out the
  committee structure responsible for the
  educational programmes.
• Governance principles should reflect the
  representation of academic staff, students and
  other stakeholders.
• The presiding officer of the governing board of
  the HEP should have no contractual, employment,
  or individual or familial interest in the HEP.
• The governing board should not be subjected to
  undue pressure from political, religious or other
  external bodies. It should protect the
  administration from similar pressures.

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1.3 Participation in the formulation of vision,
mission and educational goals
Benchmarked (Basic) Standard

• The vision, mission and goals must be formulated
  and defined in consultation with principal
  stakeholders which may include school or faculty
  (staff and students), administration and
  governing board, alumni, industry and the
  government.

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1.3 Participation in the formulation of vision,
mission and educational goals
Enhanced (Quality) Standard

• The vision, mission and goals should be reviewed
  in consultation with a wider range of
  stakeholders that may include the community,
  non-governmental organisations, and international
  peers.

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1.4 Academic Autonomy
Benchmarked (Basic) Standard

• The programme and its activities must be
  conducted in an ethical manner.
• The unit within the HEP responsible for the
  programme(s) must have appropriate autonomy to
  design the curriculum and to allocate the
  resources necessary for its implementation to
  ensure the achievement of programme outcomes.

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1.4 Academic Autonomy
Benchmarked (Basic) Standard

• The autonomy must also cover programmes that are
  conducted by other collaborative HEPs such as
  franchised programmes or licensed programmes.
• The contribution of academic staff must be
  focussed on achieving the vision, mission and
  goals of the HEP, in curriculum development and
  implementation, social responsibility, staff
  development, academic supervision of students,
  and research and scholarly activity.

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1.4 Academic Autonomy
Enhanced (Quality) Standard

• The HEP should have a policy on conflict of
  interest, particularly in the area of private
  practice and part-time employment.

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• AREA 3 Programme Aims and Learning Outcomes,
  Curriculum Design and Delivery

3.1 Programme aims 3.2 Programme learning
outcomes 3.3 Curriculum design and teaching
learning methods 3.4 Content and structure of the
curriculum 3.5 Management of programmes 3.6 Linkag
es with external stakeholders
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3.1 Programme Aims
Benchmarked (Basic) Standard

• The HEP must formulate educational aims
  consistent with its vision and mission.
• The HEP must define the specific competencies
  that students should demonstrate at graduation.

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3.1 Programme Aims
Benchmarked (Basic) Standard

• The competencies must include mastery of body of
  knowledge practical skills social skills and
  responsibility ethics and professionalism
  critical enquiry, critical thinking and problem
  solving communication skills and team work
  information management and lifelong learning and
  entrepreneurship and management.
• The HEP must formulate educational aims
  consistent with its vision, and mission.

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3.1 Programme Aims
Benchmarked (Basic) Standard

• The HEP must define the specific competencies
  that students should demonstrate at graduation.
• The competencies must include mastery of body of
  knowledge practical skills social skills and
  responsibility ethics and professionalism
  critical enquiry, critical thinking and problem
  solving communication skills and team work
  information management and lifelong learning and
  entrepreneurship and management.

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3.1 Programme Aims
Benchmarked (Basic) Standard

• For each programme the HEP must define the
  overall aims of the programme stating its
  rationale, purpose and intent.
• The link between competencies expected at
  graduation and those required during career
  undertakings and/or further studies should be
  specified.
• Aims of the programme(s) must be related to the
  HEPs vision and mission.  

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3.1 Programme Aims
Enhanced (Quality) Standard
Not applicable
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3.2 Programme learning outcomes
Benchmarked (Basic) Standard

• Each programme must state the objectives in the
  form of the learning outcomes to be achieved by
  students on completion.
• Each programme must demonstrate how the programme
  learning outcomes meet the eight MQF learning
  outcomes domains.

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3.2 Programme learning outcomes
Benchmarked (Basic) Standard

• Each programme must demonstrate how the
  module/units learning outcomes contribute to the
  fulfilment of the programme learning outcomes.
• Each programme must demonstrate how the learning
  outcomes are satisfied or achieved by students.
• Each programme must show how students are able to
  demonstrate the learning outcomes through
  summative assessments.

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3.2 Programme learning outcomes
Enhanced (Quality) Standard
Not applicable
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3.3 Curriculum design and teaching learning
methods
Benchmarked (Basic) Standard

• The HEP must have a clearly defined process by
  which the curriculum is established, reviewed and
  evaluated. This process must recognize the
  various roles of the faculty, the administration
  and the governing board.
• All educational programmes must be considered
  only after a needs assessment has been completed
  and resources to support the programmes have been
  identified.

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3.3 Curriculum design and teaching learning
methods
Benchmarked (Basic) Standard

• The programme must show that the content and
  approach, and the teaching-learning methods are
  appropriate, consistent with and support the
  attainment of the programme learning outcomes.
• Each programme must determine the curriculum
  approach and structure as well as the
  teaching-learning activities.

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3.3 Curriculum design and teaching learning
methods
Benchmarked (Basic) Standard

• There must be an appropriate variety of
  teaching-learning methods to inculcate
  intellectual and practical skills, as well as
  positive attitudes.
• The teaching-learning methods must ensure that
  students take responsibility for their own
  learning and prepare them for life-long learning.
• Academic staff and students must be trained to
  use information and communication technology for
  self-learning, access to information and for
  communication

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3.3 Curriculum design and teaching learning
methods
Enhanced (Quality) Standard

• The curriculum should encourage
  multi-disciplinary approaches to enhance personal
  development through electives, study pathways and
  other means which should be monitored and
  appraised.
• There should be co-curriculum activities that
  will enrich students' experiences, foster
  personal development and responsibility.

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3.4 Content and structure of the curriculum
Benchmarked (Basic) Standard

• Each programme must incorporate core disciplines
  that are essential for understanding the
  concepts, principles and methods that support the
  programme outcomes.
• Each programme must fulfil the requirements for
  the core disciplines for an award to be given in
  the major or minor fields taking into account the
  appropriate benchmark statements and/or
  international practices for the field.
• The content must be reviewed from time to time to
  up-date with scientific, technological and
  knowledge development, and to meet the needs of
  society.

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3.4 Content and structure of the curriculum
Enhanced (Quality) Standard
The programme leadership should establish
mechanisms for identifying topics of contemporary
importance at local, national and global levels
for appropriate inclusion in the curriculum.
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3.5 Management of programmes
Benchmarked (Basic) Standard

• Students must be provided with written
  information about the programme aims, programme
  outline and learning outcomes, and the methods of
  assessment of each module within the programme.
• Each programme must have a leader and a team of
  appropriate academic staff (e.g. programme
  committee or team) that is responsible for the
  planning, implementation, evaluation and
  improvement of the programme.

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3.5 Management of programmes
Benchmarked (Basic) Standard

• The team must have authority and established
  procedures for planning and monitoring the
  programme.
• The team must be given adequate resources to
  implement the teaching and learning activities,
  and conduct programme evaluation for quality
  improvements.

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3.5 Management of programme
Benchmarked (Basic) Standard

• Teaching and learning must also be evaluated
  regularly and the results used to ensure quality.
• The HEP must provide for its students an
  appropriate learning environment, for example in
  which scholarly and creative achievement is
  encouraged.

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3.5 Management of programme
Enhanced (Quality) Standard

• There should be appropriate stakeholder
  representation or consultation in the development
  and review of the programme.
• Innovation to improve teaching and learning
  should be adequately supported and critically
  evaluated.

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3.6 Linkages with external stakeholders
Benchmarked (Basic) Standard

• Programmes must have linkages with stakeholders
  outside the HEP (e.g. local, national, regional
  and global) for the purposes of planning,
  implementation and review.

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3.6 Linkages with external stakeholders
Enhanced (Quality) Standard

• The programme team should obtain feedback from
  employers and use the information for curriculum
  review and improvement.
• Students should be given opportunities to develop
  linkages with external stakeholders.

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Some Engineering Programme Experiences
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PEO, PO, CLO and compliance to the stakeholders
Regulatory /Professional Bodies
IHL requirements
Quality Assurance JPT/MQF
Industrires
STAKEHOLDERS
Alumni Students
.. etc
PEO-1
.. etc
PRORGRAME EDUCATIONAL OBJECTIVES
PEO-2
PEO-4
PEO-5
PEO-3
PO-2
PO-4
PO-5
PO-3
.. etc
PO-1
PROGRAMME OUTCOMES
CLO-4
CLO-5
CLO-3
CLO-2
CLO-1
COURSE OUTCOMES
.. etc
Management support and commitment
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Defining Terms
PROGRAMME EDUCATIONAL OBJECTIVES (PEO) PEO are
broad goals describing expected achievements of
graduates in their career and professional life
after graduation.
PEO must be responsive to the expressed interest
of various groups of programme stakeholders and
linked to PO.
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Defining Terms
PROGRAMME OUTCOMES (PO) PO are narrower
programme level statements that describe what
students are expected to know and be able to
perform or attain by the time of graduation from
the programme. These relate to the skills,
knowledge, and behaviours that student acquire
through the programme.
PO must be linked to PEO, i.e must directly
address the PEO and must encompass the MQF domain
of learning outcomes and any other additional
outcomes.
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Definition of Terms
COURSE OUTCOMES (CLO) CLO are statements of
student actions or what the student is able to do
as the course progresses that serve as evidence
of the achievement of PO. These statements are
more course specific and relate to the course
content.
CLO must be linked to PO.
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The 3 Domains of Educational Goals
Cognitive
Affective
The Head
The Heart
Psychomotor
3H
The Hand
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Learning outcomes
DOMAINS
Psychomotor / skills
Affective
Cognitive
Higher order
lower order
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CHARACTERISTICS OF GOOD PROGAMME EDUCATIONAL
OBJECTIVE (PEO) STATEMENTS

• Each addresses one or more needs of one or more
  stakeholders
• Consistent with the mission vision of the
  institution
• Understandable by stakeholder addressed
• Number of statements should be limited and
  manageable
• Should not be simply restatement of outcomes
• Forward looking and challenging

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CHARACTERISTICS OF GOOD PROGAMME EDUCATIONAL
OBJECTIVE (PEO) STATEMENTS

• Should be stated such that a graduate can
  demonstrate in their career or professional life
  after graduation (long term in nature)
• Distinctive/unique features/having own niche
• Specific, Measurable, Achievable, Result
  oriented, and having a Time frame (SMART)
• Clear, concise, consistent and reachable
• Has clear link to the programme outcomes
  curriculum design
• Reviewed, revised updated continually
• Publicised published

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PEO Sample (6 statements)

• Produce graduates who
• are competent with strong understanding of
  fundamental engineering knowledge.
• have professional attitudes and ethics necessary
  in fulfilling his/her responsibilities towards
  the Creator, client and the society.
• will uphold the Malay Language as a language of
  knowledge in the engineering field and at the
  same time has the ability to communicate in
  English.
• is able to adapt him/herself to the
  international/global work environment.
• is able to lead an organisation based on
  experience and knowledge of important current
  issues in engineering.
• is able to conduct research in his/her own
  organisation.

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CHARACTERISTICS OF GOOD PROGRAMME OUTCOME (PO)
STATEMENTS

• Each describes an area of knowledge and/or skills
  that a person can possess
• Should be stated such that a student can
  demonstrate before or by the time of graduation
• Should be supportive/responsive of/to one or more
  programme objectives (must be linked to the
  programme objectives)
• Do not have to include measures or performance
  expectations

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CHARACTERISTICS OF GOOD PROGRAMME OUTCOME (PO)
STATEMENTS

• Responsive to objectives
• Take advantage of the unique character of the
  Institution
• Should meet the specific programme criteria
• Package knowledge, skills, attitude, etc.
• Specific, Measurable, Achievable, Result
  oriented, and having a Time frame (SMART)
• Cover the minimum of the 8 domains in the
  Malaysian Qualifications Framework (MQF) and any
  other additional outcomes

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PO Sample (11 Statements)
Produce students who will have the

• ability to acquire and apply knowledge of science
  and engineering fundamentals
• ability to communicate effectively, not only with
  engineers but also with the community at large
• acquiring in-depth technical competence in the
  Civil Engineering discipline

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PO Sample
Produce students who will have the

• ability to undertake problem identification,
  formulation and solution
• ability to utilise systems approach to design and
  evaluate operational performance
• ability to function effectively as an individual
  and in a group with the capacity to be a leader
  or manager as well as an effective team member

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PO Sample

• understanding of the social, cultural, global and
  environmental responsibilities of a professional
  engineer, and the need for sustainable
  development
• recognising the need to undertake life-long
  learning, and possessing/acquiring the capacity
  to do so.
• ability to design and conduct experiments, as
  well as to analyse and interpret data.

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PO Sample

• ability to function on multi-disciplinary teams
• having the knowledge of contemporary issues

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PO PEO Linkage Matrix
v
v
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ANOTHER PO SAMPLE B.Eng (Civil Engineering) UTM
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CLO Sample

• Example PO An ability to design and conduct
  experiments, as well as to analyse and interpret
  data in relation to research works
• Example of Related CLO
• The student will be able to
• design an experiment to (insert one or more goals
  or functions) and report the results (insert
  specifications regarding the required scope and
  structure of the report).
• conduct (or simulate) an experiment to (insert
  specifications about the goals of the experiment)
  and report the results (insert specifications
  regarding the scope and structure of the report).

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CLO Sample

• Example PO an understanding of professional and
  ethical responsibility
• Example of Related CLO
• Given a job-related scenario that requires a
  decision with ethical implications, the student
  will be able to
• identify possible courses of action and discuss
  the pros and cons of each other
• decide on the best course of action and justify
  the decision

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CLO Sample

• Example PO an ability to function on
  multi-disciplinary teams
• Example of Related CLO
• The student will be able to
• identify the stages of team development and give
  examples of team behaviours that are
  characteristic of each stage
• summarise effective strategies for dealing with a
  variety of interpersonal and communication
  problems that commonly arise in teamwork, choose
  the best of several given strategies for a
  specified problem, and justify the choice
• etc.

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Example of a CLO-PO Matrix
Assessment Methods
Delivery Methods
PO11
PO10
PO9
PO8
PO7
PO6
PO5
PO4
PO3
PO2
P O 1
Course Outcomes (CLO)
Ability to solve engineering problems related to
building acoustic and environmental noise
pollution
1
2
3
2
3
Lecture and group activities
Tutorial classes Quizzes
Lecture and group activities
Tutorial classes Laboratory Reports
3
Ability to solve problems through computation on
dynamic/vibration characteristic of strings
2
3
3
2
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ANOTHER SAMPLE OF CLO-PO MATRIX
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Example of Subjects PO Matrix
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Mapping of Programme Outcomes (PO) to Subjects
ANOTHER SAMPLE OF SUBJECTS-PO MATRIX
Technical competencies
Generic Skill competencies
Key Technical Skills a major contribution
to outcome b moderate contribution to
outcome c minor contribution to
outcome Generic Skills 1 Substantial
(with assessment) 2 not substantial
(introduction/observation)
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ASSESSMENT FOR CQI
Educational Objectives
Programme Outcomes
Assess Evaluate
Measurable Performance Criteria
Feedback for Continuous Improvement
Program Learning Practices/Strategies
Stakeholders
Evaluation Interpretation of Evidence Data
Assessment Collection Analysis of Evidence
Data
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THANK YOU