UNIVERSITI BRUNEI DARUSSALAM

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• UNIVERSITI BRUNEI DARUSSALAM
• QUALITY ASSURANCE
• Self-assessment at Programme level

Implementation Guidelines
Hajah Sallimah Haji Mohd Salleh Head, Quality
Assurance Section Strategic and Quality Assurance
Management Unit (SQAMU)
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UBD Missions

• Will develop human resource through excellence in
  teaching, research and services in areas of
  importance to Brunei Darussalam.
• Primary mission is to produce quality graduates
  suitably equipped in terms of knowledge, skills,
  attitudes, moral and spiritual values, to support
  the development needs of the nation and
  consistent with the national policy.
• Second mission is to promote and undertake
  research, particularly applied research, in areas
  where it has a comparative advantage and in
  accordance with national policy.
• Third mission is to provide service to the
  community. Universitys staff is highly skilled
  in a large and growing number of specialties. UBD
  will make this expertise available to the
  community.

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Quality is context bound

• Main question
• Do we offer our client what we promise to offer?
• A starting point for judging our quality will be
  our promises ( goals) and the verdict will be
  based on the promises.

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Deming cycle PDCA
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Plan-stage

• Set up Implementation Committees at two levels
• University Implementation Committee on Quality
  Assurance (UICQA) Deputy Deans of Faculties
• Appoint Faculty Implementation Committee on
  Quality Assurance (FICQA)- Programme coordinators
  and Head of Department
• Set up a Structured Internal Quality Assurance
  system
• To monitor quality
• To improve quality
• To evaluate quality
• Use the Quality Model for an Internal Quality
  Assurance System

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Quality Model of an IQA system
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Monitoring Instruments

• To keep tract of performance and developments on
• Student progress
• Pass rates and dropout rates
• Outcome of the structured feedback from employers
• Outcome of the structured feedback from alumni

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Evaluation Instruments

• Student evaluation a regular activity to find
  out about what students think about the
  programme, the staff, the form of lecturing
• Course evaluation besides the students, allow
  other stakeholders to evaluate the course
• Curriculum evaluation besides the reviewing
  committees, include other stakeholders to
  evaluate the curriculum

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QA processes

• Quality Assurance on Student assessment
• Quality Assurance on Staff
• Quality Assurance on Facilities
• Quality Assurance on Student support

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QA Instruments

• Self Assessment/SWOT Analysis (strengths,
  weaknesses, opportunities and threats) are we
  doing the right things? Are we doing the right
  things in the right way? Are we achieving our
  goals?
• Inter-collegial audits/external
  assessment/accreditation
• Information management system
• Quality Handbook

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DO- Stage Some Obstacles

• Lack of quality innovations
• Staff resistance
• Resistance to a perceived threat
• Not enough knowledge on QA
• Time-consuming and money-consuming
• Quality is difficult to define and QA indicators
  not always clear
• The purpose and the added value not always clear

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How to overcome the problems

• Make Internal Quality Assurance system clear
• Use available instruments
• Requirements of IQA are set
• Formulate strategy to introduce an IQA

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Do- Stage Implementation of UBD-QA
Self-Assessment at Programme Level

• Implement the AUN-QA Guidelines for quality
  assurance.
• Use the instruments developed by AUN-QA for
  self-assessment

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Function of Self-Assessment

• Self assessment serves as preparation for a site
  visit by external experts and the self-assessment
  report (SAR) provides the external experts with
  basic information.
• Self-assessment has specific value for the
  institution itself as it provides an opportunity
  for discovering quality

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Principles of effective self- assessment

• Primarily, the management of the faculty must
  support the self-assessment completely.
• The professional staff members should be made
  responsible for the quality Everybody has to be
  involved for self-assessment

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Principles of effective self- assessment

• A coordinator has to be appointed to take charge
  of the self-assessment process
• Install a working group in charge of the
  self-assessment structure the group to involve
  everyone in the section assured. The working
  group is in charge of the self-assessment,
  gathering data, analysing materials and drawing
  conclusions.

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Principles of effective self- assessment

• The working group organise a workshop or seminar
  to discuss the draft SAR so that everyone is
  acquainted and accountable with the contents of
  the SAR.
• Not everyone has to agree with SAR. There may be
  disagreements on the weaknesses and strengths.
  Any disagreements should be reported in the SAR

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Goals of Self-Assessment

• To analyze the core activities of teaching and
  learning.
• To know the quality of the curriculum implemented
  as well as the quality of the degrees offered.
• To assist the faculty with the critical
  self-assessment
• To provide a framework in which the quality will
  be reviewed.

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The purposes of the assessment at the programme
levels

• To get recognition and acceptance of progammes
  that have demonstrated their competence and
  quality according to standards set by the field
  or profession.
• To deliver confidence to stakeholders.
• To provide evidence of quality to the public and
  show the standards agreed upon by AUN-QA.
• To provide continuous quality improvement in the
  sustainability and development of the programmes,
  and buffers against pressures to lower quality
  standards.

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Time-Line for IQA Self-Assessment Activity
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Quality Model for teaching/learning A useful
tool in Self-Assessment

• The IQA Model (refer to the UBD-QA
  Self-assessment at programme level implementation
  guidelines) may be used for a critical
  self-assessment. The model formulates the
  questions to the following aspects
• Quality of Input
• Quality of the process
• Quality of the output

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A Quality Model for Teaching and Learning
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• INTERNAL QUALITY ASSURANCE
• Self-assessment at programme level Implementation
  Guidelines

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Assessment Scale

• The assessment of the quality of a program will
  be done at a 7 point-level scale
• 1 nothing (no documents, no plans, no evidence)
  is present
• 2 this subject of the IQA-system is in a
  planning stage
• 3 documents available, but there is no clear
  evidence that they are used
• 4 documents available and there is evidence that
  they are used
• 5 clear evidence about well functioning of the
  aspect
• 6 example of good practice
• 7 excellent
• Looking at the quality and improvement
  activities, the 7-point scale can also be read as
  follows
• 1 absolute inadequate direct action for
  improvement has to be take.
• 2 inadequate, action for improvement are
  necessary
• 3 inadequate, but with small actions it will be
  adequate
• 4 adequate as may expected
• 5 more than adequate
• 6 example of good practice
• 7 excellent

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Checklist on the quality of a programme

• Refer to Appendix 5 Checklist on the quality of
  a programme

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• Thank you!

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Check- Stage

• Analysis of strengths/weaknesses SWOT analysis
• Writing the report
• Evidence by Supporting document

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SWOT Analysis

• At the end of the self-assessment, it is time to
  make a strength-weakness analysis. In the same
  time it is a check to see how far one is in
  compliance with the AUN-QA criteria.
• The best way to do so is to use Table 10 and the
  checklist (appendix 5). There are 17 specific
  aspects for assessment, and in total 68
  sub-criteria.

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Table 10 subjects for a programme assessment
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• Summary of Strong Points
• Make a summary of the points the department
  considers strengths and mark the points you are
  proud of.
• Summary of Weak Points
• Indicate which points the department considers
  weak and need improvement. Also indicate what you
  are going to do about it.

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Self-Assessment Report
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• Self-assessment Report For INTERNAL QUALITY
  ASSURANCE

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Act- Stage

• What comes after the self-assessment?
• The SAR will lead to many follow-up activities
• If connected with an external assessment for
  accreditation, the assessment might lead to
  recommendations for improvement
• If not connected with any accreditation, the
  faculty may decide to carry out an
  inter-collegial assessment from another
  university
• The outcome of the self-assessment must be
  translated into a quality plan that shows what
  activities the faculty will undertake in the near
  future.

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• KE ARAH KESEMPURNAAN INSAN