Training Slides for

Guide to AUN-QA Assessment

at Programme Level (v4.0)

Tan Kay Chuan

National
University of
Singapore
 Module 1 -
Introduction

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

Programme Teaching and Student

Structure and Content Learning Approach Assessment
A
c
Expected h
Learning Academic Student Support Facilities and ei
Outcomes Staff Services Infrastructure
v
e
m
e
n
Output and Outcomes t
s

Quality Assurance and Benchmarking

2
Introducing the Workshop

What do you wish to learn from this

workshop? Write succinctly on a post-it
notepad

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Quality in Higher Education

Quality in higher education is a multi-dimensional

concept, which should embrace all its functions,
and activities: teaching and academic programmes,
research and scholarship, staffing, students,
buildings, facilities, equipment, services to the
community, and the academic environment.
Internal self-evaluation and external review,
conducted openly by independent specialists, if
possible with international expertise, are vital for
enhancing quality.

The World Declaration on Higher Education for the Twenty First Century: Vision and Action (October 1998), Article 11, Quality Evaluation

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Quality in Higher Education

From Assessor:
Fitness for From Academia:
Purpose 06 01 Excellence

From From
Accreditors:
Threshold 05 02 Students:
Value-added

From Employer:
Able to Perform
04 03 From
Taxpayer/Govt:
Job Value for Money

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What is Quality Assurance?

Quality assurance can be described as the systematic,

structured and continuous attention to quality in terms
of maintaining and improving quality

Quality assurance in higher education can be defined

as systematic management and assessment procedures
to monitor performance of higher education
institutions

The Regional Report of Asia and the Pacific (UNESCO, 2003b)

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Learning Outcomes from this Workshop

In this workshop, you will learn to:

• Define the AUN-QA framework
• Interpret the AUN-QA criteria for program-level
assessment
• Apply the PDCA approach to self-assessment at the
program-level
• Explain the requirements of a self-assessment report
• Write a self-assessment report
• Describe the AUN-QA assessment process

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The AUN-QA Framework vis-à-vis Other Frameworks

ESG
Baldrige

The AUN-QA is a Regional,

AQAF
Transnational Framework

AUN-QA

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The AUN-QA Framework

Strategic
QA
(Institutio
Programme QA Institutional QA
Assessment nal)
Assessment
since commencing
2007 Systemic QA Jan 2017
(Internal QA
System)
Functional QA
(Education,
Research and
Service)
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AUN-QA at Institutional Level (v2.0)

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

Programme Teaching and Student

Structure and Content Learning Approach Assessment
A
c
Expected h
Learning Academic Student Support Facilities and ei
Outcomes Staff Services Infrastructure
v
e
m
e
n
Output and Outcomes t
s

Quality Assurance and Benchmarking

11
AUN-QA at Program Level (v4.0)

Stakeholder Needs

Expected
Learning
Outcomes

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

Programme Teaching and Student

Structure and Content Learning Approach Assessment

Expected
Learning
Outcomes
1, 2, 3, 4: design-
related criteria

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

design-related
Programme Teaching and Student
Structure and Content Learning Approach Assessment

Expected
Learning Academic Student Support Facilities and
Outcomes Staff Services Infrastructure

5, 6, 7: resources-
related criteria

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

design-related
Programme Teaching and Student
Structure and Content Learning Approach Assessment

Expected
resources-related
Learning Academic Student Support Facilities and
Outcomes Staff Services Infrastructure

Output and Outcomes

8: output-related criterion

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

design-related
Programme Teaching and Student
Structure and Content Learning Approach Assessment

Expected
resources-related
Learning Academic Student Support Facilities and
Outcomes Staff Services Infrastructure

output-related
Output and Outcomes

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

design-related
Programme Teaching and Student
Structure and Content Learning Approach Assessment
A

Expected
resources-related c
h
Learning Academic Student Support Facilities and iv
e
Outcomes Staff Services Infrastructure m
e
e
output-related t
n
Output and Outcomes s

Quality Assurance and Benchmarking

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AUN-QA at Programme Level (v4.0)

2020 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo

JANUARY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

FEBRUARY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

MARCH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

APRIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

MAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

JUNE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

JULY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

AUGUST 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

OCTOBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

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Principle of AUN-QA Assessment

From Principles-based Accreditation: The Way Forward by Lindsay Heywood, via Johnson Ong, Education Quality International

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Characteristics of Principle-based Approach

Formative Integrated Standalone Standards & Skilled

& Systemic & Ad-hoc Prescriptive Peers

Framework & Continuous & Technical

Summative Audit
Non-Prescriptive Contextualized Experts

Static & Fear &

Improvement Standardized Compliance Extrinsic
Suspicious

Mutual Trust Assessment

Intrinsic & Respect Or
Evaluation

Johnson Ong, Education Quality International

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Accreditation, Assessment, Audit, and Evaluation

Accreditation (to be Recognized)

The process by which a third party evaluates the quality of an education
institution or program in order to formally recognise it as having met
certain pre determined minimal criteria or standards
‐
Assessment (for Improving Effectiveness of QA Processes)
The process of the systematic gathering, quantifying, and using of
information in view of judging the QA effectiveness of an education
institution or programme
Audit (to Comply for Certification)
The process of reviewing an institution or a program that is primarily
focused on its accountability, and determining if the stated requirements
are met
Evaluation (for Purpose of Improvement)
The general process of a systematic and critical analysis leading to
judgments and recommendations of an education institution or program

Johnson Ong, Education Quality International

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AUN-QA is Assessment

AUN-QA Assessment (for the purpose of

improving the effectiveness of QA system)
• Principles-based
• Non-prescriptive
• Recommend areas for
improvement; not mandate
solutions
• Contextualize rather than
standardize QA practices

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AUN-QA Competency Model (Old)

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AUN-QA Competency Model (New)

AUN-QA Professional Development Competency Model

Level AUN-QA PA Practitioner AUN-QA PA Assessor AUN-QA PA Lead Assessor AUN-QA PA Chief Assessor AUN-QA IA Assessor AUN-QA Trainer

Oversee Multiple,
Implement AUN-QA PA Assess Using AUN-QA PA Lead a Single AUN-QA PA Assess Using AUN-QA IA Train AUN-QA PA & IA
Outcome Simultaneous
Framework Framework Assessment Framework Practitioners and
AUN-QA PA
Assessors
Assessments
- Strategic Mgmt & - Strategic Mgmt & - Strategic Mgmt & - Strategic Mgmt & - Strategic Mgmt & - Strategic Mgmt &
Quality Planning Quality Planning Quality Planning Quality Planning Quality Planning Quality Planning
Conceptual - Org Behav Mgmt - Org Behav Mgmt - Org Behav Mgmt - Org Behav Mgmt
- Leadership - Leadership

- Team Mgmt - Team Mgmt - Leadership - Team Leadership - Team Leadership - Org Leadership
- Stakeholder - Stakeholder - Conflict Mgmt - Conflict Mgmt - Conflict Mgmt - Conflict Mgmt
People

Interview Interview - Stakeholder - Stakeholder - Stakeholder - Stakeholder

Skills

- Change Mgmt - Cultural Sensitivity Interview Interview Interview Interview

- Cultural Sensitivity - Cultural Sensitivity - Cultural Sensitivity - Cultural Sensitivity
- Development of
Assessors
- Implemnt Using - Assess Using AUN- - Assess Using AUN- - Assess Using AUN- - Assess Using AUN- - Training Needs
AUN-QA PA QA PA Framework QA PA Framework QA PA Framework QA IA Framework Analysis
Technical

Framework - Assess a PA SAR - Assess a PA SAR - Co-ord SAR Teams - Assess a IA SAR - Course Design &
- Dev & Implement - Site Visit - Overall Assmnt - Moderate Multi - Assessment Report Dev
IQA Assessment Report SARs - Course Delivery
- Write a PA SAR - Assessment Report - Write Multi Assmnt - KSA Domains
- Review IQA Reports Summary
- Project Mgmt AUN-QA Programme Assessment and Institutional Assessment Frameworks
QA

Concepts & Principles in IHL Quality Assurance & Management

Knowledge

Education 4.0, Learning Outcomes, Program Specification, Curriculum Design, Teaching & Learning Design & Assessment,
Educational Philosophy, Academic Staff Development, Support Staff Development, University Environments, Quality
Edu

Enhancement Techniques

Attitude Professionalism and Ethics in IHLs

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PDCA Approach to Assessment

Johnson Ong, Education Quality International

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You [and your Team] are Here

• Organize your team

• Engage other stakeholders
• The training has been planned
• Organize the responsibilities among
team members
• Expectations?
• Climate?
• Management pressure?

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