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Self-Evaluation Handbook
Version 1 – April 2015
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Table of Contents Introduction ....................................................................................................................................................... 3
Source Evaluation Frameworks ......................................................................................................................... 4
Criteria ............................................................................................................................................................... 5
1) A holistic view of learning ......................................................................................................................... 5
2) Appropriate learning outcomes (developed from required competences) .............................................. 6
3) An integrated curriculum .......................................................................................................................... 6
4) A sound subject foundation ...................................................................................................................... 7
5) Active learning approaches ....................................................................................................................... 7
6) Appropriate workspaces and equipment .................................................................................................. 8
7) Personal and interpersonal skills development ........................................................................................ 8
8) Faculty development (knowledge and teaching) ...................................................................................... 9
9) Learner assessment (type, level and amount) .......................................................................................... 9
10) Programme evaluation to promote continuous improvement ............................................................ 10
11) Links to employability are made throughout ........................................................................................ 10
12) Collaborative learning ........................................................................................................................... 11
13) Additional support for learning ............................................................................................................. 11
14) Technology to engage students in learning .......................................................................................... 12
15) Feedback is timely, appropriate and formative .................................................................................... 12
16) Research is used in teaching ................................................................................................................. 13
17) Student participation in programme review and development ........................................................... 13
18) Wider stakeholder input to programme development ......................................................................... 14
19) Student retention and progression is monitored.................................................................................. 14
20) Work placements are promoted ........................................................................................................... 15
21) Problem solving opportunities (links to the research process) ............................................................. 15
22) Design projects are integrated throughout the programme ................................................................ 16
23) Equality, diversity and equal opportunity considerations are part of the programme team thinking . 16
24) Professional attributes and topical considerations are part of the programme .................................. 17
25) Evidence of educational scholarship by faculty .................................................................................... 17
26) Effective communication with students................................................................................................ 18
27) Different learning styles are taken account of ...................................................................................... 18
28) Teaching resources ................................................................................................................................ 19
Summary ...................................................................................................................................................... 19
Bibliography ..................................................................................................................................................... 21
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Introduction Within Higher Education Quality Assurance there are several approaches to both self and cross evaluation of programmes. Despite this there is a lack of models presenting a comprehensive approach that promotes both sharing and ongoing quality enhancement. In exploring this need, the QAEMP Project is proposing a more practical approach to quality assurance that sustains continuous improvement between accreditation rounds. The proposal is based on the idea of cross-sparring. Cross-sparring is a process that makes feedback more collaborative, concrete and objective, thanks to critical, but discreet brainstorming sessions, where strategies can be discussed and refined to suit individual programmes and institutions. The sparring partners keep their eyes on the objectives, learn from experiences and stimulate reflectivity. This approach is beneficial both for the institution evaluated, which will get a more objective view on its strengths and potential improvements, and for the sparring partner which may identify best practices that can be useful for their own institution. The starting point for any cross-sparring opportunity is a meaningful self evaluation exercise. This handbook presents the self evaluation framework and the criteria that need to be considered. The measurement approach is based on a general maturity model approach comprising six levels:
Level Description
5 Continuous improvement and development is evident
4 Evidence of implementation and measurement of effectiveness are available
3 Implementation is underway
2 A plan to implement change has been produced
1 There is an awareness of the need to implement change
0 No intention to change
The way in which the Levels should be considered is as follows. For example, if the evaluator perceives the programme can fully comply with the Level 2 description and has aspects of Level 3 in progress, the stated level in the self evaluation should be Level 2, the level at which full compliance can be demonstrated.
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Source Evaluation Frameworks In order to ensure a thorough coverage of the applicable standards from a range of countries across the globe, the approach to developing the self evaluation framework considered: a) institutional standards and processes b) national standards and processes e.g. QAA in the UK c) documents relating to regional / global accreditation schemes e.g. ABET d) requirements / guidelines relating to particular learning and teaching frameworks e.g. CDIO. A full bibliography is given at the end of this document. From these sources, the key self evaluation criteria were identified. The resulting self evaluation framework has been analysed and discussed within the project team and refined appropriately. This resulted in a self evaluation framework based around 28 criteria which have been grouped into 10 areas as identified in the table below.
Area Number of Criteria
Programme Philosophy 1
Programme Foundation 4
Learning and Teaching 5
Assessment and Feedback 2
Skills Development 4
Employment 2
Research 1
Student Focus 4
Faculty Development 2
Evaluation 3
The detailed criteria are identified below and supported with a rationale and a measurement rubric.
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Criteria This section contain the 28 criteria to be self-evaluated.
1) A holistic view of learning
Rationale
For an effective learning experience it is important that the different components of the programme are linked together in a meaningful way. That way the student has the potential to gain a complete understanding of a discipline and consider potential career options. To achieve this, the programme team need to reflect on the programme structure and content to ensure coherency in the meeting of programme goals.
Rubric
Level Description
5 The programme team continuously improves and develops the process that ensures reflection on the programme structure and content to ensure coherency in the meeting of programme goals
4 The programme team has evidence of the implementation of a process that demonstrates reflection on the programme structure and content to ensure coherency in the meeting of programme goals
3 The programme team is implementing a process that ensures reflection on the programme structure and content to ensure coherency in the meeting of programme goals
2 The programme team has a plan to implement a process that ensures reflection on the programme structure and content to ensure coherency in the meeting of programme goals
1 The programme team is aware of the need for a programme with a structure and content that ensures coherency in the meeting of programme goals
0 There is no reflection on how the programme structure and content play a role in meeting the programme goals
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2) Appropriate learning outcomes (developed from required competences)
Rationale
Setting appropriate learning outcomes helps to ensure that students develop a foundation for their future careers. Specific and detailed learning outcomes for personal and interpersonal skills, and professional skills, as well as disciplinary knowledge need to be identified such that they are consistent with programme goals and can be validated by programme stakeholders.
Rubric
Level Description
5 The programme team reviews and revises programme learning outcomes based on changes in stakeholder needs
4 There is evidence of the value of having programme learning outcomes
3 Programme learning outcomes have been implemented in courses across the curriculum
2 A plan to incorporate explicit statements of programme learning outcomes has been established
1 The need to create programme learning outcomes that cover personal and interpersonal skills, professional skills and disciplinary knowledge is recognised by the programme team
0 There are no explicit programme learning outcomes that cover the development of personal and interpersonal skills, professional skills and disciplinary knowledge
3) An integrated curriculum
Rationale
The teaching of personal, interpersonal, and professional skills should not be considered an addition to an already full curriculum, but an integral part of it. Faculty play an active role in designing the integrated curriculum by suggesting appropriate disciplinary linkages, as well as opportunities to address specific skills in their respective teaching areas.
Rubric
Level Description
5 The programme team regularly reviews the integrated curriculum and make recommendations and appropriate adjustments as needed
4 The effect of personal, interpersonal, and professional skills and their integration is measured
3 Personal, interpersonal, and professional skills are being integrated and implemented across the curriculum
2 A curriculum plan that integrates disciplinary learning, personal, interpersonal and professional skills has been approved by the programme team
1 There is an awareness of the need to implement an integrated curriculum
0 There is no integration of skills or mutually supporting disciplines in the programme
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4) A sound subject foundation
Rationale
Learning opportunities that provide a foundation for the discipline and introduce essential professional, personal and interpersonal skills are created such that students have a base from which to develop their learning towards their career of choice.
Rubric
Level Description
5 Learning opportunities that create a sound subject foundation are regularly evaluated and revised based on feedback from students, instructors, and other stakeholders
4 There is evidence of the value of the introductory course or learning opportunities in providing a foundation for the discipline
3 An introductory course or learning opportunities that provide a foundation for the discipline has been implemented
2 A plan for an introductory course or learning opportunities that provide a foundation for the discipline has been approved
1 The need for an introductory course that provides the foundation for the discipline is recognised by the programme team
0 There are no courses that provides a foundation for the discipline
5) Active learning approaches
Rationale
Active, engaging and experiential learning and teaching approaches are used to promote early success in the discipline, to reinforce students' understanding and to provide a solid foundation upon which to build deeper conceptual understanding of disciplinary skills.
Rubric
Level Description
5 The programme team regularly reviews the impact of active learning approaches and makes recommendations for continuous improvement
4 The value of considered active learning approaches is measured
3 Considered active learning approaches are being implemented within the curriculum
2 There is a plan to include considered active learning approaches in courses within the curriculum
1 There is an awareness of the need for considered active learning approaches to be implemented in the programme
0 There is no evidence of considered active learning approaches being used in the programme
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6) Appropriate workspaces and equipment
Rationale
Learning environments, artefacts and resources that support and encourage engaging professional learning are needed to bring the discipline alive and ensure meaning is being made. The building of disciplinary knowledge and skills is best achieved in workspaces that are student-centred, user-friendly, accessible, and interactive.
Rubric
Level Description
5 The programme team regularly reviews the effectiveness of workspaces and equipment on learning and provides recommendations for further improvement
4 The value of newly implemented workspaces and equipment is measured
3 Plans are being implemented and some new workspaces and equipment are in use
2 Plans to introduce appropriate workspaces and equipment to support and encourage the development of hands-on skills, knowledge and understanding, and social learning have been approved by the programme team
1 The need for workspaces and equipment that support and encourage the development of hands-on skills, knowledge and understanding, and social learning is recognised by the programme team
0 The suitability of workspaces and equipment to support and encourage the development of hands-on skills, knowledge and understanding, and social learning is not considered
7) Personal and interpersonal skills development
Rationale
Personal and interpersonal skills development is embedded in the learning experiences to demonstrate that it is a combination of knowledge and competencies that is required to be effective in the discipline beyond higher education.
Rubric
Level Description
5 Courses are regularly evaluated and revised regarding the embedding of personal and interpersonal skills development
4 The value of integrated learning experiences across the curriculum is measured
3 Integrated learning experiences are implemented in courses across the curriculum
2 Course plans with learning outcomes and activities that integrate personal and interpersonal skills with disciplinary knowledge have been approved
1 There is awareness of the need to embed personal and interpersonal skills development in the curriculum
0 There is no evidence of integrated learning that considers both personal and interpersonal skills alongside disciplinary knowledge
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8) Faculty development (knowledge and teaching)
Rationale
Actions that enhance faculty disciplinary competence, professional and teaching skills need to be undertaken. This ensures subject relevancy is maintained and that teaching practices promote learning and a positive student experience.
Rubric
Level Description
5 Faculty competence in disciplinary knowledge and teaching practice is regularly evaluated and updated where appropriate
4 There is evidence of the value of faculty development in terms of disciplinary knowledge and teaching practice
3 Faculty members engage in faculty development opportunities in accordance with the plan
2 There is a systematic plan for faculty development in terms of disciplinary knowledge and teaching practice
1 The need to develop faculty competence in terms of disciplinary knowledge and teaching practice has been recognised
0 There are no programmes or practices to enhance faculty competence in terms of disciplinary knowledge and teaching practice
9) Learner assessment (type, level and amount)
Rationale
Assessment of student learning is aligned with the learning outcomes and the learning experiences and consideration is given to the type, level and amount of assessment employed. This ensures that there is no over-assessment of students and that the assessment used promotes learning. Using a variety of assessment methods accommodates a broader range of learning styles, and increases the reliability and validity of the assessment data.
Rubric
Level Description
5 The programme team regularly reviews the alignment and form of learning assessment methods and makes recommendations for continuous improvement
4 The effectiveness of learning assessment methods is measured
3 Aligned and appropriate learning assessment methods are implemented across the curriculum
2 There is a plan to incorporate aligned and appropriate learning assessment methods across the curriculum
1 The need to improve the alignment and form of learning assessment methods is recognised by the programme team
0 The alignment of learning assessment methods with learning outcomes and learning experiences is not considered
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10) Programme evaluation to promote continuous improvement
Rationale
Programme evaluation is required to determine the programme's effectiveness and efficiency in reaching its intended goals. To achieve this, a system that evaluates the programme against defined criteria, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement is essential.
Rubric
Level Description
5 Systematic and continuous improvement is based on programme evaluation results from multiple sources and gathered by multiple methods
4 The effectiveness of programme evaluation methods is measured
3 Programme evaluation methods are being implemented across the programme to gather data from students, faculty, programme leaders, alumni, and other stakeholders
2 A programme evaluation plan exists
1 The need for programme evaluation is recognised by the programme team
0 Programme evaluation is not considered by the programme team
11) Links to employability are made throughout
Rationale
A frequent contextualisation of the learning experiences with respect to future employment possibilities is taking place.1 This is needed to ensure students have the opportunity to develop their own ideas about possible careers.
Rubric
Level Description
5 Courses are regularly evaluated and revised regarding the embedding of employability
4 There is evidence of the impact of the embedding of employability across the curriculum
3 Employability is implemented in courses across the curriculum
2 Course plans with embedded employability have been designed and approved
1 Course plans have been benchmarked with respect to employability
0 There is no evidence of the embedding of employability in the curriculum
1 During learning students are exposed to different job possibilities.
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12) Collaborative learning
Rationale
Collaborative learning opportunities should be provided throughout the programme in the form of projects or other similar learning experiences. These opportunities are a valuable introduction to the world of work beyond higher education.
Rubric
Level Description
5 Evaluation groups regularly review the impact of collaborative learning opportunities and make recommendations for continuous improvement
4 The effect of considered collaborative learning opportunities is measured
3 Considered collaborative learning opportunities are being implemented across the curriculum
2 There is a plan to include considered collaborative learning opportunities in courses across the curriculum
1 There is an awareness of considered collaborative learning opportunities
0 There is no evidence of considered collaborative learning opportunities
13) Additional support for learning
Rationale
Accepting that today’s higher education landscape is made up of students with a diverse range of backgrounds and experiences, it is essential that a support infrastructure2, often outside the programme, is provided to promote learning within this diverse student body3.
Rubric
Level Description
5 Additional support for learning is regularly evaluated and revised, based on feedback from students, instructors, and other stakeholders
4 The effect of additional support for learning is measured
3 Additional support for learning has been implemented
2 A plan for additional support for learning has been defined and approved
1 The need for additional support for learning is recognised and a process to address that need has been initiated
0 There is no additional support for learning
2 Writing support, Maths support, Study Skills support, Student Counselling etc.
3 Including international students.
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14) Technology to engage students in learning
Rationale
Technology is a valuable resource when considering the design of engaging learning experiences. It is important that technology is used throughout a programme in a thoughtful way that adds value to learning. The modern world is technology rich and today’s students are often very tech-savvy. Incorporating technology into learning and teaching can also help to develop the students’ technology competences further.
Rubric
Level Description
5 Technology to engage students in learning is regularly evaluated and revised, based on feedback from students, instructors, and other stakeholders
4 The effect of considered use of technology to engage students in learning is measured
3 Considered use of technology to engage students in learning has been implemented
2 A plan for considered use of technology to engage students in learning has been defined and approved
1 The need for considered use of technology to engage students in learning is recognised and a process to address that need has been initiated
0 There is no considered use of technology to engage students in learning
15) Feedback is timely, appropriate and formative
Rationale
An important feature of the assessment process is the provision of feedback to students on their work. If the feedback is timely, appropriate and formative it allows students the opportunity to learn more deeply and develop effective skills in addressing the assessment tasks they are set.
Rubric
Level Description
5 Evaluation groups regularly review the feedback approaches used and make recommendations for continuous improvement
4 Feedback approaches are used effectively in courses across the curriculum
3 Feedback approaches are implemented across the curriculum
2 There is a plan to incorporate a considered approach to feedback provision across the curriculum
1 The need to improve feedback provision is recognised and benchmarking of the current approaches is in process
0 Feedback provision is inadequate or inappropriate
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16) Research is used in teaching
Rationale
Research informed teaching is embedded within the programme for example in the form of student engagement in research and course content that is enriched with research results. This suggests that the education provided is topical and at the forefront of current thinking in the discipline, thus ensuring the currency of the students on graduation.
Rubric
Level Description
5 Courses are regularly evaluated and revised regarding the embedding of research informed teaching
4 There is evidence of the impact of the embedding of research informed teaching across the curriculum
3 Research informed teaching is implemented in courses across the curriculum
2 Course plans with embedded research informed teaching have been designed and approved
1 Course plans have been benchmarked with respect to research informed teaching
0 There is no evidence of the embedding of research informed teaching in the curriculum
17) Student participation in programme review and development
Rationale
Student participation in programme review and development is important to ensure that the ‘student voice’ is heard and acted upon. This collaborative approach is most effectively enabled, for example, through course questionnaires and student involvement in the programme review processes.
Rubric
Level Description
5 The programme team continuously improves and develops the process for involving students in programme review and development
4 The programme team has evidence of the implementation and impact of the process of involving students in programme review and development
3 The programme team is implementing a process that ensures student involvement in programme review and development
2 The programme team has a plan to involve students in the process of programme review and development
1 The programme team is aware of the need for student involvement in programme review and development
0 There is no student involvement in programme review and development
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18) Wider stakeholder input to programme development
Rationale
With a focus on preparing students for life beyond higher education, it is important that programme development takes place in a way that engages a range of internal and external stakeholders e.g. Industry Advisory Board and Benchmark Statements. This ensures that the programme is ‘fit-for-purpose’ and has the potential to produce the best possible graduates.
Rubric
Level Description
5 The programme team continuously improves and develops the process for involving a wide range of stakeholders in programme review and development
4 The programme team has evidence of the implementation and impact of the process of involving a wide range of stakeholders in programme review and development
3 The programme team is implementing a process that ensures a wide stakeholder involvement in programme review and development
2 The programme team has a plan to involve a wide range of stakeholders in the process of programme review and development
1 The programme team is aware of the need for a wide stakeholder involvement in programme review and development
0 There is no stakeholder involvement in programme review and development
19) Student retention and progression is monitored
Rationale
The retention and progression of students is continuously monitored and acted upon to ensure the health of the programme.
Rubric
Level Description
5 The programme team uses the student retention and progression data to create an action plan that promotes continuous programme improvement
4 The programme team has student retention and progression data and reflects on what has happened
3 The programme team is monitoring student retention and progression
2 The programme team has a plan to monitor student retention and progression
1 The programme team is aware of the need for student retention and progression to be monitored
0 There is no monitoring of student retention and progression on a programme
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20) Work placements are promoted
Rationale
In order to best prepare students for their life after higher education, opportunities should be provided at points in the programme to allow students to engage in work based activities.
Rubric
Level Description
5 The programme team reflects on and continuously improves the work placement opportunities made available to students on the programme
4 The programme team has evidence of the implementation and impact of the work placement opportunities offered to students on the programme
3 The programme team is implementing a process that ensures work placement opportunities are available to students on the programme
2 The programme team has a plan to implement a process that makes work placement opportunities available to students on the programme
1 The programme team is aware of the need for work placement opportunities to be offered during the programme
0 There are no work placement opportunities offered during the programme
21) Problem solving opportunities (links to the research process)
Rationale
Problem solving opportunities are embedded in the learning and research approaches used throughout the programme. This is aimed at developing the students’ ability to question and critique situations in search of new knowledge, ideas and solutions, something that is of value in the world of work.
Rubric
Level Description
5 The programme team reflects on and continuously improves the embedding of problem solving opportunities in the programme
4 The programme team has evidence of the value of the problem solving opportunities embedded in the programme
3 The programme team is implementing a process that embeds problem solving opportunities in the programme
2 The programme team has a plan to embed problem solving opportunities in the programme
1 The programme team is aware of the need for problem solving opportunities to be embedded in the programme
0 There are no problem solving opportunities embedded in the programme
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22) Design projects are integrated throughout the programme
Rationale
The ability to design is valued in graduate employment; hence, projects where students design and create artefacts of the profession are integrated into the programme.
Rubric
Level Description
5 The programme team reflects on and continuously improves the integration of and type of design projects in the programme
4 The programme team has evidence of the value of the design projects integrated throughout the programme
3 The programme team is implementing a process that integrates design projects throughout the programme
2 The programme team has a plan to integrate design projects throughout the programme
1 The programme team is aware of the need to integrate design projects throughout the programme
0 There are no design projects integrated throughout the programme
23) Equality, diversity and equal opportunity considerations are part of the
programme team thinking
Rationale
Equality, diversity and equal opportunity considerations are taken into account in the design and operation of the programme. Particular attention is paid to international students.
Rubric
Level Description
5 The programme team reflects on and continuously improves the consideration of equality, diversity and equal opportunity issues in the programme
4 The programme team has data to demonstrate the consideration of equality, diversity and equal opportunity issues in the programme
3 The programme team is considering equality, diversity and equal opportunity issues in the programme
2 The programme team has a plan to consider equality, diversity and equal opportunity issues in the programme
1 The programme team recognises the need to consider equality, diversity and equal opportunity issues in their thinking
0 Equality, diversity and equal opportunity considerations are not part of the programme team thinking
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24) Professional attributes and topical considerations are part of the
programme
Rationale
In order to maintain the currency of the programme, topical professional considerations4 are included within the programme.
Rubric
Level Description
5 The programme team reflects on and continuously improves the consideration of professional attributes and topical issues in the programme
4 The programme team has data to demonstrate the consideration of professional attributes and topical issues in the programme
3 The programme team is considering professional attributes and topical issues in the programme
2 The programme team has a plan to consider professional attributes and topical issues in the programme
1 The programme team recognises the need to consider professional attributes and topical issues in their thinking
0 Professional attributes and topical considerations are not part of the programme team thinking
25) Evidence of educational scholarship by faculty
Rationale
To ensure the latest pedagogical practices and understanding are employed on the programme, faculty are engaged in educational scholarship5. This helps to ensure a high quality student learning experience.
Rubric
Level Description
5 Faculty engagement in educational scholarship is regularly evaluated and new opportunities are generated where possible
4 There is evidence that the educational scholarship by faculty is having an impact on the programme
3 Faculty members engage in educational scholarship
2 There is a plan to encourage educational scholarship by faculty
1 The programme team recognises the need for educational scholarship by faculty
0 There is no educational scholarship by faculty
4 e.g. sustainability, ethical behaviour, global awareness, entrepreneurship etc.
5 Teachers are reflective practitioners developing their teaching skills and practices based on evidence. This is then
disseminated through presentations and publications.
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26) Effective communication with students
Rationale
In order to create a positive learning environment, effective communication with students is essential. To achieve this dialogue with students concerning their experiences as students needs to take place formally and informally6.
Rubric
Level Description
5 The programme team reflects on and continuously improves the communication with students
4 The programme team has data to demonstrate the effectiveness of the communication with students
3 The programme team is communicating with students both formally and informally
2 The programme team has a plan to promote effective communication with students
1 The programme team recognises the need to promote effective communication with students
0 Effective communication with students is not considered by the programme team
27) Different learning styles are taken account of
Rationale
It is well understood that students prefer to learn in different ways. In order to encourage effective student learning, different student learning styles need to be taken account of in the development and delivery of learning opportunities.
Rubric
Level Description
5 The programme team continuously improves the ways in which different student learning styles are allowed for in the development and delivery of the programme
4 The programme team has evidence to demonstrate the ways in which different student learning styles are taken account of in the development and delivery of the programme
3 The programme team take account of different student learning styles in the development and delivery of the programme
2 The programme team has a plan to take account of different student learning styles in the development and delivery of the programme
1 The programme team is aware of the need to take account of different student learning styles in the development and delivery of the programme
0 No account is taken of different student learning styles in the development and delivery of the programme
6 Student newsletters, social media, focus groups, drop ins etc.
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28) Teaching resources
Rationale
For a programme to run effectively and efficiently and for a high quality student experience to be realised, it is essential that the staffing levels committed to quality teaching are adequate.
Rubric
Level Description
5 The programme team continuously reviews the teaching staff requirements for the programme and works to improve the situation when needed
4 The programme team has evidence of the regular teaching staff resource reviews undertaken
3 The programme team is reviewing the teaching staff resources used on the programme
2 The programme team has a plan to review the teaching staff resources used on the programme
1 The programme team is aware of the need to review the teaching staff resources used on the programme
0 There is no reflection on the teaching staff resources used on the programme
Summary If we accept this as a complete list of relevant criteria, they can be grouped under the headings identified earlier.
Area Criteria
Programme Philosophy 1
Programme Foundation 2,3,4,22
Learning and Teaching 5,6,14,27,28
Assessment and Feedback 9,15
Skills Development 7,12,21,24
Employment 11,20
Research 16
Student Focus 13,19,23,26
Faculty Development 8,25
Evaluation 10,17,18
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Bringing this together we get the following.
Area Criteria
Programme Philosophy 1) A holistic view of learning is taken
Programme Foundation 2) Appropriate learning outcomes are identified (developed from required competences) 3) An integrated curriculum has been developed 4) A sound subject foundation is created 22) Design projects are integrated throughout the programme
Learning and Teaching 5) Active learning approaches are used 6) Appropriate workspaces (and equipment) are available 14) Technology is used to promote active learning 27) Different learning styles are taken account of 28) Teaching resources
Assessment and Feedback 9) Appropriate assessment is employed (type, level and amount) 15) Feedback is timely, appropriate and formative
Skills Development 7) Personal and interpersonal skills development are embedded 12) Collaborative learning is embedded in the programme 21) Problem solving opportunities (links to the research process) 24) Professional attributes and topical considerations are part of the programme
Employment 11) Links to employability are made throughout 20) Work placements are promoted
Research 16) Research is used in teaching
Student Focus 13) Support for learning is provided 19) Student retention and progression is monitored 23) Equality, diversity and equal opportunity considerations are part of the programme team thinking 26) Effectiveness of communication with students
Faculty Development 8) Faculty development is undertaken (knowledge and teaching) 25) Evidence of educational scholarship by faculty
Evaluation 10) Programme evaluation to promote continuous improvement is undertaken 17) Student participation in programme review and development 18) Wider stakeholder input to programme development e.g. Industry Advisory Board and Benchmark Statements
These criteria may not be complete. When conducting a self evaluation, if the user believes an additional criterion would be helpful, then the project team should be notified. The proposal will then be considered and possibly adopted in a revised Self Evaluation Framework.
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Bibliography
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EUR-ACE Framework Standards http://www.enaee.eu/eur-ace-system
ABET http://www.abet.org
CEAB- Canada http://www.engineerscanada.ca/accreditation
Engineers Australia https://www.engineersaustralia.au
UK Quality Assurance Agency http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code Benchmark Statements
Aston University specific processes for Annual and Periodic Review
UK Spec Accreditation http://www.engc.org.uk
Danish National Standards http://www.acedenmark.dk
Finnish National Standards http://www.finheec.fi/index.phtml?l=en&s=1
Metropolia Self Evaluation
Turku process http://julkaisut.turkuamk.fi/isbn9789522163134.pdf
Kontio et al International Conference on EE – 2012
French National Standards http://www.cti-commission.fr
Rouvrais et al International CDIO Conference – 2014
Irish National Standards http://www.engineersireland.ie
QUB Educational Enhancement Process
Iceland National Standards Quality Enhancement Handbook
http://www.rannis.is
OWLS Project http://owls-nest.eu/
IMechE Accreditation http://www.imeche.org/membership/employers-and-accreditation/university-accreditation
Royal Aeronautical Society Accreditation
http://aerosociety.com/Professional-Recognition/accreditation/accr-degrees
EFMD (Management Education) https://www.efmd.org/index.php/accreditation-main