Quality Assurance in Higher Education
In order to ensure quality in your higher education institution, you need to be prepared for these questions
Please download the Questionnaire by pressing the DOWNLOAD sign ( Downward Arrow) at the very bottom of this page and fill the questions and send it back to me or you can submit the page by pressing DONE, it will automatically email me.
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Make a Case for Your Business School (AACSB Guide)
posted Jun 25, 2019, 2:54 PM by Professor Lili Saghafi
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QUALITY ASSURANCE PROCESSES
posted Mar 26, 2019, 9:29 AM by Professor Lili Saghafi [ updated Mar 26, 2019, 9:42 AM ]
“The adoption of quality standards for online faculty development, course design, and program design, typically accompanied by training for faculty and staff, has become standard in the great majority of online programs. Quality benchmarks for student outcomes are almost as widely adopted ... We continue to see a lag in setting and applying quality standards to online support services ... On average, only about one-third of institutions in our sample are engaged in the external evaluation of some or all of their online programs” (CHLOE 2, page 3; see the CHLOE 2 Report and Appendices for a detailed analysis).
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Attachments: CHLOE-3-Report-2019-Behind-the-Numbers.pdf
Quality Assurance of Online Programs
posted Mar 5, 2019, 10:21 AM by Professor Lili Saghafi [ updated Mar 5, 2019, 11:54 AM ]
Credit: Quality matter organization
Today's online education is all about quality. Although online education is sometimes thought to be a replacement of face to face training, online education is a completely different form of learning specific to individuals who just learn better at their own pace and in their own environment. To create this environment, it requires tremendous skills to make it a great experience for students and achieve quality assurance.
Five stages of implementation lead to creating a sustainable quality assurance system that can address all aspects of the Online Learning Quality Pie.
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Ad hoc
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•In this stage, the Coordinator is encouraging faculty and staff to familiarize themselves with the Rubric, learn how the Standards are structured, and take the Applying the Rubric workshop.
•The goal is to start empowering people to use tools, resources, and workbooks to informally review the different components of an online course and evaluate its quality.
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Quality Assurance
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•Quality And Compliance Are Even More Important In Online Education
•Compliance Should Not Be Confused With Quality (For Example, you could have an assessment tool that works well with the compliance, but if the students attempting the assessment are unable to complete the assessment well then you are not only ‘non-compliant’ but you have no ‘quality’ in that assessment tool. )
•Student Feedback Is absolutely necessary
•Use Data To Track Quality Outcomes
•Remember nothing in life is perfect not even a course.
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Continuous improvement
•Commitment to peer review and the use of feedback
•This review process is built into an organization’s course development or yearly evaluation for improving and creating courses and involves a greater number of people including faculty who serve as reviewers.
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Benchmarking
Be certified by Quality Assurance bodies achieving this mark shows your organization’s commitment to quality assurance and continuous improvement.
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Institutional Change
•Various departments within your organization may have created committees that are dedicated to evaluating and improving the quality of online courses.
•The organization has developed appropriate policies that extend quality into other key areas of teaching and learning.
This process is designed to help you achieve your quality assurance goals for online learning as they evolve to address all aspects of the Online Learning Quality Pie.
Good Luck.
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Non-annotated Standards from the QM Publisher Rubric, Third Edition
posted May 24, 2018, 12:18 PM by Professor Lili Saghafi [ updated May 24, 2018, 12:20 PM ]
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To which course formats can QM Rubrics be applied?
posted May 24, 2018, 11:49 AM by Professor Lili Saghafi
ONLINE COURSE
BLENDED/HYBRID COURSE
FACE-TO-FACE COURSE
Mix of Delivery Modes
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Few F2F meetings, if any, are held.
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Approximately 25% to 75% of the course occurs F2F.
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Significant portions of the course are delivered both online and F2F.
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Seat time is reduced to reflect the proportion of the course delivered online.
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100% of the course occurs F2F in regularly scheduled sessions.
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The course meets synchronously at one or more sites.
Face-to-Face
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F2F meetings are typically limited to orientation or capstone events.
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The course may include F2F proctored exams.
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Learners have little or no expectation of meeting the instructor F2F.
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F2F meetings may include but are not limited to lectures, active learning sessions, learner-centered discussions, group work projects, presentations, posters, demonstrations, performance art, movies, laboratory experiences, and assessments.
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Learners have F2F interaction with their instructors on a regular basis throughout the course.
Online
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The entire course is mediated by technology.
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Portions of the course are mediated by technology.
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Learners can gain an understanding of the overall structure and requirements of the course online.
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Technology, if used at all, is supplementary.
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The course may include use of a learning management system and extensive Internet-based reading/research assignments and online discussions.
QM Review Process
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The QM Rubric is applied to the online course.
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The QM Rubric is applied to the online portion of the course.
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F2F components of the course are not directly evaluated.
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Only content, instructional materials, activities, support materials, etc., included or referenced in the online course or via an electronic course portfolio are considered in the QM review.
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The QM Rubric is not currently designed to evaluate F2F courses, even those that extensively use course management tools for syllabus and assignment distribution, discussion, submission of assignments, grading, etc.
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QM Standards
posted Sep 11, 2017, 11:58 AM by Professor Lili Saghafi
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ABET Accreditation
posted Jan 18, 2014, 3:07 PM by Professor Lili Saghafi [ updated Jan 18, 2014, 3:08 PM ]
ABET is a non-profit and non-governmental accrediting agency for academic programs in the disciplines of applied science, computing, engineering, and engineering technology. ABET is a recognized accreditor in the United States (U.S.) by the Council for Higher Education Accreditation.
ABET accreditation provides assurance that a college or university program meets the quality standards established by the profession for which the program prepares its students. ABET accredits postsecondary programs housed in degree-granting institutions that have been recognized by national or regional institutional accreditation agencies or national education authorities worldwide.
In the U.S., there are two types of academic accreditation: (1) institutional and (2) specialized or programmatic.
· Institutional accreditation is provided by regional and national accreditors and evaluates overall institutional quality, but does not focus on a given academic program.
· Specialized or programmatic accreditation evaluates an individual program of study, rather than an institution as a whole. This type of accreditation is granted to a specific program at a variety of degree levels (associate's, bachelor's, and master's).
READ MORE: ABET
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Principles of institutional quality assurance in Canadian higher education
posted Jan 18, 2014, 2:59 PM by Professor Lili Saghafi [ updated Jan 18, 2014, 3:10 PM ]
The following principles have been endorsed by the executive head of each member of the Association of Universities and Colleges of Canada.
Each AUCC member institution has a mission statement and objectives which underpin the development and assessment of its academic programs. Each university is committed to ensuring that appropriate standards are achieved and maintained in its programs and that it is offering a high-quality education. To these ends:
READ MORE:AUCC
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The International Network for Quality Assurance
posted Dec 6, 2013, 3:47 PM by Professor Lili Saghafi
The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) is a world-wide association of over 200 organizations active in the theory and practice of quality assurance in higher education. The great majority of its members are quality assurance agencies that operate in many different ways, although the Network also welcomes (as associate members) other organizations that have an interest in QA in HE.
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Ideas to Increase College / University Enrollment
posted Jun 7, 2013, 12:58 AM by Professor Lili Saghafi [ updated Jun 7, 2013, 12:59 AM ]
Marketing Ideas to Increase College Enrollment
By Erin Schreiner
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Earning Potential Comparison
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For many potential college students, money talks. Make the monetary value of college clear to potential students through your recruitment campaign material. Gather statistics that compare the average salaries of individuals with and without a college degree. Place this information on billboards and in a brochure to ensure that potential students recognize that, while expensive, attending your institution will pay off in the end.
To customize this campaign to your school, gather salary information on jobs that graduates of your institution will leave ready to fill, pointing out that attending your college opens up an array of lucrative job possibilities.
Career Profiles
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Give potential students a glimpse of what life might be like, if they elect to attend your college, by creating career profiles. Instead of simply listing jobs that graduates in different majors will be qualified to fill, provide detailed information about each job, including images of people working in that capacity, salary information and details that point out the benefits of working in that field. Place these profiles in your recruitment material in place of standard career lists to make the materials more engaging and attention-getting. This likely will help potential students retain the job-related information better.
Alumni Showcase
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Use your alumni to your advantage by showcasing particularly successful former students. Contact alumni who have made a name for themselves and ask that they lend their faces to your enrollment efforts. Create billboards or posters featuring these individuals. Include their photos along with facts about their time at your institution and quotes from them about the quality of your college.
When placing these enrollment-enhancing advertisements, do so carefully, considering the intended audience. For example, if one of your advertisements features a professional athlete, consider having the billboard placed near a sports stadium or hanging posters featuring this individual in sports-related sites. This increases the likelihood that individuals who would be impressed by this display will see it.
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