Criterion 2 – Programme Structure and Content
AUNQA requirements for Criterion 2
2.1 Transparency
The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all Stakeholders.
Diagnostic questions
- How are the expected learning outcomes translated into the programme and courses?
- What information is documented in the programme and course specifications?
- How are their contents made up-to-date and comprehensive?
- What is the process for reviewing the programme and courses specifications?
- How are the programme specifications published and made available (or known) to stakeholders?
2.2 Alignment to learning outcomes
The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.
Diagnostic questions
- Do the contents of the programme reflect the ELOs?
- How are teaching and learning methods and student assessment selected to align with achieving the ELOs?
2.3 Stakeholders’ input
The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.
Diagnostic questions
- What are the roles of the stakeholders in the design of the curriculum?
- What are external stakeholders’ feedback related to the curriculum?
- How are the feedback incorporated in designing the curriculum?
2.4 Course contribution
The contribution made by each course in achieving the expected learning outcomes is shown to be clear.
Diagnostic questions
- Does the content of each courses reflect the expected learning outcomes?
- How are the expected LOs allocated to the courses?
- How do the CLOs of each courses contribute to achieving PLOs?
2.5 Courses progression
The curriculum is required to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialized courses), and are integrated.
Diagnostic questions
- How are the courses logically structured and sequenced (progression from basic to advanced courses)?
- How are the courses integrated?
- Is there a logical relationship among the basic courses, intermediate courses and advanced courses? What is it?
2.6 Curriculum options
The curriculum is shown to have option(s) for students to pursue major and/or minor specializations.
Diagnostic questions
- How does the programme offer major and minor specialisations?
- Is there a proper balance between the specific and general courses?
- What is the explanation for the programme structure?
2.7 Curriculum review and improvement
The programme and its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry.
Diagnostic questions
- What is the procedure for periodical review of the curriculum?
- How are the programme and courses evaluated? Is the evaluation systematic?
- How are the academic staff and students involved in evaluating the curriculum and courses?
- How are the programme and curriculum revised to remain up-to-date and industrial relevant? Is the external stakeholders involved?
- Is benchmarking used in the review and revision of the curriculum? What benchmark?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4-5 items | 6-7 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
How to write a response to the criterion requirements
- The response should describe a QA practice that the program do to fulfil the criterion. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation.
- The response should illustrate clearly what the QA mechanisms or instruments are; when, where, by who, and how they are implemented and managed to fulfil the criteria.
- The response should identify and evaluate problems or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions in each of the criterion requirements may help identify the problems.
- To be concise and factual, the response should focus on information or data (or objective evidence) that directly addresses the criteria, and provide trends and statistics to show achievement and performance.
How the QA practice fulfil the criterion
Quality assurance practice should have QA plan that evaluates and may modify organization’s procedures to ensure that they provide the desired results. It includes documentation for the planning, implementation and assessment procedures for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.
- What procedure does the program use to formulate the expected learning outcomes?
- Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used?
- Is the taxonomy used for program or course learning outcomes, or both? Why?
- What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?
- What is the process used to ensure that the quality objectives are met?
- What is a method used to measure the achievement of the quality objectives?
Report of the QA practice to fulfil Criterion 2
2.1 Transparency: Program and course specifications are comprehensive, up-to-date and communicated to SHs.
The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all Stakeholders.
Program report
The Bachelor of Accountancy at St. Theresa International College is “Aiming to produce graduates in accounting with knowledge, competence, and ethics of professional accountants”, the philosophy of The curriculum is in line with the college philosophy. Where stakeholders can find information Courses can be obtained from many channels such as the website of the Faculty of Business Administration.
The Bachelor of Accounting Program has established a learning and teaching strategy that achieves goals expected Learning Outcomes at the curriculum level, follow the curriculum philosophy. which the expected learning outcomes and work Achieving the goal at the course level will be contained in Course Requirements In which the instructor will specify a clear teaching method in TQF.3
Category No. 3 Development of student learning outcomes, taking into account the expected learning outcomes and improving according to student suggestions in line with the College’s educational philosophy with a focus on teaching learners are important so that learners are awake and want to learn, ready to receive new knowledge, promote learning from real experience there is an educational process and exchange knowledge together and practice lifelong knowledge.
The course focuses on teaching activities To bring about knowledge (knowledge), skills (skills), attitude (attitudes) Competence, which appears in TQF.3 TQF.5
Graduate Program Aiming to produce quality graduates with knowledgeable Academics and Professional skills able to bring knowledge to develop the potential of all sectors due to account.
It is a profession that must comply with the ethics of professional accountants. curriculum development
Therefore, morality, ethics and professional ethics must be taken into account. paying attention to the impact on the interest.
2.2 Curriculum alignment: Curriculum is constructively aligned to achieving ELOs.
The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.
Program report
The courses are designed and formulated based on the expected learning outcomes. Outcomes are based on how well the courses are performing to achieve the institutional goals.
Performance:
1. Accounting Seminar subject is about learning through doing The project is teaching and learning that focuses on students.
Practice the process of making a project from setting up and determining the topic of the project, searching project information and related knowledge Project proposal writing project planning Project implementation or project development project book writing, and presentation Both oral and poster projects to provide students with knowledge and skills in work on projects and be able to further develop innovations at the same time help the community to develop Improve community business to be more efficient, such as giving The students went to the area to meet with the community.
Discuss problems with the community about accounting records and then design/improve accounting records. presented to the lecturer an accounting project to carry out the design/improvement of accounting records for the community, This activity puts students into practice and helps to solve problems/improve their performance.
Seminars and discussions are teaching and learning that focuses on students to practice. communication skills through presenting interesting and up-to-date topics related to the course that students studying through questioning, expressing opinions and drawing conclusions from the issues discussed by leaders seminar organizers and seminar participants, enabling students to exchange knowledge Know how to accept different opinions and encourage creativity.
Knowledge issues that have been applied to the creation of innovation increase professional expertise.
Study tour:
Instructor Bringing students to study field trips in the work area Real or professional interest entities to which students can bring knowledge and experience obtained from study visits for self-development Used to make decisions in choosing business council and prepare for the next internship Improved community account records.
The five primary domains of morality and ethics, knowledge and understanding, cognitive and interpersonal abilities, and numerical and information literacy skills constitute the foundation for the course learning outcomes. The Program Learning Outcomes (PLO) and the Course Learning Outcomes (CLO) are aligned by the manner the CLOs are framed. When creating their lesson plans, program instructors make sure that the CLOs and the course learning objectives are linked. This is how the curriculum’s design complied with the anticipated learning outcomes.
The main goals of PLOs and CLOs are to help students become more effective speakers, problem-solvers, and thinkers. Their teaching methods are altered in accordance with the student’s competence level to enhance the student’s abilities in all areas. The summative and formative assessment methods are used to evaluate and enhance their skills. To gather the perspectives of stakeholders and goals for the courses, the academic staff and teachers developed solid connections with them. Learners complete an online course evaluation survey each semester. The course coordinator looks over this input and data to update the CLOs and PLOs.
to update the CLOs and PLOs.
A student who graduates with a major in accounting should be able to:
PLO 1 Core Knowledge and Skills:
- Demonstrate fundamental knowledge in core functional areas of business.
- Apply business research skills.
- Demonstrate competency in key accounting areas.
PLO 2 Critical Thinking:
- Create evidence-based solutions to business problems or opportunities.
PLO 3 Ethics:
- Determine appropriate responses to a business situation in light of professional standards.
PLO 4 Communication:
- Produce effective written business reports.
- Deliver effective oral business presentations.
PLO 5 Teamwork:
- Demonstrate effective and collaborative interpersonal skills in a team setting.
PLO 6 Diversity:
- Understand the dynamics, benefits, and challenges of diversity and inclusion within teams or organizations.
2.3 Stakeholders’ feedback: Curriculum design includes external stakeholders’ feedback.
The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.
Program report
The curriculum is revised in 2022 based on the external stakeholders’ demand and changes of The International Education Standards (IES) comments from employers, graduates, study visits, Internship supervisors, industrial experts, and students’ feedback to fulfill the current and future expectations of the industry. The stakeholders are requested to submit the survey forms through various communication channels such as the mail and google docs.
2.4 Course contribution: All courses have a clear contribution to achieving ELOs.
The contribution made by each course in achieving the expected learning outcomes is shown to be clear.
Program report
In compliance with the OHEC, the program has checked and monitored all standards. The learning outcomes in the curriculum (TQF2) are in line with the college’s or university’s vision, mission, and educational philosophy.
By using or making reference to the five learning outcomes domains listed in the standard qualifications framework for Bachelor of Accountancy programs,
one may also determine the ideal qualities of graduates. Through the process of mapping learning objectives, these outcomes are then used to assign and reflect on all curriculum courses. 1) Knowledge, 2) Cognitive Skills, 3) Interpersonal Skills and Responsibility, 4) Analytical and Communication Skills, and 5) Moral and Ethical Development.
2.5 Course progression: Courses are logically structured, sequenced and integrated.
The curriculum is required to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialized courses), and are integrated.
Program report
The assessment of learners’ learning has been examined by bringing the student’s study results to the annual committee meeting and the Faculty to certify the results of the study and supervising the assessment of teaching and learning management and assessing the curriculum by curriculum. The evaluation results are reported in TQF.5, which has the effect of teaching methods that make achieve the learning outcomes specified in the course details problems with teaching methods have been identified.
- Year 1: Learners are able to learn the general education courses to boost their communication skills, reading-writing and interpersonal skills in an international environment with
- Year 2 to 4: Core accounting, taxation, finance, and other business-related subjects have been offered and students gradually improved and developed 21st-century skills, thinking, and analytical skills from the beginner level to the advanced level to cope with the global competition.
- Finally, Term 2 offers internship training for the students wherein they were allowed to get trained in the industry in order to gain real-time experience.
2.6 Curriculum options: Curriculum provides options for major and/or minor specializations.
The curriculum is shown to have option(s) for students to pursue major and/or minor specializations.
Program report
There is a total of 30 Credits for the General Education courses offered in the program.
Core courses are total of 24 credits
Major in accountancy courses with are total of 60 credits
Professional elective courses are a total of 09 credits to be chosen by the students.
There is a free elective course for 06 credits which is offered by St Theresa International College that is not repeated with the already learned subjects.
2.7 Curriculum review: Curriculum is reviewed per established procedure to be up-to-date and relevant to industry.
The programme and its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry.
Program report
To develop, construct, or update the curriculum in accordance with the standards of the College, the curriculum or program authorizes and appoints a committee made up of individuals from both internal and external of the college. To approve the new curriculum similar steps always follow by the committee:
- The curriculum or program takes into consideration the development of a new curriculum or program or revision of the current curriculum the findings of the achievement assessment based on the goals of the current curriculum and information obtained from those associated with the program or stakeholders, such as entrepreneurs, graduates, professional organizations, graduate users, etc.
- The appointed committee manages to create a curriculum document by developing or improving the curriculum in accordance with the philosophy, aims, structure, and course material of the curriculum.
- The designated committee updates or develops the curriculum in accordance with the requirements of the curriculum standards.
- Prior to submitting the draft revised/improved curriculum for faculty approval, the committee holds a public hearing meeting to assess it.
- The committee asks the faculty to approve the draft of the amended or developed curriculum.
- The draft revised/developed curriculum is submitted by the faculty to the College Academic Council for approval.
- The draft revised/developed curriculum is presented to the College Council by the College Academic Council for approval.
- With the College Council’s blessing, the curriculum can be put into practice.
- The College submits an application to the Office of Higher Education Commission for the curriculum’s recognition.
Evidence
| No. | Supporting Evidence |
| 2.1-1 | Curriculum Revision Meeting Order |
| 2.1-2 | Stakeholder Communication channel |
| 2.2-1 | TQF 2 |
| 2.3.1 | Graduate Survey Employer Survey TQF-5 sample |
| 2.4.1 | Curriculum Mapping |
| 2.5.1 | Curriculum Revision Meeting order Graduates Survey Employer Survey |
| 2.6.1 | Program Structure and Yearly Meeting |
| 2.7.1 | Curriculum Mapping |
| 2.7.2 | TQF 2 Sample TQF-3 Sample TQF-5 |
Assessment scores
| Criterion requirement | Self score | Assessors’ score |
| 2.1 Transparency: Programme and course specifications are comprehensive, up-to-date and communicated to SHs. | 1 | |
| 2.2 Curriculum alignment: Curriculum is constructively aligned to achieving ELOs. | 1 | |
| 2.3 Stakeholders’ feedback: Curriculum design includes external stakeholders’ feedback. | ||
| 2.4 Course contribution: All courses have a clear contribution to achieving ELOs. | 1 | |
| 2.5 Course progression: Courses are logically structured, sequenced and integrated. | ||
| 2.6 Curriculum options: Curriculum provides options for major and/or minor specialisations. | 1 | |
| 2.7 Curriculum review: Curriculum is reviewed per established procedure to be up-to-date and relevant to industry. | ||
| Overall score (see table below) |
Scoring guide
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4-5 items | 6-7 items |