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 | 2-3 items | 4-5 items | 6 items | 6 items + 2.7 |
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.
Guide to writing a self-assessment report (SAR)
- The report is the account of the self-assessment. It is not only descriptive but also analytical. It identifies and evaluates the problems and also provides an indication of how the problems identified will be dealt with. (Use the diagnostic questions provided in each of the AUN-QA criteria to do this.)
- Illustrate clearly what, where, when, who, and how the QA mechanisms or instruments are implemented and managed to fulfil the criteria. This will help to piece all related information together.
- Focus on information and data (objective evidences) that directly address the criteria. The report has to be concise and factual. Provide trends and statistics to show achievement and performance.
What is the QA practice to fulfil the criterion?
Quality assurance practice should mean QA plan that evaluates and/or modifies organization’s procedures to ensure that they provide the desired results. The QA plan documents the planning, implementation and assessment procedures for a project, process or any QA activity.
The QA plan should provide information about some or all of the following.
- An overview of the project or process describing background, need, scope, activities, and deadlines;
- Quality objectives to be attained (for example, characteristics, effectiveness, cycle time, cost, etc.);
- Steps in the process that constitute the operating practice or procedures of the organization;
- Allocation of responsibilities, authority, and resources for different phases of the project/process;
- Specific document describing standards, practices, procedures, and instructions to be applied;
- Suitable testing, inspection, examination, and audit programs at appropriate stages;
- A documented procedure for changes and modifications to a quality plan as a process is improved;
- A method for measuring the achievement of the quality objectives;
(Source: https://asq.org/quality-resources/quality-plans)
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
……..
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
……..
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
……
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
……..
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
……..
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
……..
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
……..
Evidence
| No. | Evidence and link to drive files |
| 2.1-1 | |
| 2.1-2 | |
| 2.2-1 |
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 | 2-3 items | 4-5 items | 6 items | 6 items + 2.7 |