Criterion 3 – Teaching and Learning Approach
AUNQA requirements for Criterion 3
3.1 Guided by philosophy
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Diagnostic questions
- Is an educational philosophy explicit and shared by all the teaching staff? What is it?
- What are teaching and learning activities that reflect the educational philosophy?
- Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?
- Are the teaching and learning methods used aligned with the ELOs?
3.2 Responsible participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Diagnostic questions
- Do the students participate with responsibilities in learning processes? In what teaching and learning activities?
- What are the students’ responsibilities in the teaching and learning activities?
3.3 Learning by action
The teaching and learning activities are shown to involve active learning by the students.
Diagnostic questions
- What are teaching activities used to promote learning by action or active learning?
- Is practical training a compulsory or optional part of the programme?
- Are the extent and result of practical training satisfactory?
- What benefits do employers and students gain from the practical training?
- How are students coached to do well in the practical training?
- How is the assessment for practical training done?
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.
Diagnostic questions
- By what teaching and learning activities is a commitment to life-long learning instilled in students?
- How do the teaching activities enhance life-long learning?
- Do the chosen methods fit into the learning outcomes of the courses?
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Diagnostic questions
- What are teaching and learning activities used to inculcate in students entrepreneurial mindset?
- How do the teaching activities help students develop entrepreneurial mindset?
- Do the chosen methods fit into the learning outcomes of the courses?
- How is the assessment done?
3.6 Teaching and learning improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Diagnostic questions
- How is the teaching and learning approach evaluated?
- What is the procedure for evaluation and improvement of the teaching and learning approach?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5-6 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?
Operational Result
3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Our university’s and our program’s educational philosophies are grounded in progressivism pedagogy. It is made up of problem-based learning, active learning, and outcome-based education. As the university’s motto, “Envision, embrace and excel,” suggests, progressivism can result in lifetime learning and ultimately benefit society.
On the foundation of this idea, the program’s content, instruction, and learning activities have been created. Case studies, talks, presentations, and answering questions are all part of the learning activities. Every research project is created with important business-related issues in mind. Students who complete the curriculum with research skills are better equipped to address problems through learning new things for the rest of their lives. The study’s findings are frequently published and make scholarly or practical contributions. In accordance with outcome-based education, each student is thoroughly evaluated for their research, knowledge, and other abilities using a variety of methods. Stakeholders, industry standards, and subject matter experts in each discipline identify the results.
The program’s and university’s websites, as well as an orientation book for all new students, effectively explain and communicate the educational philosophy to all students and stakeholders. Anyone can access it openly, particularly stakeholders, through the program’s brochure and website.
3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
The program committee meets to examine the teaching and learning strategies and learning activities for each course, which are developed by the course coordinators in compliance with the CLOs in the course specifications. Students receive the course schedule and material at least two weeks before to the start of each semester, and they are invited to provide their thoughts and suggestions during the orientation session. Students will therefore be able to understand their roles and participation in the course learning process.
Students can also listen to remarks from others and share their own with peers and the educational staff at all times. One assessment component of the evaluation is the student’s engagement in the course. Using this method, students can progressively increase their responsibilities for participating in the learning process as they study the program.
The student’s proposed thesis topic is selected using learner-centered principles, taking stakeholder feedback into consideration. Under the supervision of supervisors, students actively choose the research topic for their thesis based on their area of expertise and primary responsibility for knowledge and skill improvement.
3.3 The teaching and learning activities are shown to involve active learning by the students.
The curriculum and activities are created by the teaching team using outcome-based education as a guide. Small-group conversations along with active learning techniques are the essential concepts of teaching and learning for all courses, with teachers serving as facilitators and session leaders. Problem-based learning, case studies, and paper-based exercises are further ways to incorporate interactive teaching with lecturer-student and student-student engagement. Activity-based learning outcomes also make use of practical examples and experience. To guarantee that every PLO is met, all of these strategies are employed.
Active learning is already included in the program because it is a component of the educational philosophy. For instance, in the Business Research Methodology class, students present their own work and are required to answer questions from faculty members and other students. Along with searching the literature, they select the articles to be presented in class, and the other students are invited to participate as audience members by asking questions and sharing their thoughts with the teachers and other students in all of the classes. Teachers are crucial in leading and facilitating the lesson.
At the conclusion of each lesson, a rating scale employing a rubric assessment is used to evaluate the performance and involvement of the students.
3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).
By learning from the coursework, supervision, and other extracurricular activities, students have the chance to develop additional skill sets for lifelong learning, such as proposal writing, project management, partnership building, problem solving, active learning, and leadership abilities.
All the taught courses are designed to make students explore and learn more even after the graduation. For example, the course Seminar in Management (201 107) has an atmosphere and KM (Knowledge Management) processes which requires all students to work by themselves. Furthermore, During thesis writing, the students are able to summarize the idea, criticize constructively, suggest each other to improve the quality and finally develop a mindset to contribute positively.
3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Innovation, originality, and creative thinking that appeal to the general audience are necessary for carrying out research and running business. In seminars for management, competitive strategy, and business research, students have the opportunity to showcase their new ventures as well as research concepts and inventions. Under the guidance of their advisers, students ensure that their research concepts and business innovations address gaps in knowledge and are novel. Experts in those specific fields who help students create their innovative ideas for research and innovation will review and validate this. Certain pupils may be in the Growth or Start Up stages. During their courses, students might pick up skills including coming up with company concepts, solving modern management difficulties, and producing quality research.
3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
The curriculum design and feedback loop illustrates how the curriculum is evaluated and changed, with agreement from the University Council and the Faculty of Business Administration, at least once in every five years. During its regular meetings, the curriculum committee evaluates all aspects of teaching and learning, including lesson plans, instructional strategies, course evaluation techniques, test questions, grading, and student feedback. Students will assess their progress toward the CLOs at the end of each course and provide suggestions for improvement. Every year, the external committees for the annual program assessment and the thesis assessment provide insightful recommendations for the curriculum. Subsequently, the curriculum committee examines every feedback and provides input. The students participate in the feedback session as well. Student feedback is taken into account for future semesters’ improvements, as the course evaluation process illustrates. In order to enhance the program’s teaching and learning activities and make sure they are in line with the expected learning objectives, the program routinely solicits feedback from stakeholders and updates pertinent data.
Every semester, the existing situation is evaluated using the PDCA method, and adjustments are made to best suit the teaching and learning process in order to meet PLOs.
Evidence
| ID_Evidence | Name_Evidence |
| 3.1-1 | Educational Philosophy (University and Program) |
| 3.3-1 | Google classroom-Business Research course |
| 3.4-1 | Google classroom-Seminar in Management course |
| 3.5-1 | Student project |
| 3.6-1 | Course evaluation flowchart |
| 3.6-2 | Instructors comment in TQF5 |
Self-Assessment
| Requirements | Result | Score |
| 3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. | / | 1 |
| 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. | / | 1 |
| 3.3 The teaching and learning activities are shown to involve active learning by the students. | / | |
| 3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning. | / | 1 |
| 3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset. | / | 1 |
| 3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes. | / | 1 |
| Overall | 5 | |