AUN-QA Self-Assessment and IQA Plan

AUN-QA Criteria & Requirements

Expected Learning
1
Outcomes

The programme to show that

the expected learning
outcomes are appropriately
formulated in accordance with
1.1 an established learning
taxonomy, are aligned to the
vision and mission of the
university, and are known to
all stakeholders.

The programme to show that

the expected learning
outcomes for all courses are
1.2 appropriately formulated and
are aligned to the expected
learning outcomes of the
programme.

The programme to show that

the expected learning
outcomes consist of both
generic outcomes (related to
written and oral
communication, problem-
1.3
solving, information
technology, teambuilding
skills, etc) and subject specific
outcomes (related to
knowledge and skills of the
study discipline).

The programme to show that

the requirements of the
stakeholders, especially the
1.4 external stakeholders, are
gathered, and that these are
reflected in the expected
learning outcomes.

The programme to show that

the expected learning
1.5 outcomes are achieved by the
students by the time they
graduate.
Programme Structure and
2
Content
 The specifications of the
programme and all its courses
are shown to be
2.1 comprehensive, up-to- date,
and made available and
communicated to all
stakeholders.

The design of the curriculum is

shown to be constructively
2.2
aligned with achieving the
expected learning outcomes.

The design of the curriculum is

shown to include feedback
2.3
from stakeholders, especially
external stakeholders.

The contribution made by

each course in achieving the
2.4
expected learning outcomes is
shown to be clear.

The curriculum to show that all

its courses are logically
structured, properly
2.5 sequenced (progression
from basic to intermediate to
specialised courses), and
are integrated.

The curriculum to have

option(s) for students to
2.6
pursue major and/or minor
specialisations.

The programme to show that

its curriculum is reviewed
periodically following an
2.7
established procedure and
that it remains up-to-date and
relevant to industry.

Teaching and Learning

3
Approach
 The educational philosophy is
shown to be articulated and
communicated to all
3.1
stakeholders. It is also shown
to be reflected in the teaching
and learning activities.

The teaching and learning

activities are shown to allow
3.2 students to participate
responsibly in the learning
process.
The teaching and learning
activities are shown to involve
3.3
active learning by the
students.

The teaching and learning

activities are shown to
promote learning, learning
how to learn, and instilling in
students a commitment for life-
3.4 long learning (e.g.,
commitment to critical inquiry,
information-processing skills,
and a willingness to
experiment with new ideas
and practices).

The teaching and learning

activities are shown to
inculcate in students, new
3.5
ideas, creative thought,
innovation, and an
entrepreneurial mindset.

The teaching and learning

processes are shown to be
continuously improved to
3.6 ensure their relevance to the
needs of industry and are
aligned to the expected
learning outcomes.
4 Student Assessment
 A variety of assessment
methods are shown to be used
and are shown to be
constructively aligned to
4.1
achieving the expected
learning outcomes and the
teaching and learning
objectives.

The assessment and

assessment-appeal policies
4.2 are shown to be explicit,
communicated to students,
and applied consistently.

The assessment standards

and procedures for student
progression and degree
4.3 completion, are shown to be
explicit, communicated to
students, and applied
consistently.

The assessments methods are

shown to include rubrics,
marking schemes, timelines,
4.4 and regulations, and these
are shown to ensure validity,
reliability, and fairness in
assessment.

The assessment methods are

shown to measure the
4.5 achievement of the expected
learning outcomes of the
programme and its courses.
Feedback of student
4.6 assessment is shown to be
provided in a timely manner.

The student assessment and

its processes are shown to be
continuously reviewed and
4.7 improved to ensure their
relevance to the needs of
industry and alignment to the
expected learning outcomes.

5 Academic Staff
 The programme to show that
academic staff planning
(including succession,
promotion, re- deployment,
termination, and retirement
5.1
plans) is carried out to ensure
that the quality and quantity of
the academic staff fulfil the
needs for education, research,
and service.

The programme to show that

staff workload is measured
5.2 and monitored to improve the
quality of education, research,
and service.

The programme to show that

the competences of the
5.3
academic staff are determined,
evaluated, and communicated.

The programme to show that

the duties allocated to the
5.4 academic staff are appropriate
to qualifications, experience,
and aptitude.

The programme to show that

promotion of the academic
staff is based on a merit
5.5
system which accounts for
teaching, research, and
service.

The programme to show that

the rights and privileges,
benefits, roles and
relationships, and
5.6 accountability of the academic
staff, taking into account
professional ethics and their
academic freedom, are well
defined and understood.
 The programme to show that
the training and developmental
needs of the academic staff
are systematically identified,
5.7
and that appropriate training
and development activities are
implemented to fulfil the
identified needs.

The programme to show that

performance management
including reward and
5.8
recognition is implemented to
assess academic staff
teaching and research quality.

6 Student Support Services

The student intake policy,
admission criteria, and
admission procedures to the
6.1 programme are shown to be
clearly defined,
communicated, published, and
up-to-date.

Both short-term and long-term

planning of academic and non-
academic support services are
shown to be carried out to
6.2
ensure sufficiency and quality
of support services for
teaching, research, and
community service.

An adequate system is shown

to exist for student progress,
academic performance, and
workload monitoring. Student
progress, academic
6.3 performance, and workload
are shown to be systematically
recorded and monitored.
Feedback to students and
corrective actions are made
where necessary.
 Co-curricular activities, student
competition, and other student
support services are shown to
6.4
be available to improve
learning experience and
employability.

The competences of the

support staff rendering student
services are shown to be
identified for recruitment and
deployment. These
competences are shown to be
6.5 evaluated to ensure their
continued relevance to
stakeholders needs. Roles
and relationships are shown to
be well- defined to ensure
smooth delivery of the
services.

Student support services are

shown to be subjected to
6.6
evaluation, benchmarking, and
enhancement.
7 Facilities and Infrastructure

The physical resources to

deliver the curriculum,
7.1 including equipment, material,
and information technology,
are shown to be sufficient.

The laboratories and

equipment are shown to be
7.2
up-to-date, readily available,
and effectively deployed.
A digital library is shown to be
set-up, in keeping with
7.3
progress in information and
communication technology.
The information technology
systems are shown to be set
7.4
up to meet the needs of staff
and students.
 The university is shown to
provide a highly accessible
computer and network
infrastructure that enables
7.5 the campus community to
fully exploit information
technology for teaching,
research, service, and
administration.

The environmental, health,

and safety standards and
7.6 access for people with special
needs are shown to be defined
and implemented.

The university is shown to

provide a physical, social, and
psychological environment
7.7
that is conducive for
education, research, and
personal well-being.

The competences of the

support staff rendering
services related to facilities are
7.8 shown to be identified and
evaluated to ensure that their
skills remain relevant to
stakeholder needs.

The quality of the facilities

(library, laboratory, IT, and
7.9 student services) are shown to
be subjected to evaluation and
enhancement.

8 Output and Outcomes

The pass rate, dropout rate,

and average time to graduate
8.1 are shown to be established,
monitored, and benchmarked
for improvement.
 Employability as well as self-
employment,
entrepreneurship, and
advancement to further
8.2
studies, are shown to be
established, monitored, and
benchmarked for
improvement.

Research and creative work

output and activities carried
out by the academic staff and
8.3 students, are shown to be
established, monitored, and
benchmarked for
improvement.

Data are provided to show

directly the achievement of the
8.4 programme outcomes, which
are established and
monitored.

Satisfaction level of the

various stakeholders are
8.5 shown to be established,
monitored, and benchmarked
for improvement.
Rating (Scale 1 to 7) Gaps to Fulfill Requirement

The learning taxonomy used is

incomplete and not
3
standardized across the
programme

Some PLOs, CLOs and LLOs

3
are not SMART
Improvement to Close Gaps Responsible Party Deadline (Date) Status

Establish a complete learning

taxonmy and standardize it
across all programmes

Review and Revise PLOs,

CLOs and LLOs
AUN-QA Self-Assessment and IQA Plan
AUN-QA Criteria & Requirements Rating (Scale 1 to 7)

Expected Learning
1
Outcomes

The programme to show that

the expected learning
outcomes are appropriately
formulated in accordance with
1.1 an established learning 3
taxonomy, are aligned to the
vision and mission of the
university, and are known to
all stakeholders.

The programme to show that

the expected learning
outcomes for all courses are
1.2 appropriately formulated and 3
are aligned to the expected
learning outcomes of the
programme.

The programme to show that

the expected learning
outcomes consist of both
generic outcomes (related to
written and oral
communication, problem-
1.3
solving, information
technology, teambuilding
skills, etc) and subject specific
outcomes (related to
knowledge and skills of the
study discipline).

The programme to show that

the requirements of the
stakeholders, especially the
1.4 external stakeholders, are
gathered, and that these are
reflected in the expected
learning outcomes.
 The programme to show that
the expected learning
1.5 outcomes are achieved by the
students by the time they
graduate.
Programme Structure and
2
Content
The specifications of the
programme and all its courses
are shown to be
2.1 comprehensive, up-to- date,
and made available and
communicated to all
stakeholders.

The design of the curriculum is

shown to be constructively
2.2
aligned with achieving the
expected learning outcomes.

The design of the curriculum is

shown to include feedback
2.3
from stakeholders, especially
external stakeholders.

The contribution made by

each course in achieving the
2.4
expected learning outcomes is
shown to be clear.

The curriculum to show that all

its courses are logically
structured, properly
2.5 sequenced (progression
from basic to intermediate to
specialised courses), and
are integrated.

The curriculum to have

option(s) for students to
2.6
pursue major and/or minor
specialisations.
 The programme to show that
its curriculum is reviewed
periodically following an
2.7
established procedure and
that it remains up-to-date and
relevant to industry.

Teaching and Learning

3
Approach

The educational philosophy is

shown to be articulated and
communicated to all
3.1
stakeholders. It is also shown
to be reflected in the teaching
and learning activities.

The teaching and learning

activities are shown to allow
3.2 students to participate
responsibly in the learning
process.
The teaching and learning
activities are shown to involve
3.3
active learning by the
students.

The teaching and learning

activities are shown to
promote learning, learning
how to learn, and instilling in
students a commitment for life-
3.4 long learning (e.g.,
commitment to critical inquiry,
information-processing skills,
and a willingness to
experiment with new ideas
and practices).

The teaching and learning

activities are shown to
inculcate in students, new
3.5
ideas, creative thought,
innovation, and an
entrepreneurial mindset.
 The teaching and learning
processes are shown to be
continuously improved to
3.6 ensure their relevance to the
needs of industry and are
aligned to the expected
learning outcomes.
4 Student Assessment
A variety of assessment
methods are shown to be used
and are shown to be
constructively aligned to
4.1
achieving the expected
learning outcomes and the
teaching and learning
objectives.

The assessment and

assessment-appeal policies
4.2 are shown to be explicit,
communicated to students,
and applied consistently.

The assessment standards

and procedures for student
progression and degree
4.3 completion, are shown to be
explicit, communicated to
students, and applied
consistently.

The assessments methods are

shown to include rubrics,
marking schemes, timelines,
4.4 and regulations, and these
are shown to ensure validity,
reliability, and fairness in
assessment.

The assessment methods are

shown to measure the
4.5 achievement of the expected
learning outcomes of the
programme and its courses.
Feedback of student
4.6 assessment is shown to be
provided in a timely manner.
 The student assessment and
its processes are shown to be
continuously reviewed and
4.7 improved to ensure their
relevance to the needs of
industry and alignment to the
expected learning outcomes.

5 Academic Staff

The programme to show that

academic staff planning
(including succession,
promotion, re- deployment,
termination, and retirement
5.1
plans) is carried out to ensure
that the quality and quantity of
the academic staff fulfil the
needs for education, research,
and service.

The programme to show that

staff workload is measured
5.2 and monitored to improve the
quality of education, research,
and service.

The programme to show that

the competences of the
5.3
academic staff are determined,
evaluated, and communicated.

The programme to show that

the duties allocated to the
5.4 academic staff are appropriate
to qualifications, experience,
and aptitude.

The programme to show that

promotion of the academic
staff is based on a merit
5.5
system which accounts for
teaching, research, and
service.
 The programme to show that
the rights and privileges,
benefits, roles and
relationships, and
5.6 accountability of the academic
staff, taking into account
professional ethics and their
academic freedom, are well
defined and understood.

The programme to show that

the training and developmental
needs of the academic staff
are systematically identified,
5.7
and that appropriate training
and development activities are
implemented to fulfil the
identified needs.

The programme to show that

performance management
including reward and
5.8
recognition is implemented to
assess academic staff
teaching and research quality.

6 Student Support Services

The student intake policy,
admission criteria, and
admission procedures to the
6.1 programme are shown to be
clearly defined,
communicated, published, and
up-to-date.

Both short-term and long-term

planning of academic and non-
academic support services are
shown to be carried out to
6.2
ensure sufficiency and quality
of support services for
teaching, research, and
community service.
 An adequate system is shown
to exist for student progress,
academic performance, and
workload monitoring. Student
progress, academic
6.3 performance, and workload
are shown to be systematically
recorded and monitored.
Feedback to students and
corrective actions are made
where necessary.

Co-curricular activities, student

competition, and other student
support services are shown to
6.4
be available to improve
learning experience and
employability.

The competences of the

support staff rendering student
services are shown to be
identified for recruitment and
deployment. These
competences are shown to be
6.5 evaluated to ensure their
continued relevance to
stakeholders needs. Roles
and relationships are shown to
be well- defined to ensure
smooth delivery of the
services.

Student support services are

shown to be subjected to
6.6
evaluation, benchmarking, and
enhancement.
7 Facilities and Infrastructure
 The physical resources to
deliver the curriculum,
7.1 including equipment, material,
and information technology,
are shown to be sufficient.

The laboratories and

equipment are shown to be
7.2
up-to-date, readily available,
and effectively deployed.
A digital library is shown to be
set-up, in keeping with
7.3
progress in information and
communication technology.
The information technology
systems are shown to be set
7.4
up to meet the needs of staff
and students.

The university is shown to

provide a highly accessible
computer and network
infrastructure that enables
7.5 the campus community to
fully exploit information
technology for teaching,
research, service, and
administration.

The environmental, health,

and safety standards and
7.6 access for people with special
needs are shown to be defined
and implemented.

The university is shown to

provide a physical, social, and
psychological environment
7.7
that is conducive for
education, research, and
personal well-being.
 The competences of the
support staff rendering
services related to facilities are
7.8 shown to be identified and
evaluated to ensure that their
skills remain relevant to
stakeholder needs.

The quality of the facilities

(library, laboratory, IT, and
7.9 student services) are shown to
be subjected to evaluation and
enhancement.

8 Output and Outcomes

The pass rate, dropout rate,

and average time to graduate
8.1 are shown to be established,
monitored, and benchmarked
for improvement.

Employability as well as self-

employment,
entrepreneurship, and
advancement to further
8.2
studies, are shown to be
established, monitored, and
benchmarked for
improvement.

Research and creative work

output and activities carried
out by the academic staff and
8.3 students, are shown to be
established, monitored, and
benchmarked for
improvement.

Data are provided to show

directly the achievement of the
8.4 programme outcomes, which
are established and
monitored.
 Satisfaction level of the
various stakeholders are
8.5 shown to be established,
monitored, and benchmarked
for improvement.
 Gaps to Fulfill Requirement Improvement to Close Gaps Responsible Party

The learning taxonomy used is

Establish a complete learning
incomplete and not
taxonmy and standardize it
standardized across the
across all programmes
programme

Some PLOs, CLOs and LLOs Review and Revise PLOs,

are not SMART CLOs and LLOs
Deadline (Date) Status
AUN-QA Self-Assessment and IQA Plan
AUN-QA Criteria & Requirements Rating (Scale 1 to 7)

Expected Learning
1
Outcomes

The programme to show that

the expected learning
outcomes are appropriately
formulated in accordance with
1.1 an established learning 3
taxonomy, are aligned to the
vision and mission of the
university, and are known to
all stakeholders.

The programme to show that

the expected learning
outcomes for all courses are
1.2 appropriately formulated and 3
are aligned to the expected
learning outcomes of the
programme.

The programme to show that

the expected learning
outcomes consist of both
generic outcomes (related to
written and oral
communication, problem-
1.3
solving, information
technology, teambuilding
skills, etc) and subject specific
outcomes (related to
knowledge and skills of the
study discipline).

The programme to show that

the requirements of the
stakeholders, especially the
1.4 external stakeholders, are
gathered, and that these are
reflected in the expected
learning outcomes.
 The programme to show that
the expected learning
1.5 outcomes are achieved by the
students by the time they
graduate.
Programme Structure and
2
Content
The specifications of the
programme and all its courses
are shown to be
2.1 comprehensive, up-to- date,
and made available and
communicated to all
stakeholders.

The design of the curriculum is

shown to be constructively
2.2
aligned with achieving the
expected learning outcomes.

The design of the curriculum is

shown to include feedback
2.3
from stakeholders, especially
external stakeholders.

The contribution made by

each course in achieving the
2.4
expected learning outcomes is
shown to be clear.

The curriculum to show that all

its courses are logically
structured, properly
2.5 sequenced (progression
from basic to intermediate to
specialised courses), and
are integrated.

The curriculum to have

option(s) for students to
2.6
pursue major and/or minor
specialisations.
 The programme to show that
its curriculum is reviewed
periodically following an
2.7
established procedure and
that it remains up-to-date and
relevant to industry.

Teaching and Learning

3
Approach

The educational philosophy is

shown to be articulated and
communicated to all
3.1
stakeholders. It is also shown
to be reflected in the teaching
and learning activities.

The teaching and learning

activities are shown to allow
3.2 students to participate
responsibly in the learning
process.
The teaching and learning
activities are shown to involve
3.3
active learning by the
students.

The teaching and learning

activities are shown to
promote learning, learning
how to learn, and instilling in
students a commitment for life-
3.4 long learning (e.g.,
commitment to critical inquiry,
information-processing skills,
and a willingness to
experiment with new ideas
and practices).

The teaching and learning

activities are shown to
inculcate in students, new
3.5
ideas, creative thought,
innovation, and an
entrepreneurial mindset.
 The teaching and learning
processes are shown to be
continuously improved to
3.6 ensure their relevance to the
needs of industry and are
aligned to the expected
learning outcomes.
4 Student Assessment
A variety of assessment
methods are shown to be used
and are shown to be
constructively aligned to
4.1
achieving the expected
learning outcomes and the
teaching and learning
objectives.

The assessment and

assessment-appeal policies
4.2 are shown to be explicit,
communicated to students,
and applied consistently.

The assessment standards

and procedures for student
progression and degree
4.3 completion, are shown to be
explicit, communicated to
students, and applied
consistently.

The assessments methods are

shown to include rubrics,
marking schemes, timelines,
4.4 and regulations, and these
are shown to ensure validity,
reliability, and fairness in
assessment.

The assessment methods are

shown to measure the
4.5 achievement of the expected
learning outcomes of the
programme and its courses.
Feedback of student
4.6 assessment is shown to be
provided in a timely manner.
 The student assessment and
its processes are shown to be
continuously reviewed and
4.7 improved to ensure their
relevance to the needs of
industry and alignment to the
expected learning outcomes.

5 Academic Staff

The programme to show that

academic staff planning
(including succession,
promotion, re- deployment,
termination, and retirement
5.1
plans) is carried out to ensure
that the quality and quantity of
the academic staff fulfil the
needs for education, research,
and service.

The programme to show that

staff workload is measured
5.2 and monitored to improve the
quality of education, research,
and service.

The programme to show that

the competences of the
5.3
academic staff are determined,
evaluated, and communicated.

The programme to show that

the duties allocated to the
5.4 academic staff are appropriate
to qualifications, experience,
and aptitude.

The programme to show that

promotion of the academic
staff is based on a merit
5.5
system which accounts for
teaching, research, and
service.
 The programme to show that
the rights and privileges,
benefits, roles and
relationships, and
5.6 accountability of the academic
staff, taking into account
professional ethics and their
academic freedom, are well
defined and understood.

The programme to show that

the training and developmental
needs of the academic staff
are systematically identified,
5.7
and that appropriate training
and development activities are
implemented to fulfil the
identified needs.

The programme to show that

performance management
including reward and
5.8
recognition is implemented to
assess academic staff
teaching and research quality.

6 Student Support Services

The student intake policy,
admission criteria, and
admission procedures to the
6.1 programme are shown to be
clearly defined,
communicated, published, and
up-to-date.

Both short-term and long-term

planning of academic and non-
academic support services are
shown to be carried out to
6.2
ensure sufficiency and quality
of support services for
teaching, research, and
community service.
 An adequate system is shown
to exist for student progress,
academic performance, and
workload monitoring. Student
progress, academic
6.3 performance, and workload
are shown to be systematically
recorded and monitored.
Feedback to students and
corrective actions are made
where necessary.

Co-curricular activities, student

competition, and other student
support services are shown to
6.4
be available to improve
learning experience and
employability.

The competences of the

support staff rendering student
services are shown to be
identified for recruitment and
deployment. These
competences are shown to be
6.5 evaluated to ensure their
continued relevance to
stakeholders needs. Roles
and relationships are shown to
be well- defined to ensure
smooth delivery of the
services.

Student support services are

shown to be subjected to
6.6
evaluation, benchmarking, and
enhancement.
7 Facilities and Infrastructure
 The physical resources to
deliver the curriculum,
7.1 including equipment, material,
and information technology,
are shown to be sufficient.

The laboratories and

equipment are shown to be
7.2
up-to-date, readily available,
and effectively deployed.
A digital library is shown to be
set-up, in keeping with
7.3
progress in information and
communication technology.
The information technology
systems are shown to be set
7.4
up to meet the needs of staff
and students.

The university is shown to

provide a highly accessible
computer and network
infrastructure that enables
7.5 the campus community to
fully exploit information
technology for teaching,
research, service, and
administration.

The environmental, health,

and safety standards and
7.6 access for people with special
needs are shown to be defined
and implemented.

The university is shown to

provide a physical, social, and
psychological environment
7.7
that is conducive for
education, research, and
personal well-being.
 The competences of the
support staff rendering
services related to facilities are
7.8 shown to be identified and
evaluated to ensure that their
skills remain relevant to
stakeholder needs.

The quality of the facilities

(library, laboratory, IT, and
7.9 student services) are shown to
be subjected to evaluation and
enhancement.

8 Output and Outcomes

The pass rate, dropout rate,

and average time to graduate
8.1 are shown to be established,
monitored, and benchmarked
for improvement.

Employability as well as self-

employment,
entrepreneurship, and
advancement to further
8.2
studies, are shown to be
established, monitored, and
benchmarked for
improvement.

Research and creative work

output and activities carried
out by the academic staff and
8.3 students, are shown to be
established, monitored, and
benchmarked for
improvement.

Data are provided to show

directly the achievement of the
8.4 programme outcomes, which
are established and
monitored.
 Satisfaction level of the
various stakeholders are
8.5 shown to be established,
monitored, and benchmarked
for improvement.
 Gaps to Fulfill Requirement Improvement to Close Gaps Responsible Party

The learning taxonomy used is

Establish a complete learning
incomplete and not
taxonmy and standardize it
standardized across the
across all programmes
programme

Some PLOs, CLOs and LLOs Review and Revise PLOs,

are not SMART CLOs and LLOs
Deadline (Date) Status
No. Date Responsible Party Deadline (Date)
Phase 1
Phase 2 :
Curriculum Design and Review (New
1
Programme)
Curriculum Design and Review (Existing
2
Programme)
3 Learning and Teaching
4 Student Assessment
Student Outreach, Admission and
5
Graduation

6 Student Support and Services

7 Human Resources Management

8.1 Building Facilities and Infrastructure

8.2 Dormitory Management
8.3 Library Resources and Services
8.4 IT Facilities and Services
8.5 Safety, health and environment
9 Research
10 Community Services
Phase 3
Phase 4
Status