Quality Assurance Standards

  1. Quality Assurance (QA) Standards

 

EAU tries its best to ensure the quality in teaching and learning. The Deanship of Quality Assurance has the responsibility of supervising and setting standards, policy and processes surrounding the university academic endeavour. Collectively, teaching staff and academic managers are responsible for ensuring that the design, development, management, teaching and assessment of courses and subjects facilitate effective learning.

 

The University applies Quality Assurance (QA) by drawing from three core quality assurance purposes:

 

  1. Defining quality,
  2. Measuring quality, and
  3. Improving quality.

 

  1. Quality Assurance Triangle

 

Each core functionality describes a collection of activities. The trio indicates that all core functions need to take place in a balanced manner for a QA strategy to be applied. The effect on quality can have outcome only when all the three functions are applied in a synchronised manner.

 

2.1 Defining Quality:  It means rising prospects or standards of quality. Standards can be created for inputs, processes, or outcomes. Standards define the expected level of performance for an institute. A suitable standard is consistent, realistic, valid, clear, and measurable.

 

2.2 Improving Quality:  It uses quality improvement methods to close the gap between the current and the expected level of quality (defined by the standards). This core function applies quality management tools and principles to:

 

  1. Identify/determine what is needed to improve
  2. Analyse the system
  3. Develop a hypothesis on which solutions might improve the quality
  4. Implement and test the solutions to see if they really generate improvement; and
  5. Based on the results of testing, decide whether to abandon, modify, or implement the solutions

 

2.3 Measuring Quality:  It consists of assessing the current degree of performance with required standards. This process needs us to define indicators of performance, collecting information, and analysing data. Measuring quality is inseparably linked with defining quality because the indicators for measuring quality are related to the specific definition or standard of quality under study.

 

When standards are intended to define quality, measuring quality requires us to assess the degree of compliance with standards. Therefore, determining quality is simpler when we have clear definition or standard as indicators for the expression of the standards. Equally, measuring quality guides to spot areas for improvement.

 

  1. Organisational Level Action

 

When developing indicators to monitor the quality of the University or a section of the university, we consider one needs to consider the organisational levels of the part we are looking at” Whether it is an operational / facility, intermediate, or strategic. Obviously, the indicators will vary based on the level and on the specific standards selected for measuring quality.

 

  1. Operational level: Indicate the facility where processes which involves direct users and create the monitoring data that will be carried out.
  2. Intermediate level: Involves decision-makers who influence the quality and the delivery of care, such as heads of departments, sections, or services.
  3. Strategic level: Includes our top management and decision

 

The East Africa University is committed to ensuring that its students have every opportunity to maximise their opportunities for employment and career progression on completion of their studies. It has identified employability as a clear priority in its Five Year Strategic Plan for East Africa University Development (2017-2022) by placing it at the core of the student experience.

 

All students have access to professional and personal development activities as well as a range of placement opportunities. Employers appreciate our value ethos, particularly our commitment to community engagement.

 

4 The EAU M&E System

 

To be able to keep track of the progress and success of the university’s plans it is used a monitoring and evaluation system (M&E System).  Here, we have designed and implemented a Balanced Scorecard (BSC) dashboard for monitoring and evaluation. This involves the following steps:

 

  • Identifying the strategic objectives that we have defined to achieve in the mission
  • Highlighting cause and effect relationships among strategic objectives
  • Selecting KPA (key performance actions) and the KPI (key performance indicators)
  • Implementing the BSC dashboard for monitoring and evaluation

 

To identify KPIs we use SMART principle.

 

The data collected through the activities of the plan are evaluated to monitor progress. The system should enable the organization to find data that help to identify the progress.

 

  • To have a system monitor and report on outcomes against the university’s objectives and goals.
  • To integrate the planning and resource allocation for the purposes of making realistic and informed decisions on the University’s core activities; and
  • To use its performance reports and plans as the principal tools to effectively oversee progress against its strategic directions and quality improvements.

 

  1. Techniques to be used in this plan

 

Techniques to be used in this plan explain the means, tools and techniques to be used to draw the plan and their actions.

 

The tools and techniques used in this analysis are: Gap Analysis and SWOT Analysis and Assessment and implementation analysis.

 

5.1 Implementation and Assessment Analysis

 

Implementation and assessment are critical components of the strategic planning process and it addresses the following objectives:

 

  • The action to be taken,
  • The outcomes expected or desired,
  • The criteria for judging success, such as a specified value for an indicator,
  • The strategy and method for evaluation,
  • The actors and entities responsible and accountable,
  • The time frame, including the scheduled time to start and complete, and
  • The resources required to accomplish each task.

5.2 Gap Analysis

 

This procedure assesses and analyses the ‘gap’ between the university’s current status and the specific features of its vision. It also identifies what actions need to be taken to close the gap.

 

 

 

 

 

 

 

 

 

The purpose of the Gap Analysis is to help us identify the gap between our current situation and the future state that the university wants to reach, along with the tasks that we need to complete to close this gap. To conduct a Gap Analysis we will need to:

 

  • Identify future state
  • Analyse current situation
  • Identify how to bridge the gap

 

In this section, it is going to be collected information through the environmental scan to help the plan to be focused on ‘futuring’. The scan is to identify the broad strategic objectives that will become a guideline for an action plan.

 

The plan will look both the external environment and the internal environment so it can examine the future and what resources is needed as it is moved forward.

 

Academic Program Reviews

 

The University has internal review processes and monitor. The internal review processes comprise:

 

  1. Course and program review
  2. Annual programme review
  3. Periodic learning and teaching review

 

The effectiveness of the programs is considered as part of the learning and reaching review process.

 

Course Review

 

The procedures for programme review require department heads and the deans to collect feedback from students. Some core set of questions should be the basis of student programme evaluation questionnaires.

 

Each semester the outcomes of programme review are discussed at the Deanship of Curriculum Development with the faculty members associated with the programmes.

 

A summary report of the outcomes and any action points are prepared then an action should be drawn,

 

Annual Programme Review

 

The faculties are responsible for ensuring that appropriate follow-up action is taken.

 

The procedures for the annual programme review will offer a framework for program evaluators to reflect upon the outcomes of the programme review process by reflecting the feedback.

 

The Deanship of Curriculum Development has responsibility for monitoring the programmes, evaluate the learning resources that support the programmes, the implementation of changes proposed in earlier monitoring reports and any future developments.

 

 

 

Last modified: December 2016.