Quality Management:
Educational/Academic Audit
Unit-XVI
Introduction to Academic Audit
A peer-review process involving self-study and site visits by external
peers. Focuses on self-reflection and self-improvement rather than
compliance with fixed standards.
Purpose of Academic Audit
Encourages departments/programs to evaluate educational quality
processes.
Aims to enhance teaching and learning quality through regular
improvement.
Features of Academic Audit
Characteristics-Emphasizes self-assessment and understanding of one's role in
academic decision-making.
Involves assessment of faculty activities essential for ensuring quality in teaching
and learning.
Benefits:
Promotes a culture of continuous improvement.
Fosters a spirit of teamwork and collaboration among faculty members.
Enhances the department's ability to produce, assure, and improve educational
quality.
ACADEMIC AUDIT
Definition
An academic audit can be understood as a scientific and systematic
method of reviewing the quality of the academic process in the
institution. It is related to quality assurance and enhancing the quality of
academic activities in Higher Education Institutions
National Assessment and Accreditation Council (NAAC)
ADMINISTRATIVE AUDIT
Definitions
Administrative Audit can be defined as a process of evaluating
the efficiency and effectiveness of the administrative procedure
It includes the assessment of policies, strategies and functions
of the various administrative departments control of the overall
administrative system, etc
National Assessment and Accreditation Council (NAAC)
OBJECTIVES OF ACADEMIC AUDIT
Assess strengths and weaknesses of departments.
Identify bottlenecks and suggest reforms.
Evaluate resource utilization.
Provide recommendations for continuous quality
improvement.
ELEMENTS OF ACADEMIC AUDIT
Based on Dr. William Massy's approach
1. Self-Study
2. Peer Review
SELF-STUDY
Departments evaluate educational processes through self-assessment to
improve student learning and academic quality.
1. Determining Learning Objectives
2. Designing Curriculum and Co-curriculum
3. Designing Teaching and Learning Methods
4. Developing Student Learning Assessment
5. Assuring Implementation of Quality Education
Determining Learning Objectives
What should students know and be able to do after completing the
program?
Are objectives aligned with employment requirements and civic
responsibilities?
Feedback Sources: Employers, alumni, and senior institutions.
Best Practices: Benchmarking against comparable departments to set
and refine outcome goals.
Designing Curriculum and Co-curriculum
Curriculum Planning: How is the content organized, sequenced, and
delivered?
Collaborative efforts in curriculum design to align with program goals.
Integration: Considering extracurricular activities to complement the
curriculum.
Benchmarking: Regularly evaluating the curriculum against peer
institutions to adopt best practices.
Designing Teaching and Learning Methods
Teaching Strategies: Methods for introducing material, engaging
students, and providing feedback.
Process Analysis: Regular reviews to ensure coherence and alignment
across courses.
Collaboration: Joint efforts in refining teaching methods and ensuring
consistency.
Benchmarking: Learning from successful teaching strategies in
comparable institutions.
Developing Student Learning Assessment
Assessment Approach: Clear indicators based on defined learning
objectives. Comparing student performance at the start and end of the
program to measure value added.
Collaboration: Involving faculty in designing, implementing, and
analyzing assessments.
Data-Driven Decisions: Using factual analysis to make improvements.
Benchmarking: Evaluating assessment practices of peer departments.
Assuring Implementation of Quality Education
Quality Assurance Measures: Ensuring consistent implementation of
objectives, content delivery, and assessment.
Regular monitoring to confirm that teaching processes align with planned
objectives.
Continuous Improvement: Collaborative efforts for ongoing
enhancement of educational practices.
Benchmarking: Adopting quality assurance strategies from comparable
departments.
Self-Study Report Preparation
A comprehensive 20-page document reflecting the current state of
efforts to improve student learning.
Strengths and weaknesses in each focal area.
Documentation of exemplary practices.
Initiatives for addressing areas needing improvement.
PEER REVIEW
Peer Review Process for Quality Assurance
Auditors are primarily faculty members who volunteer.
Receive training on educational quality processes and audit methodology.
Audit Team Composition: Teams consist of 3-5 members from other
TBR (Tennessee Board of Regents) institutions.
No requirement for auditors to be from the academic discipline of the
department being audited.
Duration: Typically, one-day visit per department.
PRINCIPLES OF ACADEMIC AUDIT
• Define Quality in Terms of Outcomes
• Focus on learning outcomes that are significant for students.
• Emphasis on learning, not just teaching.
Focus on the Process
Analyse teaching methods, student learning, and assessment
approaches.
Encourage active learning and experimentation.
Promote sharing of effective teaching innovations among
faculty.
Work Collaboratively
Emphasize teamwork and consensus for total faculty
ownership of the curriculum.
Encourage dialogue and collaboration.
Base Decisions on Evidence
Collect and analyse data to understand student needs.
Use findings to design curricula, learning processes, and
assessment methods.
Strive for Coherence
Ensure courses build upon each other for breadth and depth.
Align assessment with learning objectives.
Learn from Best Practice
Seek and adapt good practices from comparable institutions.
Share best practices to raise the bar within the department.
Make Continuous Improvement a Priority
Strive for continuous enhancement of teaching and learning.
Establish an Internal Quality Assurance Cell (IQAC) for systematic
monitoring.
Engage in both internal and external reviews for sustained excellence.
Introduction to NAAC
National Assessment and Accreditation Council
Established in 1994 as an autonomous institution under the
University Grants Commission (UGC).
Headquarters located in Bengaluru, India.
Importance of NAAC
• India has a vast and diverse higher education system.
• The rise of privatization, expansion, and new programs has
increased access but raised concerns about the quality and
relevance of education.
• The National Policy on Education (NPE, 1986) and Program
of Action (PoA, 1992) recommended the creation of an
independent accreditation body.
Vision of NAAC
To integrate quality assurance into the core functioning of Higher
Education Institutions (HEIs).
Structure and Accreditation Process of NAAC
• Governance Structure: The Chairperson of UGC serves as the
President of the General Council (GC) of NAAC.
• The Chairperson of the Executive Committee (EC) is an eminent
academician nominated by the President of GC.
• The Director of NAAC acts as the academic and administrative head
and is a member-secretary of both the GC and EC.
• Advisory and consultative committees provide additional guidance.
Stage Process for Assessment and Accreditation:
1. Institutional Eligibility for Quality Assessment (IEQA)
2. The first step for institutions in the planning phase of
assessment.
3. Benefits: Recognizes the institution as eligible to proceed to
the comprehensive assessment process.