SELF ASSESSMENT REPORT

WRITING

Muhammad Ismail
Director Quality Assurance, NUST


Quaid-eAzam University, Islamabad - 27 December, 2012
Self Assessment Process
Program Team (PT):
Definition, Composition, Desired Skills,
Responsibilities
Writing of Self Assessment Report (SAR)
Usual Weaknesses in SAR
PRESENTATION PLAN
SELF ASSESSMENT OF AN
ACADEMIC PROGRAM
3
ASSESSMENT OF AN
ACADEMIC PROGRAM
Assessment is a systematic process of gathering,
reviewing and using important qualitative and
quantitative data and information about a program
from multiple sources, for the purpose of:

Evaluating whether academic and learning
standards are being met, and

Improving students learning.
4
SELF ASSESSMENT OF
PROGRAMS
Self assessment is an exercise conducted by the
institution / department itself to assess whether its
programs meet their educational objectives and
outcomes with the purpose to improve quality of
programs and enhance students learning

Self Assessment Report makes the basis of all
future reviews / audits / accreditation of the
concerned programs.
SELF- ASSESSMENT PROCEDURE
Legend:
SA: Self Assessment
SAR: SA Report
PT: Program Team
AT: Assessment Team
6
QEC initiates SA process through the
office of Rector/Comdt
Department forms the PT that will be
responsible for preparing SAR
Department submits SAR to QEC thro
Dean/HoD. QEC reviews the Document
SAR Complete
YES
NO
Contd
7
QEC plans and schedules ATs visit in
coordination with the relevant department
AT conducts assessment, submits a report
and presents its findings in an exit meeting
of QEC, Dean/HoD, PT and faculty members
SELF- ASSESSMENT PROCEDURE
Rector/Comdt forms the AT in consultation
with the QEC
Contd
Department submits Assessment Results
Implementation Plan Summary to QEC
8
Follow up of the implementation plan by
QEC and submission of Progress Report to
Comdt / Rector
SELF- ASSESSMENT PROCEDURE
QEC submits an executive summary on the
AT findings to the Comdt / Rector
PROGRAM TEAM
PROGRAM TEAM
PT is a group of professionals which is nominated
by the head of the department.

It is responsible for writing of SAR and acts as a
contact / focal group during the period of
assessment process



COMPOSITION OF PT
11
No. of Students in the
Program
Program team
300 1 Chairman & 3 Members
Between 300 to 1000 1 Chairman & 5 Members
More than 1000 1 Chairman & 6 Members
HEC Recommendation:
DESIRED SKILLS OF PT
Demonstrate commitment to the principles of quality
in higher education and the policies set by the Higher
Education Commission of Pakistan.
An enquiring disposition.
Power of analysis and judgment.
Ability to work in teams.
Time management skills.
Experience of organization and management,
particularly in relation to teaching and learning
matters.
High standards of oral and written communication
skills.
Self motivated and willing to work for quality
improvement.

RESPONSIBILITIES OF PT
Compiling the report by responding to each criteria/
standards given in the SA Manual and integrating the
collected information / feedback
Collecting relevant data on faculty, students, libraries,
laboratories and infrastructure
Getting SA Performae filled by faculty, students, alumni
and employers
Writing summaries of feedback received through
Performae.
Analyzing the feedback and drawing conclusions
Writing a foreword giving brief history of the program,
particulars of the PT, date of starting / finalizing report
writing
The report may be signed by the convener / chairperson of
the program team
WRITING OF SAR
15 15
CRITERIA AND STANDARDS
Crit
No.
Description No. of
Stds
1
Program mission, objectives and
outcomes
4
2 Curriculum design and organization 7
3 Laboratories and computing facilities 3
4 Student support and guidance 3
5 Process control 5
6 Faculty 3
7 Institutional facilities 3
8 Institutional support 3
Total 31
SOME DEFINITIONS
17
CRITERION & STANDARD
Criterion (an intent): A statement of
requirements to be met

Standards: They describe how the
intents are minimally met
18 18
OBJECTIVES
Learning Objective:
Statement about what students are expected
to learn or to be able to do as a result of
studying a program.
OR
Statements that describe the expected
accomplishments of graduates following
graduation from the program)
Implementation Objective: A measurable
operationalization of a policy, strategy or mission.
A strategic plan must be in place to achieve
the program objectives.
19
Curriculum design: Core subjects, elective subjects, a
wide variety of elective subjects are offered which
brings diversity in the program. It also includes provision
of areas of specialization.

Concept building through extensive laboratory / practical
work, applying theoretical knowledge.

Small-scale practical projects compatible with
contemporary technological advancements throughout
the degree program, and one practical Project in the final
semester

Co-curricular activities like academic clubs, participating
in national and international competitions and
exhibitions.
ELEMENTS OF THE STRATEGIC PLAN
20 20
OUTCOMES
The product or endeavours of a higher education
institution, including student-learning and skills
development, research outputs and contributions to the
wider society locally or internationally (institutional
outcomes)

Outcomes include competency and tasks graduates are
expected to perform after completing the program.

OUTCOME-BASED APPROACH
An outcomes-based approach to learning and teaching
specifies in advance what the student should be able to
do at the culmination of a program of study
21 21
OUTPUT
Output refers to the products of HE
institutions: including, graduates, research
outcomes, community / business activities and
the social function of academia.
22
CRITERION 1
PROGRAM MISSION, OBJECTIVES AND
OUTCOMES
Each program must have a mission,
measurable objectives and expected
outcomes for graduates.
23
Requirements
Document institution, department and program mission
statements.
State program objectives
Describe how each objective is aligned with program,
departmental and institution mission statements.
Outline the main elements of the strategic plan to
achieve the program mission and objectives.
Provide for each objective how it was measured, when it
was measured and improvements identified and made.
Standard 1-1
The program must have documented measurable
objectives that support college / institution mission
statements:
24
Objectives
How
Measured
When
Measured
Improvements
Identified (Based
on the Outcomes
examination)
Improve-
ments Made
1
Alumni
Survey
End of last
semester
Improve
communication
skills of students
Arranged
extra
classes
2
Employer
Survey
End of last
semester
Improve IT skills
of students
Procured
more soft
wares and
Computers
3
Employer
Survey
End of last
semester
Review the
syllabus of
anatomy
Syllabus
reviewed
4
Any other
means
? ? ?
Table 4.1 Program Objectives Assessment
PROGRAM OBJECTIVES ASSESSMENT
25
Standard 1 - 2

The program must have documented
outcomes for graduating students.

It must be demonstrated that the outcomes
support the program objectives and that
graduating students are capable of performing
these outcomes.

In Table 4.2, show the outcomes that are
aligned with each objective.

26
Requirements
Describe the means for assessing the extent to which
graduates are performing the stated program
outcomes / learning objectives:
Conducting a survey of graduating students every
semester / year (Proforma 3)
Conduct a survey of alumni every two years
(Proforma 7)
Conduct a survey of employers every two years
(Proforma 8)
Carefully designed questions asked during
interviews / presentations
Specially designed Outcome assessment
examination
Note: Data obtained from above sources should be
analyzed & presented in SAR
Table 4.2
27
Table 4.2: Outcomes versus objectives
Expected
Learning
Outcomes
Program Objective
1 2 3 4
1
2
3
OUTCOMES VERSES OBJECTIVES
28
EXAMPLE OF MATRIX RELATING
OUTCOMES TO OBJECTIVES
Program
Learning
Outcomes

Program Objectives
Skills in critical
thinking,
problem solving
and
communication
Initiate
and
manage
change
Understand
professional
ethics and
responsibility
Employ
Information
Technology
Enable
organizations
to make
optimal
decision
making
Change Mgt x x x
Life long
learning
x x x
Professional
ethics and
responsibility
x x
29
Standard 1-3

The results of programs assessment and the extent to
which they are used to improve the program must be
documented. (Please refer next slide)
Describe the actions taken based on the results of
(previous) periodic assessments.
Describe major future program improvement plans
based on recent assessments.

List strengths and weaknesses of the program.
List significant future development plans for the
program.
Requirements
30
AT
Findings
Corrective
Action
Implementa-
tion Date
Responsible
Body
Resources
Needed
1
2
3
Chairman's Comments Name & Signature
Deans Comments Name & Signature
QEC Comments Name & Signature
ASSESSMENT RESULTS
IMPLEMENTATION PLAN SUMMARY
Table A.2 Assessment Results Implementation Plan Summary
31
Standard 1- 4
The department must assess its overall performance
periodically using quantifiable measures.
Requirements

Present (i) students enrolment during the last three
years indicating percentages of honour students, (ii)
student-faculty ratio, (iii) average graduating grade
point average per semester, (iv) average time for
completing the undergraduate program and (v) attrition
(drop-out) rate.

Indicate percentage of employers that are strongly
satisfied with the performance of the departments
graduates (Use employers survey).

Indicate the average student evaluation/results for all
courses and the % of faculty awarded excellence in
research award.
32
Standard 1- 4 (Contd)

Requirements

Present performance measures for research activities.
These include (i) journal publications, (ii) funded
projects, and (iii) conference publications per
faculty per year and indicate the % of faculty awarded
excellence in research award.

Present performance measures for community
services. This may include number of short courses,
workshops and seminars organized per year.

Indicate faculty and students satisfaction
regarding the administrative services offered by the
department (Use faculty and students surveys)

33
CRITERION 2
CURRICULUM DESIGN & ORGANIZATION
The curriculum must be designed and organized to
achieve the programs objectives and outcomes.

Also course objectives must be in line with program
outcomes.

Provide the following information about the programs
curriculum:

(A) Title of degree program {Ex: PhD (Physics), M
Phil (Mathematics)}
(B) Definition of credit hour {50 minutes class}
Contd
34
C. Provide the Framework for relevant Program for
which SAR is being written


D. Provide the semester-wise course breakdown
including prerequisites, core, and elective courses:




CRITERION 2
Contd
35
E. For each course in the program that can be
counted for credit specify the following:

Course Breakdown
Course Code No.
Course title
Course objectives and outcomes
Text book(s) and references (books and
journals etc.)
Course breakdown in credit hours (class
work including assignment , quizzes, OHT,
Exam plan)
Computer usage
Laboratory/practical (clinical) work

CRITERION 2
Describe how the program content (courses)
meets the program objectives

Complete the matrix shown in Table 4.4
linking courses to program objectives.
Standard 2-1:
The curriculum must be consistent and
supports the programs documented
objectives.
Requirements
37
Table 4.4: Courses versus program objectives
Courses
or Group
of
Courses
Program Objectives
1 2 3 4
1

2

3

PROGRAM OBJECTIVES
Sample
38
Courses or Group of courses Program Objectives
1 2 3 4 5 6 7
COE 200, COE 205, COE 305, COE 360
+ + + + + + +
COE 400, COE 485
+ + + + + + +
COE 399, COE 350, 351, 352
+ + + + +
COE 390
COE 308
+
COE 342
+ +
COE 442
+ +
ICS Courses
+ + + +
Stat & Mathematics, Phy & Chem Courses
+ +
English Courses
+
IAS Courses
+
EE Courses
+ + + +
Technical Electives
+ + +
COE Electives
+ +
Courses Vs Program Objectives
PROGRAM OBJECTIVES - SAMPLE
39
Standard 2-2

Theoretical background, problems analysis and
solution design must be stressed within the programs
core material
Requirements
Indicate which courses contain a significant portion (more
than 30%) of the elements in this standard.
Elements Courses
Theoretical Background
Problem Analysis
Solution Design
Table 4.5: Standard 2-2 requirement
Example
40
Example:
Element Courses
Theoretical Background
All Courses with the exception of
Practical courses
Problem Analysis
All courses with the exception of ENGL,
IS, PS and COE 390.
Solution Design
COE 200, 205, 305, 360, 400, 485,
ICS 202, 399
Theory, Problem Analysis and Solution Design
41
Standard 2-3
The curriculum must satisfy the core requirements
for the program, as specified by the respective
accreditation body.

Standard 2-4
The curriculum must satisfy the major requirements
for the program as specified by the respective
accreditation body.

Standard 2-5
The curriculum must satisfy general education, arts,
and professional and other discipline requirements
for the program, as specified by the respective
accreditation body.
42
Requirements

Compare your Programs curriculum with the
requirements of HEC / Relevant Council
Highlight any deviations
Record the justification (s) for the deviations

Note: Refer to the curriculum recommended by HEC /
relevant Council
43
Standards 2-6

Information technology component of the curriculum
must be integrated throughout the program

Requirements
Indicate the courses within the program that will satisfy each
standard.
Describe how these courses are applied and integrated
through out the program.

Standards 2-7

Oral and written communication skills of the student
must be developed and applied in the program

Requirements
Indicate the courses within the program that will satisfy each
standard.
Describe how these courses are applied and integrated
through out the program.
Example
IT contents of the program (Example: Mech Engg)
Courses IT Contents
CS-201; Software
Applications
MS Office: Word, Excel,
PowerPoint,
CS-202; IT
Resources
Digital Library, Internet usage
Courses which develop oral and written
communication skill
Course Code Title
Eng-102 Communication Skill
Eng-202 Report and Thesis writing


45
CRITERION 3
LABORATORIES AND COMPUTING FACILITIES
Laboratories and computing facilities must be adequately
available and accessible to faculty members and students to
support teaching and research activities.
Requirements
Provide the following information about the laboratories and
computing facilities that are available for use in the program
under assessment.
o Laboratory Title
o Location and area
o Objectives
o Adequacy for Instructions
o Courses taught
o List of Experiments/Practicals
o Manuals for experiments
o Software Available (if applicable)
o Major Apparatus / Equipment
o Safety Regulations
46
Standard 3-1
Laboratory manuals/documentation/instructions for
experiments must be available and readily accessible to
faculty and students

Requirements: Explain how students and faculty have
timely and adequate access to the labs and the relevant
documents
Standard 3-2
There must be adequate support personnel for instruction
and maintaining the laboratories (Lab Demonstrators, Lab
Assistants / Attendants, etc.)
Requirements: Indicate for each lab, support personnel,
level of support, nature and extent of instructional support
CRITERION 3
47
Standard 3-3
The University computing infrastructure and facilities
must be adequate to support programs objectives

Requirements: Describe how the computing facilities
support the computing component of your program
CRITERION 3
48
CRITERION 4
STUDENT SUPPORT AND ADVISING
Student must have adequate support to
complete the program in a timely manner and
must have ample opportunity to interact with
their instructors and receive timely advice
about program requirements and career
alternatives.
49
Standard 4-1
Courses must be offered with sufficient frequency and
number for students to complete the program in a timely
manner

Requirements:

Provide the departments strategy for course offerings.

Explain how often required courses are offered.

Explain how often elective courses are offered.

Explain how required courses outside the department are
managed to be offered in sufficient number and frequency.

CRITERION 4
50
Standard 4-2
Courses in the major must be structured to ensure
effective interaction between students, faculty and
teaching assistants

Requirements:

Describe how you achieve affective student / faculty
interaction in courses taught by more than one person
such as two faculty members, a faculty member and a
teaching assistant or a lecturer.

CRITERION 4
51
Standard 4-3

Guidance on how to complete the program must be available to all
students (in particular to graduate students), and access to qualified
advising must be available to make course decisions and career
choices

Requirements

Describe how students are informed about program requirements.
Describe the advising system and indicate how its effectiveness is
measured.
Describe the student counseling system and how students get
professional counseling when needed.
Indicate if students have access to professional counseling; when
necessary.
Describe opportunities available for students to interact with
practitioners, and to have membership in technical and professional
societies.
CRITERION 4
52
CRITERION 5
PROCESS CONTROL
The processes by which major functions are
delivered must be in place, controlled, periodically
reviewed, evaluated and continuously improved.
Standard 5-1

The process by which students are admitted to the program
must be based on quantitative and qualitative criteria and
clearly documented (Source: Prospectus).

Describe admission criteria
Describe policy regarding program / credit transfer
Indicate how frequently admission criteria are
evaluated / improved


Contd
53
Contd

Standard 5-2
The process by which students are registered in
the program and monitoring of students progress
to ensure timely completion of the program must
be documented. This process must be periodically
evaluated to ensure that it is meeting its objectives.

Describe how the students are registered in the
program
Describe how students academic progress is
monitored and how their program of study is verified
to adhere to the degree requirements
Indicate how frequently the process of registration
and monitoring are evaluated and if the evaluation
results are used to improve the process




54
Contd
Standard 5-3
The process of recruiting and retaining highly qualified
faculty members must be in place and clearly
documented. Also processes and procedures for faculty
evaluation, promotion must be consistent with institution
mission statement. This process must be periodically
evaluated to ensure that it is meeting its objectives.

Describe process to recruit highly qualified faculty
Indicate methods to retain the excellent faculty
members
Indicate how evaluation and promotion processes are
in line with institution mission statement
Indicate how frequently this process is evaluated and
if the evaluation results are used to improve the
process
55
Contd
Standard 5-4
The process and procedures used to ensure that
teaching and delivery of course material to the students
emphasizes active learning and that course learning
outcomes are met. This process must be periodically
evaluated to ensure that it is meeting its objectives.

Requirements

Describe the process and procedures used to ensure
that teaching and delivery of course material is effective
and has focus on students learning

Indicate how frequently this process is evaluated and if
the evaluation results are used to improve the process

{Student Course Evaluation Questionnaire (Proforma 1),
Faculty Course Review Report (Proforma - 2) &
Teacher Evaluation Form (Proforma-10)}
56

Standard 5-5
The process that ensures that graduates have completed
the requirements of the program must be based on
standards, effective and clearly documented procedures.
This process must be periodically evaluated to ensure that
it is meeting its objectives.

Requirements
Describe the procedures used to ensure that graduates
meet the program requirements

Describe when this procedure is evaluated and whether
the evaluation results are used to improve the process

{ Use survey of graduating students (Proforma 3)}

57
The departments offering Masters/PhD programs need to
have a strong focus on the research and development
activities. The institution/department should provide
conducive research environment. Moreover, the
department should ensure timely completion of the
research/degree requirements of the graduate students.

Requirements:

Fill the Research Students Progress Review Form
(Proforma 4)
Complete the Survey of Department Offering Ph.D.
Program (Proforma 6)

Standard 5-6
58
CRITERION 6
FACULTY
Faculty members must be current and
active in their discipline and have the
necessary technical depth and breadth to
support the program.

There must be enough faculty members to
provide continuity and stability, to cover
the curriculum adequately and effectively,
and to allow for scholarly activities.
59
Standard 6-1
There must be enough full time faculty who are committed to
the program to provide adequate coverage of the program
areas/courses with continuity and stability. The interests and
qualifications of all faculty members must be sufficient to teach
all courses, plan, modify and update courses and curricula. The
majority of the faculty must hold a Ph D in the discipline.

Requirements:

Give Student to faculty and Section to faculty ratios
Attach list of faculty members with Qualification and
specialization
Each faculty member should complete a Faculty Resume
(Proforma 9)
Complete the following table (No. 4.6) indicating program
areas and number of faculty in each area.
Contd
FACULTY DISTRIBUTION BY
PROGRAM AREAS
Programs area
of specialization
Courses in the area
and average number
of sections per year
Number of
Faculty members
in each area
Number of
faculty with
Ph.D.
degree
Area 1
(Anatomy)
4 & 4 3 2
Area 2
(Physiology)
3 & 3 2 1
Area 3
(Biochemistry)
5 & 3 2 1
Total
Table 4.6: Faculty distribution by program areas.

61
Standard 6-2
All faculty members must remain current in the discipline
and sufficient time must be provided for scholarly
activities and professional development. Also, effective
programs for faculty development must be in place.

Describe the faculty development programs (FDP) and
criteria for selection for such programs. (Faculty
development plan be attached)
Describe the means to ensure that faculty members
have sufficient time for scholarly and professional
development (Give work load of faculty members)
Describe existing FDP. Demonstrate the effectiveness
in achieving the faculty development
Indicate how frequently this process is evaluated and if
the evaluation results are used to improve the process
62
All faculty members should be motivated and have job
satisfaction to excel in their profession.

Requirements:
Describe programs and processes in place for faculty
motivation

Obtain faculty input using Faculty Survey (Proforma -5) on
programs for faculty motivation and job satisfaction.

Obtain Faculty Course Review Report (Proforma - 2) from each
teacher at the time of Course Completion.

Indicate how effective these programs are.
Standard 6-3
63
All faculty members should engage in effective research
and development activities. The institution/department
should provide conducive research environment.
Requirements:
Attach the list of publications (papers, books,
monographs etc.) of the department faculty and
students
Attached the detailed list of funded projects under
taken by the department faculty/students.
Attached the detailed list of collaborative projects
under taken by the department faculty/students.
Provide the details of Institution-Industry linkages
Provide the details of the International collaborations
of the Institution.
Standard 6-4
64
CRITERION 7
INSTITUTIONAL FACILITIES
Institutional facilities including library,
classrooms and offices must be adequate
to support the objective of the program.
65
Standard 7-1

The institution (besides usual provisions in the library)
must have the infrastructure to support new trends in
learning such as e-learning, video learning etc.

Requirements:

Describe infrastructure and facilities that support
new trends in learning

Indicate how adequate these facilities are.
66

Standard 7-2

The library must possess an up-to-date (technical)
collection (of books and journals) relevant to the program
and must be adequately staffed with professional (library)
personnel.

Requirements:

Mention the number of reference and text books.
Attach the list of titles of the journals and magazines
subscribed by the department related to the program.
Describe the digital-library resources available for users.
Describe the adequacy of the library resources (staff,
space, sitting capacity, etc)
Describe the adequacy of the library timings.
List down the equipment (Computers, Photo copier,
printer, scanner, etc.) available in the library
Describe the support rendered by the library.

LIBRARY RESOURCES
Item Quantity Remarks
Text / Reference Books
Periodicals (bound
volumes)
Full- text journals
E-books / Journals
DVDs
Films
Newspapers / Magazines
Other media
Seating Capacity
Computer s / Printers
Photo Copier
68
Standard 7-3

Class-rooms must be adequately equipped and offices
must be proper to enable faculty to carry out their
responsibilities efficiently.

Requirements:

Describe the adequacy of the classroom and the
training aids (such as multimedia projector)

Describe the adequacy of the faculty offices



TOTAL NUMBER OF LABS,
OFFICES AND CLASSROOMS
Sr. # Items Total Remarks
1 Classrooms for Students 7 One more class rooms
needed
2 Labs 5 List of deficient lab
equipment is attached
3 Computer Labs 1 Air conditioner is out
of order
4 Total Computers 50 10 old computers
need to be replaced
5 Office for Faculty Members 8 02 more offices
needed
70
CRITERION 8
INSTITUTIONAL SUPPORT
The institutions support and the financial resources for
the program must be sufficient to provide an
environment in which the program can achieve its
objectives and retain its strength.
Standard 8-1

There must be sufficient support and financial resources to attract
and retain high quality faculty and provide the means for them to
maintain competence as teachers, researchers and scholars

Requirements:

Describe how your program meets this standard. If it does not,
explain the main causes and plans to rectify the situation.

Describe the adequacy of the secretarial support, technical staff
and office equipment.
71
Standard 8-2

There must be an adequate number of high quality
undergraduate / postgraduate students, research
assistants and Ph.D. students as per facilities

Requirements:

Provide the number of Bachelors, Masters and
PhD students and research assistants for the last
three years

Provide the faculty and undergraduate & graduate
students ratio for last three years

Provide the overall Student and faculty ratio



72
Standard 8-3

Financial resources must be provided to acquire and
maintain Library holdings, laboratories and computing
facilities

Requirements:

Describe the resources available for the library.

Describe the resources available for the
laboratories.

Describe the resources available for the
computing facilities.
NUMBER OF STUDENTS DURING
LAST THREE YEARS

Programs No. of Students No. of Students No. of Students
Year 1 No. Year 2 No. Year 3 No.
Bachelors
Masters
M.Phil
Ph.D
Others
74
Standard 8-4

There must be an adequate institutional support for the
students in terms of transport, hostel, cafeteria,
stationary shop and sports facilities.

Describe the adequacy of institutional support

Describe the adequacy of support for extra-
curricular activities.
USUAL WEAKNESSES IN
THE SARs
USUAL WEAKNESSES IN SARs
Missing response(s) to various standards
Improper mission statement of program
Unrealistic documentation of objectives and
outcomes of the program
No / lack of correlation between the objectives and
outcomes
Deficient / no feedback from alumni and employers
Missing / improper summaries of the feedback
proformae
Irrelevant feedback from the faculty or students
included in the report
USUAL WEAKNESSES IN SARs
Including the scores from the proformae and
ignoring the comments / remarks
Non standard abbreviations used in the report
Missing list of table contents, list of tables, List of
figures etc.
Deficient / no comments on the adequacy and
currency of the curriculum
Deficient / no comments on the nature of research
carried out by the PhD students
Absence of conclusions drawn from the feedback
proformae
USUAL WEAKNESSES IN SARs
Less / no comments on the quality of teaching /
research in the department
Including personal recommendations of the
faculty
Strong / weak area not adequately highlighted
No comments on the suitability of the
qualification of the faculty
List of faculty which filled the rsums not
included in the report
Missing foreword
REASONS FOR WEAKNESSES IN
SARs
Improper selection of Program / Assessment
Team (s)

Lack of commitment / sincerity on the part of PTs

Lack of resources available with PT for
conducting the surveys

Lack of importance given to QA by department /
institution

Frequent turnover of the faculty members who are
trained as PT / AT members
80
81 81
QUALITY CONTROL
Definition
Quality Control is the mechanism for
ensuring that an output (product or service)
conforms to a predetermined specification.

QC usually involves a process of testing
outputs.
82
MISSION STATEMENTS
Mission Statement of University / Institute)

To develop human resources by inculcating professional knowledge, skills
and ethical values, to bring-in prosperity and technological advancement
based on high-tech research in the individuals life and society at large
Mission Statement of Program (BS Engg)

To build concrete concepts of the subject through high quality class teaching,
laboratory work and small-scale research work, to help individuals become
change agents on the canvas of technology advancement and innovation
Mission Statement of Department

The Department is committed to providing highest quality education,
conducting high quality basic and applied research addressing the
evolving needs of industry and society, and supporting the development of
more competitive and new industry in the country.

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To enable the graduate to apply knowledge gained in the
degree program effectively and efficiently.

To successfully bring innovation in related technology
with cost-effectiveness.

To step into Research and Development (R&D)
effectively.

To pursue higher studies in any international University of
high repute.

To breakaway from maintenance-based job and step into
designing and manufacturing.

Describe how each objective is aligned with
program, college and institution mission statements.
PROGRAM OBJECTIVES
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PROGRAM LEARNING OUTCOMES
(Example for an Engineering Program)
The broad educational objectives of the undergraduate program
are to provide a solid foundation of mathematical, scientific and
engineering knowledge and to develop the basic skills that will
serve the students throughout their careers.

Degree of skills and capabilities that will reflect on their
performance as engineers is their ability to:

apply knowledge of mathematics science and fundamental
engineering to mechanical engineering problems.

identify, formulate and solve practical engineering problems.

design components, processes and systems to meet desired needs.

conduct engineering experiments to study different engineering
systems, including various modes of operation, performance
evaluation, properties of materials and manufacturing techniques,
as well as to use laboratory instruments and computers to analyze
and interpret data.
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