CAPACITY BUILDING WORKSHOP

FOR ISA AND TYPOLOGY

COORDINATORS OF SUCS AND LUCS

IN REGION 1

COMMISION ON HIGHER EDucation

REGIONAL OFFICE 1

CHEDRO 1 CONFERENCE HALL, SAN FERNANDO CITY, LA UNION

MAY 19, 2017

THE

INSTITUTIONALSUSTAINABILITYASSESSMENT

SELF-EVALUATION DOCUMENT

1

WHY ARE WE ASSESSING INSTITUTIONAL

SUSTAINABILITY?

• Develop quality HEIs with a competitive

advantage

• Quality education that gives opportunity for

employment and for good citizenship

• Develop perspective of HEI:

• Keep the end in mind

• Develop internal QA systems

• Reflect the HEI’s capability to survive, to

achieve its VMG and its culture of quality

2

QUALITY

Alignment and consistency with the

institution’s VMG, at exceptional

levels, demonstrated by the

learning outcomes and the

development of a shared culture of

quality

QUALITY ASSURANCE

―Quality assurance is not about specifying the

standards or specifications against which to

measure or control quality. Quality assurance is

about ensuring that there are mechanisms,

procedures and processes in place to ensure that

the desired quality, however defined and measured,

is delivered.‖ (Church 1988)

Harvey, L., Green, D. (1993), "Defining quality", Assessment and Evaluation in Higher Education, Vol. 18 No.1, pp.9-34. Church, C. H. (1988), “The qualities of validation”, Studies in Higher Education, 13, 27-43.

QUALITY ASSURANCE

VMG

Desired learning outcomes

Learning Environment

(Content + Methodologies)

Assessment

P R O C E S S E S

HORIZONTAL TYPOLOGY

Professional Institution

College University

PROFESSIONAL INSTITUTIONS

• Contribute to nation building by providing educational experiences to develop technical knowledge and skills at the graduate and undergraduate levels, which lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education

• Develop adults who will have the technical and practical know-how to staff the various professional sectors that are required to sustain the economic and social development of the country and the rest of the world, as well as to contribute to innovation in their respective areas

7

COLLEGES

• Contribute to nation building by providing

educational experiences to develop adults who

have the thinking, problem solving, decision-

making, communication, technical, and social

skills to participate in various types of

employment, development activities and public

discourses, particularly in response to the needs

of the communities they serve.

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UNIVERSITIES

• Contribute to nation building by providing highly

specialized educational experiences to train

experts in the various technical and disciplinal

areas and by emphasizing the development of

new knowledge and skills through research and

development.

• The focus on developing new knowledge is

emphasized from the basic post-secondary (i.e.,

baccalaureate) academic programs through the

doctoral programs

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Roadmap: Strategic planning – Determining

Institutional Outcomes

• VMG: Where do you want to go?

• Strategies: How will you get there?

On the road: Implementation

Pit stop: Assessment

• How do you know you are there?

On the road again: Improvements

THE JOURNEY TO QUALITY

ACHIEVING INSTITUTIONAL OUTCOMES

Clear VMG

Definition of desired program/institutional outcomes

Learning environment

• Outputs: Program delivery, services

• Inputs: Human, physical, financial resources; Systems

Monitoring and assessment

• Performance indicators

• Appropriate instruments

• Internal and external perspectives

Improve and enhance

Plan

Do

Check

Act

EACH HEI MUST THEN ASK ITSELF:

What are the attributes of its ideal graduate?

What impact does it want to have on society?

How can we achieve these?

Are the HEI strategies sustainable?

14

THE IDEAL GRADUATE ATTRIBUTES

• Filipino graduates who can engage meaningfully

in their communities and in building the nation

and who are productive and competitive,

especially in the context of ASEAN 2015 and the

globalization of professional practice

• Competencies (skills, knowledge, and

attitudes)

• Qualities (traits, work ethics)

• Values

15

IMPACT ON SOCIETY

• Contribution to policy, economic, social,

technological, and environmental aspects of

development

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TRANSLATING MISSION

How do we achieve the desired institutional

outcomes?

• Programs

• Learning environment

• Support and management systems

17

ANSWERING THE

INSTITUTIONALSUSTAINABILITYASSESSMENT

SELF-EVALUATION DOCUMENT

1

KEY RESULT AREAS

1. Governance and Management

2. Quality of Teaching and Learning

3. Quality of Professional Exposure, Research,

and Creative Work

4. Support for Students

5. Relations with the Community

22

INDICATORS AND CRITERIA

18

INDICATORS AND CRITERIA

18

KRA 1. GOVERNANCE AND MANAGEMENT

CORE INDICATOR: GOVERNANCE

Criterion: The institution’s governance arrangements demonstrate probity, strategic vision, accountability, awareness and management of risk, and effective monitoring of performance.

CORE INDICATOR: MANAGEMENT

Criterion: The institution’s management, financial control, and quality assurance arrangements are sufficient to manage existing operations and to respond to development and change.

INDICATORS AND CRITERIA

18

KRA 1. GOVERNANCE AND MANAGEMENT

INDICATOR: ENABLING FEATURES

Criterion: The institution has enabling features, such as 1) the use of Information and

Communication Technology (ICT) for more efficient and effective management; and

2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

INDICATORS AND CRITERIA

18

KRA 2. QUALITY OF TEACHING AND LEARNING

CORE INDICATOR: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 1: Program Approval and Implementation - The institution has a system for approving programs, which takes into consideration the HEI’s VMG and resources, the desired competencies for its graduates, the development needs of the region/country, and its ability to ensure that its programs enable students to achieve the intended outcomes. It has systems to ensure effective implementation of the program to achieve the intended outcomes.

INDICATORS AND CRITERIA

18

KRA 2. QUALITY OF TEACHING AND LEARNING

CORE INDICATOR: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 2: Program Monitoring and Review - The institution has effective arrangements for monitoring and reviewing the effectiveness of its programs.

Criterion 3: Action to Strengthen Programs - The institution takes effective action to address weakness, build on strengths, and to enhance performance by the dissemination of good practice.

INDICATORS AND CRITERIA

18

KRA 3. QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, & CREATIVE WORK

A. INDICATOR: PROFESSIONAL EXPOSURE (for PROFESSIONAL INSTITUTION)

Criterion: The institution has programs that allow students to practice their learned competencies in view of their future careers, such as programs for practicum, internship, and on-the-job training (OJT).

B. INDICATOR: RESEARCH CAPABILITY (FOR UNIVERSITY)

Criterion: The institution has a research community of faculty, postgraduate students and postdoctoral research workers that fosters and supports creative research and other advanced scholarly activity.

INDICATORS AND CRITERIA

18

KRA 3. QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, & CREATIVE WORK

C. INDICATOR: CREATIVE WORK/OR INNOVATION (for COLLEGE)

Criterion: The institution has programs that promote creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science.

INDICATORS AND CRITERIA

18

KRA 4. SUPPORT FOR STUDENTS

CORE INDICATOR: EQUITY AND ACCESS

Criterion 1: Recruitment, Admission, and Academic Support The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

INDICATORS AND CRITERIA

18

KRA 4. SUPPORT FOR STUDENTS

CORE INDICATOR: EQUITY AND ACCESS

Criterion 2: Student Scholarships The institution operates effective arrangements to direct scholarships and study grants on merit to support the most able students on programs that develop competences needed to support the Filipino economy and to enable the country to compete in global labor markets.

INDICATORS AND CRITERIA

18

KRA 4. SUPPORT FOR STUDENTS

CORE INDICATOR: STUDENT SERVICES

Criterion: The institution has programs for student services, to support the non-academic needs of the students.

INDICATORS AND CRITERIA

18

KRA 5. RELATIONS WITH THE COMMUNITY

CORE INDICATOR: RELEVANCE OF PROGRAMS

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets.

INDICATORS AND CRITERIA

18

KRA 5. RELATIONS WITH THE COMMUNITY

INDICATOR: NETWORKING AND LINKAGES

Criterion: The institution is valued as a partner by other higher education institutions; professional, government, and non-government organizations; and industry, within the Philippines and internationally.

INDICATORS AND CRITERIA

18

KRA 5. RELATIONS WITH THE COMMUNITY

INDICATOR: EXTENSION PROGRAM

Criterion: The institution is valued by its local community as a provider of extension programs that are responsive to the needs of the community for people empowerment and self-reliance.

PARAMETERS OF

INSTITUTIONAL

SUSTAINABILITY

ASSESSMENT

18

PARAMETERS OF ISA Presence of the system

• The mechanisms, procedures and processes

exist.

• They are defined, known by users, and ideally,

documented through a manual or a memo.

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Extent of implementation

• All users follow the mechanisms, procedures,

and processes.

• Exceptions to the system are documented and

justified.

19

PARAMETERS OF ISA

Outcomes

• The system leads to stakeholder satisfaction,

HEI policy, HEI reputation, etc.

20

PARAMETERS OF ISA

Effectiveness of implementation

• The implementation of the system helps the HEI

achieve their goals and targets, as shown by the

quantity and quality of outcomes.

21

PARAMETERS OF ISA

ASSESSING

QUALITY THRUGH

KRA

22

ASSESSING QUALITY THROUGH KRA

What kind of governance and management is

needed to ensure sustainable and transparent

operations, so that the programs may be carried

out over the long-term?

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ASSESSING QUALITY THROUGH KRA

What kind of learning environment is need to

achieve the desired quality of teaching and

learning; what mode of delivery is appropriate

and what support systems are needed? In this

regard, what kind of faculty would best implement

the strategies?

24

ASSESSING QUALITY THROUGH KRA

What kind of type-specific programs would

enhance the HEI’s contribution to national

development?

25

ASSESSING QUALITY THROUGH KRA

What kind of support for students is needed for

them to develop the desired attributes of the

HEI’s ideal graduate?

26

ASSESSING QUALITY THROUGH KRA

How could the HEI best relate to the community so

that their programs are relevant and benefit not

only the students and faculty but also the

development of the community?

27

DETERMINING INSTITUTIONAL

OUTCOMES

• HEI’s Vision/Mission/Goals (VMG): foundations

of an organization

• Mission: what the institution is all about—its

purpose and identity, its core values, its reason

for being

• Vision: picture of the long-term future, ta

• Goals and strategies

• Institutional Outcomes: Ends

• Attributes of its ideal graduate

• Its impact to society

• Strategies: Means

13

PREPARING THE SED

• Good ISA begins with a good Self-Evaluation

Document (SED).

• A good SED is not just about the document

itself; it is also about the process of putting it

together.

• The process should be

• Participatory: involve key administrators and

sector representatives

• Consultative: inform and get feedback of other

stakeholders

28

CONTENT OF YOUR SED

• Start with the mission of your HEI.

• Use the key questions in the SED guide.

• List the outcomes for each KRA

• Reflect on

• how the key result area relates to the mission

of the HEI

• how the outcomes meet the goals

• how the outcomes can be improved, through

the systems and processes of the HEI

29

CONTENT OF YOUR SED

• Presence of systems

• Extent of implementation

• Outcomes

• Effectiveness of implementation, based on

quantity and quality of outcomes

30

QUALITIES OF YOUR SED

• Answers should be

• honest

• reflective

• focused

• Consistent

• Annexes (evidences) should be

• organized

• appropriate

• complete

31

LANGUAGE OF YOUR SED

• Use simple but clear language for the narrative.

• Avoid vague motherhood statements.

• Include examples, if needed.

• Identify the supporting documents for each

criterion.

• Organize the supporting documents in annexes,

if needed.

INTRO TO THE HEI

Vision /Mission/ Goals

Organizational Structure

Governance Structure, including committees

Data for the past 5 years:

• Number of Students

• Number of FT faculty

• Head count of FT and PT faculty

• Number of active programs

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