Institutional Sustainability Assessment (ISA)

Institutional Sustainability

Assessment (ISA)

Prepared for the Association of College and University Registrars and Liason Officers (ACURLO) Inc, in Region IV-A, CALABARZON

September 4, 2014

Outline Why quality? What are the multiple missions of Philippine higher education institutions (PHEIs)? What prompted CHED to advocate and support quality and quality assurance? What is CHED’s view of:

Quality? Quality Assurance? (QA)?

What is a Quality Assurance (QA) System? What is the benefit of having an internal/institutional QA system? What is the role of CHED? What is ISA? What are its objectives? What are the Key Result Areas (KRAs) of ISA Institutional Sustainability Assessment (ISA) The Quality Assurance Framework The ISA Key Result Areas

Why quality?

• Philippine higher education

Mandate• Commission on Higher Education

• R.A. 7722 – the Higher Education Act of 1994 mandates the Commission on Higher Education to promote, support and ensure that higher education institutions in the country attain the highest level of QUALITY.

Philippine higher education institution is mandated to contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the country’s human development, productivity and global competitiveness.

What are the multiple missions of Philippine higher education institutions (PHEIs)?

1. To produce thoughtful graduates imbued with: a) values reflective of a humanist orientation –respect for others as human beings ;

b) analytical and problem skills; c) ability to think through the ethical and social implications of a given course of action;

d) the competency to learn continuously throughout life;

3. to provide focused support to the research required for technological innovation, economic growth and global competitiveness; and

4. to help improve the quality of human life of Filipinos.

2. to produce graduates with high levels of academic, thinking behavioral, and technical skills/ competencies that are aligned with national academic and industry standards;

The GoalTo have a critical mass of diverse HEIs offering quality programs that meet national standards, and international standards for disciplines/professions with acceptable standards.

What prompted CHED to advocate and support quality and quality assurance?

Lack of critical pool of graduates with the necessary thinking, technical and behavioural competencies

The ASEAN community by 2015

The commitment of the Philippine government to the evolving efforts to recognize and develop a system of comparable qualifications, degrees and diplomas across the Asia-Pacific region

What is CHED’s view of Quality?The alignment and consistency of outcomes with the institution’s vision-mission and goals, demonstrated by learning and service outcomes at exceptional levels, and by a shared culture of quality.

Three perspectives of quality based on CHED’s definition

• fitness for purpose

• exceptional

• developing a culture of quality

“Fitness for purpose” means the institution’s vision and mission and goals are translated into:

1. learning outcomes, 2. programs, and 3. systems.

“Exceptional” means being either distinctive, exceeding very high standards, or conformance to standards based on a system of comparability using criteria and ratings.

“Developing a culture of quality” refers to the transformational dimension of the CHED’s notion of quality.

This means that both at the global and regional levels, countries need to demonstrate that their education system match world-class standards.World class standards means a shift: * from education to life long- learning * from education as transmission of

knowledge to education as building learner competencies including learning how to learn

Quality, is therefore premised on the HEI’s ideals and on its

commitment to achieve them while involving the organization in the process.

This kind of commitment is translated into having a mindset for quality assurance (QA).

The internal capacity of HEIs to translate policy into quality programs and quality results depends on established internal QA systems.

What is CHED’s view of Quality Assurance?

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 and Green, 1993) as cited in the ISA Handbook)

In short HEIs has an internal capacity to establish a Quality system- a system that can translate policy into quality programs and quality results depends on established internal QA systems.

What is a Quality Assurance (QA) System?

It is a management system and process which when properly implemented could lead to quality outcomes as well as sustainable programs and initiatives.

The QA systems look at institutional performance in terms of the HEI’s capacity to translate policy (in terms of VMG) into quality programs and quality results.

WHAT IS THE BENEFIT OF HAVING AN INTERNAL/INSTITUTIONAL QA SYSTEM?• Develop quality HEIs with a competitive advantage

• About 2,000 HEIs of varying quality• Quality education that gives opportunity for employment and for good

citizenship• Develop Perspective of HEIs

• 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

INSTITUTIONAL QA SYSTEMSPresence of the system

• The mechanisms, procedures and processes exist.

• They are defined, known by users, and ideally, documented through a manual or a memo.

Extent of implementation

• All users follow the mechanisms, procedures, and processes.

• Exceptions to the system are documented and justified.

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.

Outcomes

• The system leads to stakeholder satisfaction, HEI policy, HEI reputation, etc.

INSTITUTIONAL QA SYSTEMS

The HEIs Quality Assurance System

INTERNAL QA SYSTEM

EXTERNAL QA SYSTEM

Quality Assurance

VMG

Desired learning outcomes

Learning Environment

(Content + Methodologies)

Assessment

PROCESSES

QA: Towards Mature HEIs

• Clear VMG

• Definition of desired learning 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

27

Plan

Do

Check

Act

28

HORIZONTAL TYPOLOGYPROFESSIONAL INSTITUTION COLLEGE UNIVERSITY

AUTONOMOUS

DEREGULATED

REGULATED

VERTICAL TYPOLOGY

AUTONOMOUS

DEREGULATED

REGULATED

AUTONOMOUS

DEREGULATED

REGULATED

What is the role of CHED?

To assist HEIS in developing a QA System through an Institutional Sustainability Assessment (ISA) Process.

ISA is a quality assurance process that assesses the institutional sustainability of an HEI

What is ISA?

Through the use of appropriate assessment tools it becomes possible to measure objectively the HEI’s performance as well as check if the mechanisms procedures, and process actually deliver the desired quality.

Objectives of ISA To support HEIs in developing institutional systems that lead to quality

outcomes, as demonstrated by students and graduates whose competencies meet internationally recognized standards and are relevant to employment.

To support HEIs in developing a culture of quality, reflected in internal QA systems that will help them perform effectively and efficiently and meet their desired outcomes and performance targets.

To engage HEIs in addressing policy issues, especially those that address the need to improve the quality of higher education.

CHED promotes ISA because it can serve as a learning process for the HEIs and contribute to its continuing quality cycle.

The ISA is DEVELOPMENTAL in nature and entails a more reflective review of the institution’s VMG and desired outcomes.

The ISA Framework: The 5 Key Result Areas • Governance and Management (including management of

resources)

• Quality of Teaching and Learning (competency, programs, faculty)• Quality of Professional Exposure, Research and Creative Work

(including linkages) • Support for Students (learning resources & support structure)• Relations with the Community (extra-curricular linkages, service

learning, outreach)

KRA 1: GOVERNANCE & MANAGEMENT

A. Core Indicator: Governance

Criterion: Governance arrangements

B. Core Indicator: Management

Criterion: Management, financial control, and quality assurance arrangements

C. Indicator: Enabling Features

Criterion: 1) the use of Information and Communication Technology (ICT);

2) resource generation strategies to support its development plans;

3) others

GOVERNANCE AND MANAGEMENTCore Indicator: Governance

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

• Refers to the systems that reflect the principles guiding the overall use of authority and decision-making of the institution’s governing body

• Possible outcomes: Attainment of objectives of the institution; esp. in areas of policy formulation/decision making, sustainability of operations, monitoring, and communication systems

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.• Refers to the overall systems and processes of the institution

• Possible outcomes: Efficient and effective operations; support of stakeholders; speedy and appropriate response to external and internal developments

GOVERNANCE AND MANAGEMENT

Indicator: Enabling Features

Criterion: The institution has enabling features, e.g.,

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.

• Refers to the particular initiatives of the institution that contribute to efficiency, productivity, and quality of the community environment

• Possible outcomes: Efficient and effective operations, well-being of sectors of the community, achievement of development targets

GOVERNANCE AND MANAGEMENT

KRA 2: QUALITY OF TEACHING & LEARNING

A. Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval and Implementation

Criterion 2: Program Monitoring and Review

Criterion 3: Action to Strengthen Programs

KRA 2: QUALITY OF TEACHING & LEARNING

B. Core Indicator: Faculty Profile

Criterion: Faculty members with expertise and competence

C. Core Indicator: Use of ICT and Learning Resources

Criterion: Effective use of learning resources, such as library resources, laboratories, and ICT

Core Indicator: Setting & 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.• Possible outcomes: Credibility among stakeholders due to transparency of processes; Programs

that are consistent with the HEI’s VMG and desired graduate competencies; Programs that are effectively implemented

QUALITY OF TEACHING & LEARNING

Core Indicator: Setting & Achieving Program StandardsCriterion 2: Program Monitoring and Review – The institution has effective arrangements for monitoring and reviewing the effectiveness of its programs.

• Possible outcomes: Effective teaching and learning, outstanding student achievements, innovative and efficient program delivery, performance of graduates of the program in terms of licensure examinations and employability


Core Indicator: Setting & Achieving Program Standards

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.

• Possible outcomes: Positive feedback on the effectiveness and impact of proposed and implemented changes


Professional Institution

The programs produce graduates with professional competencies that are relevant and responsive to the needs of society.

College

The programs produce graduates with holistic perspective and broad knowledge of issues.

University

The programs produce graduates with specialized competencies and investigative skills.


Core Indicator: Faculty Profile

Criterion: The institution has an adequate number of faculty members with the appropriate expertise and competence to teach the courses offered by the institution.• Refers to the systems and processes of hiring, retaining, and developing faculty with

the appropriate expertise and competence

• Possible outcomes: Student performance, rate of completion, and faculty competence


Core Indicator: Use of ICT & Learning Resources

Criterion: The institution makes effective use of learning resources, such as library resources, laboratories, and information and communications technology, to support student learning.• Refers to the structures that allow faculty, students, and administrators to effectively use

its learning resources

• Possible outcomes: Efficiency in delivery of services, innovative programs, utilization of ICT and library resources


A. Indicator: Professional Exposure

Criterion: Professional exposure programs (e.g., practicum, internship, and on-the-job training).

B. Indicator: Research Capability

Criterion: Creative research and advanced scholarly activity

C. Indicator: Creative Work and/or Innovation

Criterion: Creative work in the arts and/or innovation in science and technology.

KRA 3: QUALITY OF PROFESSIONAL EXPOSURE/RESEARCH/CREATIVE WORK

Indicator: Professional Exposure

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).• Possible outcomes: Collaboration of sectors and programs, which are relevant and

responsive to the needs of society

QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, & CREATIVE WORK

Indicator: Research Capability

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.

• Possible outcomes: Publications, highly functional and relevant research programs


Indicator: Creative Work and/or Innovation

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. • Possible outcomes: Patents and awards


A. Core Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support

Criterion 2: Student Scholarships

B. Core Indicator: Student Services

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

Core Indicator: Equity & AccessCriterion 1: Recruitment, Admission, and Academic SupportThe 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.• Refers to the processes for recruitment, admission,

and academic support of students, taking into consideration special groups

• Possible outcomes: Student quality, rate of completion

Support for Students

Core Indicator: Equity & 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 competencies needed to support the Filipino economy and to enable the country to compete in global labor markets.• Refers to the processes for promoting equity and access to tertiary education, by providing

scholarships

• Possible outcomes: Student quality, diversity of student population, rate of completion, employment of scholars

SUPPORT FOR STUDENTS

Core Indicator: Student Services

Criterion: The institution has programs for student services, to support the non-academic needs of the students.• Refers to the structures and processes for delivering non-academic services for students

• Possible outcomes: Performance of students, employment of graduates

SUPPORT FOR STUDENTS

A. Core Indicator: Relevance of Programs

Criterion: Relevance of Programs

B. Indicator: Networking and Linkages

Criterion: Partnerships

C. Indicator: Extension Programs

Criterion: Extension and Outreach

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.• Refers to the structures and processes that promote local/ regional/ national

development and global competitiveness

• Possible outcomes: Student quality, rate of completion, degree of competitiveness

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.

• Refers to the structures and processes that promote and support partnership with other institutions

• Possible outcomes: Partnerships with other HEIs; professional, government and non-government organizations; and industry



Indicator: Extension Programs

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.

• Refer to the structures and processes that promote extension programs, which are relevant to the needs of the community

• Possible outcomes: Impact of programs on local, regional, and national development

The ISA Visit

Notice to the institutions. CHEDRO notifies HEIs due to be visited of the dates on which it is intended that visit should take place and the deadline for submission to the CHEDRO of the self-evaluation document.

The ISA Visit

The Institutional Sustainability Assessment Tool

The Self-Evaluation Document (SED) is an ISA tool developed to help HEIs in the monitoring and evaluation process.

The SED serves as guide in the design of institutional QA systems and the approaches to implementation.

The SED can be used in helping the HEI understand its systems better, reflect on areas for improvement, and search for solutions given their specific context.

Self-Evaluation Document (SED) The HEI may ask the CHEDRO for assistance in planning the SED. CHEDRO follows up with the HEI 2 months after the notice. HEI submits 2 copies of the SED to the CHEDRO within 4 months after the

notice. CHEDRO makes an initial assessment.

If the document falls insignificantly short of meeting the criteria, or incomplete, the HEI will be advised to revise the documents and to re-submit 10 final copies. The HEI should be notified of the need for revision within 3 weeks of the date of receipt of the SED.

CHEDRO supplies all the members of the review team of the SED at least one month before the commencement of the visit.

Visit of the Review Team

The Conduct of the Visit – following the spirit of dialogue and cooperation. Usually 2 or 3 days is allocated for the visit.

The evaluation visit - to make the judgment

Making Judgments using the following scale:4 The criterion is fully met and elements of it are achieved at

a level of excellence that provides a model for others.3 The criterion is met, with most elements demonstrating good practice.2 The criterion is met with most respects, but improvement is

needed to overcome weaknesses in some elements1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.0 The criterion is not met.

Indicator PI College UniversityGovernance & ManagementGovernance Core Core CoreManagement Core Core CoreEnabling Features Indicator Indicator IndicatorQuality of Teaching & LearningSetting & Achieving Program Standards

Core Core Core

Faculty Profile Core Core CoreAppropriate Learning Resources Core Core Core

The ISA Indicators by HEI Type

Indicator PI College University

Quality of Professional Exposure, Research, & Creative Work

Professional Exposure Required Indicator Indicator

Research Capability Indicator Indicator Required

Creative Work/or Innovation Indicator Required Indicator

Support for Students

Equity & Access Indicator Indicator Indicator

Student Services Core Core Core


Indicator PI College UniversityRelations with the Community

Relevance of Programs

Networking & Linkages Indicator Indicator Required

Extension Programs Indicator Required Indicator

Indicator Indicator Indicator

Core Core Core


Indicator PI College UniversityRelations with the CommunityRelevance of Programs Core Core CoreNetworking & Linkages Required Indicator RequiredExtension Programs Indicator Required Indicator

The ISA Indicators by HEI Table A2 Minimun Scores to Quality for Autonomous and Deregulated Status.xlsx

Some ReferencesCommission on Higher Education Strategic Plan 2011-2016CMO 46, series of 2012CMO 44, s 2008CHED OPRKM Data/ReportCHED ISA Primer Handbook on OBE, Typology & ISA, CHED 2014RA 7722Road of Philippine Higher Education

Thank you.

Institutional Sustainability Assessment (ISA)

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