Overall quality assurance mechanisms for the management of MANAGEMENT

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1 1. PROGRAM QUALITY A college-wide program quality management system: These mechanisms should make possible: Overall quality assurance mechanisms for the management of MANAGEMENT A critical assessment of the quality of program management and the relevance, programs of study: SYSTEM currency, effectiveness and quality of programs of study. The identification of strengths and areas of improvement to ensure the quality Mechanism to ensure relevance of programs of study; their quality of a program program management and relevance, currency, effectiveness and quality of programs of study. effectiveness; their currency; and the quality of program management. Ability of these mechanisms to identify areas of management system and The implementation of corrective measures to address areas for improvement to strength or deficiency to ensure quality programs of study, and demonstrate continuous ensure the quality of program management and program relevance, currency, effectiveness and quality in a context of continuous quality implement corrective measures to address areas of 1.1 Facilitates the evolution of programs to maintain their relevance and fitness with the College Mission. the institutions objectives (vision, mission, goals) are translated (or align) into outcomes, programs, and systems; responsibilities are assigned and are carried out (e.g. monitor improvement following reviews); the plan for execution has been respected; clearly- defined and structured processes exist to facilitate regular assessment of the strengths and deficiencies of the programs; the system interacts between different quality assurance mechanisms to promote an integrated and dynamic management of the quality of programs; the organizational structure and methods of management are well-articulated and promote the proper functioning of the programs of study and a program-based approach; the system is incorporated in the governance and management of the institution. Structures for implementation of programs; policies/ procedures for developing, approving, reviewing, revising, suspending and cancelling programs; procedures for establishing, approving and revising; Operating regulations for program committees; Information system on program. 1.2 Ensures that established policies and procedures for all programs of instruction offered by the college, regarding their development, review and maintenance, are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. 1.3 Gathers, collates and analyzes data and information from stakeholders (e.g. graduates, industry representatives, faculty, students, and professional bodies), program maintenance records (e.g. program review) and program indicators (e.g. graduation rates, retention rates). clearly- defined and structured processes for the development, review and maintenance of programs are effective (workable); clearly- defined and structured processes for the development, review and maintenance of programs are monitored; clearly defined and structured processes for the development, review and maintenance of programs are consistently applied. data is collected, collated and analyzed from various sources that directly inform the quality of the program. Process to ensure the mechanisms are working effectively and applied consistently. Policies/ procedures and tools for collecting, collating and analyzing data such as, but not limited to: Tools: scorecards, dashboards, reports. Stakeholder data: labour market/ professional bodies, program advisory committees, surveys of graduates, student feedback (course evaluations). Program Maintenance records: previous program reviews (i.e. 1 P age

2 recommendations). 1.4 Uses program indicators, program maintenance records and stakeholder data to measure program performance. 1.5 Manages changes to programs and courses to keep them current and relevant with provincial standards and relevant professional body requirements, and to ensure that recommendations arising from previous program reviews have been considered and addressed. 1.6 Manages program maintenance records arising from program quality management processes. program vocational learning outcomes have been met are relevant and current; program review and development processes take into account data collected that inform program relevance and currency; a satisfactory proportion of students complete the programs within a reasonable time frame, depending on their status and characteristics; clearly-defined procedures, using valid qualitative and quantitative data, facilitate regular assessment of the strengths and deficiencies of the programs. recommendations arising from program review are monitored; modifications made to the programs design, content and delivery are monitored and followed-up. the program records are maintained to inform the implementation processes of programs of study. Program Indicators: graduation rates, KPI, placement rates, retention rates. Procedures and documents that report and demonstrate how the program data/information collected is being used to inform program review; Assessments of graduate performance based on program VLO s; Follow-up indicators monitoring success rates; Procedures for monitoring causes of dropping out. Mechanisms to ensure that program level recommendations are monitored and addressed (tracking); Processes to modify program standards; Tools to monitor consequential changes to programs, course, and assessments; Structures for adaptation and revision of competency flowcharts and course matrices; Information systems on programs of study; Program monitoring tools. Policies/ procedures for controlling and governing most important records of a program life-cycle. 2 P age

3 2. PROGRAM A college-wide program development system: These mechanisms should make possible: Overall quality assurance mechanisms for the development of DEVELOPMENT A critical assessment of the quality, alignment and coherence of processes to programs of study: develop programs of study. The identification of strengths and areas of improvement to ensure the quality, Mechanism to ensure alignment and coherence of programs of quality of the programs of alignment and coherence of processes to develop programs of study. study; and the quality of the program development structure. study being developed and The implementation of corrective measures to address areas for improvement to Ability of these mechanisms to identify areas of strength or demonstrate continuous ensure the quality, alignment and coherence of processes to develop programs of study in a context of continuous quality deficiency to ensure quality programs of study, and implement corrective measures to address areas of 2.1 Ensures the existence, articulation and use of clear statements of program vocational learning outcomes as a starting point for any program of instruction regardless of the location or method of delivery; and that they are consistent with the program s intended purpose. program vocational learning outcomes exist for all programs of instruction; program vocational learning outcomes are measurable and relevant; program vocational learning outcomes are aligned with standards, professional bodies requirements, expectations of the institution and the labor market. Processes that put VLOS at the centre of program development; Structures that review VLOS and ensure they are measurable, relevant and align with standards and professional bodies. Tools: program development, review or maintenance templates. Bodies: responsible for reviewing VLOs for new program development, review and maintenance. 2.2 Ensures that program requirements (courses, work placements, admission requirements) stated for each program of instruction are derived from, and flow coherently from, the program's vocational learning outcomes. 2.3 Ensures that program vocational learning outcomes are operational in that they provide a sound basis for curriculum development and the design of teaching and learning activities and student learning assessments; are internalized and used in the day-today work of program faculty; and are used in prior learning assessments. admission requirements, progression of courses, and work placements enable the objectives and program learning outcomes to be achieved. objectives and content clearly define competencies to be acquired; and program standards establish college-level competencies; programs include comprehensive and varied learning activities that enable the objectives and program standards to be achieved; learning activities are organized in a logical and sequential fashion to facilitate acquiring an in-depth and comprehensive understanding of program content; requirements related to each learning activity (course load, laboratory work, student work) are set clearly and realistically; these requirements are accurately represented in course outlines, as well as in the course weighting and the calculation of credits; teaching methods are aligned with both the program objectives and each of the learning activities, and take into account student characteristics, facilitating the achievement of these objectives in compliance with set standards. Processes for program frameworks; Structures that review program sequence and ensure the leveling and progression are adequate and properly scaffold to meet the VLOs. Tools: program maps, program guides. Bodies: responsible for reviewing program progression. Processes for course frameworks; Structures that review program/course activity and ensure the learning activities aligned with the VLOs. Tools: program maps, course outlines, syllabus. Bodies: responsible for reviewing program and course instructional design. 3 P age

4 3. CONFORMITY WITH A college-wide program development system: These mechanisms should make possible: Overall quality assurance mechanisms for the implementation of GOVERNMENT A critical assessment of the alignment, conformity and coherence of programs of programs of study: REQUIREMENTS study with governmental requirements. The identification of strengths and areas of improvement to ensure the quality, Mechanism to ensure quality, alignment, conformity and conformity of programs of alignment, conformity and coherence of programs of study with governmental requirements. coherence of programs of study. Ability of these mechanisms to identify areas of strength or deficiency to ensure quality programs study with relevant The implementation of corrective measures to address areas for improvement to of study, and implement corrective measures to address areas of government requirements and demonstrate continuous ensure the quality, alignment, conformity and coherence of programs of study with governmental requirements in a context of continuous quality 3.1 Ensures that program titles are consistent with established college system titling protocols and validated program standard titles. program titles are consistent with titling protocols and program standards. Processes for program review; Structures that review program titles and ensure they are conforming to title requirements. Tools: guidebooks, templates, CVS application, new program development application. Bodies: responsible for reviewing program titles conforming to governmental requirements. 3.2 Ensures that programs of instruction are consistent with (meet or exceed) the credential framework requirements (i.e. scope of program vocational learning outcomes, essential employability skills (EES), general education, duration for completion, admission requirements, name of credential). 3.3 Ensures that programs of instruction are consistent with the current workplace expectations (i.e. essential vocational skills, attitudes, knowledge, and competencies). 3.4 Ensures that programs of instruction provide reasonable opportunities for students to achieve the vocational and non-vocational program outcomes. 3.5 Ensures that changes to provincial program standards are communicated to all relevant stakeholders and implemented in a timely manner so to maintain the relevance of the program. programs meet or exceed the VLOS for that provincial program standard or description; programs meet or exceed the ESS requirements; programs meet or exceed the General Education requirements; programs are within the duration for completion of the credential; programs meet the specified admission requirements; programs are named according to the specified credential. program advisory committee s exist for every program/cluster of programs; program advisory committee s provide information on trends and current workplace expectations. vocational learning outcomes and Essential employability skills are mapped to at least two (2) courses providing the student with multiple opportunities to demonstrate that he has met the stated outcomes. timely communication and implementation of changes to provincial program standards. Processes for program review; Structures that review programs and their alignment with the credential validation framework. Tools: guidebooks, templates, CVS application, new program development application. Bodies: responsible for reviewing programs conforming to credential validation framework. Processes for PAC creation and terms of reference; Structures that review programs and their alignment with the credential validation framework. Tools: guidebooks, templates. Bodies: responsible for reviewing that program development, review, maintenance includes PAC input. Structures that review programs and ensure that students have reasonable opportunities to achieve both VLOs and ESS. Processes to implement revisions to provincial program standards. Processes and structures to communicate all relevant stakeholders the changes and implications, and respond to the ministry. 4 P age

5 4. PROGRAM DELIVERY A college-wide program delivery and student assessment These mechanisms should make possible: Overall quality assurance mechanisms for the delivery of programs AND STUDENT approach: A critical assessment of the quality, consistency and value of the teaching and of study and student assessment: ASSESSMENT assessment methods used to deliver programs of study. The identification of strengths and areas of improvement to ensure the quality, Mechanism to ensure quality, consistency and value of teaching quality of program delivery consistency and value of the teaching and assessment methods used to deliver programs of study. methods used to deliver programs of study; and, of the fair and equitable assessment of students. Ability of these mechanisms to and student assessment, The implementation of corrective measures to address areas for improvement to identify areas of strength or deficiency to ensure quality of and demonstrate continuous ensure the quality, consistency and value of the teaching and assessment methods used to deliver programs of study in a context of continuous quality program delivery and student assessment, and implement corrective measures to address areas of 4.1 Ensures consistent delivery of programs of instruction regardless of the program delivery strategies (hybrid, on-line, full-time or part-time, or are delivered with a third-party or other postsecondary institutions), including those programs which take place offsite. 4.2 Engages teaching staff in regular experimentation with new methods of teaching and learning that are consistent with best practices; and that these new methods are reviewed and widely shared to support currency and relevancy of teaching and learning across all programs of instruction. 4.3 Ensures fair and equitable evaluation of student achievement through valid assessment methods, accompanied by prompt and constructive feedback on student performance. consistent implementation in the delivery of program learning outcomes. teaching staff are exploring new teaching and learning methods; college monitors the results of these explorations; college encourages and supports the sharing of these results. evaluation methods are aligned with course outcomes; the required standards for evaluation are clearly specified for each assessment component of the course and the program; students receive prompt and constructive formative feedback on their performance and constructive summative feedback; course success rates are satisfactory and comparable to other programs of study and other institutions; student evaluation tools and methods used in the programs of study are effective in the evaluation of students achievement of objectives according to the established standards; student evaluation is impartial; the evaluation allows students to individually demonstrate they have met the program objectives as per set standards, and the comprehensive assessment allows them to demonstrate that they have mastered the program s competencies; the evaluation is based on the course content taught; the evaluation is equally weighted in the case of courses taught by a team of teachers. Mechanisms that ensure consistent delivery of programs. Inventory of teaching methods; Collaborative tools for faculty. Mechanism for sharing results. Mechanisms to ensure course examination is multi-method, it involves timely formative feedback, and is comprehensive. 4.4 Assesses the capabilities of program graduates (recent and/ or imminent) consistent with the established program vocational learning outcomes. graduates meet established standards for the acquisition of skills required by the programs of study; Mechanisms to assess graduates achievement of the program vocational learning outcomes. 5 P age

6 5. EXISTENCE, A college-wide monitoring and communication system of These mechanisms should make possible: Overall quality assurance mechanisms for the monitoring and MONITORING AND existing academic policies and practices: A critical assessment of the quality of the mechanisms used to develop, monitor, communication of academic policies and practices: COMMUNICATION OF communicate and review academic policies. ACADEMIC POLICIES The identification of strengths and areas of improvement to ensure the quality of Mechanism to ensure quality of programs of study. Ability of these AND PRACTICES the mechanisms used to develop, monitor, communicate and review academic policies. mechanisms to identify areas of strength or deficiency to ensure quality programs of study, and implement corrective measures to The implementation of corrective measures to address areas for improvement to address areas of communication and monitoring of established academic policies and 5.1 Ensures that academic policies and procedures ensure the quality of the mechanisms used to develop, monitor, communicate and review academic policies in a context of continuous quality practices related to regarding specific pre-and co-requisites; mandatory the existing institutional academic policies and practices that govern program academic issues that and optional/elective components in the vocational progression; departmental rules and policies; Policies on program progression; support program and non-vocational areas of study; practical/workbased components; advancement in programs and and co-requisites, practical/work components, alternative entry Mechanisms for the dissemination of program guidelines (e.g. pre implementation and delivery, and student maximum periods for completion; and alternative and exit points, credential completion timelines, etc.). achievement of vocational entry and exit points, are established for all programs learning outcomes, and of instruction offered by the college. demonstrate continuous 5.2 Ensures that academic policies and procedures regarding requirements for admission to the program and to courses in the program; provisions for awarding credit towards a credential or exemptions from specific course requirements as a result of crosscrediting, exemptions, transfer credits, and/or recognition for prior learning, are established for all programs of instruction offered by the college. the existing institutional academic policies and practices that govern program admission, credit transfer, prior learning, program advancement, periods for program completion; departmental rules and policies; Policies on awarding credits; Mechanisms for the dissemination of program guidelines (e.g. transfer credit, exemptions, etc.); Policies on recognition of prior learning; Tools for on the recognition of prior learning, course equivalency or substitutions; Procedures for reviewing student files (e.g. substitution, equivalencies). 5.3 Ensures that academic policies and procedures regarding instances requiring accommodations; assessment, including provisions for re-assessment and appeals; requirements for awarding the credential (i.e. title of any program or series of courses); and, rules and criteria governing any awarding of merit, distinction, and other grades, are established for all programs of instruction offered by the college. 5.4 Ensures that academic policies and procedures regarding formal arrangements with any relevant external body (ies) exists to govern additional credentials, certifications, etc., are established for all programs of instruction offered by the college. the existing institutional academic policies and practices that govern program grading and awards; the title of any qualification awarded for a program or series of courses is made known to students prior to admission; the existing institutional academic policies and practices that govern agreements with other institutions that affect entrance, progression or laddering to other programs of instruction; departmental rules and policies; Policies on grading, academic appeals, re-assessment, accommodations and special awards; Mechanisms for the dissemination of program guidelines (e.g. grading, etc.). departmental rules and policies; Policies on institutional agreements; Mechanisms for developing and implementing agreements; Mechanisms for the dissemination of program guidelines (e.g. transfer agreements, etc.). 6 P age

7 5.5 Ensures that academic policies and procedures regarding changes to programs (i.e. courses, vocational learning outcomes) are established for all programs of instruction offered by the college. 5.6 Ensures that established academic policies and practices for all programs of instruction offered by the college are published, communicated and applied consistently across all programs of instruction. 5.7 Ensures that established academic policies and practices are reviewed and monitored regularly and consistently. the existing institutional academic policies and practices that govern changes to programs of instruction are established; the existing academic policies and practices that govern programs of instruction are accessible/ published, communicated and applied consistently across all programs; the organizational structure, methods of management, and means of communication are well-articulated and promote the proper functioning of the programs of study and a program-based approach; changes to courses and program vocational learning outcomes are communicated to all relevant stakeholders in a timely manner so as to maintain the relevance of the program; vocational learning outcomes are regularly and systematically communicated to students and faculty. the existing academic policies and practices that govern programs of instruction are monitored and revised regularly using a consistent and established process; the organizational structure, methods of management, and means of reviewing the academic policies and practices are well-articulated. departmental rules and policies; Mechanisms for the dissemination of guidelines (e.g. course outlines, etc.). Mechanisms for revising, communicating and applying program policies and/or guidelines; Procedures for implementing, communicating and reviewing departmental rules and policies; Procedures for communication protocols both between faculty members and between faculty and management; Mechanisms that ensure program descriptions are duly distributed and explained to both faculty and students; Mechanisms that ensure students are duly informed of policies and practices regarding their program of instruction; Procedures for communication changes to programs or courses. Mechanisms for monitoring and reviewing academic policies and/or guidelines; Procedures for monitoring and reviewing departmental rules and policies. 7 P age

8 6. AVAILABILITY AND A college-wide planning system: These mechanisms should make possible: Overall quality assurance mechanisms for the planning of ALLOCATION OF A critical assessment of the implementation, review and follow-up of planning programs of study: COLLEGE-WIDE results for programs of study and student support resources. RESOURCES The identification of strengths and areas of improvement to ensure the Mechanism to ensure the implementation of planning and implementation, review and follow-up of planning results for programs of study and student support resources. following-up of result; the alignment of human, fiscal and material resources with education needs of programs of study. Ability of existence, availability and The implementation of corrective measures to address areas for improvement to these mechanisms to identify areas of strength or deficiency to allocation of resources (human, physical, financial) and technological infrastructure to support ensure the implementation, review and follow-up of planning results for programs of study and student support resources in a context of continuous quality ensure quality programs of study, and implement corrective measures to address areas of Procedures for hiring teaching staff; Procedures for the evaluation student achievement of the number of qualified faculty is sufficient, and the respective areas of specialization of teaching; Faculty performance evaluation; Measures for program vocational diversified enough, to meet the objectives of both the programs and the learning evaluating and upgrading skills for faculty; Professional learning outcomes, and activities; development plans for faculty and other categories of staff. demonstrate continuous 6.1 Ensures that teaching staff involved in the program: possess the combination of experience and credentials appropriate to, and required by, the program credential and the field of study; have the level of expertise and ability to provide the published learning experience; participate in reflective practice; undergo initial and continuing professional development to enhance their teaching expertise and to ensure currency in their subject matter; and, are oriented, coordinated, and evaluated. 6.2 Ensures that teaching staff execute their professional responsibilities; work within structured instructional plans; are accessible and available for student inquiry; meet the needs of the students and facilitate the achievement of the program vocational learning outcomes; provide prompt and constructive feedback to students; promote a positive attitude to learning for students. the motivation and skills of faculty and support staff are maintained and developed through clearly-defined evaluation procedures and professional development activities. teaching staff responsibilities: o teaching according to the established program vocational learning outcomes; o availability; o provide feedback; o good attitude. Mechanisms that communicate expectations to faculty. Mechanisms to assess that faculty are meeting responsibilities. 6.3 Ensures a faculty and staff base (full-time and non-fulltime) to carry out both classroom and non-classroom support roles for student success. 6.4 Ensures that academic support and advising services meet the needs of the students and facilitate the achievement of the program vocational learning outcomes. 6.5 Ensures that staff members providing student support services such as tutoring, financial and academic advising, and co-curricular activities are appropriately qualified, trained, and supported. 6.6 Ensures that learning facilities (including Learning Resource Centres), equipment, and technological infrastructure support the promised modes of delivery and the learning process, and are accessible to students. the availability of faculty is sufficient to meet the programmed needs; review of existing faculty and staff, and the creation of a plan to address gaps. guidance, support and follow-up services, as well as screening measures designed to identify at-risk students, facilitate student success. the number of professional and support staff needed for the program is adequate and their qualifications are sufficient to satisfy the needs of the programs. processes to assess the learning facilities needs for student success; review of existing resources; as well as the creation of action plans to address gaps. Mechanisms to collate classroom and non-classroom faculty and staff requirements for student support; mechanisms for identifying gaps, and addressing gaps. Mechanisms to collate academic support and advising service requirements; mechanisms for identifying gaps, and addressing gaps; Screening, support and follow-up measures for at-risk students. Procedures for hiring staff; procedures for the evaluation of staff; Staff performance evaluation; Measures for evaluating and upgrading skills for staff; Professional development plans for staff. Mechanisms to collate learning facilities for different modes of delivery requirements; mechanisms for identifying gaps, and addressing gaps. 8 P age

9 6.7 Ensures that the process of reviewing leadership, organization, and management of human resources, processes to identify and assess needs; financial services, learning resources, information review of existing resources, as well as the creation of action plans to address identified technology resources, and academic facilities are done gaps; in such a manner that all relevant factors are taken the objectives of the plan are taken into account in planned actions; into account such as quality, efficiency, effectiveness, optimal use, financial responsibility, etc. the means used are aligned with the institutional plan s objectives; teaching facilities, equipment and other material resources are adequate in terms of quantity, quality and accessibility; financial resources are sufficient to ensure the proper functioning of the programs. Mechanisms to collate college requirements; Mechanisms for identifying gaps, and addressing gaps; Procedures for developing, implementing and reviewing: annual institutional priorities; plans for implementing the plan; institutional, management, departmental and program work plans (e.g. work plan templates); management dashboards; Follow-up mechanisms that track indicators and progress measured against expected results. Procurement plans for new or upgraded specialized equipment; Plans for development (e.g. IT, physical infrastructure). 9 P age