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Program Quality Assurance
Program accreditation and re-accreditation criteria
1. Need for the program
There is an identified industry or community need for graduates with the defined capabilities of the proposed program, and evidence that it is feasible to recruit a viable number of students to it. The program fits within the relevant Faculty and university strategic profiles and resources are available to support it. The program is forward looking in regard to both content and methodology.
2. Educational design
The educational design of the program is such that:
a. appropriate graduate capabilities are specified, incorporating
professional or vocational capabilities
an international perspective
appreciation of environmental and sustainability issues
an orientation towards lifelong learning and citizenship.
b. the structure of the program is well-designed in the sequencing and nature of learning experiences
c. it offers students flexibility, including
articulation arrangements
diverse entry and exit points
choice of pace and place to study
electives and specialisations or cross-disciplinary linkages
d. the functions of courses within the structure are specified
e. clear learning objectives and outcomes are defined.
f. the learning objectives are met in all modes and locations in which the program is offered.
g. the methodology of the learning is such that the learning outcomes and desired capabilities will be achieved.
h. the assessment processes are well defined and are aligned with both the learning objectives and experiences.
i. the processes through which the defined graduate capabilities will be developed, assessed and reported are specified for each course within the program.
3. Equity
Selection, transition and teaching arrangements ensure that the program is available to equity groups and that it addresses the needs of all students once they are selected.
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4. Management
The program is well managed with established processes for communication, planning, and documentation. Quality processes which are student and outcomes focused are embedded in the design and implementation of the program including appropriate mechanisms of student input and feedback into all aspects of the program. They seek to ensure that the program remains fit for the purposes of all stakeholders.
.5. Resources
Resourcing requirements are clearly identified including consideration of specialised facilities and learning opportunities, staff skills and capabilities. Appropriate documentation is presented to indicate that such resources are available for on- and off-campus students; fees and materials costs paid by students are reasonable; programs gain a return on the investments made via the Teaching and Learning Strategy; and there is efficient use and re-use of courseware, learning objects and the University’s intellectual property.
.6. Evaluation and Maintenance
The processes for on-going maintenance, evaluation and review for the program, both individually and within an appropriate cognate cluster, are clearly defined for the period of accreditation sought.
.7. Stakeholder requirements
There is evidence that the program has addressed the requirements of relevant professional or vocational accrediting bodies.
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Last Modified 09 June 2001 by Josie Ryan