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Figure 1: Sample Approaches |
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Quality program framework |
Direct quality program activities |
Quality program support |
Values and incentives |
| Curriculum design |
Program mission statements
Course goal statements |
Curriculum review committees
Departmental reviews
External examiners |
Visiting scholars, consultants |
Intrinsic values based on the academic discipline
Accreditation by professional bodies |
| Pedagogical design |
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Departmental workshops on teaching method innovation
(e.g., using information technology) |
Teaching improvement units workshops and consultation |
Views about how to achieve educational quality
Desires to save time or money |
| Implementation quality |
Written statements on teach-ing quality & the balance of teaching and research
Policies regarding student feedback on teaching quality
Policies regarding use of teaching improvement units |
Student evaluation questionnaires
Student-staff consultative committees
Peer review of teaching
Workshops on improving one's teaching |
Teaching improvement units
Assistance on the design and processing of teaching evaluation questionnaires |
Caring about students
Professional pride
Teaching awards
Inclusion of teaching evaluation in staff reviews and promotion committees |
| Outcomes assessment |
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Tracer studies of graduates
Discussions with employers |
Research projects dealing with student outcomes |
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| Resource provision |
Planning processes associated with resource allocation |
One-line budgeting based on student numbers ("market forces") |
Special funds for teaching improvement projects |
Desires to maintain or enhance staff size
Teaching evaluation at the time of appointment |
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