Introduction

CIIT has made unprecedented progress during the last ten years as an institution of higher education. After starting from a couple of borrowed rooms it has become a major university of the country with seven campuses housed in sprawling custom-made buildings, modern laboratories, vast libraries and most modern computing facilities.

This remarkable progress has been achieved through visionary leadership coupled with the dedication of all the persons associated with the cause. Right from the beginning a lot of emphasis has been given to the quality education by inducting a number of prominent persons of learning known for their contribution in the field of higher education. These ladies and gentlemen of eminence have successfully started undergraduate and graduate programs and have brought CIIT among the top universities of Pakistan.

A formal system of quality enhancement of the academic programs is in place at the Institute. When a program outline is developed though the specific terminology may not consciously have been employed. The use of precise terminology is bound to guide young faculty to think and develop academic programs around these guidelines and deliver quality education. If a program is properly defined, consciously woven around these points, we can save time, energy and resources and produce far-reaching results than otherwise. The contents of each parameter however, must be measurable and in documented form to direct and enrich our academic endeavors.

System of Quality Education

The system of quality enhancement is composed of the six important factors mentioned in the following paragraphs:

1. Development of the criteria and standards for an academic program
2. Carrying out assessment surveys to see how these criteria and standards are being met.
3. Writing of the Self-Assessment Reports (SARs) on the basis of 1 & 2
4. Review of the SARs by a panel of experts from within the various campuses of the CIIT or from other universities as deemed fit by the Rector.
5. Submission of the assessment report by the experts and its presentation to the HOD and the faculty of the concerned department.
6. Development and implementation of the actions to be taken by the department after seeking the approval of the Rector.

Self Assessment of The Academic Programs

The system of quality enhancement is built around the concept of self-assessment of the academic programs by the department themselves. Self-Assessment involves, A. The development of the criteria and standards on which the academic programs are based, B. Carrying out the various types of assessments by the department concerned, and C. Writing of the report based on A & B by the department.

Self-Assessment Report provides the bedrock on which the entire edifice of quality education is built. In the following paragraphs the components of the Self-Assessment Report are discussed in detail.

1. Development of the Criteria and Standards

Development of criteria and standards for various programs offered by our campuses in the light of the mission and objectives of the programs, adherence to these standards and periodically self-assessing the level to which these standards have been met, noting the reasons for deviations if any and thus help in the development of system of rating of various programs offered by the Institute. The self-assessment is based on several criteria. To meet each criterion a number of standards must be satisfied. List of criteria and its standards as follows:

2. Assessment Instruments used by the Department

The department is also required to formulate a system of periodically assessing whether the mission, objectives, learning outcomes and other criteria and standards are being met by the department. It is imperative that not only the system of assessment should thorough and fair, but care must be given as to how the results of the assessment are being used to make the necessary changes. A fair and efficient system of examinations should be devised to support the efforts of the teachers in the class (which includes assessments like quizzes, assignments, project, and extra reading material).

This assessment allows teachers as well as students a ground for self-evaluation, reflection and enhances teaching quality through transparency and honest feedback.

Some of the means for assessing the extent to which graduates are performing the stated program outcomes/learning objectives include the following:

• Conducting a survey of graduating seniors every semester.
• Conduct a survey of alumni every two years.
• Conduct a survey of employers every two years.
• Carefully designed questions asked during capstone design projects presentations.
• Outcome assessment examinations – sessionals, terminal, assignments, quizzes, term papers etc.
• Assessment by an independent body?

Self Assessment Procedure

Each academic program shall undergo a self-assessment (SA) every two years (assessment cycle). The Quality Enhancement Cell (QEC) is responsible for planning, coordinating and following up on the self-assessment (SA) activities. The steps of the procedure for SA are as follows:

• The QEC initiates the SA one semester prior to the end of the assessment cycle through the Vice Chancellor / Rector Office in which the program is offered. However, if the program is undergoing the SA for the first time, the department will be given one academic year for preparation.
• Upon receiving the initiation letter the department shall form a program team (PT). The PT will be responsible for preparing a self-assessment report (SAR) about the program under consideration over a period of one semester. They will be the contact group during the assessment period.
• The department shall submit the SAR to the QEC through the concerned Dean. The QEC reviews the SAR within one month to ensure that it is prepared according to the required format.
• The Vice Chancellor / Rector form a program assessment team (AT) in consultation with the QEC recommendations within one month. The AT comprises of 2-3 faculty members from within or outside the university. The AT must have at least one expert in the area of the assessed program.
• The QEC plans and schedules the AT visit period in coordination with the department that is offering the program.
• The AT conducts the assessment, submits a report and presents its findings in an exit meeting that shall be attended by the QEC, Dean and PT and faculty members.
• The QEC shall submit an executive summary on the AT findings to the Vice Chancellor / Rector.
• The Department shall prepare and submit an implementation plan to QEC based on the AT findings. The plan must include AT findings and the corrective actions to be taken, assignment of responsibility and a time frame for such actions.
• The QEC shall follow up on the implementation plan to ensure departments are adhering to the implementation plan. The academic department shall inform the QEC each time a corrective action is implemented. QEC shall review the implementation plan once a semester to assess the progress of implementation.

Self Assessment Procedure Flow Chart