institutional Audit and Accreditation. These guidelines focus on how Departments should organize and conduct their self-evaluation processes, and report the results. The guidelines are organized as follows: Section A provides the Criteria for Departmental self-evaluation Section B provides the Criteria for Programme self-evaluation. Guiding principles for self-evaluation The institutional mission is the anchor point of the self-evaluation: Effective self-evaluation is best assured if it is built around a clear sense of the purpose and goals of the university. The support of institutional leadership is essential: The usefulness of the self-evaluation is heavily dependent on the support of the process given by institutional leadership. Widespread academic community involvement is necessary: Self-evaluation is a if a relatively small group writes ‘collective’ activity, i.e. even the self-evaluation report, in one way or the other many constituencies of the university should be involved in the process. Throughout the entire self-evaluation process, the Review Panel should promote communication among the and panel members, institution’s staff, students other relevant stakeholders. External review builds on internal quality assurance processes and any previous institutional reviews. The self-evaluation should be based on broad consultations with internal and external stakeholders of the institution, including especially students. Students have a vital role in the institutional audit process. Because quality is essentially the responsibility of the institution, it is important for students to be involved and actively participate in the self-review process and to make suggestions for improvement. Data must provide evidence appropriate to the goals of the self-evaluation: The self-evaluation is evidence-based. Evidence is anything that establishes a fact or gives reason for believing something. The self-review Panel should use evidence (whether in physical or digital format) to test the accuracy and validity of verbal information provided during interviews. Purpose and QA expectations for self-evaluation Policy’s Purpose of self-evaluation Ideally, departments should always be engaged in self-evaluation. Self-evaluation is an important part of the quality assurance process. The departmental self-evaluation serves two purposes: to provide information necessary for institutional portfolio as an initial stage for external audits and programme accreditation; and to encourage departmental continuous improvement. The University-wide QA Policy requires that each
institutional Audit and Accreditation. These guidelines focus on how Departments should organize and conduct their self-evaluation processes, and report the results. The guidelines are organized as follows: Section A provides the Criteria for Departmental self-evaluation Section B provides the Criteria for Programme self-evaluation. Guiding principles for self-evaluation The institutional mission is the anchor point of the self-evaluation: Effective self-evaluation is best assured if it is built around a clear sense of the purpose and goals of the university. The support of institutional leadership is essential: The usefulness of the self-evaluation is heavily dependent on the support of the process given by institutional leadership. Widespread academic community involvement is necessary: Self-evaluation is a ‘collective’ activity, i.e. even if a relatively small group writes the self-evaluation report, in one way or the other many constituencies of the university should be involved in the process. Throughout the entire self-evaluation process, the Review Panel should promote communication among the panel members, institution’s staff, students and other relevant stakeholders. External review builds on internal quality assurance processes and any previous institutional reviews. The self-evaluation should be based on broad consultations with internal and external stakeholders of the institution, including especially students. Students have a vital role in the institutional audit process. Because quality is essentially the responsibility of the institution, it is important for students to be involved and actively participate in the self-review process and to make suggestions for improvement. Data must provide evidence appropriate to the goals of the self-evaluation: The self-evaluation is evidence-based. Evidence is anything that establishes a fact or gives reason for believing something. The self-review Panel should use evidence (whether in physical or digital format) to test the accuracy and validity of verbal information provided during interviews. Purpose and QA Policy’s expectations for self-evaluation Purpose of self-evaluation Ideally, departments should always be engaged in self-evaluation. Self-evaluation is an important part of the quality assurance process. The departmental self-evaluation serves two purposes: to provide information necessary for institutional portfolio as an initial stage for external audits and programme accreditation; and to encourage departmental continuous improvement. The University-wide QA Policy requires that each