Accreditation and standards-driven program evaluation: implications for program quality assurance and stakeholder professional development

2012 ◽  
Vol 47 (5) ◽  
pp. 2883-2913 ◽  
Author(s):  
Saad F. Shawer
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Program Evaluation ◽  
Program Quality

Establishing Considerations for Universal Design for Learning and Accessibility in Online Courses

2021 ◽  
pp. 474-495
Author(s):  
Aisha S. Haynes
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Design For Learning ◽  
University Support

Students with and without disabilities are enrolling in online courses. Universal design for learning (UDL) and accessibility strategies should be implemented proactively when designing and developing online courses. Quality assurance and accessibility standards, university support, professional development, and instructional designers are important for instructors to successfully design online courses and teach online. The purpose of this chapter is to provide educators with strategies for implementing UDL and accessibility in online courses.

scholarly journals The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

Program-Based Quality Assurance: A Reconciliation of Quality Assurance and Program Evaluation

1989 ◽  
Vol 2 (1) ◽  
pp. 32-35 ◽  
Author(s):  
Heather Rennebohm ◽  
Nancy O'Brien
Keyword(s):  
Quality Assurance ◽  
Program Evaluation ◽  
Conceptual Model ◽  
Current Systems

This paper addresses the need for action by examining the underlying shortcomings in current quality assurance (QA) principles and programs. An attempt is made to find some solutions through examining theories of program evaluation (PE). Developed through the use of QA and PE principles, a conceptual model for program-based QA is presented, and examples of program-based QA are given. Conclusions are drawn regarding the utility of a properly designed QA program to address the criticisms levied against many current systems.

scholarly journals Improving Professional Development System through Quality Assurance Practices in the Universities of Pakistan

2015 ◽  
Vol 9 (1) ◽  
pp. 141
Author(s):  
Muhammad Shabbir ◽  
M. Ibrahim Khalid ◽  
Khuda Bakhsh ◽  
Muhammad Naeem Mohsin ◽  
Shafqat Rasool ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Evaluation System ◽  
Faculty Evaluation ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Development System ◽  
Quantitative And Qualitative Research ◽  
Public And Private Sector

<p class="apa">The rationalization of this research was to investigate about improving professional development system through Quality Assurance Practices (QAP) in the Universities of Pakistan pertaining to the opinions of students, teachers and Directors of Quality Enhancement Cells’ (QEC’s) and to differentiate the ideas of students, teachers and Directors of QECs regarding professional development system as well as offer quality assurance practices in the universities of Pakistan. This study had a quantitative and qualitative research design. This study was conducted on a sample of 28 universities (public and private sector) of Pakistan by using random and purposive sampling techniques. Questionnaires and semi structured interviews were planned to gather information from students, teachers and Directors of QECs related to professional development system about quality assurance practices in the universities of Pakistan. The data was analyzed by using descriptive, inferential statistics and SPSS. The study exposed that students, teachers and Directors of QECs faced a lot of problems without profession development system. Majority of the students’ teachers and Directors’ of QECs opined that mean response value showed that well-defined recruitment criteria for faculty selection was existed well in the universities. Tests and interviewed technique were also used for recruitment of the faculty. Evaluation system of faculty was available to judge the performance of teaching staff. Seminars were held according to the departments and faculty was allowed to participate in the seminars. Departments had collaboration for professional development with other departments in the universities. Faculty was available according to the course workload, and faculty was using teaching methodologies appropriately. Guidance and counseling system partially exists in the universities. Students and teachers responded that salary package was not sufficient for the faculty, need based trainings were not arranged by the universities, regular follow up system of teachers’ performance after training was not done. Performance based incentives system for the faculty was not available in the universities. It was suggested by the students, teachers and Directors of QECs of universities that Quality Assurance Practices (QAP) can be accelerated by thinking the following steps: provision of sufficient salary package need based trainings,, regular follow up system of teachers after training, performance based incentives system should arranged for the faculty.</p>

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