Program Review for

Effectiveness and
Enhancement
Dr. Abdul Wahid Usmani
Director QEC,
Jinnah Sindh Medical University.
[email protected]
Salient Features of Program Review
for Effectiveness & Enhancement
(PREE)
 PREE is implemented in three ways:

 When QAA, HEC team is coming for level 7-8 programs commonly
known as Graduate Program Review (GPR). (External Quality
Assurance-EQA)

 When Institution is going to arrange its own review of level 7-8

programs known as Graduate Program Review (GPR). . (Internal
Quality Assurance).

 When Institution is going to arrange its own review of Undergraduate

Program. (Through AT Visit)
Requirements of SAR for PREE

1. Program Teams formulated:

 Good Communication Skills
 Sound knowledge of Program Structure and Contents
 Good interpersonal Skills
 Commitment.

2. Availability of Program Document:

 Program Specification Document. (HEC Approved
Curriculum)
Requirements of SAR for PREE

3. Availability of Survey Results:

 Alumni and Employer Survey
 Teachers & Course Evaluation Surveys
 Graduating Students Surveys
 University Resources Survey

4. Access to Data:
 Students Scores in Exam (Various Courses)
 Lab Manuals
 Research Output
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Section 1: Brief Description of the
Program

The description should cover:

 the institution's mission and ethos
 recent major changes since the last self-assessment (if it is first, just
provide background/genesis of the program.
 implications of changes, challenges, strategic aims or priorities for
safeguarding academic standards and the quality of students' learning
opportunities
 details of the external reference points, other than the Qualifications
Framework, which the institution is required to consider (for example, the
requirements of accreditation councils and other professional bodies).
Section 2: THE TRACK RECORD IN
MANAGING QUALITY AND STANDARDS

1. Briefly describe the institution and

programme team's background and
experience in managing quality and standards.

2. Provide the outcomes of previous external

and internal review activities and the
institution’s responses. Refer to any action
plans that have been produced as a result of
previous SAR reviews and actions taken
Section 3: The PREE Standards
 An institution under review should
comment on each Standard separately.
 Itwill be difficult to complete the review
without including the following sets of
information:
 policy,procedures and guidance on
quality assurance and enhancement
Standard 1: PROGRAMME MISSION,
OBJECTIVES AND OUTCOMES

1: Expectation:
Each programme must have a mission, measurable objectives and
expected outcomes for graduates. Outcomes include competency and
tasks graduates are expected to perform after completing the
programme. A strategic plan must be in place to achieve the programme
objectives. The extent to which these objectives are achieved through
continuous assessment and improvements must be demonstrated.
 a
1.1 Expectation outcome indicators (EOIs)

The program must have documented measurable objectives

that support Faculty / College and institution mission
statements.
 1.1.1 Document institution, college and program
mission statements:
Indicative Evidence: Evidence of Vision Mission
genesis/approval.
 1.1.2 State Program Educational Objectives:
(Program educational objectives are intended to be statements
that describe the expected accomplishments of graduates during the
first several years following graduation from the program.)
 1.1.3 Describe how each objective is aligned with
the institution mission statements..
1.1 Expectation outcome
indicators (EOIs)
 1.1.4. Outline the main elements of the strategic plan
to achieve the programme objectives. (List of
Strategic Priorities)

 1.1.5. Provide for each objective how it was

measured, when it was measured and improvements
Identified and made.
(Use Alumni and Alumni survey, Focus group interview
of employers and alumni, Job Placement & Career
Progression Data, Community & professional
engagement, results of Standardized exams, Advisory
Board Input etc.
1.2 Expectation Outcome
Indicators (EOIs)
The program must have documented outcomes for graduating
students. It must be demonstrated that the outcomes support the
program objectives and that graduating students are capable of
performing these outcomes.

List the Program Outcomes (around 7-13 PLOs to be listed

below):
 ..
 ..
 ..
1.2 Expectation Outcome
Indicators (EOIs)
1.2.1 Describe how the programme outcomes support the
programme objectives.
Table 1.2.1: Outcomes versus objectives
Program Program Outcomes
Objectives
1 2 3 4 5 6 7 8

ii

iii

iv

vi

vii
1.2.2 Describe the means for assessing the extent to which
graduates are performing the stated program outcomes/learning
objectives. This should be accomplished by the following:

This should be accomplished by the following:

 conducting a survey of graduating seniors every
semester
 carefully designed questions asked during senior
projects presentations; these questions should be
related to programme outcomes.
 Outcomes examinations (Exit Exam)
 Results of Capstone Courses/assignment
 Mapping results
 Program How Results &
Learning Assessed Improvement
Outcomes Identified/made
1. Capstone Students had issues with
Demonstrate Course 641 international business context.
knowledge of Additional courses to be
Contemporary added.
business
1.

1.

1.
1.3 Expectation outcome indicators (EOIs)
The results of programme’s accreditation and the extent to
which they are used to improve the programme must be
documented.

 1.3.1 Describe the actions taken based on the

results of periodic accreditation
Indicative Evidence: Compliance of last
Accreditation Report/PGPR.
 1.3.2 Describe major future program
improvements plans based on recent
assessments.
 1.3.3 List strengths and weaknesses of the
program
 1.3.4 List significant future development plans
for the program.
1.4 Expectation outcome indicators (EOIs)
1.4.1 The department must assess its overall
performance periodically using quantifiable
measures.
Performance Measures Results

Present student enrolments (undergraduate and graduate)

during the last three years indicating percentages of honours
students
Student faculty ratio
Average graduating grade point average per semester
Average time for completing the program
Attrition rate
Percentage of employers that are strongly satisfied with the
performance of the department’s graduates (employer
Survey)
Indicate the median/average student evaluation for all
modules
% of faculty awarded excellence in teaching award
No. of journal publications per faculty per year
No. of funded projects
No. of conference publications per faculty per year
% of faculty awarded excellence in research award
Number of short courses per year, workshops and seminars
organized for community services
Indicativeand
Faculty Evidence: Evidence
students of data of
satisfaction the above indicators.
regarding the administrative
1.5 Expectation outcome indicators (EOIs)
The department/programme must take deliberate steps to engage all students, individually
and collectively, as partners in the assurance and enhancement of their educational
experience.
 1.5.1. Describe actions taken to involve students in the evaluation of teaching
and learning.
 1.5.2 Describe actions taken as a result of student evaluation.
 1.5.3 Describe how actions are communicated to students.
 1.5.4 Describe actions taken to engage students in decision-making about the
quality of their higher education.
 1.5.5 Describe actions taken to recruit student members to appropriate
deliberative committees.
 1.5.6 Describe training given to students to enable their participation in
decision-making committees.
 1.5.7 Terms of reference of deliberative committees on which students sit.
Indicative Evidence: Students Inclusion
evidence/notification with ROR

Indicative evidence (Generic)

 Programme specification clarifying programme missions, objectives
and outcomes
 Academic development plan clarifying how to develop programme
structure, curriculums, and resources
 Analysis reports of the process adopted for development of mission
and subsequent goals and periodic reviews of mission and goals
 Analysis reports of the process of application of these goals and
coordination for implementation
 Review reports of processes adopted to disseminate the mission
and goals to
 faculty, students and members of the governing body and efforts to maintain
the
 institution’s commitment to the mission among members of the institution
Standard-2: CURRICULUM
DESIGN AND ORGANIZATION
The curriculum must be designed and organized to achieve the
program’s objectives and outcomes. Also course objectives must
be in line with program outcomes. The breakdown of the
curriculum must satisfy the standards specified in this section.
Curriculum standards are specified in terms of credit hours of
study. A semester credit hour equals one class hour or two to
three laboratory hours per week. The semester is approximately
fifteen weeks.

Provide the following information about the programme’s

Information Required Information Provided
curriculum:
Title of degree program.
 Program Specification Template:
Definition of credit hour
Degree plan (attach a flow-chart showing the prerequisites, core,
and elective courses)

Curriculum breakdown in terms of mathematics and basic

sciences, major requirements, social sciences and other
requirements (Please fill Table 2.0 )
Semester Course Code Course Title Core/ Credit
Elective Hour
(Theory-
Lab)

Table 2.1: Curriculum course requirements

Course Specification Template:

For each course in the program that can be counted for credit,
provide the following details:

Information Required Information Provided

Course title
Course Learning Outcomes
Catalog description
Text book(s) and references
Syllabus breakdown in lectures

Computer usage

Laboratory
Detailed Course Outline (please
attach)
Indicative Evidence: Program Specification with Course details.
2.1 Expectation outcome indicators (EOIs)
 2.1.1 The curriculum must be consistent and supports the
program’s documented objectives.
Describe how the program content (courses) meets the program
objectives
Courses Program objectives
1 2 3 4 5 6 7
Mapping of PLOs with Courses

 2.1.2 Complete the matrix shown in Table 2.1.2

linking courses to program outcomes. List the courses and mark the
contribution of the course against relevant outcomes with I, R, M/A .
(Introduced the Concept, Reinforced the Concept, Mastery/Assess the
concept.)
Courses Program Learning Outcomes (PLOs)
1

9
 PLO
PLO 2: PLO 3:
1: PLO 4: PLO 5: PLO 6: PLO 7:
Clinical Health
Courses / PLOs Pati Teamwor Professio Technolo Leadershi
Decisio Promotio
ent k nalism gy p
n n
Care
Fundamentals of
Nursing
I
Medical-Surgical
Nursing
R I
Pharmacology
for Nurses
R R
Pediatric &
Maternity R R I
Nursing
Community
Health Nursing
R R R I
Mental Health &
Psychiatric M/A R R R R
Nursing
Nursing Ethics &
Professionalism
R M/A
Health
Informatics & I
Technology
Leadership &
Management in R M/A M/A
Nursing
2.2 Expectation outcome indicators (EOIs)
Theoretical background, problems analysis and solution design must be
stressed within the program’s core material.

Indicate which courses contain a significant portion (more than

30%) of the following elements:
All the courses listed in Table 4.4 comprise of theoretical background
(40-50%), problem analysis (30-40%) and solution design (30-40%). For
problem analysis, group work and assignments are given. For Solution
design student either prepare a term paper or project presentations on
related skills acquired from each course.
Elements Courses

Theoretical background
Problem analysis
Solution design
 2.3 Expectation outcome indicators (EOIs)
The curriculum must satisfy the core requirements for the program, as specified by the
respective accreditation body.
 2.4 Expectation outcome indicators (EOIs)
The curriculum must satisfy the major requirements for the program as specified by HEC, the
respective accreditation body / councils.
 .5 Expectation outcome indicators (EOIs)
The curriculum must satisfy general education, arts, and professional and other
discipline requirements for the program, as specified by the respective
accreditation body / council.
 2.6 Expectation outcome indicators (EOIs)
Information technology component of the curriculum must be integrated throughout the
program.
 2.7 Expectation outcome indicators (EOIs)
Oral and written communication skills of the student must be developed and applied in the
program.
 2.8 Expectation outcome indicators (EOIs)
Standard-3: Subject Specific
Facilities
Expectation:
Subject-specific facilities must be adequately available and
accessible to faculty members and students to support teaching
and research activities.

 Lab Specification Template:

Describe the laboratory/ computer facilities that are available for use
in the program under assessment. Indicate for each lab the
Information Required Information Provided
following
Course title
Location and area
Objectives
Adequacy for instruction
Courses taught
Software available if
applicable
Major Apparatus
Major Equipment
 3.1 Expectation outcome indicators (EOIs): Laboratory
manuals/documentation/instructions for experiments must be
available and readily accessible to faculty and students.
 3.1.1 Describe the subject-specific facilities that are available for use
in the programme under assessment..
Indicative Evidence: List of facilities (verified)
 3.1.2 Explain how students and faculty have adequate and
timely access to the manuals/documentation and instructions.
Indicative Evidence: Sample Manual
 3.1.3 Benchmark with similar departments in reputable
institutions to identify short comings in laboratory.
3.2 Expectation outcome indicators (EOIs): There must be
adequate support personnel for instruction and maintaining the
laboratories.

 3.2.1. Indicate for each laboratory: support personnel, level

of support, nature and extent of instructional support.
3.3 Expectation outcome indicators (EOIs): The institution’s
computing infrastructure and facilities must be adequate to
support the programme’s objectives
 3.3.1: Describe how the computing facilities support the
computing component of the programme.
 3.3.2: Benchmark with similar departments in reputable
institutions to identify shortcomings in computing
infrastructure and facilities.
Indicative evidence for Standard-3 (Generic)
 • Comprehensive analysis reports of subject-specific facilities accessible to
students
 and other stakeholders
 • Subject-specific facilities development procedure and plan
 • Subject-specific facilities usage record
 • Annual review reports of student involvement and satisfaction with the
provided
 facilities with practicable recommendations for further improvement
 • Student feedback on subject-specific facilities
 • Video evidence of resources
 • Print or electronic review reports of availability of required subject-specific
facilities
 reflected through student handbooks, catalogues, newspapers
Criterion 4: STUDENT SUPPORT
AND ADVISING
Expectations:
Student must have adequate support to complete the program
in a timely manner and must have ample opportunity to interact
with their instructors and receive timely advice about program
requirements and career alternatives.
4.1 Expectation outcome indicators (EOIs) 4: Modules must be
offered with sufficient frequency and number for students to
complete the programme in a timely manner..
 4.1.1 Provide the department’s strategy for course offerings.
 4.1.2 Explain how often required courses are offered.
 4.1.3 Explain how often elective courses are offered.
 4.1.4 Explain how required modules outside the department
are managed to be offered in sufficient number and
frequency.
4.2 Expectation outcome indicators (EOIs) : Modules in the
major area of study must be structured to ensure effective
interaction between students, department and teaching
assistants.

Describe how you achieve effective student / faculty interaction

in courses taught by more than one person such as two faculty
members, a faculty member and a teaching assistant or a
lecturer.
4.3 Expectation outcome indicators (EOIs): Guidance on how to complete
the programme must be available to all students and access to academic
advising must be available to make module decisions and career choices.
 4.3.1 Describe how students are informed about program
requirements.
 4.3.2 Describe the advising system and indicate how its effectiveness
is measured.
 4.3.3 Describe the student counseling system and how students get
professional counseling when needed.
 4.3.4 Indicate if students have access to professional counseling; when
necessary.
 4.3.5 Describe opportunities available for students to interact with
practitioners, and to have membership in technical and professional
societies.
Indicative evidence
 • Comprehensive analysis reports of student support services accessible to students
 and other stakeholders
 • Student support procedures and records
 • Review reports of student involvement and satisfaction with the provided advising
 and counselling services
 • Periodic assessment reports of advising and counselling services with practicable
 recommendations for further improvement
 • Student feedback on advising and counselling services
 • Video evidence of resources
 • Print or electronic review reports of availability of required students’ advisory
 services reflected through student handbooks, catalogues, newspapers
Standard 5: TEACHING
FACULTY/STAFF
Expectation
Teaching faculty/staff must be current and active in their
discipline and have the necessary technical depth and breadth
to support the programme. There must be enough department
members to provide continuity and stability, to cover the
curriculum adequately and effectively, and to allow for scholarly
activities
5.1 Expectation outcome indicators (EOIs): There must be
enough full-time teaching staff who are committed to the
programme to provide adequate coverage of the programme
areas/modules with continuity and stability. The interests and
qualifications of all teaching staff must be sufficient to teach all
modules, plan, modify and update modules and curricula. All
teaching staff should have a level of competence that would
normally be obtained through graduate work in the discipline.
The majority of the teaching staff should hold a PhD in the
discipline and/or vocational experience in their area of
expertise.

S 5.1.1: Complete
Program Areas a table indicating
Teaching programme areas and
Staff In Each Areas
# number of teaching staff in each area.
 5.1.2: Each member of teaching staff should complete a CV.
Name of Teaching Staff Designation CV Submission
status

 5.1.3: The totality of teaching staff is sufficient to deliver the

programme curriculum and objectives.
 5.1.4: Conduct feedback surveys each semester from
students for evaluation of teaching and assessment (Provide
the result analysis only)
5.2 Expectation outcome indicators (EOIs) : Teaching staff must remain
current in the discipline and sufficient time must be provided for
scholarly activities and professional development. Also, effective
programmes for staff development must be in place.
 5.2.1 Describe the criteria for teaching staff to be deemed current in
the discipline and based on these criteria and information in the
teaching staff member’s CV, what percentage of them is current. The
criteria should be developed by the department.
 5.2.2 Describe the means for ensuring that full-time teaching staff
have sufficient time for scholarly and professional development.
 5.2.3 Describe existing teaching staff development programmes at
the departmental and institutional levels. Demonstrate their
effectiveness in achieving teaching staff development.
 5.2.4 Indicate how frequently faculty programmes are evaluated and
if the evaluation results are used for improvement.
5.3 Expectation outcome indicators (EOIs): All teaching staff
should be motivated and have job satisfaction to excel in their
profession.
 5.3.1 Describe programmes and processes in place for staff
motivation.
 5.3.2 Indicate how effective these programmes are.
 5.3.3 Survey teaching staff to measure motivation and job
satisfaction
STANDARD 6: INSTITUTIONAL
POLICIES AND PROCESS CONTROL

Expectation
The processes by which major functions are delivered must be in place,
controlled, periodically reviewed, evaluated and continuously improved.

6.1 Expectation outcome indicators (EOIs): The process by which students

are admitted to the programme must be based on quantitative and
qualitative criteria and clearly documented.
 6.1.1 This process must be periodically evaluated to ensure that it is
meeting its objectives.
 6.1.2 Describe the programme admission criteria at the institutional
level or department if applicable.
 6.1.3Describe policy regarding programme/credit transfer.
Evidence: Document of Transfer Policy
 6.1.4 Indicate how frequently the admission criteria are evaluated and
if the evaluation results are used to improve the process
6.2 Expectation outcome indicators (EOIs): The process by which
students are registered on the programme and monitoring of
students’ progress to ensure timely completion of the
programme must be documented This process must be
periodically evaluated to ensure that it is meeting its objectives.
 6.2.1 Describe how students are registered on the
programme.
 6.2.2 Describe how students’ academic progress is monitored
and how their programme of study is verified to adhere to the
degree requirements.
 6.2.3 Indicate how frequently the process of registration and
monitoring are evaluated and if the evaluation results are
used to improve the process.
6.3 Expectation outcome indicators (EOIs) 6: The process of recruiting
and retaining highly qualified department members must be in place
and clearly documented. Also, processes and procedures for
department evaluation, and promotion must be consistent with the
institution mission statement. These processes must be periodically
evaluated to ensure that they are meeting with their objectives.
 6.3.1 Describe the process used to ensure that highly qualified
teaching staff are recruited to the programme.
 6.3.2 Indicate methods used to retain excellent teaching staff
members.
 6.3.3 Indicate how evaluation and promotion processes are in line
with the institution mission statement.
 6.3.4 Indicate how frequently this process in evaluated and if the
evaluation results are used to improve the process.
6.4 Expectation outcome indicators (EOIs): The process and
procedures used to ensure that teaching and delivery of module
material to the students emphasises active learning and that
module learning outcomes are met. The process must be
periodically evaluated to ensure that it is meeting its objectives.
 6.4.1 Describe the process and procedures used to ensure
that teaching and delivery of module material is effective and
focus on students learning.
 6.4.2 Indicate how frequently this process is evaluated and if
the evaluation results are used to improve the process.
6.5 Expectation outcome indicators (EOIs): The process that
ensures that graduates have completed the requirements of the
programme must be based on standards, and effective and
clearly documented procedures. This process must be
periodically evaluated to ensure that it is meeting its objectives.

 6.5.1 Describe the procedures used to ensure that graduates

meet the programme requirements.
 6.5.2 Describe when this procedure is evaluated and whether
the results of this evaluation is used to improve the process.
 6.6 Expectation outcome indicators (EOIs) 6.6: Programmes
produce information for external audiences about the
learning opportunities they offer that is fit for purpose,
accessible and trustworthy.
 6.6.1 Mission, values and overall strategy are publicly
available on the institution’s website.
 6.6.2 The process for application and admission to the
programme of study is clearly described to prospective
students.
 6.6.3 Information is made available to prospective students to
help them select their programme with an understanding of
the academic environment in which they will be studying and
the support that will be made available to them.
6.7: Programmes produce information for students about the
learning opportunities they offer that is fit for purpose,
accessible and trustworthy.
 6.7.1 Information on the programme of study is made
available to current students at the start of their programme
and throughout their studies.
 6.7.2 Programmes set out what they expect of current
students and what current students can expect of the
programme.
 6.7.3 When students leave their programme of study, they
are issued with a detailed record of their studies, which gives
evidence to others of the students' achievement in their
academic programme.
6.8 Expectation outcome indicators (EOIs): Programmes are
managed to high ethical standards when dealing with faculty,
staff, students and other stakeholders.
 6.8.1 Programmes practice and exemplify the values and
ethical principles articulated in the institution’s mission and
ethics policies.
 6.8.2 Programmes safeguard the interests of students,
faculty and staff.
 6.8.3 Programmes ensure equality, diversity and inclusion.
 6.8.4 Programmes have a transparent approach to all
communication, including academic integrity and complaints.
Indicative evidence
 • Marketing strategy
 • Admissions policy
 • Progression policy
 • Certification policy
 • Evidence of support programmes and services for students to improve the achievement of their educational goals and expected
learning outcomes
 • Periodic review reports of information provided on financial aid programmes, scholarships and grants
 • Evidence of utilisation of review reports of financial aid component to further improve these and to assure the public information-
sharing
 • Evidence of utilisation of review report results to further improve the policies of admission, retention, persistence, and so on
 • Evidence of utilisation of attrition data and drop-out analysis reports to investigate the reasons and to improve the situation for these
students
 • Effective teaching and learning environments with appropriate resources
 • Demonstration of electronic resources to support teaching and learning, for example, a virtual learning environment (VLE)
 • Staff development programme and evidence of staff attendance
 • Examples of scholarship activities that support teaching and learning
 • Observation of teaching and learning procedure, results of observations and followup activities
 • Programme and module handbooks
 • Student support procedure and records
 • Student tutorial procedure and associated records
 • Student feedback on their learning experiences Guidelines Policies and processes are the main pillars of a coherent institutional
quality assurance system that forms a cycle for continuous improvement and contributes to the accountability of the institution and its
programmes. It supports the development of a quality culture in which all internal stakeholders assume responsibility for quality and
engage in quality assurance at all levels of the institution. In order to facilitate this, the policy has a formal status and is publicly
available.
 The policy translates into practice through a variety of internal quality assurance processes that allow participation across the
STANDARD 7: INSTITUTIONAL
SUPPORT AND FACILITIES
Expectation
The institution’s support and the financial resources for the programme must
be sufficient to provide an environment in which the programme can achieve
its objectives and retain its strength. Also, the institutional facilities, including
library, classrooms and offices, must be adequate to support the objective of
the programme. To satisfy this criterion a number of standards must be met.

7.1 Expectation outcome indicators (EOIs): There must be sufficient

support and financial resources to attract and retain high-quality
teaching staff and provide the means for them to maintain
competence as teachers and scholars.
 7.1.1 Describe how the programme meets this standard. If it does
not, explain the main causes and plans to rectify the situation.
 7.1.2 Describe the level of adequacy of secretarial support,
technical staff and office Equipment
7.2 Expectation outcome indicators (EOIs): There must be an
appropriate number of high-quality graduate students, research
assistants and PhD students.
 7.2.1 Provide the number of graduate students, research
assistants and PhD students for the last three years.
 7.2.2 Provide the teacher: graduate student ratio for the last
three years
7.3 Expectation outcome indicators (EOIs): Financial resources
must be provided to acquire and maintain library holdings,
laboratories and computing facilities.
 7.3.1 Describe the resources available for the library.
 7.3.2 Describe the resources available for laboratories.
 7.3.3 Describe the resources available for computing
facilities.
7.4 Expectation outcome indicators (EOIs): The institution must
have the infrastructure to support new trends in learning such
as e learning.
 7.4.1 Describe infrastructure and facilities that support new
trends in learning.
 7.4.2 Indicate how adequate the facilities are.
7.5 Expectation outcome indicators (EOIs): The library must
possess an up-to-date technical collection relevant to the
programme and must be adequately staffed with professional
personnel.
 7.5.1 Describe the adequacy of the library’s technical
collection.
 7.5.2 Describe the support rendered by the library.
7.6 Expectation outcome indicators (EOIs): Classrooms must be
adequately equipped, and offices must be adequate to enable
teaching staff to carry out their responsibilities.
 7.6.1 Describe the adequacy of the classrooms.
 7.6.2 Describe the adequacy of teaching staff offices.
 Indicative evidence
 • Comprehensive analysis reports of student support services accessible to students
 and other stakeholders
 • Mechanism for resolutions of student grievances and complaints
 • Review reports of student involvement and satisfaction with the provided academic
 support services, co-curricular and extracurricular activities
 • Periodic assessment reports of student support and advising services with
 practicable recommendations for further improvement
 • Video evidence of resources
 • Print or electronic review reports of availability of required students’ support and
 advisory services reflected through student handbooks, catalogues, newspapers
 • Review reports of programme resources, fund raising and grant activities
 • Review of periodic reports of programme planning, assessment and budget
 • Review reports of work of various programme committees dealing with resource acquiring, allocation or replacement,
and so on
 • Review reports of resource availability and allocation and linkage with planning cycle
 • Review reports of transparency of the system of all kinds of contracts and agreements regarding resource acquiring
and sharing
 • Review reports of endowment policies and procedures, if any
 • Review reports of resource management.
STANDARD 8: INSTITUTIONAL
GENERAL REQUIREMENTS
 Expectation
The institution ensures that research degrees are awarded in a research
environment that provides secure academic Precepts, standards and
international best practices for doingresearch and learning about
research approaches, methods, procedures and protocols, and which
takes account of social and industrial needs. This environment offers
students quality opportunities and the support they need to achieve
successful academic, personal andprofessional outcomes from their
research degrees.
8.1 Expectation outcome indicators (EOIs): General Principles
 8.1.I. Full and part-time postgraduate research programmes will only
be offered where students can be expected to meet the academic
Precepts the institution has set for itself, which should reflect national
expectations.
 8.1.2 Regulations should be clearly defined, made readily available
and be sufficiently comprehensive to cover the progression of
research students from admission and registration through to final
examination and award.
 8.1.3. Regulations should be subject to regular review, at local and
institutional level.
 8.1.4. Research should take account of regional, national and
international social and industrial needs.
8.2: The research environment
The institution should:
 8.2.1 only offer research opportunities where
students can be trained and supported within an
environment that is supportive of research
 8.2.2. make sure that all publicity materials
associated with postgraduate research programmes
are clear, accurate and of sufficient detail to inform
student choice.
8.3: The selection and admission of
students
The institution should:
 8.3.1. make sure that admissions procedures are clear and
consistently applied
 8.3.2. make sure that only appropriately qualified and/or
prepared students are admitted onto research programmes
 8.3.3. make sure that admissions decisions involve the
judgment of more than one member of the institution's staff
with relevant expertise
Evidence: Admission Committee
 8.3.4. make sure that admissions procedures promote equality
of opportunity
 8.3.5. make sure that the entitlements and responsibilities of a
research student undertaking a postgraduate research
programme at the institution are defined and communicated
clearly
8.4: Student information and induction
The institution should:
 8.4.1: make sure that research students are provided with opportunities
by the institution to enable them to commence their studies with an
understanding of the academic and social environment within which they
will be working.

8.5: The approval of research projects

The institution should:
 8.5.1: give adequate consideration to the feasibility of both full and part-
time students undertaking and successfully completing a particular
research project.

8.6: Skills training

The institution should:
 8.6.1: make sure that research students have access to training sufficient
to gain the skills they need to design and complete their programmes
effectively and to help prepare themselves for their subsequent career.
8.7: Supervision
The institution should:
 8.7.1: make sure that supervisors possess
recognized subject expertise
 8.7.2: make sure that supervisors have the
necessary skills and experience to monitor, support
and direct research students' work
 8.7.3: make sure that research students receive
support and direction sufficient to enable them to
succeed in their studies
 8.7.4: make sure that the progress made by
research students is consistently monitored and
regularly communicated to the students.
8.8: Assessment
The institution should:
 8.8.1: make sure that postgraduate research assessment processes are
communicated clearly and fully to research students and supervisors
 8.8.2: postgraduate research assessment processes are clear and
operated rigorously, fairly, reliably and consistently
Feedback, complaints and appeals
 8.8.3: make sure that mechanisms exist to enable open and constructive
feedback to be provided by research students and their supervisors on the
learning experience and support infrastructure
 8.8.4: make sure that complaints and appeals procedures are fair, open
and consistently applied, allowing students access to relevant information
and an opportunity to present a case
 8.8.5: make sure that independent and formal procedures exist to deal
swiftly with complaints from research students about the quality of the
institution's learning and support provision
 8.8.6: make sure that formal procedures exist to deal with any academic
appeals made by postgraduate research students
 8.8.7: make sure that the acceptable grounds for appeals are clearly
Evaluation
The institution should:
I make sure that the extent to which
institutions are discharging their
responsibilities for the Precepts of the research
awards granted in their name, and for the
quality of the education provided to enable
research students to attain those Precepts, are
regularly reviewed.
Indicative evidence
General principles
 The expectation for general principles might be evidenced by the institution’s:
 • institutional regulations.
 The research environment
 The expectation for the research environment might be evidenced by the
institution’s:
 • information about what constitutes a successful community of academic staff
and postgraduate students engaged in research
 • information about the quality of supervision available, including the research
skills of prospective supervisors
 • information about the facilities and equipment that will be made available to
research students
 • information about what provision should be made available to develop
research and employment-related skills
 • information about access to academic and welfare support facilities
 • information about the opportunities for effective student representation
 • information about what implementation and monitoring mechanisms need to
be applied where a project is undertaken in collaboration with another
organisation.
Conclusions
 Self Assessment Report based on PREE is technical
and needs learning.

 You need to prepare documents before you proceed

to SAR.

 Work in Teams and ask for assistance from QEC

Thank You