academicmanagement-benchmarking-karen-may-h.mendoza.pptx
- 1. ACADEMIC AND MANAGEMENT BENCHMARKING KAREN MAY H. MENDOZA
- 2. 4. Academic and Management Benchmarking 4.1Accreditation Schemes 4.1.1 PAASCU 4.1.2 PACUCOA
- 5. to overcome resistance to change provide a structure for external evaluation create new networks of communication between schools Benchmarking
- 6. THE FOLLOWING ARE SOME OF THE POTENTIAL AREAS OF BENCHMARKING IN EDUCATION: knowledge management • learning strategies e-learning learning technologies training methods and strategies teaching methodologies learning resources
- 7. An academic benchmark may be set at the beginning of a course for the set of concepts that students should know by the end of the term. Benchmarks are used to assess progress towards year- end goals. Academic benchmarks refer to assessments that measure students against institution standards and learning goals. Benchmarking allows educators to identify students’ strengths and weaknesses, which can then inform their future instruction. ACADEMIC BENCHMARKING
- 8. Benchmarking is a common practice and sensible exercise to establish baselines, define best practices, identify improvement opportunities and create a competitive environment within the organization. Integrating benchmarking into your organization will result in valuable data that encourages discussion and sparks new ideas and practices. MANAGEMENT BENCHMARKING
- 9. • Benchmarking can allow you to: 1.Gain an independent perspective about how well you perform compared to other management. 2.Drill down into performance gaps to identify areas for improvement 3.Develop a standardized set of processes and metrics 4.Enable a mindset and culture of continuous improvement 5.Set performance expectations 6.Monitor company performance and manage change MANAGEMENT BENCHMARKING
- 10. Accrediting associations undertake to monitor the academic and administrative quality of their members, which are either entire institutions or components. ACCREDITATION SCHEMES
- 11. 1. Certifying that an institution or program has met established standards 2. Assisting prospective students in identifying acceptable institutions 3. Assisting institutions in determining the acceptability of transfer credits 4. Helping to identify institutions and programs for the investment of public and private funds 5. Protecting an institution against harmful internal and external pressure 6. Creating goals for self-improvement of weaker programs and stimulating a general raising of standards among educational institutions 7. Involving the faculty and staff comprehensively in situational evaluation and planning 8. Establishing criteria for professional certification and licensure and for upgrading federal assistance FUNCTIONS OF ACCREDITATION
- 12. • Being a member of PAASCU facilitates a clearer self- image for a member institution that gives the school community and its stakeholders a sense of direction. It affords the member school a high reputation founded on quality standards and also guides parents and students in the choice of excellent schools and facilitates the transfer of students. BENEFITS OF ACCREDITATION AND MEMBERSHIP IN PAASCU (PHILIPPINE ACCREDITING ASSOCIATION OF SCHOOLS, COLLEGES AND UNIVERSITIES
- 13. • The PAASCU accreditation process promotes principles and practices which are found in excellent institutions. The Survey Forms used in the accreditation process are based on standards and good practice. The statements in the Survey Forms are more qualitative rather than quantitative. The PAASCU accreditation process does not have specific formulas to apply or particular patterns to require the institutions. The survey instruments and criteria for evaluation are tools to help the institution measure educational quality as they strive for excellence. STANDARDS
- 14. The Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) is a private accrediting agency which gives formal recognition to an educational institution by attesting that its academic program maintains excellent standards in its educational operations, in the context of its aims and objectives.
- 15. Objectives : 1.To identify schools whose competence and performance in a particular field warrant public and professional recognition. 2.To guide students in the choice of quality schools, colleges and universities that will meet their individual needs. 3.To help institutions of learning achieve maximum educational effectiveness through self-evaluation and self-discipline. 4.To enlist the cooperation of institutions of learning and professional associations in the mission of advancing the interest of education.
- 16. ACCREDITATIONCONSISTSOF EIGHT PHASES: FIRST : THE ORIENTATION ON ACCREDITATION VISIT SECOND : THE SELF-SURVEY ACTIVITIES THIRD : THE PRELIMINARY VISIT (FOR CANDIDATE STATUS) FOURTH : THE FORMAL VISIT (FOR LEVEL I ACCREDITED STATUS) FIFTH : THE RE-ACCREDITATION VISIT (FOR LEVEL II REACCREDITED STATUS) SIXTH: THE LEVEL III PHASE (FOR LEVEL III REACCREDITED STATUS) SEVENTH: THE LEVEL IV PHASE
- 17. LEVEL I/LEVEL II:ACCREDITEDSTATUS Programs Which Have At Least Been Granted An Initial Accredited Status By Any Of The Member Agencies Of The FAAP, And Whose Status Is Certified By The Latter. A. Full Administrative Deregulation, B. Financial Deregulation In Terms Of Setting Of Tuition And Other Fees And Charges C. Authority To Revise The Curriculum Without Ched Approval D. Priority In The Awards Of Grants/Subsidies Or Funding Assistance From Ched/Dep Ed.
- 18. THANK YOU…