UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings

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Browsing UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings by Subject "Accreditation"

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    Best practice in higher education: The experience of the Department of Electrical and Computer Engineering [PowerPoint]
    (2015-07-15) Gift, Stephan
    This presentation briefly discusses each of the categories under which the Department of Electrical and Computer Engineering of the Faculty of Engineering at The University of the West Indies (UWI), St. Augustine was recently accredited by the Institution of Engineering and Technology (IET), namely: 1) Aims and objectives; 2) Outcomes from last IET visit; 3) Programme; 4) Admission, progression and award; 5) Projects; 6) Staffing; 7) Resources and facilities; and 8) Quality assurance.
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    Best practices in ACTT accredited institutions [PowerPoint]
    (2015-07-15) Bradshaw, Michael
    This presentation provides a synopsis of how institutions accredited by the Accreditation Council of Trinidad and Tobago (ACTT) demonstrate tertiary level education best practice principles as part of, and as a result of, achieving accredited status. It attempts to examine how institutions, after achieving the status, engage in institutional development with regard to developing a rigorous Quality Management System, in order to improve mechanisms for governance and administration, programme development, teaching and learning strategies, student support, and resource management.
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    Internal influential factors affecting accreditation processes in small universities: A conceptual framework based on the case of Curaçao
    (2015-07-15) Isabella, Sharine A.
    The University of Curaçao (UoC) is a relatively small Dutch-Caribbean university located in the SIDS region. The university started its accreditation processes about a decade ago. After years of thorough preparation, UoC succeeded in its first attempt to obtain accredited status for all the submitted programmes. As of 2009, I performed a comparative analysis, based partly on participative observation, which resulted in a PhD dissertation (Isabella, 2014). This paper presents part of the results of this study, aiming to identify the internal influential factors (enablers and barriers) affecting the progress and outcomes of accreditation processes. In this paper, following on the empirical findings, I present the conceptualized heuristic framework consisting of internal influential factors affecting the progress and outcomes of accreditation processes. This framework can generically be used by small universities, in particular those located in less developed global regions. It may be used not only as a descriptive and prescriptive instrument, but also as an analytical tool for the design, implementation, and monitoring of accreditation processes. As such, it facilitates progress and hence makes the achievement of a successful result more feasible. The UoC case study is presented to illustrate how it has managed the great challenges (internal influential factors) encountered during its accreditation processes in order to obtain positive accreditation results. The two key components that the study has shown to be critical for a positive outcome are detailed, i.e., dedicated efforts at the institutional level and high commitment at faculty level.
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    Programme accreditation: Medicine and dentistry [PowerPoint]
    (2015-07-15) Rafeek, Reisha
    This presentation discusses the Caribbean Accreditation Authority for Education in Medicine and other Health Professions (CAAM-HP), and explores accreditation of medicine and dental programmes in the Faculty of Medical Sciences of The University of the West Indies (UWI), St. Augustine, with respect to: (a) accreditation standards, and (b) best practice in higher education.