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 "Assessment data"

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    A critical look at key components of The University of the West Indies quality assurance system [Panel]
    (2015-07-15) Dottin, Pamela; Gift, Sandra; Perkins, Anna Kasafi; Thompson, Kay
    Using the Framework for Analysis of Practices in Higher Education (FAPHE) proffered by Harvey (2012), this panel critically assesses components of The University of the West Indies (UWI) academic Quality Management System (QMS), as implemented by the Quality Assurance Unit (QAU). These components are: i) the integration of institutional research data in the self-assessment process; (ii) review team selection; (iii) quality assurance of distance and online education; and (iv) work based/experiential learning. Harvey's key principles for establishing the presence of best practices-efficiency in the use of resources, being well-documented, engagement of key stakeholders, and undertaking monitoring and evaluation-is the framework for the assessment. These principles address the administrative and management concerns of policy, leadership, human resource development, and monitoring and evaluation, which have been identified elsewhere as important in developing quality in higher education. In examining these features critically, evidence is identified for the presence of best practice or gaps that need to be closed for the system to produce superior results. A mixed methodological approach is utilized; it involves undertaking a desk study of quality assurance review team reports from the various UWI campuses completed within the last five years, post-review evaluation instruments completed by review team members and heads of departments, as well as policy, and strategic planning documentation of the university and the Quality Assurance Unit. For the integration of institutional research data, a comparative review is undertaken against QA systems used in two other higher education institutions. Reference is also made to the literature on best practice.
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    Institutional research as a best practice in driving evidence based decision making: A review of the operations of the Campus Office of Planning and Institutional Research at The University of the West Indies, St. Augustine Campus
    (2015-07-15) Singh, Reanti; Berkley, Melissa; Bhatt, Ashish
    This reflective study seeks to examine the extent to which data-driven assessment, undertaken through institutional research, has been strengthened to guide decision making at the St. Augustine Campus of The University of the West Indies (UWI). This was identified as an evident weakness of the Campus in the Institutional Accreditation Review of 2011. Special attention is given to the role of the Campus Office of Planning and Institutional Research (COPIR) in not only leading the effort of Institutional Research, supported by a Business Intelligence (BI) system, but also in providing the empirical data to measure institutional performance and assessment. The study draws on some specific projects that were undertaken by COPIR to provide evidence of particular findings and emerging trends in student and graduate enrolment, progression, and attrition, as well as feedback gathered from institutional surveys. The data generated have served to inform campus management decision making, and support the development of policy, practice, and process more strategically. In an environment where higher education is continuously evolving and where institutions are being held more accountable, institutional research will play an increasingly more important role in responding to the needs of its various stakeholders. It is therefore imperative that COPIR strive to strengthen its capacity to provide evidence-based information to improve the rigours of an information management system, whilst drawing on the comparative work of peer institutions and keeping abreast of disciplinary best practices.