Submission Guide for Learning Programme Re-accreditation (Version 1.1)
Submission Guide
Learning Programme Re-accreditation
Notes to Operators
1. This is a Guide for Operators preparing their Accreditation Document for Learning Programme Re-accreditation (re-LPA). It advises on sources of evidence for the re-LPA. The Accreditation Panel may request further information in writing and / or during meetings with Operators. Please refer to the Guidance Notes on Initial Evaluation, Learning Programme Accreditationand Learning Programme Re-accreditation on HKCAAVQ website: http://www.hkcaavq.edu.hk/en/services/accreditation/academic-accreditation.
2. Operators of Associate Degree and Higher Diploma programmes should observe requirements of the Revised Common Descriptors for Associate Degree and Higher Diploma Programmes under the New Academic Structure published by Education Bureau available on HKCAAVQ website at http://www.hkcaavq.edu.hk/en/services/accreditation/academic-accreditation.
3. It is important that Operators provide evidence to demonstrate they have met the respective accreditation criteria. Sources of evidence should also cover measures adopted by Operators which assure the quality of the student learning experience. The responsibility for providing appropriate evidence lies with the Operator. In preparing evidence, the emphasis should be put on its quality and relevance, not the amount. The following suggestions are for reference, and are not meant to be exhaustive. As Operators are diverse in nature and operational mode, it is likely that evidence will differ.
4. In presenting evidence for programme re-accreditation, Operators are normally only required to provide existing materials that reflect the implementation of Operators’ policies, processes and outcomes. Further clarification may be required if there are any significant gaps in the existing materials.
5. Operators should submit an Accreditation Document of a self-evaluative nature based on on-going internal review activities or where necessary, a separate self-evaluation process. Operators should present any enhancements made or planned arising from the review of their operation of the Programme since the last (re-)accreditation.
6. The Accreditation Document should be presented in 2 parts: a Main Submission and Supporting Materials.
7. The Main Submission is preferably limited to 30 A-4-sized pages, and presented in 13 sections. We suggest the following content for the sections:
Section 1: Overview of the Operator
Section 2: General Information about the Programme
Section 3: Follow-up on Recommendations and Approved Substantial Change(s)
Sections 4 to 13: Accreditation Criteria and Sources of Evidence –
These sections should focus on providing explanations / analysis of evidence arising from the operation of the Programme during the validity period to show how accreditation criteria are met. Where necessary, existing programme information shall be presented as supporting materials to facilitate the Accreditation Panel to understand the explanations / analysis of evidence.
8. The Supporting Materials should contain key institutional documents (e.g. Quality Assurance (QA) manual) and other supporting documents. These documents should be referred to in the Main Submission, with clear titles and labels for cross-referencing.
9. Items listed in the Submission Guide with templates provided for reference are marked with an asterisk (*).
Accreditation Document for Learning Programme Re-accreditation
This section gives a brief introduction of the Operator. The following is required:
· Name of the Operator#
· Vision and mission of the Operator
· Organisational structure (e.g. governing body, faculties, schools, departments, administrative units and support services)
· Brief history of the Operator (e.g. date of establishment, acquisition of accreditation status, and any major developments)
· The host department, supporting departments, supporting units, boards, committees and other units involved in the Programme
· Address of teaching venue(s)
# in both English and Chinese, if applicable.
Note: If the above information has not been changed since the most recently completed accreditation exercise, the need to re-submit individual items should be discussed with the Case Officer.
Section 2 General Information about the Programme*
This section gives general information about the Programme. The following is required:
· Programme title#
· Qualification title or exit award#
· Intermediate exit award(s) (if applicable)#
· Name of granting body#
· Primary Area of Study / Training
· Other Area of Study / Training (if any)
· Mode(s) of study (e.g. full-time, part-time, or both)
· Programme length (number of contact hours, minimum number of years, and maximum number of years)
· Number of credits / QF credits required for intermediate exit award(s) (if any) and terminal exit award
· Ratios of contact hours to self-study hours for various teaching and learning activities
· Number and name of stream(s)
· Number of enrolment(s) per year
· Proposed maximum number of new student per year
· Graduate Profile (for degree programmes)
# in English and Chinese versions, if applicable.
Section 3 Follow-up on Recommendations and Approved Substantial Change
This section provides (a) an account of how the recommendation(s) from the most recent Learning Programme Accreditation (LPA) or re-LPA have been implemented, and other follow-up actions the Operator has taken; and (b) a brief summary of HKCAAVQ approved substantial change(s) during the validity period, if any.
Note: Guidance Notes on Substantial Change to Accreditation Status can be found on HKCAAVQ website.
Sections 4 to 13 Accreditation Criteria and Sources of Evidence
For each criterion in Sections 4 to 13, Operators are required to demonstrate
(a) how each criterion is met with the following information:
· relevant evidence arising from the operation of the Programme during the validity period (suggested sources of evidence are listed below under each criterion)
· relevant background programme information to facilitate understanding of the evidence
(b) enhancements made or planned based on self-initiated review, if any, (apart from those reported in Section 3) including (i) review tools / methods used and (ii) summary of key review findings
Accreditation Criteria / Sources of Evidence (including Programme Information)
Section 4 Programme Objectives and Learning Outcomes
The learning outcomes should reflect the stated programme objectives, which are tested through assessment. The evidence from assessments must show that the QF level of the learning outcomes correspond to the GLD and other relevant documents. / q Samples of assessments showing intended learning outcomes correspond to the designated GLD at the specified QF level
q Feedback from external parties (e.g. employers, external examiners, etc.) relating to the attainment of intended learning outcomes
q Recognition of student work by external parties (e.g. awards in open competitions) confirming the standard of intended learning outcomes
q Graduate survey results showing graduate destinations are commensurate with programme objectives
q Recognition of graduates by professional bodies (e.g. gaining membership status of professional bodies, passing of professional examinations, etc.) showing achievement of programme objectives.
Programme Information
q Programme objectives
q Programme intended learning outcomes
q Intended learning outcomes of each stream (if applicable)
q Mapping of intended learning outcomes against programme objectives*
Section 5 Programme Content and Structure
The content and structure of the learning programmes must be up-to-date, and must be coherent, balanced and integrated to facilitate progression, to enable students/learners to achieve the stated learning outcomes and the required standards at the appropriate level in QF. / q Minutes of meetings reflecting discussion of coherence and effectiveness of programme structure
q Feedback from external parties (e.g. external examiners, external advisors and professional bodies) confirming the programme content and structure are up-to-date
q Results of student evaluation showing the content and structure are coherent and balanced
q Internal review of relevant information (e.g. student progression rate, grade distribution reports) relating to student progression
Programme Information
q Programme documents (including programme structure* and syllabus)
q Mapping of modules against programme intended learning outcomes and GLD at the specified QF level*
Section 6 Admission Requirements and Student Selection
The minimum admission requirements for the programmes must be clearly outlined for students and staff. These requirements and the student selection processes must ensure that students enrolling in the programmes have the knowledge and skills to be able to undertake the learning activities proposed in the programmes. / q Student admission profiles confirming admission requirements are met
q Implementation of admission processes and tools, e.g. interview arrangements and reports, sample admission test papers and corresponding marking scheme, and passing rate of the tests showing effective student selection process
q Exemptions / advanced standing / special admission offered to students (including grounds) confirming established admission policies are followed
q Comparable performance as indicated in grade distribution reports, progression rates, retention rates, graduation rates, graduate destinations, and other indicators of students admitted through various routes showing appropriateness of admission policy
q Yearly student intake since the last (re-)accreditation mapped against the approved enrolment numbers*
q Proposed maximum yearly student intake at each stage and in each stream, if any changes*
Programme Information
q Minimum entrance requirements for Year 1 entry and other entry points (if applicable)
q Admission policy (including special admission, credit accumulation and transfer (CAT)^, exemption and advanced standing)
q Student selection and enrolment procedures, including any procedures for recognising prior learning
^Only applicable when Operators opt to have CAT assessed for inclusion in QR.
Section 7 Teaching and Learning
The teaching and learning activities designed for the programmes must be effective in delivering the intended learning outcomes and programme content. A range of appropriate teaching methods must be employed to effectively engage students in the learning process. / q Feedback on teaching methods (e.g. student surveys, external examiners’ reports, class observations, etc.) confirming the methods are appropriate and effective
q Evidence of effective student engagement in the learning process
q Samples of teaching and learning materials
q Samples of tools / measures (e.g. feedback on interim / progress report, specific skill training courses, etc.) showing effective teaching and learning in project work
Programme Information
q Guidelines / Instructions on project supervision
Section 8 Student Assessment
Assessments must support effective learning and enable students to demonstrate achievement of the learning outcomes and the required standards. The assessment methods and techniques used for the programmes must be valid, reliable, fair and sufficient to reflect the learning outcomes at the claimed QF levels. / q Sample graded / marked formative assessments and feedback mechanism to students for three selected modules demonstrating support for effective learning
q Sample graded / marked summative assessments for three selected modules (including capstone modules) demonstrating achievement of the intended learning outcomes at exit award / intermediate award level (if applicable)
q Evidence showing execution of mechanisms (e.g. peer review) to ensure validity and fairness of assessments of individual performance in group work
q Sample completed evaluation (e.g. peer review form) to ensure fairness of assessments of individual performance in group work
q Evidence showing execution of mechanisms to ensure validity, reliability, fairness and sufficiency of assessment (e.g. comments on validity and sufficiency arising from external / internal moderation processes, double marking to ensure reliability, minutes of Board of Examiners)
q Information demonstrating attainment of required standards (e.g. grade distribution of core modules, passing rate for each module, graduation rate, etc.)
q Evidence of execution of plagiarism and appeal procedures to ensure validity, reliability and fairness of the assessment
Programme Information
q Assessment criteria and outline of assessment methods and weightings for the selected graded / marked assessments
q Assessment policy
q Assessment scheme of the Programme (e.g. forms of assessment methods and their weightings)*
q Graduation requirements (including attendance requirement where applicable) for intermediate exit awards (if any) and the terminal exit award
q Grade descriptors for the terminal exit award and intermediate exit awards (if any)
q Policies on plagiarism and appeal
Section 9 Staffing and Staff Development
Operators must have adequate teaching and support staff with the qualities, competence, qualifications and experience necessary for the effective programme management, planning, delivery and monitoring of their programmes. There must be adequate staff development scheme and activities to ensure that the teaching and support staff are kept updated for the quality delivery of the programmes. / q Profiles of management, teaching and support staff mapped against modules delivered showing adequacy of staff expertise and technical support to effective programme management, planning and delivery of the subject areas of the Programme*
q Data on workload of teaching staff demonstrating adequacy of staff*
q Composition of teaching staff including break-down of full-time and part-time staff numbers and tenure of part-time staff demonstrating effectiveness of staff composition in quality delivery of the Programme
q Staff output (e.g. publications, consultancy work, externally funded projects) showing continuous improvement of qualifications / expertise of teaching staff
q Records of discussion (e.g. minutes of meetings, review reports, etc.) on programme and module management reflecting subject expertise and experience of staff
q Overview of staff development activities showing active staff engagement relevant for the Programme*
q Information showing effectiveness of staff development strategies / activities
q Effective academic leadership demonstrated through improved performance of the Programme (e.g. development of new streams / modules, improvement in research and consultancy through new initiatives, new collaborations with local / overseas parties, etc.)
Programme Information
q Ratio of teaching staff to students for the Programme
q Full-time to part-time teaching staff ratio of the Programme (in terms of the total number of teaching hours)
q Staff appointment criteria*
q Staff composition and number in the coming five academic years, if any changes are planned*
q Staff development plan for the coming two academic years reflecting staff development policy
Section 10 Financial and Physical Resources for Learning Programmes
Operators must have adequate financial and physical resources for the delivery of their programmes. / q Yearly student intake since the last (re-)accreditation mapped against the approved enrolment numbers to ascertain planned resources are sufficient to support student learning
q Evidence of sufficiency of financial resources for sustained operation in case of under-enrolment
q Income and expenditure for the Programme showing the Programme has been financially viable. If the Programme has been running in deficit, please explain how it has been financed, and provide proof.