PROGRAMME REVIEW SELF-EVALUATION REPORT BA ... BA in...Please see Annexure 3 for course wise...

PROGRAMME REVIEW

SELF-EVALUATION REPORT

BA IN SOCIAL SCIENCES

MARCH 2018

DEPARTMENT OF SOCIAL STUDIES

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

THE OPEN UNIVERSITY OF SRI LANKA

Contents Page

Section 1: Introduction to the Study Programme 01

Section 2: Process of Preparing the SER 08

Section 3: Compliance with Standards 11

Section 4: Summary 60

Annexures:

SWOT Analysis Conducted in 2012 –QIG Proposal Preparation 62

Curriculum of BA in Social Sciences 64

Course and Centre wise Registration of Selected Courses 70

Staff Profiles 71

Sample Terms of Reference for SER Working Group Members 74

1

Section 1: Introduction to the Study Programme

1.0 Overview

The multi-disciplinary Department of Social Studies (SSD) was established in 1990 as one of

the four divisions in the Faculty of Humanities and Social Sciences (HSS). The SSD offers

programmes starting from Certificate Level to Postgraduate level. Currently, the SSD offers

a Certificate Course in the Social Sciences (offered for the entire faculty), Diploma in Youth

Development, BA in Social Sciences and MA in Development and Public Policy. The UGC

in 2017 approved a proposal to upgrade the Diploma in Youth Development to a BA in

Youth and Community Studies. The course material is being developed and the new BA will

be launched in 2019. There are currently five (5) students registered with the department

pursuing M.Phil/Doctoral studies.

The BA Programme in Social Sciences was first offered in 1995 as a 108 credit programme

offered in three disciplines: Economics, Sociology and Mass Communication. The

programme underwent many revisions in line with the OUSL policy which requires courses

to be updated every 5 years.

The BA programme was substantially restructured through a Quality and Innovation Grant

(QIG) under the HETC project in 2012. The proposal that was submitted to the HETC was

based largely on recommendations of the Subject Review conducted by the Quality

Assurance Unit of the UGC in 2009. Additionally, in developing the restructured BA

programme, the department consulted with alumni, learners, internal and external academics,

external experts, and those from the industry. A SWOT analysis was also carried out (See

Annexure 1). The major gaps of the programme addressed by the QIG grant were as follows:

Limited scope of current study program restricting the multi-disciplinary approach

Inconsistent quality of teaching, learning and assessment in the context of regional

operations

Unequal accessibility and reach of programme and support services

The changes initiated as a result of the identification of these gaps resulted in the re-

structuring of the study programme to include the following features:

2

Stream wise options for learners while maintaining the multi-disciplinary nature of

the study programme

Introduction of new stream with Political Science and International Relations

Introduction of multiple delivery modes with emphasis on blended mode

Enhanced use of technology such as LMS and video conferencing to maintain

consistency of the learning experience across regional centres

Currently there are 18 permanent academic staff and 21 temporary/contract staff in the

Department at Nawala and in regional centres. Of these, one senior lecturer who is in the

Jaffna Regional Centre and another at the Kurunegela Regional Centre represent social

sciences and are considered under the Regional Education Services (RES) cadre. Among the

permanent academic staff 11 have obtained their PhDs and 3 others are currently pursuing

their doctoral studies. The Department has two emeritus professors. In addition to the

academic staff there are three permanent non-academic staff and one temporary/contract staff

in the Department.

Members of the staff in addition to their responsibilities within the department serve on

various faculty and university committees, function as resource persons for the SDC and

teach on inter-faculty programmes. The current Dean of the Faculty is a member of the SSD.

Additionally, the staff are engaged in a range of research activities both locally and

internationally and have published widely in reputed journals. A noteworthy feature of the

department is its contribution to national development with many staff members holding

positions in national level bodies and committees. For instance, academics of the SSD were

responsible for drafting the National Youth Policy in 2013 and conducted the research for,

and drafted the National Human Development Report for UNDP in 2014. A member of the

department staff is currently serving on the board of the National Institute of Education (NIE)

and is involved in the on-going revisions to the national school curriculum.

The Department’s management culture is collaborative and participatory. The Department

staff members function through 4 academic units: Economics, Sociology, Mass

Communication, Political Science and International Relations. Unit leaders have been

selected in each unit and along with the Head of Department constitute the Senior

Management Team of the Department. Monthly staff meetings are held at which staff

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representing the Department regionally also participate. Each course offered in the

programme is the responsibility of a specific academic who is expected to ensure the quality

of the delivery in all areas. Some of these administrative arrangements have been made with

a view to establishing new departments in the future.

The first batch of students under the restructured BA programme was registered in 2014/2015

and those who have completed the programme graduated in 2017. The older version of the

BA programme has been gradually phased out. Hence, this report covers the development

and progress of the re-structured BA Programme. Further, it should be noted, that the design,

development and delivery of the BA programme is the responsibility of the Department of

Social Studies and as such in the SER where relevant, Faculty and Department

responsibilities are mentioned separately.

The BA programme was originally designed as a 108 credit programme but was adjusted to

meet the SLQF framework and is now offered as a 90 credit programme with a minimum

duration of 3 years and a maximum of 9 years. The Rules and Regulations were revised in

2017 to meet the SLQF guidelines and have been submitted to the Senate for approval. See

Annexure 2 for the detailed curriculum.

1.1 Graduate Profile

Graduates of the BA Study Programme will be:

Scholarly

Competent

Insightful and socially responsible

1.2 Programme Learning Outcomes

Demonstrate knowledge and understanding of key concepts and theories in selected

social science disciplines

Critically interpret key concepts and theories in selected social science disciplines in a

contextually relevant manner

Build coherent arguments using theories, concepts and data to present a position or

perspective in relation to contemporary social issues and problems

4

Apply theories and knowledge to intervene and respond meaningfully to social

problems and issues

Use appropriate skills in communicating ideas and arguments creatively and

insightfully in relevant contexts

Demonstrate understanding and ability to respond sensitively to diverse communities

and situations

Demonstrate ability to engage in learning independently and with self-motivation

Show commitment to maintaining personal and professional integrity and ethics

Act with a sense of social awareness, responsibility and sensitivity to socio-economic

and cultural situations

1.2 Number of Departments contributing to the programme

Only the SSD is responsible for the core courses offered in the programme of which there

are 65, and 3 Continuing Education (CE) courses. English for General Academic

Purposes (EGAP) and IT Skills which are two of the Continuing Education (CE) courses

in the programme offered by the Department of Language Studies (Faculty of HSS) and

the Department of Mathematics and Computer Science of the Faculty of Natural

Sciences, respectively.

1.3 Number of students enrolled and their choices of subject combinations:

Student registration during last 4 years

Note: Numbers provided refer only to the last 4 years since this report deals only with

the re-structured BA Programme.

Please see Annexure 3 for course wise distribution of students for 20 selected Courses

BA in Social

Science 2014/15 2015/16 2016/17

2017/18

Stream Level

3

Level

4

Level

5

Level

3

Level

4

Level

5

Level

3

Level

4

Level

5

Level

3

Level

4

Level

5

Communication 218 - - 211 84 - 274 69 64 326 134 73

Politics and

International

Relations

133 - - 138 69 - 155 55 41 217 90 38

Economics and

Development 167 - - 131 79 - 159 70 56 243 108 60

Society and

Culture 304 - - 287 148 - 250 145 94 356 169 133

Total 822 - - 767 380 - 838 339 255 1142 501 304

5

1.4 Numbers and profile of the academic, academic support and non-academic staff

Table below gives details of academic staff of the Department in Nawala. Full profile of

staff including academic support, non-academic as well as academic staff in regional staff

is in Annexure 4.

Designation Mass

Communication Economics Sociology

Political Science

and

International

Relations

Professor 1 - - -

Senior Lecturer

Gr I

1 3 2 -

Senior Lecturer

Gr II

3 - 4 1

Lecturer - 1 - -

Lecturer

(Probationary)

1 1 - -

Temporary

Lecturer

- - - 1

Senior Lecturer

on Contract

- - - 1

Lecturer on

Contract

- - - 1

Academic

Coordinator

1 2 - -

Project Assistant 1 1 1 1

Total 8 8 7 5

1.5 Learning resource system

Learners are spread throughout the country in all the regional centres of the OUSL.

Regional centres are equipped with lecture rooms, computer facilities, video conferencing

facilities, libraries, examination halls, administrative spaces and canteens. The main

library is located on the Central Campus at Nawala. Certain regional centres have

Temporary Residential Facilities (TRF) for students. The Regional Educational Service

is responsible for the administration of the regional centres. The Centre for Educational

Technology and Media (CETMe) supports the Department in developing and

administering courses offered on the LMS and VLE.

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1.6 Student support system and management

All learners at the OUSL have access to career guidance, student welfare, health services,

counselling service etc. After several years of disruption, in 2017, the OUSL Student

Association was also established. The Faculty of HSS has representatives elected to the

OUSL Student Association. Learners have access to MYOUSL which is the student

online platform through which they can access their personal records, receive messages,

their results and financial information. The university has recently introduced online

application and registration services as well. Study spaces for students are provided in all

the regional centres.

1.7 SWOT Analysis of the SSD

Strengths Different pathways to higher education offered by the

programme through flexible entry and exit opportunities

The multi-disciplinary nature of the study programme and

diverse delivery and assessment methods is responsive to and

offers flexibility to learners with different needs

The programme reaches a highly diverse student population

from job seekers to those in employment and those who are

currently not in employment

The programme offers a mix of theory and practice and exposes

learners to a range of professional options

The flexible programme structure facilitates local and global

collaboration

Gender and social cohesion concerns, particularly taking into

consideration the post-war context in Sri Lanka have been

mainstreamed into the curriculum

Department staff are cognizant of, and have the capacity to fulfil

multiple roles ranging from teaching and research, to

administration, and national development

Department culture and ethos encourages collaboration,

participatory decision making and a learner friendly approach

Weaknesses Human and infrastructure requirements have not kept pace with

the increased demand for the study programme

The different skill levels and capabilities that are necessary to

deliver programmes in diverse modes is inconsistent among

academic as well as support staff.

Insufficient institutional support for innovative programme

delivery modes

Opportunities The programme has a large outreach potential since it is part of

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the OUSL which is the only state university to cater at an

affordable cost to an extremely diverse student population in

terms of age, gender, ethnicity, location, employment status etc.

The programme is designed to meet the increasing demand for

English medium social science higher education while

encouraging bi/tri-lingualism among learners as demanded by

society

Education policy changes at higher secondary level which

facilitates flexible choices at Advanced Level.

The ODL system provides opportunities for expansion

Threats Limited understanding and appreciation of ODL methods at

decision making levels outside the OUSL

Inconsistent policies at national and institutional level

Inequalities in the provision of secondary education especially in

peripheral areas has created barriers for those seeking to enter

programme

National higher education approaches/discourses/policies are

entirely focused towards the conventional student resulting in

little appreciation of the needs of the diverse learner population

of OUSL

Politicisation of administrative appointments

8

Section 2: Process of preparing the SER

2.1 Establishment of Department Steering Committee and SER writing team

A steering committee comprising the Department Senior Management and Chairperson of the

SER writing Team was appointed on 1st of August 2017 as an advisory group to assist in the

SER writing. However, the Department SER Writing Team Chair was appointed as the Chair

of the Faculty QA Cell. Subsequently, a new SER Writing Team Chair was appointed for the

Department. The SER writing team with 4 Working groups were also appointed on the 1st of

August with specific ToRs to work on tasks assigned by Chair. Additionally, a separate

Working Group to gather data from the regional centres where the BA programme is being

offered. ToRs were developed for the Chair of the Writing Team and the members (See

Annexure 5).

2.2 Composition of the working teams in charge of the chapters and criteria

Task Names

Working Group 1

Criteria 1

Ms Lekha Erandi (Chair),

Dr Madubashni Galagedera, Ms. K. Manoji, Ms Jayakanthi

Working Group 2

Criteria 2 and 3

Dr Sepalika Welikala (Chair-Criteria 2)

Ms Dulani Liyanahetti (Chair-Criteria 3)

Mr. N Gurushanth, Ms. D.G. Kanchana, Ms. G.E Minoli

Working Group 3

Criteria 4 and 5

Dr Harini Amarasuriya (Chair – Criteria 4)

Ms Nelum Uttamadasa

Dr Anton Piyaratne (Chair – Criteria 5)

Mr Iroshan Pradeepa

Working Group 4

Criteria 6

Ms Buddhima Padmasiri (Chair)

Dr Athula Samarakoon, Ms Udari Perusinghe

Regional Working Group Ms Varnida Ramanathan (Chair)

Mr Binara Angammana, Mr N. Balamurali, Ms Udeni

Herath

2.3 Familiarisation of the programme review manual and the methodology of the review

process

Two members of the Department Steering Committee attended the workshop organized by

the QA unit of the UGC in April 2017 in preparation of the Programme Review which was

earlier scheduled for 2017. In addition, members of the SER writing team attended a session

on Programme Review conducted by Prof. Uma Coomaraswamy, organized by Dean/HSS in

December 2017.

9

The Programme Review was included as an Agenda Item in the Monthly Staff meeting and

all staff, both academic and administrative, are briefed regularly about the process by the

Chair of the SER Writing Team. Soft/Hard copies of the programme review manual were

distributed among the Writing Team. At the initial meeting of the Writing Team, the Chair of

the SER Writing Team briefed members of their tasks and responsibilities and the

programme review manual was discussed.

2.4 Activity Schedule of the working teams and methods of collection of information

2.5 Methods of collection of information

Each team responsible for collecting information met with relevant divisions of the university

to obtain information. The Faculty QA cell also had a meeting with administrative divisions

of the university such as RES, IT, SDC, Exams, Student Affairs to brief them about this

process and to request their support. Regional Centres were also briefed about the

information collection process. At meetings of the Writing Team, each Working Group

updated the Team about progress and discussed the draft criteria they were working on and

Date Task

27th

April 2017 UGC Workshop on Preparation for Programme Reviews in Universities

Attended by Dr N.Morais and Dr S. Welikala

August 2017 Appointment of Chair of SER and Working Groups

29th

August 2017 1st Meeting of SER Working Group: briefing members about Programme

Review

12th

September 2017 2nd

SER Working Group Meeting: Discussion on Criteria

3rd

October 2017 3rd

SER Working Group Meeting: Review of Distance Education

Programme Review Criteria

20th

October 2017 4th

SER Working Group Meeting: Progress

12th

January 2018 5th

SER Working Group Meeting: Review of Evidence

19th

January 2018 6th

SER Working Group Meeting: Restructuring of Working Groups

26th

January 2018 7th

SER Working Group Meeting: Progress Review

2nd

February 2018 8th

SER Working Group Meeting: Presentation of Draft Criteria

9th

February 2018 9th

SER Working Group Meeting: Presentation of Draft Criteria

SWOT Analysis with Senior Management Team

19th

February 2018 Draft SER Report Workshop

2nd

March 2018 10th

SER Working Group Meeting: Finalising Draft Report

5th

March 2018 11th


6th

March 2018 12th


10

the types of evidence they were collecting. Once draft criteria were developed, the evidence

was categorised and organised systematically.

2.6 Collation of data and evidence, analysis and synthesis of the draft report by the

working groups

Each working group analysed the data independently and presented to the Writing Team.

Revisions were incorporated after discussion and presented once again to the Writing Team.

2.7 Compilation into a draft SER by the Chairperson of the writing team

The Chairperson of the writing team was responsible for compiling Sections 1, 2 and 4 of the

SER. The SWOT analysis was carried out by the Senior Management Team of the

Department and the Writing Team. Drafts of these sections were presented to the Writing

Team and suggestions were incorporated.

2.7 Forum to discuss the draft report

Once a full draft of the report was completed, an internal workshop was held for members of

the department as well as invitees from other divisions of the university on the 19th

of

February 2018. Feedback was obtained from those present on the draft and incorporated into

the SER report.

2.8 Finalising the report and submission

The final draft was presented by the Chairperson to the Writing Team and the Senior

Management Team of the Department. Draft was finalised after incorporating feedback

received.

11

Section 3: Compliance with Standards

Criteria 1: Programme Management

Claim of the degree of internalization

of Best Practices and level of

achievement of Standards

Documentary evidence to Support the

Claim

Code No of the evidence document

1.1 Mission statement, goals and objectives

are available in the faculty and the

department.

Department prospectuses; Department web

site; University website.

REG/PROSPECTUS

TEC-SUPP/UNI WEB

TEC-SUPP/DEPT WEB

1.2 Adequate organizational structure for

effective management and its core

functions is ensured through a) HSS

Faculty board b) Faculty Advisory

Committee c) Department d) Department

Senior Management Committee e)Units

f) Faculty Sub Committees g)

Department Sub Committees

Faculty board minutes; faculty advisory

committee minutes; Department senior

management committee minutes;

Department meetings; Unit meeting minutes;

minutes of faculty sub committees and

department sub committees.

FAC-BOARD/MINUTES

FAC-ADVISORY

COMMITTEE/MINUTES

DEPT/MINUTES

DEPT/SENIOR

MANAGEMENT/MINUTES

DEPT/UNIT/MINUTES

FAC/SUB/COURSE-DEV

DEPT/SUB/REG/RECORDS

1.3 Department action plan is aligned with

the university strategic plan through a)

University action plan b) University

strategic plan c)Progress reports of the

departments.

University action plan; University strategic

plan; Department progress reports:

UNI/STRATEGIC PLAN

UNI/ACTION PLAN/

DEPT/PROGRESS REPORT

12

1.4 The Faculty adopts management

procedure that are in compliance with

required standards and they are

documented and widely circulated

Annual internal audit reports;

annual external audit reports;

OUSL establishment manual;

University procurement records; Department

procurement records; QIG procurement

policy.

UNI/AUDIT/INTERNAL

UNI/AUDIT/EXTERNAL/

UNI/ESTABLISHMENT MANUAL

PROCUREMENT/DEPT

PROCUREMENT/UNIVERSITY

QIG/PP

QIG/PIP

1.5 Faculty has adopted participatory

approach through a) elected members to

FB from each department b) making

provision for two student representatives

to participate in the Faculty Advisory

Committee c) participation of regional

academic members and representatives

from supportive divisions such as library,

RES, CETME etc. at FB

Faculty Board attendance; appointment

letters of elected members; sample evidence

of requests and communication made by

student union representatives

FAC--BOARD/ MINUTES

FAC- BOARD/APPOINTMENT

LETTERS

STUD-CORR/FACULTY

1.6 All functions of programme management

are coordinated and implemented

through a) Faculty Advisory

Committee b) Department Senior

management committee ,c)Faculty and

Department Sub committees

Faculty advisory meeting minutes;

Department Senior management committee

meeting minutes; minutes of Faculty sub

committees; Department sub-committee

minutes

FAC-ADVISORY

COMMITTEE/MINUTES

DEPT/SENIOR

MANAGEMENT/MINUTES

FAC/SUB

DEPT/SUB

1.7 Completion of the programme at the

stipulated time by the students is ensured

through a)annual academic calendar b)

activity schedule meetings c)exam

timetables and schedules d) monitoring

Operation plan; Activity schedule;Annual

Calendar;Exam timetables and schedules;

Department staff Meeting minutes;Faculty

Board minutes; Unit meeting minutes;Green

sheets;CA mark sheets; delivery book of

UNI/OPERATION PLAN

DEPT/ACT-SCHEDULE

UNI/ADMIN/ANNUAL

CALENDAR

EXAMINATIONS/ADMIN/TIMET

13

of programme schedule at department

staff meetings and faculty board

meetings

exam division; samples of covering letters of

CA and Final exam marks files;

ABLE

EXAMINATIONS/ACADEMIC/MA

RK SHEETS/

DEPT/STAFF MEETING/MINUTES

FAC-BOARD/MINUTES

DEPT/UNIT/MINUTES

EXAMINATIONS/ADMINISTRATI

VE/ DELIVERY BOOK

EXAMINATIONS/ADMINISTRATI

VE/ FINAL EXAM

MARKS/COVERING LETTERS

1.8 Department adheres to the pre-planned

annual operational cycle for the

programme of study through a) activity

schedule meetings b) circulation of

annual operational plan supportive

documents c) timely dispatching of

student Registration packs d) timely

preparation of final examination related

documents

Operation plan; Activity schedules;

Advertisements of the study programme;

print orders; dispatch orders; announcements

on University web site; MYOUSL

announcements;OMIS summary report; Final

exam related documents

DEPT/PUBLICITY/ADVERTISEME

NT

PROGRAMME/ADMIN/PRINTING

ORDER

PROGRAMME/ADMIN/ANNUAL

CALENDAR

TEC-SUPP/OMIS/SUMMARY

REPORT

TEC-

SUPP/MYOUSL/ANNOUNCEMEN

TS

EXAMINATIONS/ACADEMIC/MA

RK SHEETS

EXAM/ADMIN/DELIVERY BOOK

EXAM/ADMIN/ADMISSION

14

1.9 Effective communication and

coordination among different institutions

are ensured through a) Faculty and

department representation at relevant

committees

Appointment letters to university and faculty

committees; sample of correspondence

between department and related institutional

bodies

FAC/SUB/APPOINTMENT

LETTERS

DEPT-CORR/INTERNAL

1.10 All prospective students have access to

printed and online Department

prospectus

Department prospectus: copy of printed

version and web link to online version,

REG/PROSPECTUS

TEC-SUPP/PROSPECTUS

1.11 Student Guidelines are provided to all

incoming students at the registration

BA in Social Science student

guidelines;START@ousl student guidelines

REG/STUDENT GUIDELINES

START@OUSL/STUDENT

GUIDELINES

1.12 Faculty web site is updated regularly

with current information and provides

links to a) faculty news c) staff

information and contact details d)

announcements d)MY OUSL e)

MOODLE

Faculty web site; MYOUSL; MOODLE

uploads and annoucements

TEC-SUPP/UNI WEB

TEC-


TS

TEC-

SUPP/MOODLE/ANNOUCMENTS

1.13 Orientation to facilitate transition of new

students to the ODL environment is

facilitated through a) conducting Student

Orientation programmes; b) conducting

pre counseling sessions c)conducting

academic counseling sessions at

registration d) continuous contact with

students through diverse means d)

conducting regional wise awareness

activities for new students.

Student guide books; schedules of pre-

counseling; sample evidence of orientation

programmes; Moodle screen

shots;timetables; schedules of regional

awareness programmes

REG/BROCHURES

REG/AGENDA/PRE-COUNSELING

ORIENTATION

TEC-SUPP/MOODLE

STAFF CORR/INTERNAL

15

1.14 Confidentiality of permanent records of

all students is securely maintained

through University management

information system.(OMIS)

Sample screenshots of OMIS;IT line of

authority.

TEC-SUPP/OMIS

1.15 Faculty has ICT platforms and

applications which are linked to OMIS,

for the following functions a)online

application facility; b) online student

registration, c) online application for

final examination d) online inventory

management e) MYOUSL facility d)

SMS alert system

Screenshots of MYOUSL news and

announcements; SMS alert records; evidence

of OMIS functions

TEC-

SUPP/MYOUSL/PROGRESSION,

ANNOUNCEMENTS

TEC-


TS

UNI/ADMIN/SMS/ RECORDS

REG/APPLICATION/ONLINE

EXAM/ADMIN/ONLINE APP

1.16 Code of conduct and student charter are

communicated, monitored and promoted

through: a) issuing a student hand book

at the registration b) By-laws are

available for student conduct d)

initiating Anti ragging squad e)

establishing f) Procedures for

disciplinary inquiries

Student hand book; Bylaws for student

conduct; circular No 919; exam manual; anti

ragging task force minutes;documentary

evidence of inquiries.

BY LAWS/STUDENT CONDUCT

STUDENT

WELFARE/POLICY/RAGGING

UNI/EXAMINATION MANUAL

STUDENT DISCIPLINE/ANTI

RAGGING TASK FORCE/

MINUTES

STUDENT

DISCIPLINE/INQUIRIES

1.17 The duty list, work norms and codes of

conduct are maintained and

communicated through a)appointment

letters of academic and non- academic

staff b)faculty board c) staff meeting

minutes d) evaluating staff members

Department duty list; work norms and codes;

appointment letters describing tasks;annual

increment form;;faculty meeting memos:

self-evaluation forms;

STAFF RECRUITMENT AND

MANAGEMENT/DUTY LIST


MANAGEMENT/WORK NORMS

AND CODES


MANAGEMENT/LETTERS

16


MANAGEMENT/FORMS/INCREM

ENT

FAC/SUB/QA/MEMO


MANAGEMENT/FORM/SELF

EVALUATION

1.18 The department has implemented the

performance appraisal system through

a) implementation of self appraisal form

b)compulsory training program

organized by SDC b) nominating staff

members for training programmes

organized by various institutions c)

awarding best attendance and long

service of staff members d) recording of

staff achievements at staff meeting

Staff meeting minutes; workshops organized

by SDC; sample evidence of participation of

staff at workshops;list of awards for best

attendance and long service;

recommendation letter for training;

STAFF DEVELOPMENT/

ACADEMIC/SDC


MANAGEMENT/AWARDS

STAFF DEVELOPMENT/

RECOMMENDATIONS

STAFF DEVELOPMENT/

ACADEMIC/NON SDC/TRAINING

1.19 IQAC in the faculty has been established

through a) establishing HSS IQAC unit

b) recruiting project assistant for unit c)

budget allocation for QA activities d) QA

action plan for the faculty.

Minutes of IQAC meetings ; advertisement

for project assistant vacancy; sample

evidence of Budget allocation; copy of QA

action plan

FAC/SUB/IQAC/MINUTES

FAC/SUB/QA/BUDGET

FAC/SUB/QA/PROJECT

ASSISTANT

FAC/SUB/IQAC/ACTION PLAN

1.21 Policy and procedure for programme

approval and implementation and

programme discontinuation is adapted

through a) decisions taken at the staff

meetings, faculty board meetings

b)phasing out plan for old BA

Department Meeting minutes; Faculty Board

minutes; copy of bylaws; phasing out plan of

BA programme: copy of equivalent course

list: senate minutes; letters of information for

students on phasing out

DEPT/STAFF

MEETING/MINUTES,

FAC- BOARD/ MINUTES

SENATE/MINUTES

BA/R&R

BA/PHASING OUT PLAN/MEMO

17

programme c) providing equivalent

courses from new BA

1.22 Implementation of the curriculum and the

quality of education provision and

continuous improvement of learning

provision is monitored through a) learner

support surveys among students b)

conducting day school evaluations c)

course evaluations

report of the learner support survey; day

school evaluation reports; implementation of

identified shortcoming through QIG proposal

SENATE/SUB/LS/SURVEY

SENATE/SUB/IQAU/DAY

SCHOOL EVALUATION/REPORT

QIG/PROPOSAL

1.23 Collaborative partnerships have been

established through a) visiting

programmes with foreign experts; B)

Collaborative researches c)Collaborative

academic programmes

Marga MOU; Details of cooperation with

Wawasan, Open University of Malaysia;

Belgian University; Macquarie University;

appointment letters of the supervisors for

collaborative programmes; Agendas for

collaborative workshops; Agreements on

collaborative research

MOU/MARGA,

INTERNATIONAL

COLLABORATIONS/MOU

INTERNATIONAL

COLLABORATIONS/MOU

INTERNATIONAL

COLLABORATIONS/CORRESPONDE

NCE

INTERNATIONAL

COLLABORATIONS/MOU

INTERNATIONAL

COLLABORATIONS/APPOINTMENT

LETTERS

DEPT-WORKSHOPS/NATIONAL,

INTERNATIONAL

INTERNATIONAL

COLLABORATIONS/WORKSHOPS

1.24 Academic mentoring, students Sample evidence of student counseling REG/ACADEMIC COUNSELING

18

counseling and welfare mechanism and

procedures are ensured through a) pre

counseling sessions for prospective

students b) academic counseling for

registered students. C) Welfare

mechanisms for the students such as

student bursaries and Deans List c)

organizing tutor clinics for regional

visiting academics d) establishing student

counseling unit e) conducting workshops

for staff. F) CTHE and Senior

introductory courses are in line with

ODL methods g) appointing student

counselors for the faculty h) inquiring

students complaints

forms; bursary and the Dean’s list procedures

and lists.; Attendance sheets of tutor clinics;

TOR and appointment of student counselors;

student guidelines;, screen shots of student

welfare division; Course curricula of CTHE

and Senior introductory courses; power point

presentations of EFIL staff training; sample

evidence of students inquiries.

FORMS

STUDENT WELFARE/DEAN,

BURSARY

TUTOR CLINIC/ATTENDANCE

STUDENTWELFARE/STUDENT

COUNSELOR,

REG/STUDENT GUIDELINES/LEVEL/

STAFF DEVELOPMENT/

ACADEMIC/SDC/COURSE

CURRICULAR CTHE

STAFF DEVELOPMENT/ACADEMIC/

SDC/PPT/EFIL

STUD-CORR/INFOR

TEC-SUPP/STUDENT WELFARE

1.25 Healthcare ,cultural, recreational and

sports facilities are assured through

a) Encouragement for cultural/ sports

activities conducted by students; b)

Operating a healthcare center at the

university premises. C) appointing a

physical education instructor

d)organizing a sport week and award

ceremony for OUSL students

.e)conducting a sports programme to

enhance the physical activities of the

students funded by MOHE

Selected photographs of student events;

email correspondence; university health

center information ;brochure; student hand

book; sample copy of student activity form;

sample evidence of sports week

DEPT/PUBLICITY

PHOTOGRAPHS/STUDENT EVENTS

STUD-CORR/SUPPORT,

PHOTOGRAPHS/STUDENT

EVENTS/COLORS NIGHT,

PHOTOGRAPHS/SPOTRS WEEK,

STUD-ACHIVEMENTS

REG/BROCHURES/,

1.26 Safety and security of students and staff Photographs of emergency exits in the HSS PHOTOGRAPHS/INFRASTRUCTURE/

19

are ensured through a) emergency exists.

b) University security service available at

all the university entrances and buildings

c) installation of fire extinguishers D)

installation of CCTV systems at all the

entrances of the university.

building; fire extinguishers installed in HSS

building; University security service ;policy

document of surveillance camera

EE

PHOTOGRAPHS/INFRASTRUCTURE/

FE

POLICY/UNIVERSITY SECURITY

1.27 University HEI approved by-laws

pertaining to examinations, examination

offences are adopted and practised

through a) revising by-laws as required to

meet required standards b) Making

available examination manual to staff

and students c) advocating for and

monitoring the adoption and

implementation of by laws D)student

states are updated through OMIS e)re

scrutinization process of final exam

papers.

Copy of Exams Manual; sample evidence of

students’ inquiries; copy of the instruction

sheet of examination supervisors and

invigilators; FB minutes on bylaws; FB

minutes on student unions; screenshots states

of student updates; sample evidence of

students ’request

STUD-CORR/INFOR,

EXAMINATIONS/INSTRUCTION

SHEETS

FAC/MINUTES

STUD-CORR/HELP

STUD-CORR/EXAMS

STUD-CORR/SUPP

STUD-CORR/FEEDBACK,

POLICY/ GRIEVANCES AND

APPEALS

1.28 Special support and assistance are

offered for students with special needs or

differently abled students through a)

extra time given for examinations and

test for slow learners b) special

provisions for visually impaired students

c) Structural adjustment to building to

facilitate wheelchair users d) special

facilities for physically handicapped

students e) appeal board meetings f)

Request letters from students; exam manual

rules for special requirements; payment

structure for brail facilities; photographs of

the HSS building entrance and wash room

facilities for disables at CRC; appeal board

meeting minutes,

STUD-CORR/HELP

STUD-CORR/EXAMS

STUD-CORR/SUPP

STUD-CORR/FEEDBACK,

EXAMINATION MANUAL/SPECIAL

NEEDS,

STUDENT WELFARE/SPECIAL

NEEDS/PAYMENT STRUCTURE

PHOTOGRAPH/ INFRASTRUCTURE/

20

establishing a committee to consider the

requests and issues related to special

needs.

SPECIAL NEEDS,

PHOTOGRAPH/ INFRASTRUCTURE/

SPECIAL NEEDS

POLICY/ GRIEVANCES AND

APPEALS

1.29 GEE and prevention of SGBV are

ensured through a) establishing Centre

for Gender Equity and Equality

b)Conducting training workshop on

gender c)Encouraging student

participation in UGC gender sensitization

events d) including course units on

gender equity in curricula

Documentary evidence of Centre for Gender

Equity and Equality;

sample evidence of related documents of

UGC standing committee on GEE;

Sample evidence of gender festival and

training programmes;

course unit learning outcomes

UNI/SUB/ CGEE/MINUTES

PHOTOGRAPH/ EVENTS/STAFF

PHOTOGRAPH/ EVENTS/STUDENTS

SLQF/COURSE PROFILE

1.30 The policy of zero –tolerance to ragging

and preventing other forms of harassment

are ensured through a) implementing

Circular. No 919

b)scheduling anti ragging squad

c)initiating disciplinary inquiries on

incidents of ragging, harassment and

intimidation

Circular no 919: guidelines to be introduced

to curb the means of ragging in the

universities;

Minutes of anti-ragging squad meetings;

copy of anti-ragging prevention program;

evidence of disciplinary inquiries

STUDENT WELFARE/POLICY

WWW/ANTI RAGGING/

STUDENT WELFARE/INQUIRY

REPORTS

UGC/SUB/ CGEE/MINUTES

STUDENT WELFARE/INQUIRY

REPORTS

1.31 Academic staff are encouraged to obtain

appropriate qualifications, skills,

expertise for the academic positions

through a)awarding scholarships and

financial support for staff to acquire

relevant qualifications b) Nominating

staff for appropriate training programmes

Documentary evidence of participation of

staff at training programmes; awards

received by staff; profiles of staff

STAFF DEVELOPMENT/

ACADEMIC/SDC

STAFF

DEVELOPMENT/ACADEMIC/NON

SDC

STAFF/AWARDS

21

1.32 The appropriate qualifications and

training of visiting academic staff is

ensured through a) conducting training

programmes for visiting academics; b)

maintaining regular contact between

course leaders and visiting academics

Sample evidence of appointment letters;

VA workshop schedule; VA attendance of

tutor clinics; department minutes; unit

meeting minutes; examination memos;

sample evidence of power point

presentations for regional centers; sample of

email communication between course leaders

and visiting academics


MANAGEMENT/VA

QIG/VA WORKSHOP

TUTOR CLINIC/ATTENDANCE/VA

DEPT/UNIT/MINUTES


EXAMINATION/MEMO

STAFF-CORR/INTERNAL

1.33 The faculty ensures that administrative

staff possess appropriate qualifications

and experience by following appropriate

recruitment and training policies

Administrative staff profiles; the list of

training programmes and workshops

conducted for administrative staff;

STAFF PROFILES/LINK

STAFF-DEV/NON

ACADEMIC/SDC/TRAINING

1.34 Clear lines of responsibilities and

accountability and the roles of staff are

clearly spelt out through a)

Responsibilities and lines of

accountability provided in letters of

appointment b) Identification of work

norms for OUSL academic staff c)

allocation of specific tasks and

responsibilities among academics

Sample evidence of appointment letters of

permanent staff and VAs; copy of work

norm document; duty lists; student guide

books


MANAGEMENT/VA


MANAGEMENT/DUTY LIST


MANAGEMENT/WORK NORMS AND

CODES


1.35 Appropriate training is provided through

a) conducting workshops for academics

and non academics) IT committee

meetings

List of ICT training organized for staff;

participation of staff in ICT training; IT

committee meeting minutes

STAFF-DEV/NON

ACADEMIC/SDC/TRAINING

STAFF

DEV/ACADEMIC/SDC/TRAINING

UNI/SUB/IT/MINUTES

1.36 Clear transparent financial procedures in Finance committee minutes; copies of budget UNI/SUB/FINANCE

DEPT/ADMIN/BUDGETS AND

22

implementing all its activities are ensured

through a) adhering to university

financial regulations for financial

procedures .

proposals sent by the department; copies of

cash advance settlements; sample evidence

of procumbent process.

SETTLEMENTS/PROPOSALS

DEPT/ADMIN/BUDGETS AND

SETTLEMENTS

DEPT/ADMIN/CASH ADVANCE

SETTLEMENTS

PROCUREMENT/DEPT/PLAN

1.37 Provision is made in the Faculty annual

budget to promote and enable

constructive experimentation through a)

support for departments to apply for

grants for course development b)

encouraging faculty research on teaching

and learning methods c) encouraging and

supporting disciplinary research

QIG proposal; Faculty research committee

minutes; presentations of staff at academic

forums; programmes developed through

external grants

QIG/PROPOSAL

FAC/SUB/RESEARCH

COMMITTEE/MINUTES

STAFF/PRESENTATIONS/AGENDAS,

UDG/ MIS/BUDGET

QIG/BUDGET

1.38 Financial assistance for needy learners is

provided througha) Allocation of

scholarships based on need b) Initiation

of Deans List where financial assistance

is provided to high performing students

c) negotiating with external agencies for

financial support

Copy of the selection criteria of Deans List,

Bursary list, enrollment bursary,

enhancement bursary ;scholarships obtained

from external sources

STUD-WELFARE/DEAN'S LIST/

STUD-WELFARE/BURSARY

STUD-

WELFARE/SCHOLARSHIPS/EXTERN

AL

1.39 Effective channels of communication are

maintained through a) print and online

communication with current and past

students, internal and external staff; b)

giving training opportunities to the

students though industry liaison center. c)

coordinating with key external

Samples of email correspondence;

screenshots of MYOUSL; screen shots of

OU email

STUD-CORR/HELP

STUD-CORR/REQUESTS

STUD-CORR/SUPP

STUD-CORR/INFO

STUD-CORR/FEEDBACK

TEC-SUPP/WEB SITE/DEPT

TEC-SUPP/MYOUSL

23

organizations. d) all OU email

communication system

DEPT-CORR/INTERNAL

1.40 Prompt, fair and efficient responses to

the learners needs and complaints are

ensured through a) establishment of

grievance committee b)providing prompt

and quick responses to the students using

technology

Grievance committee minutes; email

correspondence;MYOUSL &Moodle

announcements and moodle help wanted

section.

FAC/SUB/GRIEVANCE

COMMITTEE/MINUTES

STUD-CORR/HELP

STUD-CORR,EXAMS

STUD-CORR/SUPP

STUD-CORR/INFO

STUD-CORR/FEEDBACK

TEC-

SUPP/MOODLE/ANNOUNCEMENTS

TEC-SUPP/MOODLE/HELPWANTED

Summary: Since the BA Programme is offered solely by the SSD, the responsibilities for managing the programme lie both with the

department as well as the faculty. The faculty structure ensures consultation, accountability and adherence to university approval

processes while the day to day management of the programme is department responsibility. As such, the department has been structured

to provide for consultation and participatory decision making at different levels. The Staff Development Centre of the university is

responsible for training and capacity building of all staff and when necessary the faculty and department have requested specific training

programmes. The university MIS (OMIS) is used by all staff (with different levels of access) to maintain and monitor student records.

All learners have the MYOUSL portal to access their personal, programme and course information in addition to direct feedback from

faculty. Communication with students is maintained through the use of different technology including email, sms and online portals. The

University has an International Relations Unit with which the Faculty and Department work closely to foster collaborations and exchange

opportunities. The Department also has excellent links with national organisations in related fields. The HSS faculty was at the forefront

of advocating for the revival of student associations during a period when student elections were not held. The faculty and department

have also consistently advocated for strengthening relationships and communication with the student community while adhering to a strict

24

policy of zero tolerance of ragging and any other form of harassment. The HSS faculty has as a result the fewest incidences of ragging

and/or student unrest. The SSD, specifically has excellent relations with its learners and can claim that no report of ragging and/or

harassment has been made against a student or staff of the department. Alternative means of maintaining communication and

opportunities for students to express concerns, address welfare issues and grievances were maintained till student association elections

were held in 2017.

25

CRITERION NO. 2 Programme Design and Development

CLAIM OF THE DEGREE OF

INTERNALIZATION OF BEST

PRACTICES AND LEVELS OF

ACHIEVEMENT OF STANDARDS

DOCUMENTARY EVIDENCE TO

SUPPORT THE CLAIM

CODE NO OF THE EVIDENCE

DOCUMENT

2.1 Mission, goals and objectives of the

Faculty and Department are reflected in

the programme and are appropriate to

higher education

QIG proposal showing alignment and

justification for programme design; SLQF

documents aligning with national higher

education goals and objectives

QIG/PROPOSAL

SLQF DOCUMENTS

2.2 Flexibility to develop a range of skills to

achieve ILOs is ensured through a) mix of

core and electives in 4 separate

disciplinary streams b) multiple delivery

modes – online/ print/ blended c)

Continuing Education courses

Department prospectus; SLQF ILOs; Dept

website ILOs; START@OUSL guidelines

for electives on skills development; SLQF

course profiles; sample videos in digital

library

DEPT/PROSPECTUS

SLQF DOCUMENTS

REG/PROGRAMMEINFORMATION/ST

ART@OUSL

TEC-SUPP/DIGITAL LIB

2.3 Flexible and open entry/ exit is offered

through: a) registration counselling b) late

registration for entry into program c) post-

registration add/drop period d) exit

options at different levels

Programme Rules and regulations; Faculty

Board approved qualification exemption

list; ADD/DROP period in Operations;

SLQF qualification descriptors; Letters

recommending course changes

QIG/R&R

SLQF/R&R

FAC BOARD/MINUTES

UNI/OPERATION PLAN

SLQF/QUALIFICATION

DESCRIPTORS

STUD-CORR/REQUEST

2.4 Design, development, approval,

monitoring and review of programme and

awards are adhered to through

participation in and obtaining

approval/feedback from a) university

curriculum development committee b)

UGC approval; UCDC Policies; Council

extract of approval of programme; senate

extract of approval of programme; minutes

of curriculum development committee

discussion; minutes of faculty course

development committee for monitoring;

SLQF/R&R

UGC APPROVAL

UNI/SUB/UCDC/POLICY

UNI/COUNCIL/MINUTES

SENATE/MINUTES

UNI/SUB/CURR-DEV/MINUTES

26

Faculty and University course

development committees c) Senate d)

Council e) stakeholder needs survey f)

student feedback g) internship employer

feedback

minutes of university course development

committee monitoring and review; sample

student feedback for review and monitoring;

sample employer feedback

FAC/SUB/FCDC/MINUTES

UNI/SUB/UCDC/MINUTES

QIG/NEEDS

ASSESSMENT/QUESTIONNAIRE

FAC/SUB/IQAU/FORMS

FAC/SUB/IQAU/EVALUATION

REPORTS

COURSE CODE/INTERNSHIP

EVALUATION REPORTS

2.5 Plicies, rules, regulations and processes

for the design, development, approval,

monitoring and review of programme and

awards is communicated to all

stakeholders and implemented a)

programme prospectus print and online b)

stakeholder meetings c) Faculty board

minutes on department progress d) staff

meeting meetings on progress of

programme

Programme prospectus; student guidelines;

attendance of awareness meeting for

Assistant Directors of regional centres and

visiting academics; extracts from faculty

board minutes; extracts from staff meeting

minutes

DEPT/PROSPECTUS


QIG/VA WORKSHOP/AGENDA

QIG/VA WORKSHOP/ATTENDANCE

QIG/AD/MTG

FAC-BOARD/MINUTES

DEPT/STAFF MEETINGS/MINUTES

2.6 Mobility of learners and recognition for

prior learning and experiences is

facilitated through a) registration

counselling b) programme information

Faculty board approved exemption list;

dept.website; counselling forms

FAC BOARD/MINUTES

TEC-SUPP/DEPT-WEB

REG/COUNSELLING FORMS

2.7 Learner needs and viability of the

programme are considered in programme

design through a) Stakeholder needs

survey b) workshop with stakeholders and

Samples of QIG stakeholder needs survey;

Programme development workshop agenda

and attendance; SWOT analysis for QIG

grant proposal

QIG/NEEDS

ASSESSENT/QUESTIONNAIRE

QIG/WORKSHOP/AGENDA

QIG/WORKSHOP/ATTENDANCE

27

external experts c) SWOT analysis prior to

programme development

QIG/PROPOSAL

2.8 Gender equity, multiculturalism, social

justice and cohesion, ethical values and

environmental sustainability are given

adequate attention through a) programme

development workshop b) curriculum

development workshop

Programme development workshop agenda;

curriculum development workshop agenda;

sample advance organizers; concept paper

for social cohesion course under UDG grant

QIG/WORKSHOP/AGENDA

QIG/COURSE

DEV/WORKSHOPS/AGENDA

COURSE CODES/ADVANCE

ORGANISERS

UDG/CONCEPT NOTE

2.9 Stakeholder participation in planning,

design and development ensured through

a) workshops with stakeholders b)

stakeholder surveys c) stakeholder reviews

d) course material development with

external resource persons

Programme development workshop

attendance; sample survey questionnaires

from stakeholders; reviews of video at

CETMe; TORs for resource persons and

lesson writers; payment vouchers for

external resource persons


QIG/NEEDS

ASSESSMENT/QUESTIONNAIRE

CETME/REVIEWS

QIG/TOR/RESOURCE PERSONS

QIG/PAYMENT VOUCHERS/

RESOURCE PERSONS

CETME/PAYMENT VOUCHERS

2.10 Programme development team including

expertise from within and outside the

institution are involved through a)

programme development workshop c)

appointment of visiting professor

Programme development workshop

attendance of expert resource persons;

curriculum development workshop

attendance for internal and external expert

engagement; course material front matters

with course teams; sample email

correspondence with course teams; sample

appointment letter of lesson writers;

appointment letter of visiting professor


QIG/COURSE

DEV/WORKSHOPS/ATTENDANCE

COURSE CODE/COURSE TEAM

QIG/COURSE-DEV/LESSON

WRITERS/APPOINTMENT LETTERS

DEPT-CORR/INTERNAL

DEPT-CORR/APPOINTMENT

LETTER/VISITING PROF

2.11 SLQF compliance and SBS guidance are

adhered to where available through a)

Programme rules and regulations for SLQF

compliance; advance organizers

SLQF/R&R

QIG/ADVANCE

28

revision of programme rules and

regulations b) curriculum development

workshops

ORGANIZERS/COURSE CODES

2.12 Appropriate learning outcomes are clearly

defined for internship and for students and

the external organizations of their specific

responsibilities through a) day schools b)

assessments of internship progress c)

communication with external

organanizations

Advance organizer for internship course;

sample student guidelines; presentation on

internship for students; letters of internship

request to employers explaining specific

responsibilities

QIG/ADVANCE

ORGANIZERS/PROJECT

SLQF/COURSE PROFILE/COURSE

CODE


DAY

SCHOOL/PRESENTATION/PROJECT

PROJECT/LETTERS OF REQ

2.13 Development of knowledge, skills and

attitudes is encouraged through a)

multidisciplinary curriculum b) multiple

delivery modes c) courses that focus on

appreciation of diversity and social

cohesion

Programme prospectus; SLQF mapping of

LOs; student guidelines; course profiles

DEPT/PROSPECTUS

SLQF/MAPPING



CODE

2.14 Teaching, learning activities and

assessment strategies are aligned with

learning outcomes defined in the

programme specifications that adopts an

Outcome Based Education through a)

evaluation and approval of curriculum b)

compliance with SLQF documents

University curriculum development

committee minutes; faculty board minutes;

senate minutes; SLQF course profiles


FAC-BOARD/MINUTES

SENATE/MINUTES

SLQF/ COURSE PROFILE/COURSE

CODE

2.15 Prospective students, learners, staff and

public are informed of the programme

specifications through a) print and

Printed prospectus shows programme

specifics; Course descriptions; sample

advertisement and write up of programme;

DEPT/PROSPECTUS

DEPT/PUBLICITY/ADVERTISEMENT

DEPT/PUBLICITY/ARTICLE

29

electronic media b) pre- registration

counseling for learners c) orientation

programme for new students d) workshops

for visiting academics

online prospectus in department website;

Invitation letter to pre-registration

counselling; orientation programme agenda;

visiting academic workshop agenda and

attendance

TECH-SUPP/DEPT-WEB

REG/PRE-REG/COUNSELLING

LETTER

ORIENTATION/AGENDA

QIG/VA WORKSHOP/AGENDA

QIG/VA WORKSHOP/ATTENDACE

2.16 Programme has not yet been reviewed in

line with external quality assurance

framework as it was launched only in

2014. The programme is a revised version

based on past review that took place in

2010. However, a comprehensive review

of progamme is being planned through a)

implementation of internal quality

assurance mechanism

QIG proposal in line with recommendations

from subject review; sample feedback on

day schools; sample feedback on course;

internal evaluation plan

QIG/PROPOSAL

COURSE EVAL/DAYSCHOOL/FORM

COURSE EVAL/COURSE CODE/FORM

COURSE EVAL/DAY

SCHOOL/REPORT

BA/EVALUATION/PLAN

2.17 Planning process of the course design and

development includes on-going evaluation

process carried out through a) internal

quality assurance cell of the faculty b)

dept plan for programme evaluation

Faculty QA action plan; sample faculty QA

minutes and attendance; sample student

feedback on courses and day schools;


FAC/SUB/QA/ACTION PLAN

FAC/SUB/QA/MINUTES

FAC/SUB/QA/ATTENDTANCE

COURSE EVAL/DAYSCHOOL

BA/EVALUATION/PLAN

2.18 Records and information from prospective

learners, graduates, employers of students

are regularly collected and recorded

through a) faculty internal quality

assurance cell b) course evaluations

Sample student feedback on day schools;

sample employer feedback; tracer study;

course evaluations;

Employers report on internship

COURSE EVAL/DAYSCHOOL

PROJECT/REPORT/INTERNSHIP

EVALUATION

COURSE EVAL/FORMS

2.19 Programme is regularly evaluated for

learner satisfaction through a) faculty

Internal evaluation plan; report on feedback

on day schools; course evaluations;

BA/EVALUATION/PLAN

COURSE EVAL/DAYSCHOOLS

30

internal quality assurance mechanisms b)

initiation of learner support process

establishment of faculty sub-committee on

learner support

COURSE EVAL/COURSE CODE

2.20 Appropriate arrangements are

implemented to ensure enrolled students

complete their education with minimum

disruption and phasing out plans, when

academic programmes are discontinued/

suspended, or programme requirements

are significantly changed through a)

phasing out plan b) offering equivalent

courses in the new programme c)

communication on change in credit load of

programme

Faculty minutes on approval of phasing out

plan; Senate minutes on approval of phasing

out plan; programme rules and regulations

for equivalent courses; letters to students on

changes to programme;letters to students on

credit change

FAC BOARD/MINUTES

SENATE/MEETING/MINUTES

QIG/R&R

SLQF/R&R

DEPT-CORR/STUDENT

2.21 Specific details relating to entry and exit

pathways including fallback option;

intended Learning Outcomes (ILOs);

qualification levels criteria, and

qualification type descriptors; teaching,

learning and assessment processes to

enable achievement of ILOs that are

congruent with the programme mission

and goals; alignment with external

reference points such as SLQF and SBS

are included in program design and

development through a)

workshop on programme development b)

alignment with SLQF


for ILOs, teaching, learning and

assessments; course profiles in lines with

SLQF

QIG/WORKSHOP/AGENDA

SLQF/COURSE PROFILES/COURSE

CODE

31

2.22 Graduate profile as the foundation for

developing learning outcomes at the levels

of programme, courses/ modules is

ensured through a) needs survey b)



where emphasis on graduate profile was

addressed; samples of advance organizers of

courses; minutes of the university

curriculum development committee meeting

QIG/WORKSHOP/AGENDA

QIG/ADVANCE

ORGANIZERS/COURSE CODE


2.23 Awards and qualifications appropriate to

the level and nature of the award and

alignment to SLQF and where available

SBS are ensured through a) adherence to

SLQF guidelines

Selected SLQF course profiles SLQF/COURSE PROFILES/COURSE

CODE

2.24 Appropriate leaning strategies for the

development of self-directed learning,

collaborative learning, creative and critical

thinking, life-long learning, interpersonal

communication and teamwork into the

courses are integrated into programme

development through a) multiple delivery

modes b) internship c) curriculum d) home

visit (social) e) internship f) research

project

Programme dev workshop agenda and

attendance; student guidelines; Learning to

Learn presentation at incoming student

orientation; Online forums; internship

reports for reflexivity harmony

QIG/WORKSHOP/AGENDA

QIG/WORKSHOP/ATTENDACNE


ORIENTATION/PPT

TEC-SUPP/MOODLE/ONLINE FORUM

PROJECT/INTERNSHIP/REPORTS

Summary: The programme under review was substantially restructured through a QIG which was awarded to the department through a

highly competitive grant application process in 2014. The development of the restructured programme was based on the recommendations

of the Subject Review (2010), surveys and workshops with stakeholders and a SWOT analysis. The programme curriculum design process

also involved considerable input from and consultation with external experts. We are especially pleased that the department was able to

develop the Politics and International Relations as a stream despite only having one permanent staff member due to strong support

obtained from external experts who contributed to the development of a high quality curriculum. Further, the Rules and Regulations as

32

well as the curriculum was revised to comply with SLQF in 2017. All revisions have followed the consultation and approval process

expected by the University. Hence, input and approval of the Faculty and University sub-committees where relevant and Faculty Board,

Senate and Council approval have been obtained. A phasing out plan of the older version of the programme was developed and

communicated to learners. Changes in the restructured programme were also communicated to relevant stakeholders. Information of the

BA programme is made available online in the department website and in print. Prospective and incoming students are able to obtain

information and guidance regarding the programme during the pre-registration and registration process.

33

Criterion 3: Course design and development

CLAIM OF THE DEGREE OF

INTERNALIZATION OF BEST

PRACTICES AND LEVELS OF

ACHIEVEMENT OF STANDARDS

DOCUMENTARY EVIDENCE TO

SUPPORT THE CLAIM

CODE NO OF THE EVIDENCE

3.1 Courses are designed paying attention to

national and international standards in

consultation with experts, academics and

relevant stakeholders.

Agenda and minutes of Course design

and development workshops involving

experts, academics and relevant

stakeholders

QIG/CURR-DEV/WORKSHOPS

QIG/NEEDS ASSESSMENT SURVEY

3.2 Policies, rules, regulations and processes


monitoring and review of courses have

been approved by relevant bodies which is

evident through a) faculty board minutes b)

senate minutes c) curriculum development

committee minutes

Extracts from Faculty board; extracts

from senate minutes stating the

university approval for the relevant

policies, rules, regulations and processes


monitoring and review of courses;

Minutes of University Curriculum

development committee meetings stating

the approval for the course development,

monitoring and review of courses;

faculty course development committee

minutes reporting and monitoring of

progress

FAC BOARD/MINUTES

SENATE/MEETING/MINUTES

FAC/SUB/FCDC/MINUTES

3.3 Stakeholders involved in course

development and implementation are

adequately informed and updated of

policies, rules, regulations and processes


monitoring and review of courses through

Agenda and minutes of QIG Curriculum

development workshops involving

experts, academics and stakeholders;

extracts from workshops/briefing

sessions for visiting academics (VAs);

extracts from student feedback and tutor

QIG/COURSE

DEV/WORKSHOP/MINUTES

QIG/WORKSHOP/VA

TUTOR CLINIC/ATTENDANCE

TUTOR CLINIC/AGENDA

34

a) QIG curriculum development workshops

b) workshops/briefing sessions for visiting

academics (VAs) c) obtaining student

feedback and by way of tutor clinics d)

following house style method for course

material design and development e) email

correspondence with course teams f)

meetings with other administrative units

clinics; copy of house style guide for

course material design and development;

copies of email correspondence with

course teams; minutes of meetings with

other administrative units in the

university

UNI/HOUSE STYLE

DEPT-CORR/EXTERNAL

QIG/COURSE

DEV/MEETINGS/MINUTES

QIG/COURSE TEAM/TOR

CETME/TOR

3.4 Courses are aligned with programme

objectives, programme LOs and SLQF

guidelines consisting of the knowledge in

the subject area and courses are

periodically updated/revised including

current developments and trends which is

ensured through a)course profiles showing

compliance with SLQF guidelines b)

advance organizers reflecting the design

and structure of courses c) course content

reflects revisions and inclusion of current

developments in the field

Course profiles showing compliance with

SLQF guidelines; advance organizers

reflecting the design and structure of

courses; course content reflecting

revisions and inclusion of current

developments


CODE

QIG/ADVANCE ORGANIZER/COURSE

CODE

COURSE CODE/CONTENTS

3.5 Curriculum includes courses that

encourage development of creative and

critical thinking, independent and life-long

learning and interpersonal communication

and team work skills and this is guaranteed

through a) course design integrating

different skills b) START@OUSL

programme for specific skills d) inclusion

Advance organizers reflecting the design

and structure of courses; course material

with learning activities and reflective

tasks; description of START@OUSL

programme consisting of courses

enhancing creativity, communication and

team work skills; project/internship

instructions encouraging critical

QIG/ADVANCE ORGANIZER

REG/PROG-INFO/START@OUSL

COURSE CODE/LEARNING

ACTIVITIES/PRINT


ACTIVITIES/ONLINE


35

of project/internship in curriculum thinking, analytical skills and

independent learning;

3.6 Courses, contents, activities and

assessments are designed to align with

course LOs which in turn are aligned with

programme LOs. This is ensured through

a) course specific and session specific LOs

b) aligning assessments with LOs

Course and Session LOs; SLQF Course

profiles of selected courses reflecting

constructive alignment; copies of

Advance organizers of selected courses

reflecting constructive alignment

COURSE CODE/COURSE LO

COURSE CODE/SESSION LO


CODE

QIG/ADVANCE ORGANIZER

3.7 Courses include a combination of activities

that promote independent learning and

include engagement with course material

(both self and peer group) and practical

components which is guaranteed

distribution of notional hours among

various activities

SLQF mapping notional hours indicating

the distribution of notional hours for

didactic work and assessments

SLQF/NOTIONAL HOURS

3.8 Courses are designed through course teams

that include both internal and external

subject experts and each course team

member is adequately briefed about his/her

roles and duties through a) QIG course

development workshops b)Appointment of

Course Teams with specific TORs for

members c) Course team meetings

Agenda of QIG course development

workshop conducted for expert (internal

and external) views; documentary

evidence for Course Teams formed

consisting of subject experts from

internal as well as external sources;

Appointment letters and TORs issued to

members of course teams;

Minutes of course team meetings held to

update and evaluate the progress of

courses

QIG/CURRICULUM

DEV/WORKSHOP/AGENDA

QIG/COURSE

DEV/WORKSHOP/AGENDA

QIG/COURSE DEV/COURSE TEAM

QIG/COURSE DEV/COURSE

CODE/PLAN

DEPT-CORR/EXTERNAL

3.9 Institutional mechanisms are established to

encourage linkages with international

Course development workshop agenda

including the presence of

QIG/COURSE

36

agencies for course design and

development which is ensured through a)

course development workshops b) social

science lecture series

international/national subject experts;

social science lecture series (which is

available online) conducted with the

participation of external and internal

experts/academics; copies of

appointment letters of Lesson writers/

editors from overseas

DEV/WORKSHOP/AGENDA

TEC-SUPP/DIGITAL LIBRARY/SSLS

QIG/COURSE DEV/LESSON

WRITERS/APPOINTMENT LETTERS

3.10 Mechanisms are in place to encourage the

adoption and adaption of recent advances

and trends for course design and

development as evident through a)

University course revision policy b) OUSL

OER policy

Norms document which sets out course

revision targets; OUSL OER policy

document stating how OUSL is adopting

OER for course design and development;


MANAGEMENT/NORMS

POLICY/OER

3.11 Courses are designed in compliance with

SLQF and Subject Benchmarks where

available and is ensured through a) course

profiles b) SLQF schedule III c) House

style guide

Copies of Course profiles indicating

compliance with SLQF guidelines and

SBS where applicable; SLQF Schedule

III; House style guide developed by the

university for course design and

development

SLQF/COURSE CODE/COURSE

PROFILE

SLQF/SCHEDULE III

UNI/HOUSE STYLE

3.12 Courses are designed and developed to

integrate learner-centered teaching

strategies using multimedia and self-

instructional material designed for ODL

which is supported through a) printed

material with learning activities b)

supplementary Moodle courses; c)

introduction of blended mode courses d)

additional support through use of online

Printed course material;online/blended

material; digital library; social science

lecture series;

COURSE CODE/COURSE

MATERIAL/PRINTED

TEC-SUPP/DIGITIAL LIBRARY

TEC-SUPP/DIGITAL LIB/SSLS

COURSE CODE/COURSE

MATERIAL/BLENDED

37

digital/video material

3.13 Courses are designed in a way to recognize

diversity of learners, learning contexts,

learning styles and learning needs and has

integrated appropriate learner support

through a) day school scheduling b) online

forums c) printed course material or tutor-

in-print d) alternative tests e) online

help/tips section in nenasa

Day school schedules showing flexible

scheduling of activities; Screen shots of

online forums ensuring easy access and

diversity of options; copies of printed

course material showing learner support;

student request letters for alternative tests

showing response to learner needs;

screen shots of Online Help/tips section

ensuring learner support

REG/STUDENT

GUIDELINES/ACADEMIC SCHEDULES

TEC-SUPP/MOODLE/ONLINE FORUMS

COURSE CODE/COURSE

MATERIAL/PRINTED

STUDENT

CORR/REQUEST/ALTERNATIVE

TEC-SUPP/MOODLE/ONLINE HELP

3.14 Each course has its own course profile/

synopsis as per SLQF specifying course

LOs, content outline, teaching learning

strategy, assessment strategy and learner

support

SLQF course profiles providing a

synopsis of the courses


CODE

3.15 Course profiles are communicated to

relevant learners and staff through print

and digital formats

Introduction section of printed course

material; Nenasa – Screen shots showing

the course profiles of IMM/online and

traditional courses

COURSE CODE/COURSE

MATERIAL/PRINTED

COURSE CODE/COURSE

MATERIAL/BLENDED

TEC-

SUPP/MOODLE/SUPPLEMENTARY

3.16 Department uses approved formats and

templates for course design and

development and are complied with during

the design and development phases

Copy of House style Guide outlining the

approved format/template for

course/module design and development;

notes of meetings with CETMe for

course design and development using

digital media

UNI/HOUSE STYLE

QIG/CORRESPONDENCE/CETME

CETME/PRESENTATIONS

38

3.17 Resources (both human and capital) and

necessary expertise for course design and

development are available and ensured

through a) financial allocations for course

design b) state of the art CETMe video

production and editing unit c) lesson

formatting and printing facilities available

at the university press

Requests for financial support for course

revisions; QIG budget; ToRs with

CETMe; Request letters for video

production;

Photographs of CETMe Video

production and editing unit; photographs

of press showing printing facilities

available for course development

QIG/BUDGET

CETME/VIDEO PROD/REQUESTS

DEPT/BUDGET/COURSE REVISION

PHOTOGRAPHS/INFRASTRUCTURE/PR

ESS

PHOTOGRAPHS/INFRASTRUCTURE/C

ETME

3.18 ISBN for all print material and copy right

clearance available and ensured through a)

ISBN approvals for all printed material b)

CETMe copy right policy for audio/video

productions

ISBN approval receipts for printed

course material; copy of

CETMe copyright policy for audio/video

productions

ISBN/APPROVAL RECEIPTS

CETME/POLICY

3.19 Quality of course design and development

ensured at development/ midlife/ end of

course delivery through a) course

development/course team meetings b)

feedback from content editors/course

chair/CETMe c) course evaluations

Agenda and minutes of Course

development/ course team meetings at

the stage of course design and

development; extracts of feedback from

content editors/ course chair/CETMe at

mid-life; extracts from course

evaluations/feedback forms obtained at

the end of course delivery

QIG/COURSE DEV/MEETING/MINUTES

QIG/COURSE DEV/FEEDBACK/

COURSE CODE

COURSE EVALS/COURSE

CODE/FORMS

CETME/REVIEWS

3.20 Department ensures the timely production

and distribution of course material with

appropriate and adequate personnel,

resources and procedures through a)

appointment of external resource persons

where necessary b)adhering to pre-agreed

time plan c) regular and timely

Lesson writing plans ensuring the timely

completion of course materials; minutes

of course team meetings held to ensure

timely availability of course material;

minutes of Unit meetings held to ensure

the completion and availability of course

material; copies of dispatch orders

QIG/COURSE DEV/COURSE

CODE/PLAN

PROG/ADMIN/DISPATCH ORDERS

UNI/OPERATION PLAN

DEPT/ACTIVITY SCHEDULE

PROG/ADMIN/PRINTING ORDERS

39

correspondence and communication with

relevant units

guaranteeing that course material is

available in advance for learners; extracts

of Operation plan stipulating the

deadlines to meet for course material

availability; copies of printing orders sent

to press ensuring that course material is

printed on time

3.21 Staff are trained and regularly upgraded on

instructional design and development

through a) mandatory staff training b)

training sessions organized periodically by

CETMe c) Moodle workshops organized

by SDC d) refresher courses organized by

SDC

Appointment letters specifying

mandatory staff training in ODL

methodology; extracts of CETMe

training workshops to train staff on

instructional design and development;

extracts of Moodle workshops organized

by SDC to familiarize staff with using

LMS; extracts of refresher courses

organized by SDC to train staff on online

course design and development and OER


MANAGEMENT/APPOINTMENT

LETTERS

STAFF

DEVELOPMENT/ACADEMIC/SDC/MOO

DLE COURSES

STAFF

DEVELOPMENT/ACADEMIC/SDC/REF

RESHER COURSES

STAFF

DEVELOPMENT/ACADEMIC/SDC/CET

ME COURSES

3.22 OBE-SCL training provided to staff

periodically and implemented through a)

SDC staff training b) VA workshops

conducted under QIG

Extracts from SDC mandatory staff

training programmes i.e. probationary

lecturers/induction for senior lecturers;

extracts from workshops conducted

under QIG for VAs to create awareness

about OBE-SCL

STAFF

DEVELOPMENT/ACADEMIC/SDC

QIG/WORKSHOP/VA

3.23 Teachers involve students in self-directed

learning, collaborative learning according

to the context using technology as an

Extracts from different learning activities

in courses; extracts from

feedback on learning activities; extracts


ACTIVITIES

40

instructional aid while being cautious about

individual needs and differences through a)

learning activities b) feedback on learning

activities c) student guidelines d) online

forums e) responding to individual requests

for alternative arrangements

from student guidelines ensuring

flexibility; Screen shots of online forums

in nenasa ensuring use of technology as

an aid; correspondence with learners on

individual needs

TEC-SUPP/MOODLE/STUDENT

FEEDBACK

COURSE CODE/COURSE

MATERIAL/BLENDED

STUD-CORR/REQUESTS

3.24 Teacher-directed and student-centered

teaching and learning methodologies are

adopted in line with course specifications

and ensured through a) powerpoint

presentations used by tutors in class room

facilitating teacher-centered discussions b)

learning activities in class and in course

material adopting learner centered

approach (both self and peer group) c) oral

presentations ensuring learner centered

assessments d) teacher moderated

online/discussion forums on nenasa

Power point presentations used by tutors

in class facilitating discussion; extracts

from learning activities stipulated in the

course material; copies of oral

presentation slides by learners ensuring

student centered learning; screen shots of

teacher directed online forums promoting

independent learning

COURSE CODE/PPT


ACTIVITIES

SCRIPTS/CA/ORAL/COURSE CODE


Summary: Under QIG, courses offered in the BA study programme were substantially revised and new courses were added increasing

choices for learners. Course delivery shifted from primarily printed to blended material. In order to ensure that courses were up to date,

course teams comprising of internal and external experts were appointed. All courses had to be aligned with programme learning

outcomes. Each course had separate learning outcomes that corresponded to the PLOs. Session learning outcomes corresponded to

course learning outcomes. During the course revision process, feedback was obtained from stakeholders and adhered to university

regulations and obtained necessary approvals. Keeping in mind the heterogeneous learner population, learning activities, assessments

and modes of delivery were developed giving greater choice and flexibility. However, delivery of courses depends quite heavily on the

41

smooth functioning of supportive divisions such as regional centres, IT, Exams division etc. as well as strength of technological resources

etc. Challenges in those divisions, impact on the delivery of courses.

42

Criteria 4: Learning infrastructure and resources and learner support

Claim of the degree of internalization of

Best Practices and level of achievement

of Standards


Claim


4.1 Equity of access is ensured through a)

offering courses in blended mode b)

providing digital resources c)

strengthening library facilities in regional

centres d) Regular contact hours e) Video

conferencing d) Online access of each

student to their profile through MYOUSL

blended courses; examples of online

supplementary resources; regional centre

library procurement list; day school

schedules; Google hangout schedule;

MYOUSL

COURSE CODE/COURSE

MATERIAL/BLENDED

TEC-SUPP/DIGITAL LIBRARY

PROCUREMENT/ LIBRARY/

REGIONAL

DEPT/ACTIVITY PLAN/

TEC-SUPP/MYOUSL

TEC-SUPP/GOOGLE HANGOUT

4.2 Provision of physical and technological

infrastructure is monitored through a)

contact with Department Staff at regional

level; b) participation at RES Board

Meetings; c) feedback from students d)

annual requests for procurement for

regional centres e) strengthening computer

laboratories in regional centres f)improved

library facilities at regional centres

Department Meeting minutes; RES

Board minutes; Learner Support survey;

course feedback; university/department

procurement records; photographs of

computer labs

DEPT/STAFF MINUTES

FAC/SUB/RES/MINUTES

FAC/SUB/LS/SURVEYS

COURSE EVALUATION/COURSE

CODE

PROCUREMENT/ UNIVERSITY

PROCUREMENT/DEPARTMENT


OMPUTER LAB

4.3 Staff are made aware of their

responsibilities through a) guidelines for

academic counseling; workshops for

Visiting Academics; department meetings;

regular contact between Course Leaders

and Visiting Academics ; sharing Activity

Instructions for Academic Counselling;

VA workshop schedule; participation of

VAs at tutor clinics; department minutes;

correspondence between Course Leaders

and VAs; Activity Schedule

REG/ACADEMIC COUNSELLING/

QIG/WORKSHOPS/VA/SCHEDULE


DEPT-CORR/EXTERNAL

DEPT/ACTIVITY PLAN/

43

Schedule with academic and non-academic

staff

4.4 Accessibility of academic staff is

maintained through a)email

correspondence b) SMS Alert system c)

Postal correspondence d) MYOUSL

messages e) Interaction on Moodle f) Tutor

clinics g) Day Schools h) One on one

meetings i) information in Guidelines

Student Guidelines; email

correspondence; SMS alert records;

postal records; MYOUSL messages;

samples of Moodle interaction; tutor

clinic records; Day School schedules;

records of one on one meetings


DEPT-CORR/STUDENTS

UNI/ADMIN/POSTAL/ RECORDS

TEC-SUPP/SMS ALERT

SYSTEM/MESSAGES

TEC-SUPP/MYOUSL

TEC-SUPP/MOODLE/HELP

TUTOR CLINC/ATTENDANCE

4.5 Administrative staff are accessible to

learners through a) Postal correspondence

b) Email correspondence c) Information in

Student Guidelines d) SMS alert

Student Guidelines; samples of email

correspondence; postal records; samples

of SMS alerts; records of telephone calls

to students


DEPT-CORR/STUDENTS

UNI/ADMIN/POSTAL/ RECORDS

TEC-SUPP/SMS ALERT

SYSTEM/MESSAGES

4.6 Wide range of technologies for learning is

provided through development of blended

course material

Samples of course material (printed

material and screen shots of online

courses)

COURSE CODE/COURSE

MATERIAL/BLENDED

COURSE CODE/COURSE

MATERIAL/PRINTED

TEC-


TEC-SUPP/MOODLE/ONLINE

4.7 Orienting the student towards self-study is

ensured through a) Detailed information at

pre-registration and registration b)

Orientation programmes c) Maintaining

continuous contact with students through

Brochures; Student Guideliness;

Schedule of pre-registration counseling;

orientation programmes; samples of

announcements made on MYOUSL and

Moodle

REG/BROCHURES

REG/GUIDELINES

REG/PRE-COUNSELLING/SCHEDULE

ORIENTATION/AGENDA

TEC-SUPPORT/MYOUSL/MESSAGES

44

diverse means d) START@OUSL

programme

TEC-

SUPPORT/MOODLE/ANNOUNCEMEN

TS

4.8 Tutor learner ratio is managed by

negotiating with management for adequate

tutors/teachers; appointment of appropriate

numbers of tutors to regional centres

proportionately to number of learners

Communication with management;

visiting academic appointment schedule

DEPT-CORR/INTERNAL/CADRE

TUTOR REQUESTS


MANAGEMENT/VA/APPOINTMENT

SCHEDULE

4.9 Appropriate training is provided for staff

through a) ensuring relevant staff obtain

training as and when necessary; b)

encouraging participation in workshops

and discussions to raise awareness on

learner support; c) discussions at staff

meetings

Staff participation at SDC programmes;

staff participation at Learner Support

forums; department minutes; VA training

schedule

SENATE/SUB/LS/WORKSHOPS/ATTEN

DANCE

STAFF DEV/ATTENDANCE


QIG/WORKSHOPS/VA/ATTENDANCE

4.10 Physical and technological resources in all

centres are monitored and remedial

measures taken when needed through a)

feedback from centre staff b) feedback

from students; c) observations during visits

to regional centres d) negotiations with

management e) special projects for

improving facilities

Department staff minutes; RES Board

minutes; Department and regional centre

procurement plans; Department and

centre library requests; QIG Project

Proposal; academic and non-academic

cadre requests

DEPT/STAFF/MINUTES

FAC/SUB/RES/MINUTES

PROCUREMENT/REGIONAL


PROCUREMENT/LIBRARY

QIG/PROPOSAL

DEPT CORR/INTERNAL/CADRE

TUTOR REQUESTS

4.11 Library facilities, services and accessibility

for effective teaching and learning is

ensured through a) Department allocations

Department and centre Library order

lists; extracts from library committee

minutes; extracts from faculty board

PROCUREMENT/LIBRARY/REQUESTS

PROCUREMENT/LIBRARY/REGIONAL

/REQUESTS

45

for books b) linking with external projects

to upgrade facilities and services c)

establishment and participation in systems

for monitoring accessibility of library

facilities and services

minutes; procurement plans; extract from

QIG project proposal;

UNI/SUB/LIBRARY/MINUTES

FAC BOARD/MINUTES


QIG/PROPOSAL

4.12 Sufficient and appropriate facilities for

field work/internships for effective

teaching and learning is ensured through a)

participation in Industry Liaison Centre b)

Interaction with the Career Guidance Unit

c) obtaining feedback from learners

regarding facilities d) participation in RES

board meetings

Extracts from Industry Liaison Centre

meeting minutes; extracts from Faculty

Board minutes; information from learner

support survey; information from QIG

project proposal development process;

extracts from RES board minutes

UNI/SUB/INDUSTRY

LIAISON/MINUTES

FAC BOARD/MINUTES

FAC/LS/SURVEYS

QIG/PROPOSAL

UNI/SUB/RES/MINUTES

4.13 Sufficient and appropriate computer

facilities have been ensured through a)

including staff requirements in annual

procurement plans b) obtaining additional

requirements from external sources; c)

obtaining feedback from learners regarding

computer facilities d) Computer

laboratories for students

Extracts from procurement plans;

extracts from QIG proposal; learner

support survey; QIG proposal

development surveys; extracts from IT

Committee meetings; photographs of IT

labs


QIG/PROPOSAL

FAC/SUB/LS/SURVEY

UNI/SUB/IT/MINUTES


OMPUTER LABS

4.14 Adequate and appropriate technology

systems and infrastructure to effectively

conduct the programme of study is made

available through a) Google Hangouts

services b) wi-fi zones for students c)

provision of reading rooms in the library d)

Extracts from Student Guidelines; letters

of requests for google hangout services;

photographs of wi-fi zones for students

and reading rooms; SMS alert system

screen shots; screen shots of MYOUSL

facility; photographs of study spaces in


DEPT-CORR/INTERNAL

PHOTOGRAPHS/INFRASTRUCTURE

TEC-SUPP/SMS

TEC-SUPP/MYOUSL

TEC-SUPP/MOODLE

46

use of SMS alert system e) MyOUSL

system f) Study spaces for students g)

MOODLE services

centres; links to MOODLE courses

4.15 Current and accurate information in an

accessible manner and through a variety of

modes is provided to all registered students

through a) printed and online versions of

department prospectus; b) student

guidelines; c) MYOUSL notices; d)

announcements on moodle e) posted

notices f) SMS messages g) printed notices

at regional centres

Samples of brochures; samples of student

guidelines; samples of MyOUSL notices;

samples of Moodle announcements;

samples of posted notices; samples of

SMS messages; samples of notices

posted on student notice board at regional

centres

REG/BROCHURES


TEC-SUPP/MYOUSL

TEC-

SUPP/MOODLE/ANNOUNCEMENTS

TEC-SUPP/SMS

UNI/ADMIN/POSTAL RECORDS

PHOTOGRAPHS/INFRASTRUCTURE/N

OTICE BOARDS

4.16 Student unions/associations are encouraged

to contribute to student learning through a)

faculty advocacy for the establishment of

student unions and associations b) faculty

support for student led activities

Extracts from Senate minutes; extracts

from Faculty Board minutes; letters of

support written for student activities;

letters from student welfare regarding

student activities; evidence of student

union elections; request letters from

students

SENATE/MINUTES

FAC BOARD/MINUTES

DEPT-CORR/STUDENTS

STUD-CORR/WELFARE

STUDENT WELFARE/ELECTIONS

STUD-CORR/REQUESTS

4.17 Co-curricular and extracurricular activities

that contribute to social and cultural

dimensions of the educational experience

of learners is provided through a) special

courses in the curriculum b) support for

students to organize social and cultural

events c) encouraging students to

participate in social and cultural events in

Photographs from MIS sessions;

photographs from cultural shows

organized by students; UDG budget for

MIS programme; evidence of

participation in UGC programmes;

evidence of collaboration with staff;

evidence of student presentation at

Monthly Academic Circle

PHOTOGRAPHS/MIS

PHOTOGRAPHS/STUDENT EVENTS

UDG/BUDGET

STUDENT

ACHIEVEMENTS/PARTICIPATION

ORIENTATION/AGENDA

STUD-RESEARCH

SYMPOSIUM/PUBLICATION

47

the university system d) providing

opportunities for students to collaborate

with staff e) Recognising students for

initiative and activism

STUDENT STAFF

COLLABORATION/AGENDA

4.18 Opportunities for peer interaction to

empower learners to share knowledge and

information and develop interactive and

collaborative learning skills is provided

through a) Organising Student Research

Symposium b) Inviting students to

participate in Monthly Academic Circle c)

online forums d) day schools

Student Research Symposium

publication; Student Research

Symposium poster; participation lists at

Monthly Academic Circle; screen shots

of online forums; day school attendance

STUD-RESEARCH


STUD-RESEARCH

SYMPOSIUM/POSTER

DEPT WORKSHOPS/ACADEMIC

CIRCLE/ATTENDANCE



4.19 Monitoring and evaluation of learner

support services are implemented and

communicated to relevant stakeholders

through a) Participation in Learner Support

Senate Sub-Committee b) Participation in

training workshop on LS c) Organising

Faculty Workshops on LS d) Learner

Support Survey with students e) Learner

Support Meetings with students

Minutes from LS Senate Sub-Committee

Meetings; extracts from FB meetings;

evidence of participation at LS

workshops; LS Faculty Workshop

Agendas; questionnaires with students on

LS; attendance list of LS meetings with

students; course feedback and evaluation

forms

SENATE/SUB/LS/MINUTES

FAC BOARD/MINUTES

SENATE/SUB/LS/ATTENDANCE

FAC/SUB/LS

COURSE EVALUATION/COURSE

CODE/FORMS

4.20 Learner retention, progression and graduate

rates are monitored and remedial action

taken through a) tracer studies, b) annual

reports c) review of retention, progression

and graduation rates at department

meetings; regular course revision

Tracer studies; annual reports; extracts

from department meetings; course

revision plans; extracts from QIG

proposal

UNI/TRACER STUDY

UNI/ANNUAL REPORT


QIG/COURSE-

DEV/MEETING/MINUTES

UNIT MEETINGS/MINUTES

48

QIG/PROPOSAL

Summary: Ensuring that learner support and appropriate infrastructure is provided to maintain quality of the programme equitably in all

the regional centres is an issue of which the department is extremely conscious. One of the major issues addressed in the restructuring of

the BA programme was to strengthen the use of technology to improve learner support and infrastructure. Many innovative strategies

were adopted by the department to improve infrastructure, resources and learner support for learners. While many improvements have

been made in this regard, one of the lessons of the past 3 years has been that effective learning even in the distance mode requires a

minimum level of face to face interaction especially in the context of a heterogeneous student population. Furthermore, adequate support

from all divisions of the university is necessary to provide consistent and high quality technological support. Maintaining an adequate

level support, infrastructure and resources for distance learners in a context where student numbers is increasing is challenging both in

terms of adequate resources but also managing and training human resources effectively. Support also has to be sensitive to the diverse

needs, motivations and issues of the student population. The university in 2017 established a senate sub-committee on Learner Support

which is exploring ways in which to strengthen this extremely important and necessary component of distance learning. The department

and faculty is taking this initiative very seriously. At the same time, the department is of the view that policy, institutional and

organizational changes are also necessary to understand and effect the necessary changes to support ODL learners effectively to improve

the learning experience from recruitment to completion.

49

Criterion 5 – LEARNER ASSESSMENT AND EVALUATION

No. Claim of the degree of internalization of


of Standard

Documentary Evidence to Support the

Claim

Code No. of the Document

5.1. Programme ensures that it meets the

national academic standards in assessment

and evaluation by adhering to SLQ

framework.

Rules and Regulations; Extracts from

Department staff meeting minutes on

assessments

QIG/R&R

SLQF/R&R


5.2 Assessments are maintained by

compliance to policies and procedures

approved by the institution for designing,

approving, and monitoring.

Exams manual;

Extracts from FB minutes for approval of

examiners; extracts from Department staff

meeting minutes on assessments; marking

guidelines; exam scripts

FAC BOARD/MINUTES


5.3 Security/confidentiality and integrity of

conducting assessments is ensured by

following guidelines of the Exam Manual

Manual of examination procedures


5.4 Assessment strategy is aligned to SLQF

level descriptors, LOs and teaching

learning strategies of programme by

describing assessment and teaching

learning strategies which are clearly

described in course profiles

Student guidelines; Advance Organisers

Course Profiles;

SLQF/COURSE PROFILES

QIG/ADVANCE ORGANISERS


5.5 Progression within and between courses is

clearly explained and made available in a)

Student Guidelines b)Rules and

Regulations

Student Guidelines;

Rules and Regulations


SLQF/R&R

5.6 Formative and summative assessment are

included in the programme

Programme rules and regulations;

Student Guidebook;


50

Activity schedules; marked final

examination papers; Faculty board minutes

extracts on eligibility


SCRIPTS/FINAL/COURSE CODE

SCRIPTS/CA/CAT1/COURSE CODE

FAC BOARD/MINUTES

5.7 Learners are informed through a) Student

Guidelines b) Online Forums c)

Orientation programme d) Academic

Counselling

Student Guidebook;

Agenda of the student’s orientation;

Academic counselling schedule at the

registration desk;

Students counseling forms ;screenshots of

online forums;

Student orientation programme


REG/ACADEMIC COUNSELLING

SCHEDULE

REG/STUDENT COUNSELING FORMS


STUDENT ORIENTATION/PPT

5.8 Student performance is tracked and

detailed and accurate feedback on

performance/progress in provided in

timely manner through a) accurate

maintenance of student records b)

Feedback on assignments online b)

Posting marked assignments to learners

OMIS records of students; marked

assignments; communications of students to

meet lecturers to discuss their performance;

Screenshots of online feedback; proof of

assignments being posted

TEC-SUPP/OMIS

SCRIPTS/CA/TMA

DEPT-CORR/STUDENTS


TEC-SUPP/MOODLE/ONLINE

MARKING

DEPT/ADMIN/POSTAL RECORDS

5.9 Assessment decisions are communicated to

learners without undue delay through a)

MYOUSL b) postal communication

Letters sent to students about re-scrutiny

decisions; screen shots of MYOUSL

EXAMINATIONS/ADMIN/RE-

SCRUTINY DECISIONS

TEC-SUPP/MYOUSL/RESULTS

5.10 Faculty has re-scrutiny procedure and

opportunities for learners to meet faculty

to obtain feedback

Re-scrutiny application; letters sent to

students about re-scrutiny decisions; one on

one meetings with faculty


SCRUTINY APPLICATIONS


SCRUTINY DECISIONS

STUD-CORR/FEEDBACK

STUD-CORR/REQUESTS

51

5.11 Manual of Examination is available,

communicated and enforced

Examination supervisors and invigilators

appointment letter;

examination manual

EXAMINATIONS/ADMIN/SUPERVISIO

N/APPOINTMENT LETTERS


5.12 Faculty ensures that policies and

regulations governing the

selection/nomination and appointment of

external and internal examiners by is

adhered to by scrutinizing such memos at

Faculty Board

BA examination memo;

examination supervisors and invigilators

appointment letter

EXAMS/ADMIN/BA EXAMINATION

MEMO



EXAMINATIONS/ADMIN/INVIGILATIO


5.13 The programme has not adopted this

standard so far and is planning to do it

soon. Currently moderation of papers

takes place internally.

Moderated papers EXAMINATION/ACADEMIC/MODERA

TED PAPERS

5.14 The SSD could not adopt second

examiner marking so far due to the

insufficient staff. However, the SSD is

planning to introduce second marking

policy soon. Currently there is an internal

practice of consulting with another

internal examiner for borderline cases

Internal checking system for borderline

cases

SCRIPTS/CA/CAT1

SCRIPTS/FINAL

5.15 Transparency, consistency and fairness in

marking is ensured through a) Marking

Schemes b) Double checking of marks

Samples of marking schemes; copy of

Marks sheet

EXAMINATIONS/ACADEMIC/COURSE

CODE/MARKING SCHEMES

EXAMINATION/COURSE

CODE/MARKS SHEET

5.16 Integrity of work submitted by students is

ensured and expectations communicated

through a) Citation guidelines b)

Extract from student guideline on Citation;

Examination Manual; Instructions to

students at DS or online forums


UNI/EXAMINATIONS MANUAL

TEC-SUPP/MOODLE/ONLINE FORUM

52

Examination Manual

c) instructions provided to students at

different times

COURSE CODE/PPT

EXAMINATIONS/ACADEMIC/FEEDBA

CK/PLAGIARISM

5.17 Disciplinary procedures for malpractices is

enforced and communicated through a)

Regular feedback b) Disciplinary inquiries

Examination manual; extract from Senate

on Examination offences; agenda of the

students orientation programme; feedback

on plagiarism


SENATE/MINUTES

ORIENTATION/AGENDA

EXAMINATIONS/ACADEMIC/FEEDBA

CK/PLAGIARISM

5.18 Competency of staff and declaration of

conflict of interest is ensured through

requiring Faculty and Senate approval for

Examiners

Faculty and Senate monitoring for

competency of examiners;

Examination supervisors and invigilators

appointment letter; a copy of declaration

form provided by the staff; examination

memo



EXAMINATION/ADMIN/DECLARATIO

N LETTER

EXAMS/ADMIN/EXAMINATION

MEMO

5.19 Periodic reviews and amendments to

assessment criteria is assured through a)

revision of rules and regulations b) review

at staff meetings

Amended CA criteria;

Extracts from Department staff meeting

minuets on assessments;

memos submitted to change the entry and

assessment criteria; memos submitted to

change curriculum in line with SLQF

framework FB



EXAMS/ADMIN/EXAMINATION

MEMO

5.20: Graduation, course completing and

retention rates are monitored and

appropriate action taken through a) tracer

studies; b) monitoring student progress on

OMIS c) Initiation of Learner Support

Strategy

Screen shots of OMIS

Tracer Study;

Learner Support Report from Faculty

TEC-SUPPORT/OMIS

UNI/TRACER STUDY

UNI/SUB/LS

FAC/SUB/LS

53

5.21: Credit requirements and awards are in

compliance with rules and regulations and

ensured at awards and exam panel meeting

Programme rules and regulations;

examination panel meetings; awards

meetings

SLQF/R&R

EXAMINATIONS/ADMIN/

ATTENDANCE

Summary: The department considers learning assessments and evaluations as an integral part of the programme which was designed in line

with well established and transparent ILOs. Student guidelines define assessment criteria, types and schedules clearly in order to increase

clarity and transparency of assessments. The students are also given review questions at the end of each session to practice according to

learning phases and as a self-assessment. Department does its best to ensure that feedback on the assessments reach the learners within a fair

timeframe. If the learners have doubts and need clarification about the assessments they can reach the examiners through multiple methods,

i.e., email inquiry, skype discussion, online chat, one-to-one meeting or discussion through the online platform. The department is

responsive within reason to various demands and request of the learners regarding assessment and evaluations. We are currently exploring

ways of strengthening assessment system by involving external moderators and second markers.

54

Criteria 6: Innovative initiatives and good practices

Claim of the degree of internalization of


of Standards


Claim


6.1 Multi-mode teaching, delivery and learning

is operated through a) OMIS for staff c)

MYOUSL for students b) offering courses

on MOODLE c) use of technology for

course delivery

Sample screenshots of OMIS and

MYOUSL announcements, and other

materials; Samples of senate minutes

with IMM/online rankings; Samples of

screen shots/printouts of Moodle

platform pages, platform conversations

and other communications in the

platform; The digital library pages.;

Google hangout bookings

TEC-SUPP/OMIS

TEC-

SUPP/MYOUSL/ANNOUNCEMENTS

TEC-SUPP/MOODLE

TEC-


TEC-SUPP/ONLINE FORUMS

TEC-SUPP/MOODLE/STUDENT

FEEDBACK

SENATE/MINUTES

TEC-SUPP/MOODLE/HELPWANTED


6.2 Faculty encourages staff and students to

use OER to supplement teaching and

learning by a) Developing a University

OER Policy b) Development of subject

specific digital material accessible to the

public

OER policy; Screen shots/printouts of the

digital library pages

POLICY/OER


6.3 Complementarity between academic

training, research and teaching is

recognized and accepted as part of the

functions of academics by a) the staff

Course material where reference is made

to staff research; Monthly staff minutes;

Book - A tribute to a pioneer in Social

Sciences at OUSL; Annual reports

COURSE CODE/COURSE

MATERIAL/ REFERENCES

DEPT/PUBLICATION

STAFF/PUBLICATIONS

55

including their research in course material.

b) Recognition of staff academic

achievements.

indicating awards for research and

certificates; List of publications by staff

members

UNI/ANNUAL REPORT/STAFF

RESEARCH


DEPT/STAFF ACHIEVEMENTS

6.4 The faculty has established co-ordinating

and facilitating mechanisms for fostering

research and innovation, promotion of

research and community outreach through

a) university R&D policy and b) by

conducting academic sessions which are

also accessible for students and others.

University R &D Policy; monthly

Faculty research communication;

Samples of the monthly academic circle

flyers and attendance lists; Academic

sessions abstracts of staff

POLICY/R&D

FAC/SUB/RESEARCH

COMMITTEE/MINUTES

UNI/ACADEMIC

SESSIONS/PUBLICATIONS

6.5 Community issues and society needs are

addressed by the staff through their

research and social engagements such as in

the drafting of a) the National Youth Policy

in 2012 b) the National Human

development report in 2014. c) The PRC

report in 2016 d) Contributions to RTI Act

e) offering consultancy services to the

Ministry of Youth Affairs and f) providing

resources for public efforts on behalf of

issues such as free education,

reconciliation and social justice.

Letters of appointment and appreciation;

published reports links; newspaper

articles and blog posts.

STAFF/SOCIETAL

CONTRIBUTIONS/LETTERS

STAFF/SOCIETAL

CONTRIBUTIONS/REPORTS

STAFF/SOCIETAL

CONTRIBUTIONS/PUBLICITY

STAFF/PUBLIC ADVOCACY

PHOTOGRAPHS/STAFF

TEC-SUPP/STAFF/VIDEO LINKS

6.6 A conducive environment for research is

ensured in the faculty and department

though a) seeking university and external

funding for research and b) encouraging

Applications to the faculty research

committee

List of staff who were on research leave;

nomination letters and references

FAC/SUB/RESEARCH

COMMITTEE/APPLICATIONS

DEPT/STAFF/RESEARCH LEAVE

DEPT-CORR/NOMINATION

56

research undertaken by staff members.

provided by the department. LETTERS/STAFF

6.7 Achieving excellence in research and

outreach activities by academics are

encouraged by a) research being included

in the promotion criteria b) university

research awards and c) research

achievements being acknowledged in the

staff meetings.

Certificates; staff meeting minuets;

promotion criteria; newspaper articles

STAFF/AWARDS/RESEARCH



MANAGEMENT/PROMOTION

CRITERIA

STAFF/AWARDS/RESEARCH

6.8 The programme contains a research project

as a part of the teaching and learning

strategy and encourages disseminate of

findings by a) including research in the

curriculum as compulsory subjects and b)

Conducting the student’s research

symposium c) assessments (oral

presentations) d) encouraging students to

present at forums

BA Curriculum; advance organizer for

project; Level 5 guidelines; PPT –

Project; level five project reports; mark

sheets for TMA, Oral, final exam;

research symposium- flyer, agenda,

abstract proceedings; awards for best

student research paper


CODE

REG/STUDENT GUIDELINES/LEVEL

5

COURSE CODE/PPT

COURSE DEV/ MEETING/

MINUTES/COURSE CODE

PROJECT/ REPORT/INTERNSHIP

PROJECT/ REPORT/EXTENDED

ESSAY

STUD-RESEARCH


STUD-RESEARCH

SYMPOSIUM/POSTER

STUD-RESEARCH

SYMPOSIUM/AGENDA

STUD-RESEARCH

SYMPOSIUM/AWARDS

57

6.9 Strong links with various agencies and

industries are established and

operationalized by a) staff collaboration

with other organizations, struggles and

movements b) supervision and examination

of students from other international and

national universities c) facilitating

internship for students who have never

been employed

Appointment letters and official

documents; invitations and agendas;

email correspondence on supervision;

extracts from BA rules and regulations

on internship; extracts from Level 5

guidelines; PPT level 5 project;

internship reports; letters for internship

STAFF/AFFILIATION/APPOINTMEN

T LETTERS

STAFF/AFFILIATION/CONTRACTS

STAFF/AFFILIATION/INVITATIONS

STAFF/AFFILIATION/AGENDAS

DEPT-CORR/EXTERNAL

SLQF/R&R

REG/STUDENT GUIDELINES/LEVEL

5

COURSE CODE/PPT

PROJECT/ REPORTS/INTERNSHIP

DEPT-CORR/ STUDENTS/ SUPPORT/

INTERNSHIP

6.10 Sources of income are diversified by a)

obtaining various grant such as UDG, QIG,

UNICEF and UNDP b) offering PG

courses and short courses

MOU copies; concept notes of short

courses; flyers and posters for short

courses and MA.

MOU/UNICEF

MOU/QIG

MOU/MARGA

MOU/COLUMBIA UNI

MOU/SHORT COURSES

CONCEPT NOTES/SHORT COURSES

DEPT/FLYERS AND POSTERS

6.11 The department maintains a credit-transfer

policy a) in the entry requirements to the

BA programme and b) through credit

exemptions c) exploring potential credit

transfers with international universities

BA Rules and Regulations;

correspondence with MacQuarie

University; faculty board approved

exemptions list

SLQF/R&R

DEPT-CORR/EXTERNAL

FAC BOARD/MINUTES

6.12 Students and staff engagement in co-

curricular activities are promoted through

Social harmony concept note;

Social harmony cultural shows; MIS

UDG/PROPOSAL

UDG/CONCEPT NOTE

58

a) the compulsory course Social Harmony

for students b) Cultural events and other

festivals conducted by students and staff c)

through collaborative initiatives such as the

student research symposium

sessions concept notes; student family

visit reports; letters of support;

invitations copies; emails correspondence

students and staff; Faculty Art Circle

events; photographs; PPTs used in staff

events; Student Research Symposium

publication.

UDG/ MIS/CULTURAL SHOW

UDG/ MIS/CONCEPT NOTE

UDG/ ASSIGNMENTS/STUDENT

REPORTS

DEPT-CORR/STUDENTS

STUD-CORR/SUPPORT

DEPT-CORR/INTERNAL

PHOTOGRAPHS/STAFF EVENTS

PHOTOGRAPHS/STUDENTS'

EVENTS

PPT/STAFF EVENTS

STUD-RESEARCH


6.13 Student’s participation at regional/national

level competitions is promoted, encouraged

and facilitated by the department whenever

opportunities are available.

Letters of support by Head to students for

activities; student participation at gender

workshops, sports events etc.

DEPT-CORR/STUDENTS/SUPPORT

PHOTOGRAPHS/STUDENTS'

EVENTS

6.14 An exit mechanism is implemented for the

students who do not complete the BA

programmes successfully by granting them

a higher diploma.

Rules and Regulations SLQF/R&R

Summary: The faculty and department encourages staff to teaching practices and has strongly supported the use of LMS and VLE

platforms. The blended courses offered by the SSD have routinely been ranked high by the university. The department also

encourages staff research to be incorporated into course material development. While remaining sensitive to the diversity of the learner

population (employed, never employed, full time, part time, etc.) in the programme, every effort has been made to offer opportunities

and spaces for all students to pursue their extra-curricular interests. Learners are also encouraged to participate in faculty and

59

department research activities. One of the greatest strengths of the Department is that its staff have many links with local and

international institutions and work closely on activities ranging from public advocacy to international research collaborations. The

idea of a responsible public intellectual is strongly promoted in the department.

60

Section 4: Summary

In summary, the SSD would like to draw the attention of the review team to the

following:

The SSD is committed to a process of reviewing and revising the study

programme in order to ensure that the programme is up to date and responsive to

the needs of learners and society at large.

During the last three years, the SSD has introduced many innovative practices

with regard to improving the quality of delivery using appropriate technology.

Consequently, the majority of courses currently offered in the programme are in

the blended mode. Additional digital material has also been developed to support

learners.

The SSD has maintained a highly satisfactory level of learner support, despite

human and infrastructure constraints, mainly by constantly improving its

communication with learners and adopting a policy of openness, dialogue and

consultation. Staff are sensitive to the diverse and often complex needs of OUSL

learners and value the flexibility offered to learners through the ODL system.

While every effort is taken to ensure transparency, consistency and impartiality in

assessments, the SSD recognises the importance of involving external expertise in

this process. Currently, moderation of examination papers is done internally.

Chief Examiners are appointed for each course and are responsible for ensuring

the integrity of the examination process. The department is exploring ways of

improving transparency through the inclusion of external moderators and second

examiners without compromising on timely feedback and releasing of results. Up

to now, despite challenges of constantly increasing student numbers, feedback on

assessments and results have been released without undue delays.

The SSD is aware of the need to improve the quality of the learning experience

equally in all regional centres. We are of the view that an institutional and

organisational restructuring is necessary to respond effectively to the growing

demand for this programme, especially outside the Western Province. Improving

quality of delivery of the programme requires human and material resources that

respond to increasing student numbers. While this requires policy and institutional

commitment that is beyond the control of the Department, we are also cognisant

61

of the need to be proactive in initiating required changes. With this in mind, the

SSD has appointed a committee to provide a feasible plan for restructuring the

Department.

62

Annexure 1: SWOT Analysis Conducted in 2012 - QIG Proposal Preparation

Strengths Weaknesses Opportunities Threats

Flexibility in terms

of entry

requirements,

pacing learning

according to

student capacities

and resources, exit

options (Advanced

Certificate or

Diploma in Social

Sciences) and

geographical

reach.

Limited subject

choices and lack

of flexibility for

learners to select

a study

programme in

line with

professional and

academic goals

Qualified and

committed

academics to

implement changes

Bureaucratic

interference and

systemic

limitations to

independent

curriculum

development in

higher education

Helps transition to

and increasing

productivity in the

world of work by

facilitating

learning while

employed.

Insufficient

support for

transitioning

from learning in

vernacular to

learning in

English medium

OUSL policy of

strengthening

regional networks

Increasing

competition from

other universities

and higher

education

institutes for ODL

programmes

ODL modes of

teaching inculcates

motivation,

discipline and

commitment

which are highly

valued in the

world of work.

Insufficient

methods for

assessing

learners specific

skills such as

critical thinking,

communication,

application,

adaptability, etc.

Potential for cross-

disciplinary

studies: eg:

combining social

sciences and

natural sciences

Pressure to

narrow study

programmes in

line with

preconceived

notions relating to

employability

Heterogeneous

student population

encourages values

such as respect for

diversity and

appreciation of

pluralism.

Too much

dependence on

print material for

learning and

assessment by

learners as well

as academics

Expansion of web-

based services for

higher education

(eg: NODES)

English being the

medium of

instruction

strengthens

Inadequate

delivery of

programmes and

monitoring of

Expansion of

knowledge

economy globally

63

learners language

skills in one of the

global languages.

quality within

regional

networks and

unequal access to

services within

regional network

Capacity and

openness to reach

global audience.

Inadequate non-

academic support

structure (IT, ET,

programme

coordination,

communication)

Heterogeneous

student population

with the maturity

and motivation to

face challenges

Academically

qualified,

committed

academic staff

(internal and

visiting) with

professional links

in the development

sector (public and

private), field of

research and

teaching nationally

and

internationally.

Global shifts in

educational

policies which

encourage multi-

disciplinary and

innovative study

programmes

Experience in

conducting multi-

disciplinary

courses

Department links

with international

and national

institutions with

the capacity and

willingness to

support changes to

study programme

64

Annexure 2: Curriculum of BA in Social Sciences

The BA Degree in Social Sciences is offered in 4 streams:

1. Economics and Development Studies (ED)

2. Politics and International Studies (PO)

3. Society and Culture Studies (SO)

4. Communication Studies (CO)

Level

Level 3

(30 credits)

Pre-requisites:

Eligibility for entry

to the BA in Social

Sciences

Compulsory Courses Optional Courses

DSU3521 Introduction to

Communication Theory and Practice

DSU3531 Principles of Economics 1

DSU3542 Politics and Governance:

an Introduction

DSU3551 Understanding Society

and Culture

DSU3552 Understanding Sri Lankan

Society and Culture

No optional courses at Level 3

ED DSU3532 Principles of

Economics 2

PO DSU3541 Introduction to

International Politics

SO DSU3532 Principles of

Economics 2

CO DSU3522 Communication and

Media Ethics

Level 4

(30 credits)

Pre-requisites: at

least 10 credits from

the stream and 10

credits from other

streams

ED DSU4631 Economy of Sri

Lanka

DSU4332 Health Economics

DSU4334 International

Economics

DSU4336 Public Finance

DSU4652 Development

Theory and Practice

DSU4323 Communication in

Disaster Mitigation

DSU4325 Creative

Communication

DSU4333 Development

Economics

DSU4335 Monetary

Economics

DSU4343 Politics of Sri

Lanka

DSU4345 Political

Participation, Representation

and Governance

DSU4355 Religion, Society

and Culture

PO DSU4641 Living Political

Ideas


Disaster Management

65

DSU4642 Politics of South

Asia: Internal Political

Dynamics and Extra Regional

Powers

DSU4325 Creative

Communication

DSU4333 Development

Economics


Economics

DSU4335 Monetary

Economics


Lanka: Institutions and

Processes


Organisations and

Transnational Governance

DSU4345 Political


and Governance

DSU4346 Public Policy and

Administration

DSU4353 Kinship, Marriage

and Family


and Culture

DSU4356 Politics and Social

Movements

SO DSU4352 Social Psychology


and Family


and Culture

DSU4652 Development

Theory and Practice


Disaster Management

DSU4326 Social Media

DSU4327 Appreciation of

Film and Theatre

DSU4332 Health Economics


Economics DSU4345 Political


and Governance


Organisations and



Administration

DSU4354 Economy and

Society


66

Movements

CO DSU4621 Participatory

Communication for

Development

DSU4622 Environmental

Communication


Disaster Management

DSU4324 Advertising and

Promotions

DSU4325 Creative

Communication

DSU4326 Social Media

DSU4327 Appreciation of

Film and Theatre


Lanka: Institutions and

Processes


Organisations and


DSU4345 Political


and Governance


Administration

DSU4352 Social Psychology


and Family

DSU4354 Economy and

Society


and Culture


Movements

Level 5

(30 credits)

Pre-requisites: 30

credits at Level 3

and 15 credits and

Level 4

ED DSU5344 Sri Lanka in a

Globalised World: Issues and

Challenges

DSU5651 Social Science

Research Methods

DSU5361 Extended Essay

DSU5362 Internship

DSU5323 Corporate

Communication and Image

Building

DSU5325 Communication

Campaigns

DSU5327 Media Democracy

DSU5331 Global Political

Economy

DSU5332 Agricultural

Economics

DSU5333 Comparative

67

Economic Systems

DSU5334 Philosophical

Foundations of Economics

DSU5335 Resource

Economics

DSU5337 Principles of

Econometrics

DSU5338 Banking and

Financial Systems

DSU5343 Democracy and

Development

DSU5345 State, Society and

Religion

DSU5346 Cyber Politics and

the State

DSU5354 Health and Society

DSU5356 Ethnicity in

Everyday Life

PO DSU5341 Gender Politics

DSU5342 Conflict Resolution

and Peace Building


Research Methods


DSU5362 Internship

DSU5322 Media Occupations

and Professions



Economy

DSU5333 Comparative

Economic Systems

DSU5336 Urban Economics

DSU5343 Democracy and

Development

DSU5344 Sri Lanka in a


Challenges


Religion


the State

DSU5347 Law and Politics

DSU5355 Education and

Social Mobility


Everyday Life

DSU5357 Globalisation,

68

Migration and Social Change

SO DSU5352 Contemporary

Social Theory

DSU5353 Gender and Social

Inquiry


Research Methods


DSU5362 Internship


and Professions

DSU5323 Corporate


Building


Campaigns

DSU5326 Media

Organisations and

Management


DSU5334 Philosophical

Foundations of Economics

DSU5336 Urban Economics



Challenges


Religion


the State

DSU5347 Law and Politics



Social Mobility


Everyday Life



CO DSU5324 Cross Cultural

Communication


Research Methods


DSU5362 Internship


Research


and Professions

DSU5323 Corporate


Building


Campaigns

69

DSU5326 Media

Organisations and

Management



Economy



Challenges


the State



Social Mobility


Everyday Life



Continuing

Education Courses

(11 credits)

LEE3410 English for General

Academic Purposes

DSE5301 Statistics for Social

Science

CSE3213 ICT

FXE3114 Soft Skills

DSE3215 Social Harmony

DSE4207 Non-Violent

Communication

70

Annexure 3: Course and Centre wise Registration of Selected Courses

Level Course code Colombo Matara Galle Kandy Kurunagala JaffnaAnuradh

apuraBaticaloa Badulla Puttalam Vavuniya Hatton Mannar

Rathnap

uraKegalle Gampaha Kalutara

Ambalan

thotaTotal

SSU1241/ DSU3541 82 6 0 21 5 7 6 8 1 1 0 0 0 0 0 0 0 0 137

SSU1232/ DSU3532 138 10 3 70 34 24 24 22 8 1 12 9 1 1 0 2 2 0 361

SSU1252/DSU3552 296 36 5 124 45 39 59 45 40 2 13 10 1 1 1 2 1 1 721

SSU1221/ DSU3521 288 34 5 117 42 40 54 41 38 2 14 8 1 2 1 1 1 1 690

SSU2153/ DSU4353 69 9 0 41 14 2 18 16 3 1 4 0 0 0 0 1 3 0 181

SSU2252/ DSU4652 110 10 1 40 26 8 15 19 4 1 5 2 0 0 0 1 3 0 245

SSU2144/DSU4344 103 11 1 51 25 6 25 16 3 1 6 0 0 1 0 3 2 0 254

SSU2241/ DSU4641 25 1 1 5 5 3 1 1 0 0 0 0 0 0 0 0 0 0 42

SSU2135/ DSU4335 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 14

SSU2231/ DSU4631 62 1 0 11 11 3 3 3 2 0 0 2 0 0 0 0 3 0 101

SSU2123/ DSU4323 62 4 0 22 14 3 8 6 0 0 0 2 0 0 0 0 3 0 124

SSU2221/ DSU4621 74 7 0 45 16 2 18 15 3 1 1 0 0 0 0 1 1 0 184

SSU3154/ DSU5354 22 11 0 31 6 0 16 0 0 0 3 1 0 1 0 2 1 0 94

SSU3251/ DSU5651 100 23 1 64 12 8 20 7 0 0 3 5 0 3 0 2 3 0 251

SSU3153/ DSU5353 31 9 0 33 5 2 4 2 0 0 3 2 0 1 0 1 0 0 93

SSU3142/DSU5342 29 4 0 2 0 1 2 0 0 0 0 1 0 0 0 0 1 0 40

SSU3147/ DSU5347 39 5 0 2 0 1 2 0 0 0 0 1 0 0 0 0 1 0 51

SSU3135/ DSU5335 19 2 0 3 5 1 2 4 0 0 0 0 0 0 0 0 2 0 38

SSU3138/ DSU5338 29 2 0 9 5 1 2 3 0 0 0 1 0 0 0 0 2 0 54

SSU3123/ DSU5323 27 1 0 43 2 0 17 0 0 0 0 3 0 2 0 2 2 0 99

SSU3224/ DSU5324 11 8 1 19 2 5 12 1 0 0 0 1 0 2 0 1 0 0 63

Course/ Center wise registration statistics academic year 2016/2017

5

4

3

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Annexure 4: Staff Profile

Name & Designation Qualifications Area of Specialization

ACADEMIC STAFF (PERMANENT)

Dr S.N. Morais

Head of Department

Senior Lecturer Grade 1

BA (Jaffna)

MA (Colombo)

PhD (AIT)

Economics

Prof. W.T.A. Fernando

BA (Peradeniya)

MA (Philippines)

Dip. WS (Colombo)

PhD (Dublin)

Mass Communication

Dr. B.M.P. Mendis

Senior Lecturer Gr. I

BA (Kelaniya)

MA (Lancaster)

MPhil (Leicester)

PhD (NUS)

Mass Communication

Unit Leader – Mass Communication

Dr. A.S. Chandrabose


BA (Peradeniya), MA

(Peradeniya), MPhil

(JNU), PhD (JNU)

Economics

Dr. N.S. Abeysinghe


BA (Colombo), MA

(Econ-CMB), MA (IR-

CMB), PhD

(Malaysia)

Economics

Dean, Faculty of Humanities and

Social Sciences

Dr. K. Bulumulle


BA (Peradeniya), MPhil

(Peradeniya), PhD

(Adelaide)

Sociology

Unit Leader, Sociology and

Anthropology

Dr. Anton Piyarathne


BA (Colombo), MA

(Colombo), PhD

(Macquarie)

Sociology

Dr.Sepalika Welikala

Senior Lecturer Gr. II

BA (Colombo)

MA(California)

PhD (California

Sociology

Dr.Harini Amarasuriya


BA (Delhi)

MA (Macquarie)

PhD (Edinburgh)

Sociology

Ms.Thiwankee

Wicramasinghe


BA (Kelaniya)

LLB (OUSL)

MSSc (Kelaniya)

Mass Communication

Ms.Purnima Perera


BA (Peradeniya)

PGD in Health

Development (Colombo),

MPhil (Peradeniya)

Sociology

Ms.K.L.Erandi Karunadasa


BA (Hons) J’Pura,

MA ( Colombo)

Mass Communication

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Dr. G.T. Madhubhashini


BA (Colombo)

MPhil (Kelaniya)

PhD (NUM)

Mass Communication

Dr. S.M.A.K. Samarakoon

Senior Lecturer Gr II

BA (Colombo),

MPhil and PhD (JNU)

International Relations

Unit Leader

Political Science and International

Relations

Mr. S. Pathmanesan

Senior Lecturer Gr II

BA (Jaffna)

MA (Madras)

Sociology

Mr.N. Balamurali


BA(Peradeniya),

MA(Peradeniya),

MSC(Peradeniya)

Economics

Jaffna Regional Centre, RES

Mr. Binara Anganmana

Senior Lecturer Grade Gr. II

BA(Peradeniya),

MA(Colombo)

Sociology

Kurunegela Regional Centre

RES

Ms. Dulani Liyanahetti

Lecturer

BA (Hons) Colombo,

MA (Colombo),

Attorney-at-Law

Economics

Unit Leader, Economics

Ms.Thushari Gamage

Probationary Lecturer

BA (OUSL)

MA (Colombo)

Mass Communication

Ms Achinthya Tharangani

Koswatte

Probationary Lecturer

BA (Hons) Peradeniya Economics

ACADEMIC STAFF – (TEMPORARY/CONTRACT)

Ms. H.M.U.S Herath

Lecturer (Contract)

BA(Kelaniya)

MSSC(Kelaniya)

Sociology

Anuradhapura Regional Centre

Ms. K.H.G Budhdhima

Padmasiri

Senior Lecturer (Contract)

BA(Colombo)

MA(King’s College,

London)



Relations Unit

Ms. Nelum Uththamadasa

Lecturer (Contract)

BA(Colombo)

MA(South Asian

University)



Relations Unit

Ms. D.G Kanchana

Temporary Lecturer

BA (Peradeniya)

MA (Peradeniya), MA

(North South University)

Political Science


Relations Unit

Mr. D. Nelson de Silva

Academic Coordinator

B.SC(Peradeniya)

MPhil(University of

Reading, UK)

Development Communication

Communication Unit

Mr. N. Gurushanth


BA (Colombo)

Economics

Economics Unit

Ms. R. Varnidaa

Lecturer (Contract)

BA(Peradeniya)

MA(Peradeniya)

Sociology

Kandy Regional Centre

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Kandy Regional Centre

Mr. C.N.C Perera

Project Assistant

BA(OUSL) Certificate Programme

Ms. U.M Perusinghe

Project Assistant

BA(Colombo) Sociology

Sociology Unit

Ms. G. E Minoli

Project Assistant

BA(Colombo) Economics

Communication Unit

Mr. S.M.A Iroshan Pradeep

Kumara

Project Assistant

BA(Kelaniya) Political Science

Political Science Unit

A.S.S Iranthika

Project Assistant

BA(Kelaniya) Economics

Ms. K.G.S.N Wijewardhana

Project Assistant

BA (Kelaniya) Diploma in Youth Development

Ms. M.A.C.J Jayawardhana

Project Assistant

BA(OUSL) Tourism Programme

Ms. P.A.S.M Perera

Project Assistant

BA(OUSL) Badulla Regional Centre

Ms. Shanmugawadovoo


BA(Peradeniya),

MA (Kamaraj

University)

PGD(OUSL)

MED(Jaffna)

Hatton Study Centre

Ms. M.T.K Premarathna

Project Assistant

BA(Ruhuna)

Sociology

Matara Regional Centre

Ms. Anuja Ravindran

Lecturer (Contract)

BA(Eastern University) Sociology

Batticoloa Regional Centre

Mr. N.Lantra

Academic Coordinator (part-

time)

BMS(OUSL)

Tourism and Hotel Operations

ADMINISTRATIVE/SUPPORT STAFF

Ms. H.S.S Jayakanthi

Senior Staff Assistant

Administration

Ms. K.M De Silva

Computer Application

Assistant

Administration

Ms.A.S.S Iranthika

Data entry Operator

(Temporary)

Administrative Support

Ms. E.G.A.J Manike

Labour Super (Grade 1)


Mr. S.P.R.I Premadasa

Labour (On Contract)


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Annexure 5: Sample Terms of Reference for SER Working Group Members

TERMS OF REFERENC

No: PR/SER-WK/Regional Support

Appointment: Member - Self Evaluation Report (SER)Working Group

1. Background

A periodic external review of Sri Lankan Universities and Higher Educational Institutions is

carried out the University Grants Commission (UGC) under its Quality Assurance

Framework. The reviews take place at two levels i.e., Institutional, and Subject/ Programme

during cycles of evaluations. The first cycle of external reviews took place during 2004-2013

and the second cycle is currently on-going.

The main objectives of Programme Review are to ensure the quality of education provision

and maintain high conducts these standards of awards. The UGC through its Quality

Assurance and Accreditation Council facilitates these reviews to evaluate the effectiveness of

the processes of managing and assuring the quality of study programmes, student learning

experiences and standards of awards within a programme of study.

The Department of Social Studies in the Open University of Sri Lanka has applied to the

UGC to have its Bachelor of Arts Degree in Social Sciences to be reviewed in the current

review cycle. The process of review involves the submission of the Self Evaluation Report

(SER) of the BA programme by the Department. The SER is the basis on which the External

Reviewers evaluate the programme and provide feedback at the end of the review.

2. Objectives of the Assignment

To prepare the contents of the SER of the BA in Social Sciences as part of the Programme

Review conducted by the UGC.

3. Scope of the Assignment

A member of the SER Working Group is expected to contribute to the identifying, collecting

and numbering of evidence as contents of the SER, as assigned by the Chairperson of SER

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and the Head of the Department. He/ she will also be expected to engage in discussions and

contribute to the preparation of Site Visit by the External Reviewers.

4. Tasks

To meet and discuss progress in SER preparation and writing at meetings convened

by the Chairperson of SER.

To identify, collect, sort and number evidence pertaining to specific criteria of the

SER

To assist in preparation of the Site Visit of the External Reviewers

5. Duration

August 2017 – April 2018

PROGRAMME REVIEW SELF-EVALUATION REPORT BA ... BA in...Please see Annexure 3 for course wise...

Documents

Transcript of PROGRAMME REVIEW SELF-EVALUATION REPORT BA ... BA in...Please see Annexure 3 for course wise...